Case Study On Inclusive Education Of The Hearing-impaired Students Learning In Regular Class Of Primary School

With the development of inclusion in special education mode,the education department of our country has also put forward a education mode that some of the students with disabilities in the body are arranged in a regular school with normal students to learn together.The purpose of this education mode is to allow those disabled students to enjoy the same treatment as normal students,so that they can integrate into the mainstream society and live like normal persons through receiving formal education.However,the current situation of China's inclusion is not good,not only do the schools not give enough attention,there is not corresponding teaching materials,and the teachers still exercise fast teaching mode based on ordinary students during the teaching process,but also most of the teachers do not have the experience of special education,they do not know how to teach the hearing-impaired students in the process.At the same time,the hearing-impaired students can not participate in the class actively and is not willing to play with other students due to their own reasons,which results in these students more autistic and the advantages of inclusion not being developed effectively.In view of these,this article choose to study on inclusive education of the hearing-impaired students learning in regular class,which may have some feasible reference for the mannerisms and process mode of the teachers,schools,normal students and even the hearing-impaired students.This article took the hearing-impaired students as examples,and took six hearing-impaired students in regular classes in six districts of Shanghai as individual cases,the questionnaire surveys and interviews were carried out on the phenomenon of these hearing-impaired students learning in the regular classes,the attitude of the normal students and the teachers toward theses students,and the current teaching situation of the teachers.During the investigation and interview,it's found that these hearing-impaired students did not have a passion about participating in the teaching activities,did not keep discipline well in class,and did not communicate with classmates in the context of inclusive education.The teachers lacked the teaching materials and tools that the hearing-impaired students needed in the teaching process,and some teachers still treated the hearing-impaired students and the normal students differently;besides,the contents of these surveys and interviews were counted and analyzed,and some suggestions were put forward for teachers and schools,which may provide some reference suggestions for the inclusive education of other schools.This article adopted the questionnaire survey,which not only demonstrated the data,but also made the conclusions more representative.This article consists of five parts,the first part is mainly to introduce the context of inclusive education of the hearing-impaired students learning in regular classes,the research status at home and abroad and the topic significance and research methods of this article,etc.The second part is mainly to introduce the related concepts and theoretical basis of inclusive education,such as the concept of inclusion,the concept of hearing-impaired student,the concept of learning in regular class,the principle of normalization,mainstreaming,integrated education and so on.The third part is mainly to introduce the design of questionnaire survey,and records the whole questionnaire survey detailedly,including survey objects,survey methods and tools,and the investigation process.The fourth part is mainly to analyze the results of the investigation,choose 6 different individual cases of inclusion of hearing-impaired students to prove the accuracy of the conclusion.The fifth part is the conclusion and suggestions,sums up the common phenomenon and the influence factors of the inclusion of the hearing-impaired students learning in regular classes of primary schools,and puts forward different suggestions for the teachers and schools respectively.