智力残疾学生独立出行的特征与干预研究  

Independent Mobility Skills of Students with Intellectual Disability and Related Interventions

作　　者：徐添喜[1] 邹陈铭鑫 唐娟[1] XU Tianxi;ZOU Chenmingxin;TANG Juan(School of Education,Central China Normal University,Wuhan,430079)

机构地区：[1]华中师范大学特殊教育系,武汉430079

出　　处：《中国特殊教育》2021年第7期33-39,共7页Chinese Journal of Special Education

基　　金：中国残疾人联合会委托课题“智力与发展性障碍人士就业支持体系研究”(项目批准号:20&YB015);华中师范大学中央高校基本科研业务费专项青年学术创新团队建设“信息化进程中残疾儿童职业教育研究”(项目批准号:CCNU19TD008)的阶段性成果之一。

摘　　要：出行能力是智力残疾学生参与并融入社会活动的重要能力。文章梳理了国外智力残疾学生出行技能的相关研究,发现智力残疾学生在步行出行、公共交通出行、驾驶机动车出行方面具有:地标记忆尚可,但地标信息利用效率低;路线学习尚佳,但空间地理位置感知弱;视觉注意分散,多任务同步处理困难;应变能力欠佳,知识技能转化不灵活等特征。具体干预举措包括现场实践、场景模拟、严肃游戏等内部技能强化和自制提示设备、增强现实技术、出行辅助软件等外部辅具支持。文章在总结和分析智力残疾学生交通出行能力的特征与干预举措的基础上,提出了未来发展的建议。Mobility is an important skill for students with intellectual disability(ID)to participate in and integrate into social activities.This paper reviewed relevant literature on the mobility skills of students with ID,and summarized the mobility characteristics of students with ID by means of walking,public transportation and driving as follows:landmark memory is good,but the utilization efficiency of landmark is low;route learning is good,but spatial and geographical perception is weak;visual attention is scattered,and synchronously multitasking is difficult;the translation of knowledge and skills in real settings is inflexible.Specific intervention measures include internal skill enhancement and external assistance support,such as on-site practice,scene simulation,serious games and self-made prompt equipment,augmented reality technology,travel assistance software etc.Suggestions are put forward on further development in mobility intervention for students with ID.

关 键 词：智力残疾 独立出行 模拟实践 辅具支持 严肃游戏 

分 类 号：G764[文化科学—特殊教育学]