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本资源由秉持神经多样性肯定理念的语言治疗师设计,概述了研究人员使信息适应残障人士需求的六种方式。 This resource, designed by a neurodiversity affirmative speech and language therapist, outlines six ways researchers can adapt information so it is accessible to disabled individuals.
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对话板包含可用于回答特定主题问题的备选图像。本指南适用于需要自主设计对话板的研究 人员。 Conversation boards contain images that could be selected to answer questions about a certain topic. This guidance is for researchers who wish to design their own conversation board.
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本资源展示了研究人员询问转变(未来目标)话题时“对话板”的应用范例。对话板包含可用于回答特定主题问题的备选图像。 This resource provides an example of how a "conversation board" might look if researchers were asking questions about transitions (future goals). Conversation boards contain images that could be selected to answer questions about a certain topic.
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本资源展示了研究人员询问校园喜恶话题时“对话板”的应用范例。对话板包含可用于回答特定主题问题的备选选项。 This resource provides an example of how a "conversation board" might look if researchers were asking questions about school likes and dislikes. Conversation boards contain options that could be selected to answer questions about a certain topic.
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这是《国家联合委员会沟通权利法案》的第三个版本。国家联合委员会最初制定这项法案是为了确保重度残障人士通过沟通影响其生存条件的基本权利(国家联合委员会,1992 年)。2016 年,第二版增加了三项更注重社会方面的权利(Brady 等人,2016 年)。作为对国家联合委员会网络(一个由重度残障人士的家庭成员和专业人士组成的小组)的反馈的回应, 这一最新版本合并并简化了权利的措辞,以便所有人都能理解。在另一份指导文件中,国家联合委员会详细介绍了每项权利。该文件还为家庭成员、照护者、专业人员和自我倡导者提供了与重度残障人士互动和沟通的策略与实践方法(国家联合委员会,2024 年)。人们在生活的各个方面都有沟通的基本权利。这些沟通权利促进个体在生命的各个阶段的充分参与(国家重度残障人士沟通需求联合委员会,2024 年)。 This is the third iteration of...
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本资源展示了研究人员询问校园喜恶话题时“可视化对话”的应用范例。可视化对话可帮助有额外需求者就重要主题表达观点。该系统通过符号工具让使用者分享对特定主题的观点。开放式问题引导讨论过程,使个体能够将回答放置在特定标题下。 This resource provides an example of how a "visual conversation" might look if researchers were asking questions about school likes and dislikes. Visual conversations can help people with additional needs express their opinions on important subjects. This system uses symbols to allow...
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期待什麼 的故事 法是一种通过视觉手段为个体建立预期感的方法。期待什麼 的故事向学旨在帮助个体了解不同或全新情境中预期可能发生的事件或情况。期待什麼 的故事向学生说明使用“可视化对话”探讨校园喜恶主题时的具体流程。
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