The Social Inclusion Of Students Who Are Deaf Or Hard Of Hearing Learning In Regular Classes

Inclusive education is an important trend in the development of special education and a hot issue in the field of special education in recent years.Compared with normal hearing peers,students with hearing impairments（referred to as "hearing impaired students"）have certain difficulties in social interaction and class integration due to their own language problems and communication difficulties.When they are learning in regular classes,their status of social integration and the performance of social behaviors are issues that need to be studied urgently.Therefore,the research has important value and significance for studying hearing impaired students’ social integration,social behavior status and the relationship between above in regular classes.The study selected 44 hearing impaired students and 1850 hearing students in43 grades 1-8 regular classes from 37 schools in Guiyang city,Guizhou Province.Using questionnaire surveys and Social Network Analysis methods to explore the social integration status of hearing impaired students in regular classes;using the Class Drama Questionnaire（CPQ）to study the social behaviors of hearing impaired students in regular classes;and then analyzing the relationship between social integration and social behaviors.The following main conclusions are drawn:The social inclusion of the hearing impaired students learning in regular classes.（1）Most of the hearing impaired students in regular classes can be accepted by hearing companions,but the condition is not optimistic.Hearing students’ accepting attitude towards hearing impaired students learning in regular classes is generally positive,but hearing boys have a more negative accepting attitude and emotional attitude;hearing students in junior high school grades have a more negative accepting attitude towards hearing impaired students compared with students in elementary school,the same status happens in the upper elementary grades;however,the proportion of ordinary hearing impaired students is the largest,followed by the neglected,rejected and popular type hearing impaired students.No controversial students are found.Hearing impaired students in regular classes are less popular,and boys of them are tend to be rejected by hearing classmates.There is no difference in grade and gender in the acceptance extent of peers.（2）Most of the hearing impaired students in regular classes have their own good friends in ordinary classes.The number of good friends ranges from one to more.The good friends they choose have significant same-sex characteristics.The number of friends is not related to their gender,but is significantly related to their grade;the friendship quality of hearing impaired students in regular classes is similar to that of hearing classmates who play the same role in the class network.There is no significant difference in the level of friendship quality.（3）Among the 44 hearing impaired students learning in regular classes,41 are on the class network,and only 3 are isolated outside the class network;in all the research subjects,most are play the isolated role in the class network,followed by group members and liaisons,and the two-way participants are the least;the three-person small group is the largest number of hearing impaired students in the class,followed by the four-person small group and the five-person small group.（4）Taking the same role in one class network as the matching standard,the loneliness of the hearing impaired students in regular classes is not too far off from the hearing classmates level.The social behavior of hearing impaired students in regular classes and its relationship with social inclusion.（1）There is no significant difference in gender and grade in the social behavior of hearing impaired students in regular classes.（2）The "positive nomination" in the acceptance of peers of the hearing impaired students in the regular class has a significant positive correlation with the "social/leadership" of social behavior;the "negative nomination" has a significant positive correlation with the "relationship attack","external attack","excluded" and "bullying";the "social preference" is extremely significantly negatively correlated with the "relationship attack","external attack","excluded" and "bullying",and extremely significantly positively correlated with the "social/leadership".（3）The number of friends is highly positively correlated with the "social/leadership";the friendship quality is significantly negatively correlated with the "accompaniment and entertainment" and "negativity/isolation",and the "conflict resolution" is significantly negatively correlated with the "external attack".（4）The centrality of introversion,reflecting the social network relationship of hearing impaired students in regular classes,is extremely significantly positively correlated with the “social/leadership”.（5）The loneliness of hearing impaired students in regular classes is not related to social behavior.In summary,most of the hearing impaired students learning in regular classes can be integrated into the class.Moreover,there are some hearing impaired students are isolated,completely out of the class network and cannot be integrated into the class.The social behavior of hearing impaired students in regular classes has no difference in gender and grade.The better their acceptance in the class,the more friends they have,and the more peers would choose them as good friends,the better their social integration in the class,the more positive social behavior they would have.