Study On Social Participation Of Students With Hearing Impairment In The Context Of Inclusive Education

With the implementation of the concept of inclusive education,the educational placement of special children in China has formed a diversified choice pattern,with regular classes as the main body,special education schools as the backbone,and home delivery as a supplement.However,in the constant pursuit of educational quality today,the path of inclusive education for students with hearing impairment not only needs to be able to integrate,but also needs to be well integrated.The quality of their social inclusion has attracted much attention from scholars.Researchers use different terms such as social inclusion,integration,participation,and outcomes to express the same academic concerns.Among them,social participation is considered the most appropriate concept to test social inclusion.Therefore,this study explores social participation of students with hearing impairment in the context of inclusive education,which has certain theoretical significance for the understanding and conceptualization of social inclusion and the construct of social participation,and has important practical significance for discovering the plight of students with hearing impairment in inclusive education,exploring ways to solve problems,and improving the quality of inclusive education.Based on Koster’s social participation model,this study uses multiple methods such as questionnaires,interviews,peer nominations,and social network analysis to measure peer acceptance,friendship,class social network centrality,and loneliness of students with hearing impairment in the context of inclusive education,which reflect the quality of social participation.Data are collected from multiple perspectives,including others’ evaluations and self-assessment.To investigate social participation for students with hearing impairment,identify the causes of problems and dilemmas,and propose solutions.The research concludes as follows:1.Compared with ordinary children in the class,students with hearing impairment who attend regular classes are less likely to be accepted by their peers.Among the types of peer acceptance,the popular type is significantly fewer,while the neglected type is significantly more;There is a one-way unequal friendship relationship,and the score of friendship quality is low;In the class social structure,the centrality of social networks is mostly at the peripheral and isolated level,with salient social status and a stronger sense of loneliness.2.Students with hearing impairment who return from regular schools to special schools are more likely to be accepted by peer groups with similar hearing abnormalities,and have a higher proportion of reciprocal friends.Social network centrality is also mostly at the core and secondary levels.Nevertheless,they may still face challenges such as limited social circle,stronger loneliness,and low self-evaluation.3.The social participation for students with hearing impairment in the context of inclusive education is not optimistic,and their inner world and emotional and psychological health urgently require attention.Although their specific difficulties in social participation are different,overall,the difficulties in social participation are mainly reflected in aspects such as academic performance,communication,and making friends.The reasons for the quality of their social participation and difficulties mainly come from their own physiological weakness,limited educational placement and communication methods,and insufficient social support.In addition,the study also discussed the theoretical concepts and structural issues of social participation,and the following educational suggestions are proposed to improve the quality of social participation for students with hearing impairment: Create positive communication conditions and enrich the inclusion of general education and special education;Reasonably match assistive partners and build effective peer support;Pay attention to the mental health of deaf students and practice the concept of co-education between schools and families;Focus on the needs of students and create an unobstructed and harmonious atmosphere.