Vztahy dětí se sluchovým postižením se spolužáky ve školních třídách

Yuhan XIE

Disertační práce

Peer relationships of children with hearing impairment in regular classrooms

Abstract:

This study adopted mixed methods combined with quantitative and qualitative approaches to examine the peer relationships of Czech and Chinese children with hearing impairment (HI) in inclusive education. Sociometric method was used in the quantitative inquiry to investigate peer acceptance, friendships and peer groups of children with HI in regular classrooms. Semi-structural interviews were used in qualitative inquiry to explore the factors contributing to peer relationships of children with HI from perspectives of children with HI themselves, their hearing classmates and teachers, and professionals in deaf education. The results of quantitative inquiry indicate that the peer relationships of both Czech and Chinese children with HI are poorer than hearing children. Czech children with HI have fewer friends and memberships of peer groups than hearing classmates in the class, and Chinese children with HI are less accepted by their peers as compared with hearing children. Moreover, the patterns of peer relationships between Czech and Chinese children with HI are different. Although Czech the friends and peer groups of children with HI are fewer than hearing children, their acceptance by peers is similar to hearing classmates; whereas Chinese children with HI have equivalent friendships and peer groups to hearing children but they are less accepted by peers with compared to hearing classmates. The qualitative inquiry demonstrates that four common major categories of influencing factors on peer relationships of both Czech and Chinese children with HI have been identified from interviews data analysis. They are child with HI factors, hearing peer factors, teacher factors and social situations. However, the sub-categories within some major categories are different. In Chinese model of influencing factors, child with HI factors are consisted of spoken language ability, personality, self-concept, social skills and academic achievement; Hearing peer factors include attitudes, response, bullying, and prosocial orientation; teacher factors are comprised of attitudes and instructions; and the last one is social situations focusing on one-to-one and group situations. The sub-categories of academic achievement in children with HI and hearing peer' prosocial orientation don not emerge in the Czech model, and the other factors are the same to those in Chinese model. Through integrating the quantitative and qualitative results, the poorer peer relationships of both Czech and Chinese children with HI in regular classrooms as compared to hearing children, are considered as associated with the risk factors as following: poorer spoken language ability, personal characteristics such as impulsive, easy irritated, self-centered, lower self-concept, deficit in social skills in children with HI, hearing peers' negative attitudes, ineffective responses like ignorance, impatience, or/and misinterpreted, bullying, teachers' negative attitudes and ineffective instructions, and group social situations. The differences in pattern of peer relationships between Czech and Chinese children with HI can be interpreted from the differences in sub-categories of influencing factors between Czech and Chinese model, including the academic achievement of Chinese children with HI and Chinese hearing peers' prosocial orientation, and differences between Czech and Chinese hearing peers' and teachers' attitudes towards children with HI, as well as differences between Czech and Chinese teachers' instructions. Finally, recommendations for interventions on peer relationships between children with and without HI in regular classrooms have been proposed based on the findings of this study. The recommendations are concerned with improving spoken language ability and social skills of children with HI, promoting hearing peers' responses, and enhancing teachers' training to improve their professional skills in inclusive education.

Jazyk práce: čeština

Datum vytvoření / odevzdání či podání práce: 3. 4. 2014

Zveřejnit od: 3. 4. 2014

Obhajoba závěrečné práce

• Obhajoba proběhla 28. 5. 2014

UNIVERZITA PALACKÉHO V OLOMOUCI

Pedagogická fakulta

Doktorský studijní program / obor:
Special Education / Special Education