随班就读听障儿童学校适应状况的研究
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摘要
目的探讨听障儿童学校适应状况。方法利用开放式访谈确定的学校适应7个维度对100名随班就读听障学生进行结构化访谈,搜集并分析相关数据。结果随班就读听障儿童学校适应各维度从高到低依次为同伴适应>家长适应=心理适应=环境适应>教师适应>听力适应=学习适应,不同维度间存在不同程度的正相关。结论随班就读听障儿童学校适应存在维度上的差异;各维度间存在相互影响、相互制约的发展趋势。
Objective To explore the school adjustment of hearing impaired children in regular school. Methods Open interviews were used to determine the dimensions of school adaptation, and then structured interviews were used to collect data of 100 hearing-impaired students in regular school. Results Rehabilitation training eliminated the differences on ears, hearing equipment and grade, but there were gender differences. And the dimensions of school adaptation from high to low level are peer adjustment > parent-child adjustment = psychological adjustment = environmental adjustment > teacher-student adjustment > listening adjustment = learning adjustment. In addition, there are positive relationships among dimensions. Conclusion Rehabilitation training improved the hearing level of hearing impaired children, and school adjustment is different in the different dimensions, and there were potential constraints and mutual influences among the dimensions of school adjustment.
Objective To explore the school adjustment of hearing impaired children in regular school. Methods Open interviews were used to determine the dimensions of school adaptation, and then structured interviews were used to collect data of 100 hearing-impaired students in regular school. Results Rehabilitation training eliminated the differences on ears, hearing equipment and grade, but there were gender differences. And the dimensions of school adaptation from high to low level are peer adjustment > parent-child adjustment = psychological adjustment = environmental adjustment > teacher-student adjustment > listening adjustment = learning adjustment. In addition, there are positive relationships among dimensions. Conclusion Rehabilitation training improved the hearing level of hearing impaired children, and school adjustment is different in the different dimensions, and there were potential constraints and mutual influences among the dimensions of school adjustment.
引文
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[2]Gilliam WS,Zigler EF.A Critical Meta-analysis of All Evaluations of State-Funded Preschool from 1977 to 1998:Implications for Policy,Service Delivery and Program Evaluation[J].Early Childhood Research Quarterly,2000,15(4):441-473.
[3]吴武典.国中偏差行为学生学校生活适应之探讨.教育心理学报[J],1997,29(9):25-50.
[4]Berger RH.Effortful Control and School Adjustment:The Moderating Role of Classroom Chaos[J].Journal of Applied Developmental Psychology,2017,53(1):108-119.
[5]Hatamizadeh N,Ghasemi M,Saeedi A,et al.Perceived Competence and School Adjustment of Hearing Impaired Children in Mainstream Primary School Settings[J].Child Care Health&Development,2008,34(6):789-794.
[2]Gilliam WS,Zigler EF.A Critical Meta-analysis of All Evaluations of State-Funded Preschool from 1977 to 1998:Implications for Policy,Service Delivery and Program Evaluation[J].Early Childhood Research Quarterly,2000,15(4):441-473.
[3]吴武典.国中偏差行为学生学校生活适应之探讨.教育心理学报[J],1997,29(9):25-50.
[4]Berger RH.Effortful Control and School Adjustment:The Moderating Role of Classroom Chaos[J].Journal of Applied Developmental Psychology,2017,53(1):108-119.
[5]Hatamizadeh N,Ghasemi M,Saeedi A,et al.Perceived Competence and School Adjustment of Hearing Impaired Children in Mainstream Primary School Settings[J].Child Care Health&Development,2008,34(6):789-794.