Which of the common types of special children is the most common now?

Exceptional children refer to children who are significantly different from normal children in all respects. These differences can manifest in the intellectual, sensory, emotional, physical, behavioural or verbal aspects of children who are less than normal or more than normal, as well as those who have minor delinquencies.

When we look at a group of children, it is not difficult to see that even if they are the same age, the differences between individuals are still very clear. Some are strong, some are thin; Some are dexterous, some are clumsy; Some are smart and clever, while others are unresponsive; Some are sociable, while others are very unsociable. So, what kind of characteristics or manifestations are normal, and what are abnormal?

Which children are ordinary and which are exceptional? These questions relate to the definition of children with special needs.

American special education experts Kirk and Gallaher (Sa Kirk&J) believe that special children usually include both disabled and gifted children, and refer to children who deviate from the norm in the following aspects: intellectual characteristics; sensory abilities; neuromotor or physical characteristics; social behavior; communicative skills; A variety of defects (Tang Shengqin, Yin Chunming et al., 1989). This definition emphasizes that children with special needs have physical, psychological, and behavioral characteristics that deviate from the norm.

According to Guo Weifan et al. (1975), a Taiwanese expert on special education, children and adolescents with special needs are students who are more special in educational situations (individual differences are particularly significant), may have special learning difficulties (especially in ordinary classes), and need special education programs. They advocated that special children should be defined in terms of education, and that physical impairments do not constitute sufficient conditions for special children.

Pu Yongxin (1995), a special education expert in Chinese mainland, proposed that special children can be understood in two ways: one is broad, that is, all kinds of children other than ordinary children with normal development are included; The other is narrowly defined and refers specifically to children with disabilities who are physically or mentally handicapped.

The classification of children with special needs refers to the classification of children with physical and mental abnormalities from different perspectives according to certain purposes and methods. The main purpose is to provide special education and related services that are appropriate to the physical and mental characteristics of the child. It can be divided according to the nature of the child's abnormal condition, such as deafness, blindness, mental retardation, etc.; An abnormal condition can be further classified, such as hearing impairment as hard of hearing and deafness.

It can be divided from a medical perspective or from an educational perspective, for example, mentally retarded children are divided into "educationable", "trainable", and "need supervision".

There are 8 types of preschool special children: visual disabilities, hearing disabilities, speech disabilities, physical disabilities, intellectual disabilities, mental disabilities, multiple disabilities and other disabilities.

In China, children with special needs mainly receive education in special schools, for example, hearing-impaired children attend schools for the deaf and mute, and blind children attend schools for the blind. There are pros and cons to this approach. The concentration of teachers and facilities in special schools is not conducive to the integration of children with special needs into society.

Special schools are places with a high concentration of children with disabilities, making it difficult for each child to adapt quickly to the environment after completing school.

Preschool special children refer to children who have physical, intellectual, psychological and other disabilities or developmental delays in the preschool stage (3-6 years old) and need to receive special education and ****. The classification of preschool children with special needs is mainly based on the following types:1

Physical disabilities: including physical disabilities, visual disabilities, hearing disabilities, intellectual disabilities, etc., which affect the physical and psychological development of preschool children to varying degrees. 2.

Mental retardation: Mental retardation refers to the fact that preschool children's intelligence level is lower than the average level of their peers, which is manifested as impairments in cognitive ability, memory ability, language ability, etc., such as autism, Down syndrome, etc. 3.

Affective and behavioral disorders: including mood disorders, behavioral disorders, social communication disorders, etc., which can affect preschool children's social adaptability and interpersonal skills. 4.

Multiple Noise Disorder: This is when a preschool child has two or more disabilities or impairments at the same time, which is also common in preschool special education. According to the above classification basis, preschool special children can be divided into different types, and each type of preschool special children needs to take different educational methods and measures in special education and special education to help them get better development.

The classification of preschool children with special needs requires individualized assessment and intervention to improve their ability to live and learn.

Summary. Hello! 1.General psychological development of children with special needs.

Children with special needs are children first and children with special needs second. Both physically and psychologically, there are many commonalities between children with special needs and ordinary children. Taiwanese scholar Chen Zhengjian believes that the commonalities between special children and ordinary children are mainly reflected in five aspects:

The development process pattern is similar; The physiological tissue structure is similar; The elements of psychological needs are similar; Personality structure is similarly developed; The content of social adaptation is similar.

This paper briefly describes the common laws and significant differences in the development of children with special needs and ordinary normal children.

Hello! 1.Children with special needs are children first, and children with special needs are second.

Whether it is physiological or psychological, there are many commonalities between special children and ordinary children. Taiwanese scholar Chen Zhengjian believes that the commonalities between special children and ordinary children are mainly reflected in five aspects: similar development process patterns; The tissue structure of the physiological cave orange is similar; The elements of psychological needs are similar; Personality structure is similarly developed; The content of social adaptation is similar.

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Answer]: a, b, d, e

Children with mental disorders are not classified as special children.

There are 8 types of preschool special children: visual disabilities, hearing disabilities, speech disabilities, physical disabilities, intellectual disabilities, mental disabilities, multiple disabilities, and other disabilities.

Special children in Tongcong country mainly receive education in special schools, for example, hearing-impaired children go to deaf and dumb schools, blind children go to blind schools, this way has advantages and disadvantages, special school teachers, facilities are concentrated, but it is not conducive to the integration of special children into society, special schools are a place where disabled children are concentrated, making it difficult for each child to quickly adapt to the external environment after completing school.

Preschool Special Education Teacher Professional Core Concepts:

1: Teacher ethics first: love the cause of special education, fulfill the professional ethics of teachers, and teach in accordance with the law.

2: Student-oriented: respect the rights and interests of students, take students as the main body, and fully mobilize and give full play to students' initiative.

3: Ability-oriented: Organically combine subject knowledge, special education theory and practice, and highlight the practical ability of special education.

4: Lifelong learning: learn advanced educational theories, and understand the experience and practices of special education reform and development at home and abroad. <>