A Case Study On Peer Interaction In Class Of Children With Hearing Impairment Learning In Regular Class In The Elementary School

With the advancement of learning in regular class policy, learning in regular class of children with hearing impairment has also been developed in China. Children with hearing impairment attend regular school classes, studying and living together with the other children, and peer interaction in class becomes an important aspect of their social adaptation. The domestic studies on peer interaction of children with hearing impairment were all in deaf schools, and there were few researchers pay attention to the peer interaction in class of children with hearing impairment learning in regular class. Thus, this study through the approach of case study, using a combination of the methods of observation, interview, questionnaire and test, probed the manifestation and support of peer interaction in class based on 3 children with hearing impairment learning in regular class in the elementary school in Shanghai.The first part of this research probed the manifestation of peer interaction inclass of children with hearing impairment learning in regular class in the elementary school from three levels——in communications, in relationships and in groups. The results showed that:in communications, their way of communication was non-verbal mainly, and their willingness to communicate with their peers was high, and the pro-social of their social behavior was high; in relationships, their friendship level in the number of class mutual selected good friends and the quality of friendship was high; in groups, their peer acceptance condition was not good, and they were easily ignored and rejected by class. The second part of this research probed the support condition of peer interaction in class of children with hearing impairment learning in regular class in the elementary school from three aspects——self-support, school support and family support. The results showed that:in self-support aspect, there was positive correlation between the level of their self-support and the condition of their listening compensation, the time and the professional degree of their hearing and language rehabilitation training; in school support aspect, the general status of managers support was poor, the institutionalization and standardization of learning in regular class has yet to be further implemented, and teachers support could be improved largely, and teachers need to pay more attention to the condition and needs of their peer interaction in class, and give them more opportunities to participate in peer interaction in class and more effective guidance; in family support aspects, their mothers played a major role, the parents with higher education level, more scientific education opinions, better interpersonal skills could provide more support. Integrated above results, this study found that the children with hearing impairment learning in regular class in elementary school with better language capacity, academic achievement, social cognitive capacity and social strategy level have better manifestation in the level of communications and groups of peer interaction in class; and teachers paying much attention on the security of the chidren has limited their peer interaction in class to some degree; the democratic parenting, and the concerns and effective guidance from parents played a very important role to the manifestation of the children’s peer interaction in class.