面向学龄前聋盲儿童的通用学习设计：促进沟通与语言发展

文献信息

中文摘要

目的： 学龄前聋盲儿童属于低发病率且高度异质的群体。因此，许多言语语言病理学家（SLP）可能从未接触过这些儿童。然而，SLP是为聋盲儿童提供服务的教育团队中不可或缺的成员。必须通过协作来应对该儿童独特的优势、视觉障碍与听力损失的类型和程度、伴随的残疾以及学习需求。通用学习设计（UDL）提供了一种灵活的方法来加强协作，从而促进该儿童获得并发展社会互动、沟通和语言。
结论： 本文（a）梳理了关于UDL有效性的相关当前研究，（b）探讨了UDL原则作为促进SLP与儿童家庭及其他教育团队成员协作的工具，（c）概述了UDL原则如何支持SLP在学龄前聋盲儿童中的角色。

英文摘要

PURPOSE: Preschoolers who are deafblind are a low-incidence and heterogeneous group. Consequently, many speech-language pathologists (SLPs) may not have encountered these children. However, SLPs are essential members of the educational team serving a child who is deafblind. Collaboration is necessary to address the child's unique strengths, type and degree of visual impairment and hearing loss, accompanying disabilities, and learning needs. Universal Design for Learning (UDL) provides a flexible approach to enhance collaboration that promotes the child's access to and development of social interaction, communication, and language.
CONCLUSION: This article (a) identifies relevant current research on the effectiveness of UDL, (b) explores UDL principles as a vehicle for facilitating the SLP's collaboration with the child's family and other educational team members, and (c) outlines how UDL principles support the SLP's role with preschoolers who are deafblind.