支持一个生活在巴德特-比德尔综合征,一个罕见的复杂残疾的TSOGA学习者
Mfungana M Shikwambana1, Jean V Fourie1
1Department of Educational Psychology, Faculty of Education, University of Johannesburg, Johannesburg, South Africa.
African journal of disability
|January 11, 2024
概括
巴德特-比德尔综合征 (BBS) 需要为受影响的儿童提供量身定制的心理教育支持. 本案例研究强调了在特殊教育环境中需要个性化干预来解决认知,视觉,情感和沟通需求的需要.
科学领域:
- 儿科遗传学 儿科遗传学
- 特殊教育 特殊教育
- 临床心理学 临床心理学
背景情况:
- 巴德特-比德尔综合征 (BBS) 是一种罕见的遗传性疾病,导致肥胖,多爪,视力/听力损失和认知障碍.
- 由于其复杂,慢性健康状况,教育患有BBS的儿童存在重大挑战.
研究的目的:
- 探索南非一个患有BBS的孩子的心理教育支持需求.
- 为BBS提供早期检测和整体干预策略的信息.
主要方法:
- 进行了一项描述性,深入的定性案例研究.
- 数据收集包括与家长和教师进行半结构化采访,审查医疗报告和课堂观察.
主要成果:
- 盖扎尼的认知障碍需要修改,慢节奏的课程.
- 视力障碍需要导向培训和盲文教学.
- 心理治疗解决了情感需求,而语言治疗改善了沟通; 建议进行医疗监测和饮食管理.
结论:
- 像BBS这样的多重残疾学习者需要个性化的心理教育计划,有针对性的干预措施.
- 这项研究强调了多方面的支持的重要性,并强调了特殊学校和国家针对有复杂残疾儿童的政策之间的协调.
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