Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents.
Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents.
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DOI：
10.1080/08856257.2012.719106
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发表时间：
2012-09-01
影响因子：
2.6
通讯作者：
Lumsden S
中科院分区：
文献类型：
--
作者：
Marschark M;Bull R;Sapere P;Nordmann E;Skene W;Lukomski J;Lumsden S
从失聪和听力正常儿童及其（失聪或听力正常）父母那里获得了儿童学校经历的学术和社会方面的观点。特别令人感兴趣的是，（1）儿童及其父母的观点和（2）听力正常儿童及其父母的观点与失聪儿童及其父母的观点之间可能存在的差异。总的来说，父母给孩子的学校友谊评级比孩子给自己的更高，听力正常的孩子和他们的父母比聋哑孩子和他们的父母对孩子的友谊更积极。孩子和父母都认为聋哑儿童在阅读方面不如听力正常的儿童。然而，聋哑儿童的聋哑父母，参加聋哑学校，并在家里使用手语都与社会成功的更积极的看法。使用人工耳蜗与更大的学术或社会成功的看法无关。这些和相关的调查结果进行了讨论的背景下，家长和儿童的社会和学术功能和特殊的挑战所面临的聋哑儿童在正规学校设置。
Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children's friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children’s having deaf parents, attending a school for the deaf, and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.
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5
作者：
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发表时间：
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影响因子：
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