三种不同教育安置模式中的轻度智力落后儿童人格特征比较研究  

The Difference of Personality between Mildly Mental Retardation Students Learning in Three Different Educational Placement

作　　者：于素红[1] 曾凡林[2] 

机构地区：[1]上海师范大学上海师资培训中心,上海200234 [2]华东师范大学特殊教育学系,上海200062

出　　处：《中国特殊教育》2004年第4期18-21,共4页Chinese Journal of Special Education

摘　　要：采用《缺陷儿童人格诊断量表》 ,比较了上海市 5 6 3名分别在普通班随班就读与在辅读学校、普通学校辅读班学习的三类轻度智力落后儿童的人格特征。研究发现 ,三类儿童的人格特征有显著差异 ,在普通班随班就读的轻度智力落后儿童的人格发展落后于其他两类轻度智力落后儿童。此结果启示 ,应该关注随班就读的轻度智力落后儿童所受教育的质量。The scale about personality of disabled students was used in the present research to investigate the difference of personality between the mildly mental retardation students learning in special schools, in special classes and in regular classrooms. Ss were 563 students. The results showed that there are significant differences between the three groups of students, the students learning in regular classrooms performed lower than the others. These findings indicated that one should put more emphasis on the mildly mental retardation students learning in regular classrooms to improve their personality.

关 键 词：轻度智力落后儿童 人格 教育安置模式 研究方法 

分 类 号：G764[文化科学—特殊教育学]