玉米 發問時間: 社會與文化語言 · 8 年前

請把這些英文的句子翻成中文

不要用GOOGLE翻過來的那種

那種我自己就可以查了

請通順並且意思到位 感恩!!!!!

這是一篇有關情緒障礙的英文文獻

所以裡面的ED請都翻成情緒障礙

非常感謝!!!!!!!!!!!!!

l Over the course of an academicyear,students(with ED) made very little progress and,in some areas,fell furtherbehind in the academic,social,and behavioral domains…(with)little disparity in performance betweenthe settings.

*For academic achievement,findings differ regarding whether deficits in different subject areas remain stable or get worse over time.

l Recent profiles of students with ED suggest agreat deal of variability in their academic and behavioral functioning.l Findings reveal some groups of children witheither severe academic deficits or academic achievement well within the averagerange,and different types of social and behavioral problems that range fromclinically significant to relatively mild.l Students with ED served in contextuallydifferent types of schools may exhibit significants differences in theirinitial academic and behavioral characteristics and this might help explainsome of the variability that has been observed in studies on progress ofchildren with ED over time.

已更新項目:

*In the high-income schools,special education teachers rated seven students with ED,while general education teachers rated 19 students with ED.

2 個已更新項目:

*The reading and math achievement of students with ED in high-income schools was in the average range in contrast to students with ED in low-income schools who performed in the low average range.

3 個已更新項目:

*Univariate analyses showed that students with ED in low-income schools were significantly higher on the externalizing behavior subscale of the SSRS and the Critical Events Index(CEI) than both the students with ED in high-income schools and students at-risk for ED in low-income schools.

4 個已更新項目:

*With regard to related services,students with ED in low-income schools received less counseling,social skills training,speech therapy,and occupational therapy than students with ED in high-income schools.

5 個已更新項目:

A similar lack of relationship was found between behaviorally oriented IEPs(two-thirds or more of goals were social/behavioral goals) and behavioral progress for both students with ED in low-income schools and students with ED in high-income schools.

1 個解答

評分
  • 阿昌
    Lv 7
    8 年前
    最佳解答

    升超過一個學年過程中,學生(海關)的進展甚​​微,在某些地區,在學術,社會和行為域下跌進一步背後...(含)性能之間的設置小的差距

    *學業成績,發現不同的方面,在不同學科領域的赤字是否保持穩定,或隨著時間的推移惡化。

    升近期型材建議有勃起功能障礙的學生在學業和行為運作的變異個很不錯的交易。

    升的調查結果顯示,某些群體的兒童與任學術赤字嚴重或學業成就,以及的平均範圍內,不同類型的相對溫和的範圍從臨床重大的社會和行為問題。

    升擔任在學校內容不同類型的學生有勃起功能障礙可能表現出意義在其初始學術和行為特徵差異和,在對進展兒童研究與教育署,隨著時間的推移,已觀察到的變異,這可能有助於。

    *在高收入的學校,特殊教育教師評價與教育署的七名學生,而一般的教師評價與教育署的19名學生。

    *有勃起功能障礙的閱讀和高收入的學校學生的數學成績在平均範圍有勃起功能障礙的學生在低收入的學校,在較低的平均範圍內進行對比。

    *單因素分析表明,在低收入的學校與教育署學生的外部行為量表的關鍵事件比有勃起功能障礙的學生都在高收入的學校和學生海關的風險指數(國企)的顯著較高在低收入的學校。

    *相關服務方面,與教育署在低收入的學校的學生接受輔導,社交技巧訓練,言語治療,職業治療比在高收入的學校與教育署學生。

    一個缺乏類似的關係被發現之間的行為導向(三分之二的目標是社會/行為的目標)和海關在低收入的學校和教育署在高收入的學校的學生與學生的行為進展。

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