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第59行：
第59行： − 大多数患有轻度精神残疾的儿童学会了如何照顾自己的基本需要，但他们往往需要接受自我管理技能培训来达到最终独立生活所必需的独立水平。建立并维持友谊和人际关系对许多精神残疾者来说是一项重大挑战。有限的认知处理技能，糟糕的语言发展，以及不寻常或不恰当的行为会严重阻碍与他人的互动。教授精神残疾的学生适当的社交和人际技能是特殊教育最重要的功能之一。精神残疾的学生比非精神残疾的学生更容易出现行为问题。精神残疾的学生表现出难以接受批评、自我控制能力有限和行为不当等情形。精神残疾的严重程度越高，一般来说行为问题的发生率就越高。+ 第218行：
第218行： − 每个人都必须学习一套对他们所生活的环境和社区有益的技能。适应技能是得到认同和受益于当地或偏远社区的垫脚石。这意味着，在城市环境中，要想去看电影，孩子们必须学会在城市中导航，或者乘坐公交车，阅读电影时间表，并且为电影付费。适应性技能使学习者能够进行更安全的探索，因为它们使学习者更加了解他/她的环境及其变化，这需要新的适应性反应来满足新环境的要求和危险。适应技能可以创造更多的机会参与有意义的社会互动和认同。适应性技能在任何年龄和性别都是可以被社会接受和需要的(除了性别特有的生理差异，如月经护理技能等)+
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Most children with milder forms of mental disabilities learn how to take care of their basic needs, but they often require training in self-management skills to achieve the levels of performance necessary for eventual independent living. Making and sustaining friendships and personal relationships present significant challenges for many persons with mental disabilities. Limited cognitive processing skills, poor language development, and unusual or inappropriate behaviors can seriously impede interacting with others. Teaching students with mental disabilities appropriate social and interpersonal skills is one of the most important functions of special education. Students with mental disabilities more often exhibit behavior problems than children without disabilities. Some of the behaviors observed by students with mental disabilities are difficulties accepting criticism, limited self-control, and inappropriate behaviors. The greater the severity of the mental disabilities, generally the higher the incidence of behavioral problems.
Most children with milder forms of mental disabilities learn how to take care of their basic needs, but they often require training in self-management skills to achieve the levels of performance necessary for eventual independent living. Making and sustaining friendships and personal relationships present significant challenges for many persons with mental disabilities. Limited cognitive processing skills, poor language development, and unusual or inappropriate behaviors can seriously impede interacting with others. Teaching students with mental disabilities appropriate social and interpersonal skills is one of the most important functions of special education. Students with mental disabilities more often exhibit behavior problems than children without disabilities. Some of the behaviors observed by students with mental disabilities are difficulties accepting criticism, limited self-control, and inappropriate behaviors. The greater the severity of the mental disabilities, generally the higher the incidence of behavioral problems.
大多数患有轻度精神残疾的儿童学会了如何照顾自己的基本需要，但他们往往需要接受自我管理技能培训来达到最终独立生活所必需的表现水平。建立并维持友谊和人际关系对许多精神残疾者来说是一项重大挑战。有限的认知处理技能、糟糕的语言发展以及不寻常或不恰当的行为会严重阻碍与他人的互动。教授精神残疾的学生适当的社交和人际技能是特殊教育最重要的功能之一。精神残疾的学生比非精神残疾的学生更容易出现行为问题。“难以接受批评、自我控制能力有限和行为不当”是在精神残疾学生观察到的一些情形。精神残疾的严重程度越高，一般来说行为问题的发生率就越高。
Every human being must learn a set of skills that is beneficial for the environments and communities they live in. Adaptive skills are stepping stones toward accessing and benefiting from local or remote communities. This means that, in urban environments, to go to the movies, a child will have to learn to navigate through the town or take the bus, read the movie schedule, and pay for the movie. Adaptive skills allow for safer exploration because they provide the learner with an increased awareness of his/her surroundings and of changes in context, that require new adaptive responses to meet the demands and dangers of that new context. Adaptive skills may generate more opportunities to engage in meaningful social interactions and acceptance. Adaptive skills are socially acceptable and desirable at any age and regardless of gender (with the exception of gender specific biological differences such as menstrual care skills, etc.)
Every human being must learn a set of skills that is beneficial for the environments and communities they live in. Adaptive skills are stepping stones toward accessing and benefiting from local or remote communities. This means that, in urban environments, to go to the movies, a child will have to learn to navigate through the town or take the bus, read the movie schedule, and pay for the movie. Adaptive skills allow for safer exploration because they provide the learner with an increased awareness of his/her surroundings and of changes in context, that require new adaptive responses to meet the demands and dangers of that new context. Adaptive skills may generate more opportunities to engage in meaningful social interactions and acceptance. Adaptive skills are socially acceptable and desirable at any age and regardless of gender (with the exception of gender specific biological differences such as menstrual care skills, etc.)
每个人都必须学习一套对他们所生活的环境和社区有益的技能。适应技能是得到认同和受益于当地或偏远社区的垫脚石。这意味着，在城市环境中，要想去看电影，孩子们必须学会在城市中导航或者乘坐公交车、阅读电影时间表、并且为电影付费。适应技能使学习者能够进行更安全的探索，因为它们使学习者更加了解他/她的环境及其变化，这需要新的适应性反应来满足新环境的要求、应对危险。适应技能可以创造更多的机会去参与有意义的社会互动和认同。适应技能在任何年龄都是被社会接受和需要的，与性别无关(除了性别特有的生理差异，如月经护理技能等)。