本文關(guān)鍵詞：肯尼亞特殊學(xué)校與特殊班中的盲聾學(xué)生社會(huì)交往研究

  更多相關(guān)文章： 肯尼亞 特殊 學(xué)校 中的 盲聾 學(xué)生 社會(huì) 交往 研究

【摘要】： 近年來(lái),盲聾學(xué)生之間以及與其他人之間交往過(guò)程的研究已經(jīng)被證明能幫助我們更好地理解他們?cè)趯W(xué)校和家庭環(huán)境中的日常行為。進(jìn)而,可以這樣理解,社會(huì)技能的潛在能力與具體交際中表現(xiàn)出來(lái)的執(zhí)行能力是有差別的。已有充分的文字資料證明,社交知識(shí)很大一部分是一個(gè)人采用某種模式在與他人的互動(dòng)、參與活動(dòng)、使用設(shè)備的過(guò)程中獲得的。 本研究的目的是收集相關(guān)資料并對(duì)肯尼亞特殊教育學(xué)校和普校特殊班級(jí)中的盲聾學(xué)生(盲聾雙重殘疾)的社會(huì)交往進(jìn)行描述。為更好地進(jìn)行描述本文以以下研究問(wèn)題為主題行文： 盲聾兒童交往的對(duì)象；盲聾兒童參與的活動(dòng)；盲聾兒童增強(qiáng)交往所使用的設(shè)備；交往使用的模式 為收集詳細(xì)信息本文采用定性研究和案例研究設(shè)計(jì)。以訪談法為主要方法,輔以觀察法、文獻(xiàn)分析法,并用非正式交談和手語(yǔ)收集數(shù)據(jù)。主要研究對(duì)象為：兩名有殘余視力和聽(tīng)力的盲聾兒童,兩名教師,兩名女宿管。所獲得的結(jié)果表明,這些盲聾兒童與同類(lèi)兒童和與周?chē)渌麅和g和的交往在質(zhì)上和量上都有很大差異。 這些結(jié)果進(jìn)一步表明,本研究中的盲聾兒童通過(guò)利用可用的設(shè)備和材料有效地參與到與同齡人和成人的交往中。當(dāng)然,本案例中的兩個(gè)盲聾兒童只是非常特殊的多重殘疾群體中的兩個(gè)個(gè)體,不能代表任何其他人。所觀察到的功能性的交流似乎表明在盲聾兒童、成人和其他兒童間存在某種社會(huì)交往。 然而,盲聾兒童的這種交往由于其認(rèn)知、理解、情感和社會(huì)條件的不同而因人而異。 依據(jù)本研究的成果和初步收集到的信息,照料者有必要在社會(huì)發(fā)展和交往的各個(gè)水平上采取干預(yù)措施。為了找到這些措施,需要一個(gè)立即、深入、定性的交往研究從物理環(huán)境和社會(huì)環(huán)境兩方面去探討。同時(shí),對(duì)盲聾個(gè)體與環(huán)境間相互影響的過(guò)程也要進(jìn)行研究。這需要改變以往的舊思想,代以“怎樣干預(yù)；怎樣從交往本身進(jìn)行干預(yù)；怎樣使其成為一種立即的有效的交往”(詳見(jiàn)本文第五章第六節(jié))。盲聾兒童也應(yīng)該被賦予在他們的發(fā)展與學(xué)習(xí)過(guò)程中做積極參與者的機(jī)會(huì)。每個(gè)盲聾兒童在這個(gè)過(guò)程中所學(xué)到的將取決于他們自己,都是不可預(yù)測(cè)的。
【關(guān)鍵詞】：
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類(lèi)號(hào)】：G769.424
【目錄】：

