The Research About The Relationship Between Identity Type And School Adaption Of The Hearing-Impaired College Students

With the continuous development of higher education for people with disabilities, the number of hearing-impaired college students which was hailed as "the pride of the Deaf " significantly increased. Hearing-Impaired College Students are belonging to a special group with double identity; they are both deaf and college students. In terms of the identity type of hearing impaired students it means not only the admit of their only deaf and deaf culture, but also the adaption to the role of college students, which affect their school adaption from learning, interpersonal, environmental and occupational preparedness.In this study, a "deaf college students Identity Questionnaire" which drew up by Hu Yamei and self worked out " Hearing-Impaired College Students school adaption Questionnaire" were used to investigated300college students from three universities to define the status of their identity type and school adaptation, intended to explore the relationship between their identity type and school adaption. The study reached the following conclusions:1. The identity type of hearing-impaired college students involves four types:the identity of deaf culture, hearing culture, bi cultural and marginal culture, there are differences between the various types. Most of them holds the bicultural identity, followed by the deaf culture identity, the holders of the marginal culture is the least. Whether the only child of their family and whether had been enrolled in the regular school had a significant effect on the identity type of hearing-impaired college students.2. The overall condition of hearing-impaired college students’school adaption is good, the impact from gender, age, whether the only child and parents’hearing status and education level to school adaption was not significant. The level of hearing lost and educational placement background have significant impact on their school adaption.3. The identity type of hearing-impaired college students affected their school adaption. The students hold bicultural identity adapted to their school best, followed by the deaf culture and hearing cultural identity, the marginal cultural holders have bad effect on their school adaption. The overall level of deaf cultural and bicultural identity holders’school adaption are almost equal, followed by hearing cultural identity but in interpersonal adaptation factor scores higher than deaf cultural identity, and on various other factors and the total questionnaire, the deaf cultural identity scores better. The scores on each factor and total questionnaire of the marginal cultural identity were the lowest.According to the findings of this study, the recommendations to the identity and school adaption of hearing impaired college students are as following:1. Respect the objective existence of deaf culture, conduct deaf culture studies. Conducting Deaf culture studies can provide the theory basis for the hearing impaired education reform and development, promote bilingual bicultural education of hearing impaired students ’development and the cultural integration of hearing and hearing-impaired, narrowing the gap between China and the World Deaf cultural studies.2. Optimize the teaching environment, and promote the practice of Mainstreaming. General education placement background doing favor to the hearing-impaired students in learning and adaption to the way which general educations’learning and evaluation, and can expand intercourse with hearing people to improve their communication skills; it also conducive to hearing people awareness and understanding of the physiological and psychological characteristics of hearing-impaired persons, promoting the better communication between hearing and hearing-impaired groups. Mainstreaming is a good way to achieve these goals, but it is still a problem needs researchers and educators’ further thinking to solve the unity and difference in teaching objectives, teaching approaches and measurements.3. Reform deaf education curriculum, conduct bilingual and bicultural teaching practice. Increase the transmission of hearing culture in deaf education curriculum, increase sign language and deaf culture elements in training of the teachers who teaches the hearing-impaired students, enrich the knowledge of deaf education and deaf people’s psychology to get more messages of hearing-impaired students. Expand the proportion of the deaf teachers with good quality, exert the role model effect and build the communication bridge between hearing and hearing-impaired groups prompting bilingual and bicultural education practice.4. Carry out specialized guidance and training of school adaption for the hearing-impaired college students. School needs to create barrier-free facility and environment, defining the students’employment orientation, carry out the training courses to enhance the professional quality and literacy of college students with hearing impairment, guide their learning methods and intercourse skills, improve their identity and adaption to the environment of learning and living through a multi-various kinds of ways and means.