摘要
基于较为周全的实地调查,本文呈现了当前藏区残疾儿童送教上门的施行过程,在归结区域送教上门实践特点之后,结合多学科的视角得出在藏区送教上门对象、师资、教学内容、教学评价上的实践路径,以此擘划我国藏区特殊教育的发展之计。
This study, based on a field investigation, introduces the practice and features of homebound instruction for disabled children in Tibetan areas. The author summarizes those disabled children in need of homebound instruction, the special education teachers offering homebound instruction, the content of homebound instruction, and the teaching evaluation, so as to push forward the development of special education in Tibetan areas.
引文
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