• Acknowledgement7-15
• Abstract15-17
• 摘要17-18
• Chapter One Background to the Study18-39
• 1.0 Introduction18-20
• 1.1 Overview of the Education System in Kenya20-27
• 1.1.1 Special Needs Education in Kenya21-26
• 1.1.2 Education of Children and Youths with Deafblindness in Kenya26-27
• 1.2 Pupils with Deafblindness as the Research Population27-32
• 1.2.1 The Complex Handicap of Auditory and Visual Impairments28-29
• 1.2.2 Definition of Research Problem29-30
• 1.2.3 Selection of Research Questions30-31
• 1.2.4 Description of the Research Provinces/Sites31-32
• 1.3 Justification and Significance of the Research Project32-35
• 1.4 Definitions and clarifications of Some Central Concepts used in this Study35-37
• 1.5 Limitations and Delimitations of the Study37-39
• Chapter Two Theoretical Framework and Literature Review39-65
• 2.1 Deafblindness:Definitions and Theoretical Overview39-41
• 2.2 Acquired Deafblindness41
• 2.3 Some Possible Effects of Congenital Deafblindness41-44
• 2.3.1 Problems in Orientation and Mobility42
• 2.3.2 Social Adjustment Problems42-43
• 2.3.3 Problems in Communicating43-44
• 2.4 Deafblindness and Learning44-46
• 2.4.1 Congenitally Deafblind44
• 2.4.2 Congenital or Early Loss of Vision and Hearing44-45
• 2.4.3 Early Loss of One Sense with Later Loss of the Other45-46
• 2.4.4 Progressive Deafblindness46
• 2.5 Description of Children who are Deafblind in Kenya46-47
• 2.5.1 High Functioning46-47
• 2.5.2 Moderate Functioning47
• 2.5.3 Low Functioning47
• 2.6 Deafblindness and Social Interaction47-55
• 2.6.1 Interaction with People48-51
• 2.6.1.1 Parent-Child Interaction48-49
• 2.6.1.2 Adult-Child Interaction49-50
• 2.6.1.3 Child-Child Interaction50-51
• 2.6.2 Social Interaction through Activities51-53
• 2.6.3 Facilities for enhancing social interaction53-55
• 2.6.3.1 Instructional or Educational Material53
• 2.6.3.2 Assistive Aids53
• 2.6.3.3 Equipment and Facilities for Play, Games and Sports53-55
• 2.7 Modes of communication55-57
• 2.7.1 Speech55-56
• 2.7.2 Sign Language56
• 2.7.3 Hand Gesture56
• 2.7.4 Body Contact56-57
• 2.7.5 Facial Expression57
• 2.7.6 Eye Gaze57
• 2.8 Communication, Language and Speech57-65
• 2.8.1 Communication57-59
• 2.8.2 Speech59
• 2.8.3 Functional Communication59-60
• 2.8.3.1 Form of communication59
• 2.8.3.2 Function of communication59
• 2.8.3.3 Content of Communication59-60
• 2.8.4 Communication and Deafblindness60-61
• 2.8.5 Some Communication Modes of Persons with Deafblindness61-65
• 2.8.5.1 Gestures, Manual Signs, and Tactile Sign Language62
• 2.8.5.2 Place or Object Cues62
• 2.8.5.3 Symbolic Communication62-63
• 2.8.5.4 Speech63
• 2.8.5.5 Tactile Finger Spelling63
• 2.8.5.6 Tactile Sign Language63-65
• Chapter Three Research Design and Methodology65-79
• 3.1 Research Pattern65-66
• 3.2 Research Design66
• 3.3 The Study Area66-68
• 3.4 Target Population68-69
• 3.5 Sampling Procedure69-73
• 3.5.1 Sample69
• 3.5.2 Schools69-71
• 3.5.3 Children with Deafblindness71
• 3.5.4 Teachers71-72
• 3.5.5 Parents72
• 3.5.6 Housemothers72-73
• 3.6 Methods of Collecting Data73-77
• 3.6.1 Interviews73-75
• 3.6.2 Other Methods of Data Collection75-77
• 3.6.2.1 Participant Observation75-76
• 3.6.2.2 Observation Guide76
• 3.6.2.3 Document Analysis76-77
• 3.6.2.4 Informal Conversation carried out partially through InformalSigning77
• 3.7 Triangulation77-78
• 3.8 Categorising Data78-79
• Chapter Four Presentation and Analysis of Results79-107
• 4.0 Introduction79
• 4.1 Description of the Research Schools and Units79-81
• 4.2 Case Ruta Hassan81-88
• 4.2.1 People Interacting with Ruta82-83
• 4.2.2 Activities that Ruta is involved in83-85
• 4.2.3 Facilities used by Ruta for Social Interaction85-87
• 4.2.4 Modes of Communication used in interacting with Ruta87-88
• 4.3 Case Hamisi Mbwana88-95
• 4.3.1 People Interacting with Hamisi89-90
• 4.3.2 Activities that Hamisi is involved in90-92
• 4.3.3 Facilities used by Hamisi for Social Interaction92-94
• 4.3.4 Modes of Communication used in Interaction with Hamisi94-95
• 4.4 Cross Case Analysis (Refer to Appendix 10)95-107
• 4.4.1 People Interacting with Children who are Deafblind95-97
• 4.4.2 Activities that Children with Deafblindness are involved in97-100
• 4.4.3 Facilities used by Children who are Deafblind, for Social Interaction100-102
• 4.4.4 Modes of Communication used in Interaction102-107
• Chapter Five Summary, Conclusions and Recommendations107-119
• 5.0 Introduction107
• 5.1 Summary107-113
• 5.1.1 Interactive Behaviour of Pupils with Deafblindness108
• 5.1.2 Outdoor Adult-Pupil Interaction108-109
• 5.1.3 Involvement of Pupils with Deafblindness in Daily Activities withinSchool and Home Context109-110
• 5.1.3.1 Suitable Activities109
• 5.1.3.2 Modification of Activities109
• 5.1.3.3 Interaction Skills109-110
• 5.1.4 Facilities used by Children with Deafblindness for Social Interaction110
• 5.1.5 Preferred Materials and Facilities110-111
• 5.1.6 Modes of Communication used in the Interactions111
• 5.1.7 Total Communication Approach111-113
• 5.1.8 Communicative Intents113
• 5.2 Conclusions113-116
• 5.3 Recommendations116-118
• 5.4 Suggestions for Further Research118-119
• References119-127
• Appendix 1 Map of Africa127-128
• Appendix 2 Map of Kenya128-129
• Appendix 3 Interview Guide129-131
• Appendix 4 Observation Guide131-132
• Appendix 5 Letter to Head Teachers Seeking Permission to Conduct a Research intheir schools132-133
• Appendix 6 Letter to Teachers Requesting them to participate in the Interview133-134
• Appendix 7 Letter of Appreciation to Teachers, Parents and House-mothers whoparticipated in the Interview134-135
• Appendix 8 Letter of Authority from the Ministry of Education/Science and Technology135-137
• Appendix 9 Introductory Letter from Southwest University137-138
• Appendix 10 A Cross Care Presentation of Data about the two Children138-140
• Appendix 11 Suggested Leisure Time Activities140-141

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