融合教育背景下听障幼儿言语发展的观察研究  

An Observational Study on the Speech Development of Hearing-Impaired Young Children in the Context of Integrated Education

作　　者：张泽华 周艳芳 ZHANG Ze-hua;ZHOU Yan-fang(Institute of Teacher Education,Ningbo University,Ningbo 315211,Zhejiang,China;Institute of Teacher Education,Lishui University,Lishui 323000,Zhejiang,China)

机构地区：[1]宁波大学教师教育学院,浙江宁波315211 [2]丽水学院教师教育学院,浙江丽水323000

出　　处：《徐州工程学院学报(社会科学版)》2024年第6期88-94,共7页Journal of Xuzhou Institute of Technology:Social Sciences Edition

基　　金：全国教育科学规划课题"融合教育背景下特殊儿童学校适应的促进机制研究"(BHA230157)阶段性成果。

摘　　要：婴幼儿期是言语发展的关键期,因此有必要及早发现幼儿听障问题并进行干预,以促进其言语发展。研究选取七位在幼儿园接受融合教育,言语发展程度不同的听障幼儿进行观察,分析其言语发展水平。从融合氛围、教师的专业支持及家长的教育参与等方面入手探究影响其言语发展差异的融合因素,并给出相应的言语支持策略,以期为更多因听障而影响言语发展的幼儿提供融合教育借鉴,让幼儿更好地融入集体,健康快乐地成长。The period of infancy represents a critical phase for the development of speech and language skills.In order to facilitate optimal outcomes for hearing-impaired toddlers,it is essential to implement early detection and intervention strategies to support their speech and language development.In this study,seven hearing-impaired toddlers receiving integrated education in kindergartens with different levels of speech development were selected for observation.Through observation,an analysis of the participants'speech development levels was conducted,with particular attention paid to the integration factors influencing this development.These factors included the integrated educational atmosphere,the level of professional support provided by teachers,and the involvement of parents in their children's education.Speech support strategies were devised to provide a framework for integrated educational lessons tailored to a greater number of toddlers with hearing impairments affecting their speech development.The ultimate objective is to facilitate the integration of these toddlers into their peer groups,thereby promoting their healthy and happy development.

关 键 词：融合教育 听障幼儿 言语发展 

分 类 号：G40[文化科学—教育学原理]