教育类Paper写作-特殊学生的教育

HotEssay论文网（hotessay.cn）-专业paper写作,report写作辅导中心教育类Paper写作-特殊学生的教育There is a group of children who suffer from the disease of deaf or hard of hearing. They cannot hear outside voices clearly since they are young, and the sound they are able to hear is unclear in their world. Difficulty in hearing has a negative impact on childrens hearing and speaking. The phenomenon of deaf or hard of hearing makes children hard to hear other person clearly or completely, and thus they cannot practice the ability of speaking. One can thus say that deaf or hard hearing children could not transfer to mainstream education. According to DEBATE. orgs debate about “Should special education students be mainstreamed?” , 68% of people believe that it is impossible for special education students to be mainstreamed because “mainstreaming is expensive”. Additionally, in the normal class, they will get more stressful as compared in special class because normal professors could not reduce their teaching speed, and “they would likely not receive the same attention and special requirements if introduced to a regular study environment”. When a disabled pupil is introduced in a regular class, they could possibly distract other students and take all the attention of the teacher” (Debate.org). However, I disagree with those reasoning because I think that students who are deaf or hard of hearing could succeed more in social relationships in general education as compared with special education.有一群孩子患有失聪或重听的疾病。他们从小就听不清外面的声音，他们能听到的声音在他们的世界里是模糊的。听力障碍对儿童的听力和口语有负面影响。聋哑或重听的现象使儿童很难听清楚或完全，因此他们不能练习说话的能力。因此，我们可以说，聋哑或重听儿童不能转到主流教育。根据辩论。关于“特殊教育学生应该被主流化吗?”， 68%的人认为特殊教育学生不可能被主流化，因为“主流化是昂贵的”。此外，在正常的课堂上，他们会比在特殊的课堂上有更多的压力，因为正常的教授不能降低他们的教学速度，“如果引入一个正常的学习环境，他们可能不会得到同样的关注和特殊的要求”。当一个残疾学生被介绍到一个正常的班级时，他们可能会分散其他学生的注意力，引起老师的注意。然而，我不同意这些理由，因为我认为与特殊教育相比，耳聋或重听的学生在普通教育的社会关系中更容易取得成功。By definition, social relationship refers to the “sum of the social interactions between people over time” (Nugent), and that include family relation and peers relation. Human relation plays an essential role in peoples lives, especially for deaf and hearing impaired students, as it can improve their ability to think and learn. Developing social abilities as well as the abilities to adapt to different social relationships enable deaf and hard of hearing children to adapt to the mainstream society after their education. For ordinary hearing students, attending different activities, hanging out with friends, going outside with friends and to meet new people are an important part of their lives for them to develop their social skills and to integrate themselves in the social setting. Being deaf or hard hearing limits their abilities to communicate as smoothly as other children do. However, to some extent, as social outcome can be measured through social interaction, peer relationships, and social skills, the communications as well as social relationships of deaf and hard of hearing children can also be evaluated but from different perspectives.从定义上讲，社会关系是指“人与人之间长期的社会交往的总和”(Nugent)，包括家庭关系和同伴关系。人际关系在人们的生活中起着至关重要的作用，尤其是对聋人和听力受损的学生来说，因为它可以提高他们的思考和学习能力。发展社会能力以及适应不同社会关系的能力，使聋哑重听儿童在接受教育后能够适应主流社会。对于听力正常的学生来说，参加不同的活动，和朋友出去玩，和朋友出去玩，认识新朋友是他们生活中重要的一部分，对他们来说，发展他们的社交技能和融入社会环境是很重要的。耳聋或听力障碍限制了他们像其他孩子一样顺利交流的能力。然而，在某种程度上，由于社会结果可以通过社会交往、同伴关系和社会技能来衡量，聋哑和重听儿童的沟通以及社会关系也可以通过不同的角度来评估。 First of all, students who are deaf or hearing impaired do not have much interaction with their classmates whether DHH or hearing peer interaction are influenced by their social skill or language, especially is hearing peers. For instance, according to Shirin D. Antia and Kathryn H. Hreimeyer studies:首先，失聪或听力受损的学生与同学之间的互动并不多，无论DHH或听力同伴的互动是否受到他们的社交技能或语言的影响，尤其是听力同伴。例如，根据Shirin D. Antia和Kathryn H. Hreimeyer的研究:Levy-Shiff and Hoffman (1985) observed kindergarten DHH and hearing children in the same classroom, and noted that the DHH children interacted with peers about 43% of the time, whereas the hearing children interacted with peers 68% of the time. Vandell and George (1982) compared dyads consisting of DHH and hearing preschoolers. The DHH dyads spent only 24% of their time interacting with each other, whereas the hearing dyads spent 62% of their time interacting with each other (Antia et al, 42)Secondly, social relations are important to the development of children in the long term, but that is very difficult for DHH children to establish friendly relations with hearing peers because “they have lower social status, and report more loneliness than do hearing children (Martin, 108).” Basically, deaf or hard hearing can affect DHH children emotion and behavior. They are afraid to make normal friends because of deafness or speaking quietly, and also they will easily get fatigued due to the level of hearing that can make them feel restless and shows exasperation, so they would rather make friends who are DHH than meet hearing peers (Dye, 10). However, the hearing children who they can join any club or sport cl