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首页> 外文期刊>American Annals of the Deaf >THE INTEGRATION EXPERIENCE OF HEARING IMPAIRED ELEMENTARY SCHOOL STUDENTS IN SEPARATED AND INTEGRATED SCHOOL SETTINGS
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THE INTEGRATION EXPERIENCE OF HEARING IMPAIRED ELEMENTARY SCHOOL STUDENTS IN SEPARATED AND INTEGRATED SCHOOL SETTINGS

机译：在单独和综合的学校环境中听力受损的小学学生的整合经验

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[...] despite great effort, only about 20% of children with hearing impairments are integrated into the regular school system. Because school law is the responsibility of the individual federal states in Germany, the extent of such integration figures vary considerably from one federal state to another (ranging from 10% to 62%).
机译：daccess-ods.un.org daccess-ods.un.org尽管付出了很大的努力，但只有约20％的听力障碍儿童被纳入正规学校系统。由于学校法是德国各个联邦州的责任，因此这种融合数字的范围在一个联邦州与另一个联邦州之间差别很大（从10％到62％不等）。

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    《American Annals of the Deaf》 |2010年第3期|p.369-376|共8页
  • 作者

    Alexandra Vetter Erwin Löhle Jürgen Bengel Thorsten Burger;

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    ALEXANDRA VETTER, ERWIN LÖHLE, JÜRGEN BENGEL, AND THORSTEN BURGERALL FOUR AUTHORS ARE BASED IN GERMANY. VETTER is A PSYCHOLOGIST, AND LÖHLE A PROFESSOR AND THE DIRECTOR, PHONIATRIC AND PEDAUDIOLOGICAL SECTION, DEPARTMENT OF OTOLARYNGOLOGY, FREIBURG UNIVERSITY HOSPITAL BENGEL is A PROFESSOR AND THE DIRECTOR, DEPARTMENT OF REHABILITATION PSYCHOLOGY AND PSYCHOTHERAPY, INSTITUTE OF PSYCHOLOGY, UNIVERSITY OF FREIBURG. BURGER is A PSYCHOLOGIST, DEPARTMENT OF OTOLARYNGOLOGY, FREIBURG UNIVERSITY HOSPITAL, AND A SCHOOL PSYCHOLOGIST, EDUCATION AND COUNSELING CENTER FOR THE HEARING IMPAIRED, BBZ STEGEN (A STATE-REGISTERED RESIDENTIAL SCHOOL).;

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