全域环境视角下听障幼儿的全纳教育价值

On the Meaning of Inclusive Education of the Hearing-impaired Children in Kindergarten

通过绘人测验对17名听障幼儿和24名健听幼儿进行了智力测评,发现听障组年龄整体偏大,智商偏低,但组内个体间智商值的差异较小,而且听障组绘人水平和健听组差异不显著。听障组幼儿随着年龄增加,实龄和智龄差异加大,而且实龄总是高于智龄。在手工制作活动中,健听样本组作品质量较高,但其制作行为和听障组差异不明显。将这些结果放在全域环境下审视会发现对幼儿进行全纳教育在实践上是具有可行性的;智力潜能多元化是全纳教育个性化的理论基础;早期干涉是全纳教育取得成效的有效策略。残疾儿童的发展问题主要是教育问题,当我们的教育把对他们特殊需求的满足看成普通教育的一个组成部分时,我们才能将全纳教育无论是从文化上还是科学上全面接受下来。

By doing the test of 17 hearing--impaired children and 24 normal hearing children, this paper made the intelligence assessment and found that hearing-- impaired age group had a higher age but low IQ, but there is smaller IQ differences and drawing ability between individuals in the group. With the age increasing, the deaf children increased the difference between the real age and mental age, and the real age is always higher than the mental age. In Handmade activities, the healthy hearing sample group works of high quality, but its production behavior had no significantly different with the deaf group. These results found that inclusive education practice on early childhood is feasible; and the intellectual potential diversification is the theoretical basis of inclusive education personalization; early intervention is an effective strategy to the effectiveness of inclusive education.