超越入学机会：中国主流学校中的听障学生

文献信息

中文摘要

背景： 中国的随班就读政策扩大了包括听障（D/HH）学生在内的残疾学生接受主流学校教育的机会。然而，安置并不必然确保参与、学习或归属感。方法：本定性研究基于通过五个省份的听力与言语康复中心招募的20名健听父母的半结构化访谈，考察了主要使用汉语口语、使用人工耳蜗和/或助听器、且在学校不使用手语的接受口语教育听障儿童的叙述。结果：反思性主题分析识别出塑造融合的三个相互关联的条件：（1）以听觉为导向的课堂限制了获得教学的机会；（2）在同伴环境中，沟通差异和可见的助听技术使归属感变得有条件，父母描述了孤独、尴尬和退缩；（3）支持安排是通过家庭倡导拼凑而成，而非制度化的便利措施。结论：以“访客身份”（visitorship）作为 sensitizing 概念，本研究表明正式入学机会可能与有条件的参与和家庭管理的便利措施并存。

英文摘要

China's learning in regular classrooms policy has expanded mainstream schooling for students with disabilities, including deaf and hard-of-hearing (D/HH) students. Yet placement does not necessarily ensure participation, learning, or belonging. Drawing on semi-structured interviews with 20 hearing parents recruited through hearing and speech rehabilitation centers in five provinces, this qualitative study examines accounts of orally educated D/HH children who primarily used spoken Chinese, used cochlear implants and/or hearing aids, and did not use sign language at school. Reflexive thematic analysis identified three interrelated conditions shaping inclusion: (1) hearing-oriented classrooms that limited access to instruction; (2) peer settings where communication differences and visible assistive hearing technologies made belonging conditional, with parents describing loneliness, embarrassment, and withdrawal; and (3) support arrangements assembled through family advocacy rather than institutionalized accommodation. Using visitorship as a sensitizing concept, the study shows how formal access may coexist with conditional participation and family-managed accommodation.