融合环境下听力损伤幼儿同伴交往特点研究

Case Study on Peer Relationship of Preschoolers with Hearing Impairment under Inclusive Environment

本研究运用同伴提名、观察、访谈及质化分析的方法,对早期融合教育班级内两名听力损伤幼儿的同伴交往过程进行了动态考察。研究结果表明:(1)听力损伤幼儿发起交往的有效性低,提出的交往要求经常与情境不符,有使用攻击行为引起他人注意或通过模仿他人发起交往的行为特点;(2)听力损伤幼儿与同伴维持交往的形式单一、持续时间较短,经常因为无法相互理解而中断;(3)在产生冲突时,听力损伤幼儿倾向于以抱怨或诉求的方式解决冲突,方法有效度较差。

Peer relationship plays an important role in the development of all children. Special attention should be given to the peer relationship between children with hearing impairment and normal children. This study used different methods such as peer nomination, field observation and interview to get a clear picture on the peer relationship of two preschoolers with hearing impairment in an inclusive classroom. As the results indicated that the peer relationship is not effective, stable and equal, measures should be taken to improve their peer relationship.