Global Development of Children with Intellectual Disability: Intrinsic Factors versus Extrinsic Interventions

Autor/in	Wang, Fuzhou
Titel	Global Development of Children with Intellectual Disability: Intrinsic Factors versus Extrinsic Interventions
Quelle	In: Science Insights Education Frontiers, 8 (2021) 2, S.1023-1028 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2644-058X
Schlagwörter	Stellungnahme; Children; Intellectual Disability; Intervention; Child Development; Equal Education; Individual Characteristics + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Intellect; Disability; Disabilities; Verstand; Behinderung; Kindesentwicklung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	How to realize the global development of children with intellectual disability is a complicated social issue. When a child has intellectual disability or is on the verge of intellectual disability, the environment the child is in and the humanistic support the child obtains play a vital role in achieving the global development. Given the intrinsic factors cannot be changed, and then the extrinsic interventions subsequently become the only means for children with intellectual disability to achieve personal development. However, conventional education cannot meet the special needs of children with intellectual disabilities, so training special supporting teachers has become the best choice to achieve this goal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01