1) Hearing impaired students
听力障碍者
1.
The fine arts education of Hearing impaired students is an importment part in our special education system.
听力障碍者的美术教育是我国高等教育体系中特殊教育的重要部分。
2) Hearing disorders
听力障碍
1.
Results:The prevalence of neonatal hearing disorders was 0.
结果 :通过筛查 3770例新生儿 ,最后由ABR确诊听力障碍 4例 ,听力障碍患病率为 0 。
3) hearing loss
听力障碍
1.
Non-verbal cognition impairment and social adaptability in children with severe hearing loss;
重度听力障碍儿童非言语认知及社会适应能力发育水平的病例对照研究
2.
Objective To lind out the situations of the hearing loss,which differ from the people without hearing impair- ment in hearing threshold and the balance between ears on their level.
目的:分析听力障碍患者听阈值与正常人的差异及精神心理因素对结果的影响。
3.
Objective To explore the diagnosis and treatment of early hearing loss in nasopharyngeal carcinoma.
目的探讨以听力障碍为首发症状鼻咽癌的诊断和治疗。
4) hearing impairment
听力障碍
1.
The Application of Brainstem Auditory Evoked Potentials (BAEP) in the Hearing Impairment Diagnosis of Cerebral Palsy Children;
脑干听觉诱发电位在脑瘫患儿听力障碍诊断中的应用
2.
Objective To explore the importance of complete audiological assessment in the process of hearing evaluation and aural rehabilitation in children with hearing impairment.
目的探讨完善的听力学评估在听力障碍(听障)儿童听力检测及康复中的重要性。
3.
762%, and the prevalence of hearing impairment was 9.
762%,筛查新生儿中听力障碍率为9。
5) hearing disorder
听力障碍
1.
Medicolegal expertise of 200 cases of hearing disorder;
听力障碍200例的法医学鉴定分析
2.
To standardize the judicial assessment of hearing disorders, we compared and analyzed the International classification of impairments, disabilities and handicaps and several hearing handicap criteria used by audiologist and medical expert home and abroad respectively.
为实现听力障碍司法鉴定的标准化,通过比较、分析国内外医学和法医学听力分级标准、国际残疾分类方法,并经过筛选,认为听力障碍类型判断标准,听力障碍鉴定方法以及听力实验室规范,是听力障碍鉴定必需和影响鉴定结论的关键环节。
3.
Objective To investigate the incidence of hearing disorder and analyse the high-risk factors with hearing injury in newborns with hyperbilirubinemia.
目的研究高胆红素患儿听力障碍的发生率,探讨与听力障碍发生有关的高危因素。
6) listening obstacles
听力障碍
1.
In the learning of English listening,the keys to overcome listening obstacles are that learners must be able to understand all listening factors and their interactive relationships in the comprehension process.
在分析听与读共同点与差异的基础上,运用对比、分析和实际调研的方法剖析了听力理解的障碍,认为在英语听力学习中,克服听力障碍的关键在于学习者必须从根本上熟练掌握听力理解的诸要素及其内在的各种互动规律,厘清听与读的异同和彼此之间的关系,注重自上而下和自下而上知识的融汇贯通。
2.
To some extent,if one knows nothing of phonology,such as phonetic changes,sound linking,loss of plosion and intonation,some listening obstacles can never be conquered.
如果不掌握一定的语音学知识,有些听力障碍根本无法克服。
3.
The effective ways of improving listening levels conclude: break through listening obstacles and grasp the basic skills of listening; pay special attention to listening strategies and deal properly with the relationship between whole listening, selective listening and intensive listening.
切实有效的提高听力训练水平的途径主要包括:突破听力障碍,掌握“听”的基本技能;讲究听力策略,正确处理全听、选听、精听在听力训练中的关系。
补充资料：多重障碍者
多重障碍者
multiple handicaps
多重障碍者(multiple handieaps)一个人同时具有两种或两种以上的障碍或能力缺陷。如又盲又聋者。多重障碍者虽然具有两种或两种以上的能力缺陷，但是这些缺陷所构成的障碍情形，并非只是几种缺陷的并列存在，而是构成了另一种独特的障碍类型，对这类儿童需要很特殊的教育。全国残疾人抽样调查时称多重障碍为综合残疾。 (张宁生撰李考志审)
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