24380.小學(xué)隨班就讀聽障生融合教育的個案研究

1、廿婁崢：學(xué)蟹“230006上驂腳范大謄專業(yè)學(xué)位論文，J、學(xué)隨班就讀聽障生融合教育的個案研究Casestudyoninclusiveeducationofthehearing—impairedstudentslearninginregularclassofprimaryschool學(xué)院：墊直堂匠專業(yè)學(xué)位類別：煎直迤專業(yè)領(lǐng)域：』：堂煎苴研究生姓名：商渣指導(dǎo)數(shù)師r垃主萱劇熬援完成日期20175AbstractWiththedevelopmen

2、tofinclusioninspecialeducationmode，theeducationdepartmentofourcountryhasalsoputforwardaeducationmodethatsomeofthestudentswithdisabilitiesinthebodyarearrangedinaregularschoolwithnormalstudentstolearntogetherThepurposeofth

3、iseducationmodeistoallowthosedisabledstudentstoenj‘oythesametreatmentasnormalstudents，SOthattheycanintegrateintothemainstreamsocietyandlivelikenormalpersonsthroughreceivingformaleducationHoweverthecurrentsituationofChina

4、’Sinclusionisnotgood，notonlydotheschoolsnotgiveenoughattention，thereisnotcorrespondingteachingmaterials，andtheteachersstillexercisefastteachingmodebasedonordinarystudentsduringtheteachingprocess，butalsomostoftheteachersd

5、onothavetheexperienceofspecialeducation，theydonotknowhowtoteachthehearingimpairedstudentsintheprocessAtthesametime，thehearing—impakedstudentscannotparticipateintheclassactivelyandisnotwillingtoplaywithotherstudentsduetot

6、heirownreasons，whichresultsinthesestudentsmoreautisticandtheadvantagesofinclusionnotbeingdevelopedeffectivelyInviewofthese，thisarticlechoosetostudyoninclusiveeducationofthehearingimpairedstudentslearninginregularclass，wh

7、ichmayhavesomefeasiblereferenceforthemannerismsandprocessmodeoftheteachers，schools，normalstudentsandeven啦hearingimpairedstudentsThisarticletookthehearing—impairedstudentsasexamples，andtooksixhearingimpairedstudentsinregu

8、larclassesinsixdistrictsofShanghaiasindividualcases，thequestionnairesurveysandinterviewswerecarriedoutonthephenomenonofthesehearing—impairedstudentslearningintheregularclasses，theattitudeofthenormalstudentsandtheteachers

9、towardthesesstudents，andthecurrentteachingsituationoftheteachersDuringtheinvestigationandinterviewitsfoundthatthesehearingimpairedstudentsdidnothaveapassionaboutparticipatingintheteachingactivities，didnotkeepdisciplinewe

10、llinclass，anddidnotcommunicatewithclassmatesinthecontextofinclusiveeducationTheteacherslackedtheteachingmaterialsandtoolsthatthehearingimpairedstudentsneededintheteachingprocess，andsometeachersstilltreatedthehearingimpai