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بررسی تحلیلی رویکردهای ارتباطی و آموزشی برای دانشآموزان با آسیب شنوایی | ||
| نظریه و عمل در تربیت معلمان | ||
| مقاله 7، دوره 11، شماره 19، اردیبهشت 1404، صفحه 119-135 اصل مقاله (1.22 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/itt.2025.18187.1062 | ||
| نویسندگان | ||
| مرضیه رحمانی1؛ محمد عاشوری* 2 | ||
| 1دانشجوی دکتری روان شناسی و آموزش کودکان استثنایی، دانشگاه اصفهان، اصفهان ، ایران. | ||
| 2دانشیارگروه روان شناسی و آموزش افراد با نیاز خاص، دانشگاه اصفهان، اصفهان ، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: معلمان برای آموزش و ارتباط با دانشآموزان با آسیب شنوایی از رویکردها و روشهای مختلفی استفاده میکنند. این پژوهش با هدف بررسی و تحلیل رویکردهای ارتباطی و آموزشی برای دانشآموزان با آسیب شنوایی انجام شد. روشها: : این پژوهش از نوع مطالعات کیفی است که با استفاده از روش توصیفی - تحلیلی انجام شد. به این منظور، مقالههای منتشرشده به زبان انگلیسی و فارسی در پایگاههای اطلاعاتی PubMed، Scholar Google، Taylor Scopus، Science Direct، Elsevier، EBSCO و Springer برای مقالههای انگلیسی و در پایگاههای اطلاعاتی ISC ، SID و IranDoc برای مقالههای فارسی مورداستفاده قرار گرفت. در مجموع 34 مقاله بر اساس معیارهای ورود و خروج، غربالگری طبق چکلیست پریزما و ارزیابی کیفیت منابع توسط سه متخصص روانشناسی و آموزش کودکان استثنایی بررسی شد. یافتهها: نتایج نشان داد که طیف رویکردهای برقراری ارتباط با دانشآموزان با آسیب شنوایی به پنج دسته رویکرد اشاره، رویکرد شفاهی، رویکرد ارتباط همزمان، رویکرد ارتباط کلی و رویکرد دوزبانی - دو فرهنگی تقسیم میشود. رویکرد اشاره شامل زبان اشاره و هجیکردن با انگشتان میشود. رویکرد شفاهی شامل روش شنیداری کلامی، شنیداری شفاهی و گفتار نشانهدار است. رویکرد ارتباط همزمان به تولید همزمان اشاره و گفتار اشاره دارد. در رویکرد ارتباط کلی از تمام منابع بالقوه مانند اشاره، گفتار، نوشتن و وسایل کمکشنوایی استفاده میشود. رویکرد دوزبانی - دو فرهنگی نیز شامل تسلط به زبان اشاره قبل از یادگیری زبان گفتاری میشود. برای آموزش میتوان علاوه بر این رویکردها و روشها از روشهای دیگری مانند نرمافزارهای چندرسانهای، فناوریهای هوش مصنوعی و پلتفرمهای یادگیری تعاملی استفاده کرد. نتیجهگیری: انتخاب رویکرد و روش مناسب باید بر اساس نیازها و شرایط منحصربهفرد دانشآموزان، ترجیحات والدین و تشخیص تیم تخصصی انجام گیرد تا دانشآموزان راحتتر ارتباط برقرار کنند و پیشرفت تحصیلی بیشتری داشته باشند. | ||
| کلیدواژهها | ||
| آسیب شنوایی؛ دانش آموزان؛ رویکردهای ارتباطی؛ کم شنوا؛ ناشنوا | ||
| موضوعات | ||
| آموزش مداوم معلمان. | ||
| عنوان مقاله [English] | ||
| Analytical Review of the Communication and Educational Approaches for Students with Hearing Impairment | ||
| نویسندگان [English] | ||
| Marzieh Rahmani1؛ Mohammad Ashori2 | ||
| 1Ph. D Student Psychology and Education of People with Special Needs, Department of Psychology and Education of People with Special Needs, University of Isfahan, Isfahan. | ||
| 2Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran | ||
| چکیده [English] | ||
| Background and Objectives: Teachers employ various approaches and methods to educate and communicate with students with hearing impairments. This research was conducted to investigate and analyze communication and educational approaches for students with hearing impairments. Methods: This qualitative study utilized a descriptive-analytical approach. Relevant articles in English and Persian were retrieved from databases including PubMed, Google Scholar, Scopus, Science Direct, Elsevier, EBSCO, and Springer for English publications, and ISC, SID, and IranDoc for Persian publications. A total of 34 articles were reviewed based on inclusion and exclusion criteria, screened according to the PRISMA checklist, and evaluated for quality by three experts in psychology and special education. Findings: he results indicated that communication approaches for students with hearing impairments can be categorized into five main types: the sign approach, oral approach, simultaneous communication approach, total communication approach, and bilingual-bicultural approach. The sign approach includes sign language and finger spelling. The oral approach comprises auditory-verbal, auditory-oral, and cued speech methods. The simultaneous communication approach involves the concurrent production of signs and speech. The total communication approach utilizes all available resources, including signing, speech, writing, and hearing aids. The bilingual-bicultural approach emphasizes mastery of sign language before learning spoken language. For educational purposes, in addition to these approaches, other methods such as multimedia software, artificial intelligence technologies, and interactive learning platforms can be employed. Conclusion: The selection of appropriate approaches and methods should be based on students' unique needs and conditions, parental preferences, and the assessment of a specialized team. This tailored approach can facilitate easier communication and enhance academic progress for students with hearing impairments. | ||
| کلیدواژهها [English] | ||
| Hearing impairment, Students, Communication approaches, Hard of hearing, deaf | ||
| مراجع | ||
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