肯尼亚特殊学校与特殊班中的盲聋学生社会交往研究

发布时间：2017-10-23 15:16

  本文关键词：肯尼亚特殊学校与特殊班中的盲聋学生社会交往研究

  更多相关文章： 肯尼亚 特殊 学校 中的 盲聋 学生 社会 交往 研究

【摘要】： 近年来,盲聋学生之间以及与其他人之间交往过程的研究已经被证明能帮助我们更好地理解他们在学校和家庭环境中的日常行为。进而,可以这样理解,社会技能的潜在能力与具体交际中表现出来的执行能力是有差别的。已有充分的文字资料证明,社交知识很大一部分是一个人采用某种模式在与他人的互动、参与活动、使用设备的过程中获得的。 本研究的目的是收集相关资料并对肯尼亚特殊教育学校和普校特殊班级中的盲聋学生(盲聋双重残疾)的社会交往进行描述。为更好地进行描述本文以以下研究问题为主题行文： 盲聋儿童交往的对象；盲聋儿童参与的活动；盲聋儿童增强交往所使用的设备；交往使用的模式 为收集详细信息本文采用定性研究和案例研究设计。以访谈法为主要方法,辅以观察法、文献分析法,并用非正式交谈和手语收集数据。主要研究对象为：两名有残余视力和听力的盲聋儿童,两名教师,两名女宿管。所获得的结果表明,这些盲聋儿童与同类儿童和与周围其他儿童之间和的交往在质上和量上都有很大差异。 这些结果进一步表明,本研究中的盲聋儿童通过利用可用的设备和材料有效地参与到与同龄人和成人的交往中。当然,本案例中的两个盲聋儿童只是非常特殊的多重残疾群体中的两个个体,不能代表任何其他人。所观察到的功能性的交流似乎表明在盲聋儿童、成人和其他儿童间存在某种社会交往。 然而,盲聋儿童的这种交往由于其认知、理解、情感和社会条件的不同而因人而异。 依据本研究的成果和初步收集到的信息,照料者有必要在社会发展和交往的各个水平上采取干预措施。为了找到这些措施,需要一个立即、深入、定性的交往研究从物理环境和社会环境两方面去探讨。同时,对盲聋个体与环境间相互影响的过程也要进行研究。这需要改变以往的旧思想,代以“怎样干预；怎样从交往本身进行干预；怎样使其成为一种立即的有效的交往”(详见本文第五章第六节)。盲聋儿童也应该被赋予在他们的发展与学习过程中做积极参与者的机会。每个盲聋儿童在这个过程中所学到的将取决于他们自己,都是不可预测的。
【关键词】：
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G769.424
【目录】：

• 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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