CAJ | 학술논문

目的了解学龄前随班就读听障儿童在班级中的同伴关系，分析其社会适应状况。方法采用同伴提名法，对18名随班就读听障儿童（小班4名，中班7名，大班7名）在学期初、学期中、学期末进行3次社会交往类型评估。结果3次评估中，听障儿童最多的社会交往类型均为“一般型”，其他交往类型较少；听障儿童的社会交往类型随时间推移呈现一定的变化。班级中听障儿童群体的存在影响了其整体被接纳的程度。“交往技能”的高低、是否遵守“规则规范”、“权威影响”等因素直接影响听障儿童是否被班级同伴所接纳。结论从同伴关系的角度来看，学龄前随班就读听障儿童基本能被班级其他成员接纳。
목적료해학령전수반취독은장인동재반급중적동반관계，분석기사회괄응상황。방법채용동반제명법，대18명수반취독은장인동（소반4명，중반7명，대반7명）재학기초、학기중、학기말진행3차사회교왕류형평고。결과3차평고중，은장인동최다적사회교왕류형균위“일반형”，기타교왕류형교소；은장인동적사회교왕류형수시간추이정현일정적변화。반급중은장인동군체적존재영향료기정체피접납적정도。“교왕기능”적고저、시부준수“규칙규범”、“권위영향”등인소직접영향은장인동시부피반급동반소접납。결론종동반관계적각도래간，학령전수반취독은장인동기본능피반급기타성원접납。
Objective To investigate the peer relationships of preschool hearing-impaired children learning in regular classes and to analyze their social adaptability. Methods Peer nomination instrument was used to assess the types of social interaction for 18 hearing-impaired children(4 children at age 4,7 children at age 5 and 7 children at age 6)at the beginning, middle and end of the term. Results In all of the three tests, the “general” type is the most as compared to other types of social interaction. The social interaction types of hearing-impaired children changed over time. The peer relationships between the hearing-impaired children in the same class can affect their acceptance by others.The interaction behavior, compliance with rules, authoritative effects will directly influence the acceptance of hearing-impaired children by their classmates. Conclusion From the perspective of peer relationships, most preschool hearing-impaired children learning in regular classes can be accepted by their classmates.