1) Multihandicap children
合并听力障碍的多种残疾儿童
2) children of hearing disability
听力残疾儿童
1.
This research is aimed at analyzing and comparing drawing processes and products of children of hearing disability with ones of healthy listening aged at 5 to 6 years old in detail, by means of interview, observation, literature and work analysis.
本研究主要采用访谈法、观察法、文献法和作品分析法，对5-6岁听力残疾儿童与健听儿童的绘画过程和绘画作品进行了详细的比较分析。
3) Children with hearing disability
听力障碍儿童
1.
Children with hearing disability are a colossal special colony, and they show many behavioral problems such as distrust, obstinacy, impatience and other behavioral issues.
研究三、研究四和研究五分别考察了听力障碍儿童外部情绪理解、内部情绪状态理解和反思情绪理解的发展特点。
4) deaf children
听觉障碍儿童
1.
185 deaf children from Special Education Middle School of Shandong Province have been tested on personality traits and interpersonal trust by the way of Eysenck Personality Questionnaire and the Interpersonal Trust Scale.
以艾森克人格问卷(EPQ)、人际信任量表(ITS)为工具,对山东省特殊教育中等专业学校的185名听觉障碍儿童的个性特征、同伴信任及他们之间的关系进行了测量研究,目的是改善听觉障碍儿童的人格状况,为特殊教育工作提供干预依据。
5) visually impaired children
视力残疾儿童
1.
However,because the incidence of visually impaired children is only 6/10000,is far below that of intellectual and hearing disability children,so only few people care about the research on special education of visually impaired children,and as for the education for them is rarely mentioned.
但是,因为视力残疾儿童发生率仅为万分之六左右,远远低于智力残疾和听力残疾儿童的发生率,所以视力残疾儿童教育的研究在特殊教育中常常处于薄弱的环节,特别是视力残疾儿童音乐教育更是很少有人提及。
6) intellectually disabled minors
智力残疾儿童;弱智儿童
补充资料：听力残疾分级标准
听力残疾分级标准
gradation for hearing impairment
听力残疾分级标准(gradation forhearing impairment)为评定听力损失程度制定的等级准则，有世界卫生组织(WHO)和国际标准化组织(150)制定的耳聋分级标准，以及中国全国残疾人抽样调查领导小组制定的听力残疾分级标准(1987)，两种标准对照如下:到 听力损失等级一般指双耳，若两耳听力损失不同，则依听力损失较轻一侧评定听力损失等级。不同程度的听力损失，将造成不同的心理缺陷，故评定听力损失程度极为重要。 (魏华志撰李考忠审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条