The Research On Peer Relationship Of Hearing-impaired Students Who Learning In Regular Class

In nowadays,the policy of learning in regular classroom（LRC）in China has gradually developed and improved in the context of the increasing development of inclusive education.From the "sitting in regular classroom" at the beginning to the current high-quality study in regular classroom for children with special needs,our focus should not be limited to the defect compensation and academic achievement of children with special needs,but should focus on how to promote their social adaptation and social development.In the social development of special children,peer relationship is an indispensable and important content,and a good peer relationship can meet the social needs of special children.At present,it is more and more common for hearing-impaired students to study in regular schools.However,due to their own defects,it is often difficult for hearing-impaired students to establish good peer relationships.Therefore,this study investigated the current status of peer relationships among hearing-impaired students learning in regular classroom.After sorting out the investigation results,the research analyzed the factors that affect their peer relationships,and provided certain suggestions on promoting the establishment of good peer relationships among hearing-impaired students learning in regular classroom.In this research,the research objects were two hearing-impaired students learning in two regular schools in Anshan City.The investigation and interview were conducted via such methods as social measurement method,interview method,and social network analysis method,in terms of the following three aspects: I.the peer acceptance of the hearing-impaired students learning in regular classroom in the ordinary class;II.whether the hearing-impaired students learning in regular classroom can establish friendship in the ordinary class;III.the level of participation in interpersonal communication of the hearing-impaired students learning in regular classroom in the ordinary class.The results of the study showed: First,in terms of peer acceptance,the hearing-impaired students learning in regular classroom are generally poorly accepted in ordinary classes,and are in a position of being ignored and rejected.Second,in terms of friendship,the number of friends of hearing-impaired students is more than the average number of friends in ordinary classes,which means they can establish a good friendship.Third,in terms of participation in class interpersonal communication,the inward centrality and outward centrality of the hearing-impaired students learning in regular classroom are both lower than the average level of the class,and their participation in the interpersonal communication in the class is low.Based on above research results,the author focuses on exploring the important factors affecting the peer relationship of hearing-impaired students learning in regular classroom.In combination with current situation of the peer relationship of hearing-impaired students learning in regular classroom,corresponding suggestions will be proposed to improve their peer relationship from the perspectives of society,school,teachers,and families,so as to promote peer interaction among hearing-impaired students learning in regular classroom,help them master good social communication skills,and improve the educational quality of inclusive education.