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Some of today’s most cutting-edge technology is now being used to help students with special needs. No longer just the province

admin2015-02-12  55
问题     Some of today’s most cutting-edge technology is now being used to help students with special needs. No longer just the province of games for "video needs", virtual reality has come into its own as a tool for special education teachers and therapists. As such, it is used for assessment, teaching, and practice, according to Skip Rizzo, research assistant/professor at the University of Southern California.
    For example, virtual reality has been used effectively to assess students’ depth perception, with the results being quite different from those obtained from traditional paper and pencil tests. It is also used to help students gain transition skills: Students with autism or developmental delay can visit a virtual supermarket, take public transportation, cross the street, or organize his or her day. Students in wheelchairs can learn how to navigate buildings. And the beauty is, these students can make any number of mistakes without endangering themselves.
    In fact, one of the biggest virtues of virtual reality is that it allows students to learn in a safe environment, and this holds true for students with behavior disorders. After a student has learned an appropriate behavior or way of controlling his or her anger, the student is put in progressively more difficult virtual social situations where he or she can practice the new technique. And it is expected that future teachers will be exposed to virtual classes, complete with "difficult students" to help them master behavior management techniques.
    Virtual reality even allows us to tailor the world to meet a child’s needs. Let’s say we’re teaching a child to cross the street by paying attention to traffic signs. Educators have found that it is often difficult for the child to locate the traffic sign in a busy environment. With virtual reality, we can blow up the "walk sign" so the student knows what it looks like. Then we gradually begin shrinking the sign and adding other environmental elements. Once the student has mastered this virtually, he or she transfers the knowledge to the real world. In the end, this is the most important function of virtual reality programs for special students.
Which group does the author NOT suggest might benefit from virtual reality applications to education?
选项 A、Students with mental illness.
B、Students with behavioral disorders.
C、Students with physical handicaps.
D、Students with developmental problems.
答案A
解析 属事实细节题。题目问：把虚拟现实应用到教育中去会使很多学生受益，其中哪些类学生作者在文中未提到。选项B在文章第三段第一句中直接提到。选项C出现在第二段第三句，其中students in wheelchairs(坐轮椅的学生)是选项C students with physical handicaps(身体有残疾的学生)的同义表达。选项D在第二段第二句中提到，其中developmental delay意为“发育迟缓”。因此，只有选项A文中未提到，为本题的答案。
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