目的:为了更好地指导智障儿童家长科学实施家庭性教育,对当前智障儿童家庭性教育的现状进行调查分析。方法:对北京市某特殊教育学校的智障儿童家长进行问卷调查。结果:有43.4%智障儿童家长没有实施家庭性教育,还有43.4%的家长偶尔进行...目的:为了更好地指导智障儿童家长科学实施家庭性教育,对当前智障儿童家庭性教育的现状进行调查分析。方法:对北京市某特殊教育学校的智障儿童家长进行问卷调查。结果:有43.4%智障儿童家长没有实施家庭性教育,还有43.4%的家长偶尔进行性教育;母亲是家庭性教育的主要组织者;女孩是家庭性教育的主体,男孩很少获得家庭性教育;阻碍家庭性教育开展的主要因素是智障儿童家长缺乏性知识、性教育观念保守。结论:大多数智障儿童家长性教育知识匮乏,缺乏科学的性观念,很少进行家庭性教育。建议智障儿童家长关注孩子的性发展,科学实施家庭性教育。Objective: To investigate the current situation of family sex education for children with mental retardation in Beijing to put forward suggestions for parents to carry out scientific sex education. Method: Questionnaires were conducted on 53 parents from families containing child with mental retardation in a certain special education school in Beijing. Results: 43.4% of parents never offered sex education to their children, while 43.4% of parents occasionally provide it. Mothers take the main role in family sex education. Girls are the main receiver of family sex education while boys seldom receive sex education from their families. Conclusion: Lack of sexual knowledge and conservative concepts of parents are the main factors hindering the development of family sex education. Because of the lack of knowledge of sex education and, scientific understanding of sex, parents seldom carry out family sex education. Parents should pay attention to their child’s sexual development and implement family sex education scientifically.展开更多
文摘目的:为了更好地指导智障儿童家长科学实施家庭性教育,对当前智障儿童家庭性教育的现状进行调查分析。方法:对北京市某特殊教育学校的智障儿童家长进行问卷调查。结果:有43.4%智障儿童家长没有实施家庭性教育,还有43.4%的家长偶尔进行性教育;母亲是家庭性教育的主要组织者;女孩是家庭性教育的主体,男孩很少获得家庭性教育;阻碍家庭性教育开展的主要因素是智障儿童家长缺乏性知识、性教育观念保守。结论:大多数智障儿童家长性教育知识匮乏,缺乏科学的性观念,很少进行家庭性教育。建议智障儿童家长关注孩子的性发展,科学实施家庭性教育。Objective: To investigate the current situation of family sex education for children with mental retardation in Beijing to put forward suggestions for parents to carry out scientific sex education. Method: Questionnaires were conducted on 53 parents from families containing child with mental retardation in a certain special education school in Beijing. Results: 43.4% of parents never offered sex education to their children, while 43.4% of parents occasionally provide it. Mothers take the main role in family sex education. Girls are the main receiver of family sex education while boys seldom receive sex education from their families. Conclusion: Lack of sexual knowledge and conservative concepts of parents are the main factors hindering the development of family sex education. Because of the lack of knowledge of sex education and, scientific understanding of sex, parents seldom carry out family sex education. Parents should pay attention to their child’s sexual development and implement family sex education scientifically.
文摘目的 探讨不同人工耳蜗植入年龄听障儿童术后言语能力发展规律,以及植入年龄对术后言语能力的影响。方法 将1258例儿童根据人工耳蜗植入年龄分为6组:组(1)植入年龄6~12个月,组(2)13~24个月,组(3)25~36个月,组(4)37~48个月,组(5)49~60个月,组(6)61~72个月。在开机时、开机后6、12、24、36、48和60个月采用有意义使用言语量表(meaningful use of speech scale,MUSS)对6组儿童进行言语能力评估。结果 组(1)~(3)的MUSS得分率在开机后0~48个月呈显著增长趋势(P<0.05);组(4)~(5)在开机后0~36个月呈快速增长(P<0.05);组(6)在开机后0~24个月呈显著增长(P<0.05);其余评估阶段呈较慢增长(P>0.05)。结论 MUSS问卷是评价人工耳蜗植入儿童言语能力行之有效的方法,不同植入年龄儿童的言语产出能力总体趋势相同,但又各有特点,3岁前植入者的言语能力增长速度快且持续时间长;3岁后植入者虽然早期言语能力较3岁前植入者得分高,但言语能力增长速度较3岁前植入者慢且快速增长期持续短,有必要早期进行人工耳蜗植入。
