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目的了解听力残疾儿童学校适应水平,提出提高听力残疾儿童学校适应水平的建议。方法采用自编的儿童学校适应问卷(教师用)对89名听力残疾儿童和88名普通儿童的学校适应进行调查研究。结果听力残疾儿童学校适应总体水平低于普通儿童,尤其在行为控制因子上,听残儿童与普通儿童存在显著差异(t=3.33,P<0.05);听力残疾女生的学校适应水平要高于听力残疾男生(t=27.74,P<0.05);听力残疾儿童学校适应水平的高低与年级有显著相关(r=0.25,P<0.001),呈现出随年级升高而升高的逐步上升趋势。结论听力残疾儿童的学校适应水平比普通儿童低;听力残疾女生能更好地适应学校生活及环境;年级越高的听力残疾儿童学校适应水平越高。
Objective To understand the adaptability of children with hearing disabilities and to propose ways to improve the adaptability of children with hearing disabilities. Methods A self-made questionnaire for children’s school adaptation (for teachers) was used to investigate the school accommodation of 89 hearing-impaired children and 88 normal children. Results The overall level of school adjustment for hearing-impaired children was lower than that of ordinary children, especially for behavioral control factors (t = 3.33, P <0.05). The level of school adaptation of hearing-impaired girls was higher than that of hearing (T = 27.74, P <0.05). The level of school adjustment of children with hearing disabilities was significantly correlated with the grade (r = 0.25, P <0.001), showing a gradual upward trend with the increase of grade. Conclusion The hearing-impaired children’s school adaptability is lower than that of ordinary children. The girls with hearing-impaired children can better adapt to school life and environment. The higher the school-age adaptability of hearing-impaired children, the higher the grade.