中国听力语言康复科学杂志2024，Vol.22Issue(3)：317-320,4.DOI:10.3969/j.issn.1672-4933.2024.03.022
嵌入式教学在学前听障儿童融合教育中的实践探索
Practical Exploration of Embedded Instruction in Inclusive Education for Preschool Hearing-Impaired Children
摘要
Abstract
Objective To validate the effectiveness of of embedded instruction in inclusive education for preschool hearing-impaired children,in order to provide reference for inclusive education.Methods 55 preschool hearing-impaired children who received inclusive education in our kindergarten from 2015 to 2022 were selected for embedded instruction.The research period was the first 4 months of receiving inclusive education,and the instruction effectiveness,hearing and verbal ability,vocabulary development level and articulation intelligibility of the sample were evaluated before and after the implementation of embedded instruction.Results The instruction effectiveness,categorical auditory performance criteria(CAP),speech intelligibility rating(SIR),vocabulary development level,and articulation intelligibility of hearing-impaired children after the implementation of embedded teaching were 66.17%±6.57%,6.18±0.43,4.02±0.49,48.68±2.58,and 67.11%±6.56%,respectively,which were significantly higher than before the implementation of instruction(P<0.05).Conclusion The implementation of embedded instruction is conducive to improving the effectiveness of integrated teaching,promoting the development of auditory and speech abilities of hearing-impaired children,enhancing their classroom teaching participation and interpersonal interaction abilities,and laying a foundation for better integrating into society.关键词
嵌入式教学/融合教育/听障儿童/听力语言康复Key words
Embedded instruction/Inclusive education/Hearing-impaired children/Hearing and speech rehabilitation分类
社会科学引用本文复制引用
赖淑芳,邱思财..嵌入式教学在学前听障儿童融合教育中的实践探索[J].中国听力语言康复科学杂志,2024,22(3):317-320,4.基金项目
福建省教育科学"十四五"规划2021年度课题"学前听障儿童融合教育中存在的问题及对策研究"(FJJKXQ21-045) （FJJKXQ21-045）
