Peer interaction of a hearing-impaired child in inclusive setting

• Main Author: 徐碧環
• Other Authors: 盧雯月
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/09512891248279097769

碩士 === 臺北市立教育大學 === 幼兒教育學系碩士班 === 98 === The purpose of this study was to realize that hearing-impaired children’s peer interaction in inclusive settings. The main two purposes were to investigate hearing-impaired children’s peer interaction strategies and what influences on hearing-impaired child with hearing children’s interaction in social context. The results of this study are based primarily on “Qualitative Research”. The study methods included observation, interview the class teacher and collect the relevance files. This study was observation a hearing-impaired boy “Yi” of five year in Star class of public kindergarten in Taipei. The researcher into Star class observed three times per week from February to June 2007. The main observation activities including learning center and group discuss. Researcher found that Yi play with hearing children actively. He often used looking for near to, superiority building ability, plaything, oral language, to be friend and negotiate with children to open the interaction of hearing children. Then, activity’s materials, characteristic, time, sound, membership and interaction’s atmosphere will influence Yi with hearing children’s interaction. Last, the researcher also found that impaired-hearing child interaction with hearing children in inclusive settings, his oral language , play skills, identity has grow to maturity obvious. Teachers can arrangement the activities space, various materials, sufficient time, and provide interaction situational to impaired-hearing child in inclusive settings. If special education team can provide teaching’s suggestions, and supply audiphone or FM for hearing-impaired children, that will help them accommodate the school life quickly.