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小學聽覺障礙學生的融合教育現狀： 以澳門C學校為例 =: CURRENT STATUS OF INTEGRATED EDUCATION FOR STUDENTS WITH HEARING IMPAIRMENT IN PRIMARY SCHOOLS: TAKE MACAU SCHOOL C AS AN EXAMPLE

University of Saint Joseph

Macau

2024

90

chi

小學聽覺障礙學生的融合教育現狀： 以澳門C學校為例 =

Library Catalog (Koha)

M-ED 2024 LIO,I

Supervisor : Tong Chi ManWith the continuous development of Macao's economy, the government is paying more and more attention to the education of special children. With the attention and support of the government, special education in Macao has also achieved considerable development. The education of hearing-impaired children is an important part of special education. The quality of education for hearing-impaired children is not only related to the children's own development, but also has a direct relationship with the overall quality and level of special education. For students with hearing impairment, due to physiological defects, their perception, understanding, judgment and reasoning of the surrounding environment are slower than that of normal children, and their communication skills, social skills and self-control abilities are also greatly limited. This article takes 4 hearing-impaired students, 4 teachers, and 4 parents of students in a general integrated education class of a certain grade in the primary department of a private middle school in Macao as the research subjects. Through interviews, we understand the current communication between hearing-impaired students and their peers. Social and learning status, understand the teaching strategies used by teachers in inclusive education for hearing-impaired students, understand the attitudes of parents and teachers towards hearing-impaired students enrolling in ordinary classes, understand the support services provided by ordinary schools for hearing-impaired students, and analyze inclusive education The situation and reasons for the insufficient support for hearing-impaired students in middle schools are analyzed. Finally, specific suggestions are put forward on teachers’ teaching strategies for hearing-impaired children and schools’ support services for hearing-impaired children. The findings of this study are as follows: 1. Currently, hearing-impaired children can communicate well with their peers at school, but it is difficult for them to communicate more deeply with their peers, and they cannot engage in efficient cooperative learning or games with their peers. Although the relationship with their peers is friendly, Lack of particularly close relationships; 2. In integrated education, because ordinary class teachers do not have rich experience in special education, although multiple teaching strategies are implemented, the implementation effect is not good, which is not very beneficial for hearing-impaired children to adapt to the environment and school; 3. At present, parents and teachers have different attitudes towards hearing-impaired students enrolling in ordinary classes. Some believe that enrolling hearing-impaired students in ordinary classes is beneficial to hearing-impaired children and helps hearing-impaired children better integrate into society. Some believe that this will aggravate the inferiority complex of hearing-impaired children, and some believe that enrolling hearing-impaired students in regular classes has both advantages and disadvantages; 4. After investigation and analysis, it was found that ordinary schools and teachers provide students with assistive communication (AAC) support services. In the classroom, teachers use body movements, gestures and expressions to strengthen communication with hearing-impaired students. Sometimes Communicating with hearing-impaired students will also use pen and paper, typing or alphabet, and occasionally some computerized communicators. However, it is obvious that there is still insufficient support for hearing-impaired students in inclusive education in schools, such as insufficient support from sign language teachers, teacher training for hearing-impaired teaching, and expert teams, making it difficult for hearing-impaired students to integrate into the class and establish relationships with teachers and classmates. Good relationship, academic performance is not satisfactory. The reason is that schools do not pay much attention to hearing-impaired students, teachers are not competent enough in integrated education, and hearing-impaired students have inherent physical and psychological defects, making it difficult for hearing-impaired students to achieve good development in school; 5. It is recommended that teachers, in the process of carrying out integrated education, should first strengthen teacher training to provide more scientific and effective educational and teaching services for hearing-impaired students; second, improve support services for hearing-impaired students and create a good environment for hearing-impaired children. learning and growth environment; third, we must pay attention to the development of social skills of hearing-impaired students so that they can better integrate into the class learning life; guide class students to help friendly hearing-impaired children and actively help hearing-impaired children learn; fourth, we must actively seek parents With the support and cooperation, school education and family education can form a synergy to comprehensively support the growth of hearing-impaired students 隨著澳門經濟的不斷發展，政府對於特殊兒童的教育也越來越重視。在政府的關注和支持下，澳門特殊教育事業也得到了長足的發展。聽覺障礙兒童的教育是特殊教育中一個重要組成部分，聽覺障礙兒童的教育品質不僅關係著兒童自身的發展，對於特殊教育的整體品質和水準也有著直接關係。對於聽障學生來說，他們由於生理上的缺陷，對周圍環境的感知、認識、判斷及推理都比正常孩童遲緩，其溝通能力、社交能力以及自制能力也都會受到很大程度的限制。文章以本澳一所私立中學小學部某年級融合教育普通班的4名聽障學生、4名任教老師及4名學生家長為研究對象，通過訪談法瞭解當前聽障學生與同儕之間的溝通、社交和學習現狀；瞭解融合教育中的教師對聽障學生使用的教學策略；瞭解家長、教師對聽障學生入讀普通班的態度；瞭解普通學校為聽障學生提供的支援服務，分析融合教育中聽障學生支援不足的情況與原因，最後就教師對聽障兒童的教學策略和學校對聽障兒童的支援服務提出具體建議。 本研究的研究結果如下： 一、目前聽障兒童在校期間能夠與同儕進行良好的溝通，但難以和同儕進行更深入的交流，也無法和同儕一起進行高效率的合作學習或者遊戲，與同儕之間關係雖然友好，但是缺乏特別親密的關係； 二、在融合教育中，由於普通班級教師特殊教育經驗不是很豐富，雖然實施了多元教學策略，但實施效果並不良好，這對於聽障兒童適應環境和學校都不是很有利； 三、目前，家長、老師對聽障兒童入讀普通班的態度不一，有的認為聽障兒童入讀普通班對他們有利、有助於他們更好地融入社會，有的認為這會加重聽障兒童的自卑心理，也有的認為聽障兒童入讀普通班是利弊共存的； 四、經過研究與分析，發現普通學校及老師為學生提供了輔助溝通系統（AAC）支援服務，在課堂中，教師通過肢體動作、手勢和表情來加強與聽障學生之間的溝通，有時候也會借助紙筆、打字或字母表來與聽障學生交流。但很明顯，學校融合教育中仍存在對聽障學生支援不足的情況，如手語老師、聽障教學的師資培訓、專家團隊等方面支援不足，使得聽障學生難以融入班級、與老師和同學建立良好的關係，學習成績也不盡如人意。究其原因，在於學校對於聽障學生的重視程度不高，教師的融合教育勝任力不足，加之聽障學生在生理、心理上本就存在缺陷，使得聽障學生在學校很難獲得良好的發展； 五、建議教師在開展融合教育的過程中，一要加強教師培訓，為聽障學生提供更科學、有效的教育教學服務；二要完善對聽障學生的支援服務，為聽障兒童創造良好的學習和成長環境；三要重視聽障學生的社交能力發展，使其能夠更好地融入班級學習生活中；引導班級學生與聽障兒童友好相助，積極幫助聽障兒童學習；四要積極尋求家長的支持和配合，使學校教育與家庭教育形成合力，全方位支援聽障學生成長。In Partial Fulfillment of the Requirements for the Degree of Master of Education The School of Education, University of Saint Joseph, Macau, June, 2024

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