摘要
目的 探讨语前聋人工耳蜗植入儿童不同融合教育方案的安置效果及影响因素.方法 随机抽取我院人工耳蜗康复救助项目数据库中60名康复后进入融合教育安置状态的语前聋人工耳蜗植入儿童,依据融合教育状态下是否持续进行言语康复训练将儿童分为2组,检测被试言语识别率并进行问卷调查,记录融合教育安置状态下儿童学业适应性、同伴关系、主动交往度、教师关爱程度及社会能力的主观感知,分析教育安置效果及其影响因素.结果 两组儿童融合教育安置状态下学业适应性、同伴关系、主动交往度及教师关爱程度的主观感知间均存在显著差异(P＜0.05);两组儿童的社会能力、言语识别率存在显著差异(P＜0.05);是否持续进行言语康复训练和言语识别率是影响儿童主观感知的相关因素,持续进行言语康复训练的儿童言语识别率高,其主观感知更积极(OR=0.030,CI:0.002～0.398,P=0.008);生理年龄、性别及人工耳蜗植入年龄、融合教育时间与儿童的主观感知均无相关性.结论 语前聋人工耳蜗植入儿童融合教育状态下应持续进行言语康复训练,在很大程度上影响听障儿童的教育安置效果.
Abstract
Objective Exploring the placement outcomes and factors influencing different inclusive education for prelingually deaf cochlear implanted children.Methods 60 prelingually deaf children with cochlear implantation who entered into inclusive education and placement after rehabilitation from the database of our hospital cochlear implant rehabilitation programme were selected,divided them into 2 groups according to whether they cooperated with the continuous speech rehabilitation training under the inclusive education status,and tested the speech recognition rate of the patients and carried out questionnaires to record the patients'academic adaptability,peer relationship,active interaction,subjective perception and social competenceof the degree of teacher's caring in the inclusive education and placement status,and then analyze the effect of education and placement and its influencing factors.Results There were significant differences between the subjective perceptions of academic adaptability,peer relationships,active interaction and teacher care in the two groups who entered into inclusive education and placement(P＜0.05).There were significant differences in social competence scores and speech recognition rate between the two groups(P＜0.05).Whether or not to cooperate with continuous speech rehabilitation training and speech recognition rate were relevant factor affecting the subjective perceptions of the children,and the children who cooperated with continuous speech rehabilitation training had a higher speech recognition rate and a more positive subjective perception(OR=0.030,CI:0.002-0.398,P=0.008);and there was no correlation between the children's physiological age,gender,age at cochlear implantation,and the duration of integrated education and the patients'subjective perceptions.Conclusion Cochlear implantation of prelingual deaf children in the state of inclusive education should continue with their speech rehabilitation training,which largely influences the effectiveness of educational placement of children with hearing impairments.
维普
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