听障儿童融合教育探索与实践——以手语双语共融教育为例  

Inclusive Education for Hearing-Impaired Children-A Sign Bilingualism and Co-Enrollment Approach

作　　者：李群[1] 刘敏[1] 姚勤敏[2] 邓慧兰[2] LI Qun;LIU Min;YIU Chris;TANG Gladys

机构地区：[1]四川大学华西医院耳鼻咽喉头颈外科/四川大学听力与言语康复学系(筹),成都610041 [2]香港中文大学语言学及现代语言系,中国香港

出　　处：《中国听力语言康复科学杂志》2023年第6期565-568,共4页Chinese Scientific Journal of Hearing and Speech Rehabilitation

基　　金：四川省国际科技创新合作/港澳台科技创新合作项目(2022YFH0107)。

摘　　要：本文就融合教育背景下,我国香港地区手语双语共融教育模式进行探索和实践,介绍了其核心理念和教育成效,以及在共融教育环境下听障儿童口语、手语、读写能力和社会融合等方面的综合发展。This paper introduces the practice of sign bilingualism and co-enrollment education program carried out in mainstream schools in Hong Kong Special Administrative Region of the People's Republic of China,as well as the core concepts and main effectiveness.Empirical evidence from hearing-impaired children's performance on oral language,sign language,literacy,and social integration in the co-enrollment program is generally quite positive.

关 键 词：共融教育 手语 口语 双语 听力障碍 

分 类 号：G762[文化科学—特殊教育学]