学龄前随班就读听障儿童同伴关系现状调查  

An Investigation into the Peer Relationships of the Preschool Hearing-impaired Children Learning in Regular Classes

作　　者：刘里里[1] 杜巧新[1] 卢晓月[1] 杨帆[1] 王段霞[1] 

机构地区：[1]中国聋儿康复研究中心,北京100029

出　　处：《中国听力语言康复科学杂志》2014年第1期12-15,共4页Chinese Scientific Journal of Hearing and Speech Rehabilitation

摘　　要：目的了解学龄前随班就读听障儿童在班级中的同伴关系，分析其社会适应状况。方法采用同伴提名法，对18名随班就读听障儿童（小班4名，中班7名，大班7名）在学期初、学期中、学期末进行3次社会交往类型评估。结果3次评估中，听障儿童最多的社会交往类型均为“一般型”，其他交往类型较少；听障儿童的社会交往类型随时间推移呈现一定的变化。班级中听障儿童群体的存在影响了其整体被接纳的程度。“交往技能”的高低、是否遵守“规则规范”、“权威影响”等因素直接影响听障儿童是否被班级同伴所接纳。结论从同伴关系的角度来看，学龄前随班就读听障儿童基本能被班级其他成员接纳。Objective To investigate the peer relationships of preschool hearing-impaired children learning in regular classes and to analyze their social adaptability. Methods Peer nomination instrument was used to assess the types of social interaction for 18 hearing-impaired children（4 children at age 4,7 children at age 5 and 7 children at age 6）at the beginning, middle and end of the term. Results In all of the three tests, the “general” type is the most as compared to other types of social interaction. The social interaction types of hearing-impaired children changed over time. The peer relationships between the hearing-impaired children in the same class can affect their acceptance by others.The interaction behavior, compliance with rules, authoritative effects will directly influence the acceptance of hearing-impaired children by their classmates. Conclusion From the perspective of peer relationships, most preschool hearing-impaired children learning in regular classes can be accepted by their classmates.

关 键 词：听障儿童 随班就读 同伴关系 

分 类 号：R764[医药卫生—耳鼻咽喉科]