江苏省3～7岁听障儿童与健听儿童学习能力的比较研究

A Comparative Study on the Learning Ability of Hearing-impaired and Normal-hearing Children of 3-7 Years Old in Jiangsu Province

目的了解江苏省听障儿童的学习能力发育现状以及和本省健听儿童学习能力的差距。方法采用希-内学习能力测验对60例3～7岁听障儿童和58例同龄健听儿童进行测试，采用f检验的统计方法对听障儿童和健听儿童的差异以及听障儿童群体的城乡差异进行分析。结果①听障儿童的学习能力商（88．3±16．16）和健听儿童的学习能力商（103．05±19．30）存在极显著性差异（t＝4．452，p＝0．000〈0．01）；听障儿童在记颜色、看图联想、短视觉记忆、摆方木、完成图画5项分测验上明显落后于健听儿童，差别有统计学意义；②30例城市听障儿童的学习能力商（91．57±18．13）和30例农村听障儿童的学习能力商（85．03±13．47）有差别，但差别无统计学意义（t=1．585，P＝0．118〉0．05）；在记颜色．看图联想，短视觉记忆这3项分测验上，城市听障儿童得分显著高于农村听障儿童，差别有统计学意义。结论江苏省听障儿童的学习能力发育水平落后于本省的健听儿童；听障儿童群体在学习能力的某些方面存在城乡差别。要注意早期干预、家庭教育和听力补偿等因素对学习能力发育的影响，尽可能提高听障儿童的学习能力。

objective To study the learning abilities of hearing-impaired children in Jiangsu province and to find out the differences between hearing-impaired and normal-hearing children. Methods The H-NTLA test was performed to measure the learning abilities of 60 hearing-impaired and 58 normal-hearing children of 3-7 years old, and then t-test was applied to compare the differences between the two groups. The differences of hearing-impaired children from urban and rural areas were also compared. Results ①There was significant difference between hearing-impaired（88.3±16.16） and normal-hearing children（103.05±19.30） in learning quotient（t=4.452,P=0.000〈0.01）.The scores of hearing-impaired children were obviously lower than those of normal-hearing children in memory for color, picture association, visual attention span, block patterns and completion of drawings, showing a significant difference. ②There was no significant difference between 30 hearing-impaired（91.57±18.13） from urban areas and those from rural areas（85.03±13.47）in learning quotient（t=1.585,P=0.118〉0.05）.However, the scores of urban hearing-impaired children were higher than those of rural hearing-impaired children in memory for color, picture association and visual attention span, and the differences were significant. Conclusion In Jiangsu province, hearing-impaired children falls behind the normal-hearing children in learning ability. In addition, there are some differences between urban and rural hearing-impaired children in some aspects of learning ability. The learning ability has an important effect on the overall rehabilitation of hearing-impaired children. Therefore, special attention shall be given to the impact of early intervention, family education and hearing compensation for hearing-impaired children so that all these factors are favorable for the improvement of their abilities.