嵌入式教学在学前听障儿童融合教育中的实践探索

Practical Exploration of Embedded Instruction in Inclusive Education for Preschool Hearing-Impaired Children

目的 验证嵌入式教学在学前听障儿童融合教育中应用的有效性,以期为听障儿童融合教育提供参考与借鉴。方法选取2015年~2022年在我园接受融合教育的55名学前听障儿童实施嵌入式教学,研究周期选取接受融合教育最初4个月,并在嵌入式教学实施前后,对样本教学效果、听觉言语能力、词汇发展水平及构音清晰度方面进行评估。结果 嵌入式教学实施后听障儿童的教学效果、听觉行为分级、言语可懂度分级、词汇发展水平及构音语音清晰度分别为66.17%±6.57%、6.18±0.43、4.02±0.49、48.68±2.58和67.11%±6.56%,均显著高于教学实施前的水平(P<0.05)。结论 嵌入式教学的实施有利于提升融合班教学效果,能够促进听障儿童听觉言语能力的发展,提高其课堂教学参与度和人际互动能力,进而更好地融入社会。

Objective To validate the effectiveness of of embedded instruction in inclusive education for preschool hearing-impaired children,in order to provide reference for inclusive education.Methods 55 preschool hearing-impaired children who received inclusive education in our kindergarten from 2015 to 2022 were selected for embedded instruction.The research period was the first 4 months of receiving inclusive education,and the instruction effectiveness,hearing and verbal ability,vocabulary development level and articulation intelligibility of the sample were evaluated before and after the implementation of embedded instruction.Results The instruction effectiveness,categorical auditory performance criteria(CAP),speech intelligibility rating(SIR),vocabulary development level,and articulation intelligibility of hearing-impaired children after the implementation of embedded teaching were 66.17%±6.57%,6.18±0.43,4.02±0.49,48.68±2.58,and 67.11%±6.56%,respectively,which were significantly higher than before the implementation of instruction(P<0.05).Conclusion The implementation of embedded instruction is conducive to improving the effectiveness of integrated teaching,promoting the development of auditory and speech abilities of hearing-impaired children,enhancing their classroom teaching participation and interpersonal interaction abilities,and laying a foundation for better integrating into society.