| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩士在職專班 === 103 === This study aims at discussing the peer interaction of a child with hearing impairment, Ping-Ping, with a mild disability manual and his peers in an inclusive education environment while having partly integration. Based on the videos of interaction, observation records, the interviews with teachers and parents, the questionnaire data done by hearing normal children in the integration class, etc, during the half year, the behavior patterns of peer interaction that Ping-Ping presents in the inclusive education environment are analyzed, and the results are as follows:
1. Under the three patterns of Ping-Ping and hearing normal children, Ping-Ping plays alone, and Ping-Ping and children with hearing impairment, it is divided into sixteen different kinds of interaction: verbal interaction, smiles, gestures, foot action, body languages, singing, voices, stares, destroying, crying, screams, ignoring, verbal refusal to interact, refusal of body language to interact, teases and accusing; every kind of interaction behavior plays an important role.
2. The interaction between Ping-Ping and hearing normal children is reciprocal instead of a passionate one and an indifferent one. It belongs to the joint game mode. In addition, Ping-Ping usually verbally interacts with hearing normal children; the impression that hearing normal children have on Ping-Ping is positive, which means that Ping-Ping is accepted by the children of inclusive class.
3. The frequency of Ping-Ping playing alone is more than that of interacting with peers, which means that Ping-Ping prefers to play alone when he could choose to interact with peers. While playing alone, Ping-Ping shows more gestures and talks to himself; however, he does not have negative behavior patterns when playing along.
4. Ping-Ping is mostly active to interact with children with hearing impairment, and the interaction that the both sides use is gestures; instead of reciprocals, it is Ping-Ping’s one-sided interaction and tends to be the nearly parallel interaction pattern.
Finally, according to the research results, this study makes specific suggestions for the teachers of inclusive education for preschool hearing impairment and future research, and it is hoped that inclusive education for preschool hearing impairment would become the tendency in preschool education someday.
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