融合教育语言教学对语言障碍儿童康复效果探究

刘英; 田海灿; 何思颖

doi:10.3969/j.issn.1672-4933.2025.01.023

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融合教育语言教学对语言障碍儿童康复效果探究

康复教育 | 更新时间：2026-07-11

- 融合教育语言教学对语言障碍儿童康复效果探究
- Language Rehabilitation Taining for Children with Language Disorders Through Language Teaching in Integrated Education for Impairment Children
- 中国听力语言康复科学杂志 2025年23卷第1期页码：97-99
- 作者机构：
  
  绵阳市中心医院绵阳621000
- 作者简介：
  
  刘英本科主治医师；研究方向：儿童康复，E-mail：634238129@qq.com
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2025.01.023
  中图分类号： G494
- 收稿：2023-09-19，
  
  纸质出版：2025-01-15
- 稿件说明：
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刘英,田海灿,何思颖.融合教育语言教学对语言障碍儿童康复效果探究[J].中国听力语言康复科学杂志,2025,23(01):97-99.

LIU Ying,TIAN Hai-can,HE Si-ying.Language Rehabilitation Taining for Children with Language Disorders Through Language Teaching in Integrated Education for Impairment Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(01):97-99.
刘英,田海灿,何思颖.融合教育语言教学对语言障碍儿童康复效果探究[J].中国听力语言康复科学杂志,2025,23(01):97-99. DOI： 10.3969/j.issn.1672-4933.2025.01.023.

LIU Ying,TIAN Hai-can,HE Si-ying.Language Rehabilitation Taining for Children with Language Disorders Through Language Teaching in Integrated Education for Impairment Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(01):97-99. DOI： 10.3969/j.issn.1672-4933.2025.01.023.

摘要

目的

探究融合教育语言教学对语言障碍儿童的康复效果。

方法

选择2020年5月至2021年5月在本院进行语言康复训练的语言障碍患儿80例，以随机双盲法分为干预组与对照组各40例，对照组实施常规语言康复训练，干预组实施融合教育语言教学。干预3个月后观察两组患儿干预效果、语言能力、社会适应能力。

结果

干预组总有效率（97.50%）显著优于对照组（87.50%）（

＜0.05）；干预前，两组语言能力、社会适应能力比较无显著差异（

＞0.05）；干预后，干预组语言能力、社会适应能力显著高于对照组（

＜0.05）。

结论

融合教育语言教学对语言障碍患儿康复效果显著，可有效提高语言能力与社会适应能力。

Abstract

Objective

To explore the influence of language teaching in comprehensive education on language rehabilitation in language disorders children.

Methods

80 language disorders children participated in language rehabilitation training in our hospital from May 2020 to May 2021.40 cases and each group received traditional language rehabilitation training. The intervention group implemented comprehensive educational language teaching. Three months after the intervention

the intervention effect

hearing ability

language ability

social adaptability and quality of life in both groups.

Results

The total response rate in the intervention group (97.50%)was better than that in the control group (87.50%) (

0.05) were studied and analyzed. Before intervention

there was no significant difference between the two groups in language proficiency scores and social adaptation scores (

0.05). After

intervention

the scores of language ability and social adaptability in the intervention group were significantly higher than those in the control group (

0.05).

Conclusion

The intervention effect of integrated education language teaching in language rehabilitation training for children with language disorders is significant

which can effectively improve children's language ability and social adaptability

and has high clinical application value.

关键词

Keywords

references

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