Research On Deaf College Students Blended Learning Support Service

Compared with the beginning of development last century, the scale and quality ofChinese higher education for the deaf has made considerable progress. As an educationalform of higher education for the deaf, inclusive education embodies the humanistic andcooperation spirit. At present, disadvantages of the single special education mode whichseparates classes and concentrates on teaching for deaf students at the special educationcollege in the university gradually appear, which can’t meet the demand for higher educationfor the deaf, to reflect the fairness of education, deaf colleges and universities in China beginsto explore the inclusive education actively. Through learning from the advanced experience indeveloped countries, combined with earlier inclusive education research and practiceachievement, Technical College for the Deaf at Tianjin University of Technology is the firstto adopt the inclusive education mode for four new majors this year. These deaf students hasentered into the healthy hearing class and will complete four years’ undergraduate study inblended learning. Based on it, deaf college students’ conditions of fitting blended learningmode and how to help deaf college students complete their studies smoothly become twoproblems faced by inclusive education at first, and support services of deaf college students’blended learning mode will become the focus of this study.Implementation of the blended learning mode is of great significance for the disabledintegrating into the average hearing society, and support services is the necessary protectionof widely promoting inclusive education. In the perspective of inclusive education concept,this study firstly compares the deaf college students’ blended learning mode and its supportservices at home and abroad, investigating four new majors’ interviewees of TechnicalCollege for the Deaf at Tianjin University of Technology through the questionnaire aboutdeaf college students’ blended learning mode and its support services, using SPSS17.0software for counting and analyzing data, and researching into influence factors of fittingblended learning mode and its support services, then interviewing30deaf students who isundergoing inclusive education, we can obtain both rich and direct information, also verifyand supplement results of the questionnaire.The main conclusions of this study are as follows:(1) Implementating the inclusiveeducation has a positive effect on promoting the development of higher education for the deafin China;(2) Whether deaf college students fitting to the blended learning mode is affected bylearning attitude, communication ability, learning ability and learning cognition, and theimportance rank is: learning attitude> communication ability> learning ability> learning cognition;(3) Support services needed for deaf college students’ blended learning modeincludes enriching extracurricular education, cultivating communication consciousness,optimizing classroom education, enhancing competitive advantage, obtaining outside support,providing defect compensation and strengthening college management.According to the above conclusion, this study further put forward countermeasures andsuggestions of improving the deaf college students’ blended learning mode and its supportservices with Chinese characteristics:(1) Perfecting relevant policies and regulations,increasing financial investment;(2) Strengthening the construction of inclusive campus,formulating special teaching strategies;(3) Advocating social attention and support,encouraging the family to cooperate and assist;(4) Improving their comprehensive quality,enhancing their ability to integrate.