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首页> 外文期刊>Journal of Education and Practice >Websites Designed for Students with Special Needs
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Websites Designed for Students with Special Needs

机译：专为有特殊需要的学生设计的网站

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According to Friedman & Bryen, (2007), a person with a disability is one with a long-term physical, intellectual, mental or sensory impairment, which interferes with their social equality in relation to others. Disability, thus, varies widely across countries. Borg, Berman-Bieler, & Khasnabis (2015), indicated that by 2004, about 93 million children aged 14-years and below, suffered from moderate to severe disabilities. Examples of common disabilities include hearing loss, down syndrome, cerebral palsy, brain injury, intellectual and learning disability, congenital anomalies, muscular dystrophy, blindness, spinal code injuries, visual loss and speech impairments (Borg, Berman-Bieler, & Khasnabis, 2015) Assistive technology has become a common term in discussions regarding children with disabilities. This term includes technology, which assists disabled persons to carry out their activities or to facilitate their activities. They include technologies used to facilitate mobility, vision, hearing, communication and cognition. This paper will explore how web designs can be used to assist in the learning process. One such common disability is that of dyslexia, which is a medical condition that makes it difficult for students to read and learn and which lends itself well to assistive technologies (HKSAR, 2008). It is estimated that one in every 10 people have dyslexia (HKSAR, 2008). The condition exists across a range of cultures, abilities and conditions and is usually gene related and thus, runs in the family. While it cannot be cured, there are practical approaches that can help overcome the barriers presented by the condition. Dyslexia can be termed as a learning difference meaning that the brain approaches tasks differently to other people and affects the way people communicate (HKSAR, 2008). Since dyslexia does not affect the individual’s intelligence, it can be managed by using a different communication model in the learning process (Friedman & Bryen, 2007). Assistive technology such as the use of specialized websites can, therefore, be used to assist children with dyslexia.
机译：根据弗里德曼和布赖恩（Friedman＆Bryen，2007）的说法，残疾人是长期遭受身体，智力，精神或感觉障碍的人，这会干扰他们与他人的社会平等。因此，各国之间的残疾差异很大。 Borg，Berman-Bieler和Khasnabis（2015）指出，到2004年，大约9300万14岁及以下的儿童患有中度到重度残疾。常见残疾的例子包括听力丧失，唐氏综合症，脑瘫，脑损伤，智力和学习障碍，先天性畸形，肌肉营养不良，失明，脊髓损伤，视力丧失和言语障碍（Borg，Berman-Bieler和＆Khasnabis，2015年）辅助技术已成为有关残疾儿童的讨论中的常用术语。该术语包括技术，它可以帮助残疾人开展活动或促进其活动。它们包括用于促进流动性，视觉，听觉，交流和认知的技术。本文将探讨如何使用网页设计来协助学习过程。这样的常见残疾之一就是诵读困难，这是一种医学疾病，使学生难以阅读和学习，并且非常适合辅助技术（香港特别行政区，2008年）。据估计，每10人中就有1人患有阅读障碍（香港特别行政区，2008年）。该病存在于各种文化，能力和条件中，通常与基因有关，因此在家庭中传播。尽管无法治愈，但有一些实用的方法可以帮助克服这种情况带来的障碍。诵读困难症可以被称为学习上的差异，这意味着大脑与他人的处事方式不同，并影响人们的沟通方式（香港特别行政区，2008）。由于诵读困难症不会影响个人的智力，因此可以在学习过程中使用不同的交流模型来对其进行管理（Friedman＆Bryen，2007）。因此，可以使用诸如使用专业网站的辅助技术来帮助患有阅读障碍的儿童。

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