言語障礙兒 的英文怎麼說

中文拼音 [yányǔzhàngàier]
言語障礙兒 英文
speech handicapped children
  • 言 : Ⅰ名詞1. （話） speech; word 2. （漢語的一個字） character; word 3. （姓氏） a surname Ⅱ動詞（說） say; talk; speak
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 障 : Ⅰ動詞（阻隔; 遮擋） block; hinder; obstruct Ⅱ名詞（遮擋物） barrier; block; obstacle
  • 礙 : 動詞（妨礙； 阻礙； 遮蔽） hinder; obstruct; be in the way of
  • 言語 : 言語spoken language; speech; verbal; lalia
  • 障礙 : 1 （阻礙） hinder; obstruct; rub; bar; stick2 （阻擋前進的東西） obstacle; obstruction; barrier; ...
  1. Visuospatial cognitive characteristics and behavior problem in children with nonverbal learning disabilities

    非言語型學習障礙兒童視覺空間認知特徵與行為問題
  2. Assessment services identify hearing, speech and learning / behaviour problems among school - age children so that appropriate follow - up action can be taken and remedial treatment given before the problems develop into handicaps

    政府提供的評估服務，可以識別學齡兒童在聽覺、言語、學習或行為上是否有問題，並在問題發展成障礙之前及時跟進，提供矯正治療。
  3. Common childhood developmental problems include attention deficit, hyperactivity disorder, dyslexia, autistic spectrum disorder, language delay, developmental delay, mental retardation, developmental coordination disorder, cerebral palsy, as well as visual and hearing impairment

    常見的兒童發展問題包括專注力失調、過度活躍癥、讀寫障礙、自閉癥、言語發展障礙、發展遲緩、智力障礙、動作協調障礙、腦麻痹、視障及弱聽。
  4. Relative factors to language handicap of mentally retarded children

    弱智兒童語言障礙相關因素
  5. Language disordered children group, ldg

    語言障礙兒童
  6. In our study, the natural context with appropriate stimulating skills - which are real and daily - life related - will turn out to be the most effective language learning method, " said dr. alice cheng lai, person - in - charge of manulife centre for children with specific learning disabilities at the hong kong polytechnic university

    香港理工大學宏利兒童學習潛能發展中心負責人黎程正家博士表示：此問題最常見于有學習障礙的兒童。根據中心的研究，最有效的語言學習方法為自然情境再配合上恰當的引發技巧，令真實與生活息息相關，學習自然事半功倍。
  7. The influence of visual memory ability of hearing - impaired children on speach training

    聽力障礙兒童視覺記憶能力在言語訓練中的作用
  8. After a while, the players needed less and less time to find the matching card. they noticed that the so - called language barrier had vanished all of a sudden, and the restriction initially applied to the native japanese players was removed

    游戲持續一會兒后，大家的速度不斷提高，此時方才發現，所謂的語言障礙早已不翼而飛，初時對日本長大的同修的限制也自然地被取消了。
  9. In earlier trials on children with learning difficulties, the speech and language therapists who tested the game reported similar improvements

    在先前對學習困難的兒童的測試中，用這個游戲進行試驗的言語及語言障礙治療師也報道了類似的改善效果。
  10. Assessment services identify hearing, speech and learningbehaviour problems among school - age children so that appropriate follow - up action can be taken and remedial treatment given before the problems develop into handicaps

    政府提供的評估服務，可以識別學齡兒童在聽覺、言語、學習或行為上是否有問題，並在問題發展成障礙之前及時予以跟進，提供矯正治療。
  11. But these are geared exclusively towards children with speech and language problems and involve intensive training

    但這些產品只適合於有言語及語言障礙的兒童，並且包含強化訓練。
  12. The level of cognitive developtment was badly low in children with mental retardation, which was a very important reason why the adaptive behavior level in children with mental retardation was significantly lower than that in normal children, while weakness in language was the key reason for cognitive lag. although children with mental retardation significantly lagged behind normal children in adaptive behavior, they had great potential to develop high - level skills

    弱智兒童適應行為發展水平明顯落後于正常兒童，其中認知技能發展水平的嚴重滯后是一個重要原因，而語言發展障礙又是認知發展滯后的關鍵所在。雖然弱智兒童適應行為發展水平明顯落後于正常兒童，但他們仍有著巨大的發展潛能，尤其是獨立技能和社會技能在整個年齡范圍（ 4 ? 12歲）內都在加速發展。
  13. Clinical observation on children with language disorder of cerebral palsy treated by acupuncture

    針刺治療腦性癱瘓兒童語言障礙臨床觀察
  14. Most of the sensory integrative dysfunction children not only have primary psychophysiological problems, such as hyperactivity, distractivity, clumsiness, poor visual perception et al, but also have secondary problems, such as emotional disturbance, behavior problems, learning disabilities, poor social relationship et al

    摘要經感受統合測驗評估為感受統合失調的兒童，臨床顯示他們除了好動、不專心、動作笨拙、視、聽知覺差、語言能力不佳等原發感受統合問題外，常伴隨情緒障礙、行為問題、學習障礙及人際關系差等次發問題，在治療過程中干擾活動之運作。
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