Children who are deaf or hard of hearing in inclusive educational settings: a literature review on interactions with peers.
Children who are deaf or hard of hearing in inclusive educational settings: a literature review on interactions with peers.
复制标题
包容性教育环境中聋哑或听力困难的儿童：与同龄人互动的文献综述。
DOI：
10.1093/deafed/enu017
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发表时间：
2014
影响因子：
2
通讯作者：
B. Peters
中科院分区：
文献类型：
--
作者：
Yuhan Xie;Miloň Potměšil;B. Peters
本综述旨在描述聋人或重听儿童在全纳教育环境中如何与听力正常的同龄人互动，说明他们在与同龄人互动时所面临的困难和挑战，并确定促进其社会互动的有效干预措施。对数据库和期刊进行系统检索，确定了21篇符合纳入标准的论文。两个广泛的主题出现了从文献分析，其中包括与同行和干预方案的互动过程和结果。研究表明，谁是D/HH儿童面临着很大的困难，沟通，启动/进入，并保持与听力同伴在包容性设置的互动。联合入学和社会技能培训计划被认为是有效的干预措施，他们的社会互动。D/HH儿童的沟通能力和社会技能，听力正常儿童的反应以及环境的影响被强调为社会互动的关键方面。此外，未来的研究需要研究谁是D/HH儿童和听力同龄人在自然环境中，在学校生活的不同阶段，以及改善社会互动和建立一个包容性的课堂气氛的儿童谁是D/HH之间的互动。
This review is conducted to describe how children who are deaf or hard of hearing (D/HH) interact with hearing peers in inclusive settings, illustrate the difficulties and challenges faced by them in interacting with peers, and identify effective interventions that promote their social interaction in inclusive education. A systematic search of databases and journals identified 21 papers that met the inclusion criteria. Two broad themes emerged from an analysis of the literatures, which included processes and outcomes of interactions with peers and intervention programs. The research indicates that children who are D/HH face great difficulties in communicating, initiating/entering, and maintaining interactions with hearing peers in inclusive settings. The co-enrollment and social skills training programs are considered to be effective interventions for their social interaction. Communication abilities and social skills of children who are D/HH, responses of children with normal hearing, and the effect of environment are highlighted as crucial aspects of social interactions. In addition, future research is needed to study the interaction between children who are D/HH and hearing peers in natural settings, at different stages of school life, as well as improving social interaction and establishing an inclusive classroom climate for children who are D/HH.