A Case Study On The Teaching Strategies Of Children With Special Needs For Hearing

Recently, the concepts of inclusive education have been generalized by the specialists. The opinions of the effectiveness of inclusive education tend to be consistent, however, many experts are more concerned about the theoretical researches. Empirical research for Inclusive Education is much less. The teachers cannot surely understand the theory and principles of inclusive education because of the less empirical researches.The research is about inclusive education of hearing children with special needs. Through teachers’cooperation and the implementation of a variety of teaching strategies, the problems were found and reflected, finally we arrive at a conclusion.The purposes of the research are:to explore teaching strategies, and related theoretical researches for the hearing children with special needs to implement inclusive education under the concept of preschool.This study used a qualitative action research study, the author play a role as a tool in the actual teaching situation; make the observation to obtain first-hand information, interviews, lectures and other means.By one year research, we get the following conclusions:1. Under inclusive educational environment, hearing children with special needs encounter obstacles are:the lack of hearing children with special needs and ordinary children’s communication skills, an ordinary child with special needs children also lack communication skills; teachers lack teaching strategies of inclusive education; children’s classroom routine poor, lower class participation.2. Construction of inclusive education environment and the differences in teaching, collaborative teaching, peer tutoring, teaching can be better prepared to address some of the obstacles encountered by the hearing-impaired children.Based on these findings the author proposed some suggestions: Kindergarten’s every point should be integrated to reflect the truly inclusive; use of multimedia technology, attention to visual teaching hearing-impaired children to mobilize a variety of sensory channels; changes in teacher evaluation methods, and many more positive Evaluation based; multi-level teaching goal setting; with family education, joint implementation; but also for teacher training.In addition, this study has some regrets place:small class teaching mode is not suitable for the present mode of teaching large classes, cooperation between family and kindergarten did not exert the desired effect, and lack of capacity and experience of researchers also affect the results of the action research.