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Web of Proceedings - Francis Academic Press

On the Teaching Strategies of Picture Book Reading in Special Education Schools

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DOI: 10.25236/etmhs.2022.114


Qi Zhang

Corresponding Author

Qi Zhang


Preschool children in special education schools are special children with different degrees of physical and psychological barriers. It is difficult to teach and guide them in reading. To a certain extent, it can meet the specific needs of special children. From the initial isolated educational institutions to the current integrated schools, they are educational placement institutions that continue to explore for special children. The successful application of picture books in general education makes educators begin to think about its positive significance for the education and rehabilitation of special children. Nowadays, with the rapid development of information technology, picture book reading is widely used in education and teaching, assisting classroom teaching and compensating the physiological defects of deaf and mentally retarded students. Give play to the characteristics of deaf students' perception and understanding of external things with eyes instead of ears, and develop the perceptual function and abstract thinking ability of mentally retarded students. Picture book is a kind of children's literature style with pictures and texts. It vividly and intuitively reflects some people, things and things in real life, and has a strong flavor of life. Looking at Chinese special education journals, there are few studies on discipline teaching in special education schools, and the research perspectives are relatively micro. This paper mainly aims at special education schools and analyzes the teaching strategies of picture book reading.


Special education, Picture book, Reading teaching