融合教育环境中听障学生同伴关系现状调查

A Survey of the Peer Relationship of Hearing-Impaired Students in Inclusive Education Settings

采用同伴提名法和社会网络分析法,选取15名随班就读听障学生与455名普通学生作为被试,探讨融合教育环境中听障学生的同伴关系现状与特点。结果发现:随班就读听障学生与普通学生的同伴关系总体上不存在显著差异;听障学生受欢迎程度低,听障男生更容易被同伴拒绝;听障学生与互选朋友之间具有显著的同性别特征;属于线型类型的小群体最多,重叠成员中男生较女生更多,小群体出现混合性别特征,并存在孤立群体。

This study, by testing 15 hearing-impaired students learning in regular classes and 455 normal- hearing students based on peer nomination and social network analysis, aims to explore the present peer relation- ship of hearing-impaired students in inclusive educational settings and its features. The results show the following： On the whole, there was no significant difference in the peer relationship between the hearing-impaired students learning in regular classes and the normal-hearing students; the hearing-impaired students were less popular with their peers, with the boys among them rejected by their peers more easily; the hearing-impaired students tended to choose friends with the same gender; there were more linear-type groups of hearing-impaired students, and the boys tended to join two or more groups than the girls; the small groups were featured by mixed gender; and iso- lated peer groups were found.