[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$fx0xw3zb4nKDVYO4rOlqNAvG4KhepNjdRtPkbphP05wE":3},{"answer":4,"createTime":5,"id":6,"options":7,"origin":12,"question":15,"related":16,"source":27,"type":50},[],"2025-12-01 08:12:14",1070638728,[8,9,10,11],"回归主流","一体化","随班就读","全民教育",{"courseImg":13,"courseName":14},"https:\u002F\u002Ftihai-oss-cloud.itihey.com\u002Fimg\u002F1333c4689f1a1a1742841da590a133c3.png","[公开课]特殊教育概论","在正常化思潮的影响下,美国兴起了( )",[17,29,37,42,47,51,56,61,70,79],{"answer":18,"createTime":19,"id":20,"options":21,"question":26,"source":27,"type":28},[],"2025-12-01 08:12:15",1070638680,[22,23,24,25],"存在语言和沟通障碍","听觉代偿能力得到强化","空间知觉及定向能力差","视觉表象缺乏","视力残疾学生的心理特点主要表现为( )","v2",1,{"answer":30,"createTime":19,"id":31,"options":32,"question":35,"source":27,"type":36},[],1070638685,[33,34],"对","错","特殊儿童与其他儿童最主要的不同在于他们需要特殊教育的服务以充分发挥其潜能.( )",3,{"answer":38,"createTime":5,"id":39,"options":40,"question":41,"source":27,"type":36},[],1070638701,[33,34],"残疾幼儿的教育应当把保育和康复分开进行.( )",{"answer":43,"createTime":19,"id":44,"options":45,"question":46,"source":27,"type":36},[],1070638718,[33,34],"特殊教育已经从医学模式转变为强调人与环境互动的生态学模式.( )",{"answer":48,"createTime":5,"id":6,"options":49,"question":15,"source":27,"type":50},[],[8,9,10,11],0,{"answer":52,"createTime":5,"id":53,"options":54,"question":55,"source":27,"type":36},[],1070638734,[33,34],"某儿童被诊断为左耳听力正常,右耳听力损失 75 分贝,不是听觉障碍学生. ( )",{"answer":57,"createTime":19,"id":58,"options":59,"question":60,"source":27,"type":36},[],1070638751,[33,34],"1874 年,传教士米尔斯夫妇在北京东城甘雨胡同创办瞽叟通文馆,为我国的第一所特殊教育学校.( )",{"answer":62,"createTime":5,"id":63,"options":64,"question":69,"source":27,"type":50},[],1070638769,[65,66,67,68],"影响认知发展不影响情感个性","只有负向影响","主要是代偿功能得到强化","具有辩证意义","障碍对儿童身心发展的影响( )",{"answer":71,"createTime":19,"id":72,"options":73,"question":78,"source":27,"type":28},[],1070638777,[74,75,76,77],"随班就读是指特殊儿童在普通教育机构普通班中和普通儿童一起接受能满足其特殊教育需要的一种教育安置形式","随班就读是顺应融合教育潮流,结合中国国情发展特殊教育的一个创举","随班就读对于保障特殊儿童受教育的机会与权利起到了重要的促进作用","随班就读是我国探索融合教育的第一步,其发展过程也将成为融合教育的实现过程","关于随班就读,以下说法正确的是( )",{"answer":80,"createTime":19,"id":81,"options":82,"question":87,"source":27,"type":28},[],1070638811,[83,84,85,86],"职业资格与专业资格的综合","普通教育与特殊教育的综合","专业基础与专业方向的综合","学科与专业的高度综合","特殊教育教师专业化素质结构特点表现在( )"]