在包容性日托中心的听力儿童的手语学习 - - 标志性是否重要?
Madlen Goppelt-Kunkel1, Anna-Lena Stroh1,2, Barbara Hänel-Faulhaber1
1Department of Special Education, Faculty of Education, Universität Hamburg, Hamburg, Germany.
Frontiers in psychology
|September 1, 2023
概括
图标性有助于幼儿的符号学习,而年长的孩子更受益于视觉上类似的符号. 特殊教育需求和/或残疾 (SEND) 并没有改变这一效应.
科学领域:
- 儿童发展 儿童发展
- 语言学的语言学.
- 特殊教育 特殊教育
背景情况:
- 使用手势和手势支持儿童的词汇获取.
- 标志性在符号学习中的作用需要进一步研究,特别是在包容性环境中.
研究的目的:
- 检查标志性对听力儿童在包容性日托中心的手语学习的影响.
- 确定有特殊教育需求和/或残疾 (SEND) 的儿童是否从符号学习中的标志性受益不同.
主要方法:
- 在包容性日托中心有145名听力儿童 (年龄在2岁,1岁至6岁,3岁) 参与.
- 教育人员在培训后使用了手语语音.
- 用教育工作者填写的问卷来评估儿童的手语使用情况.
主要成果:
- 年长的孩子更倾向于学习具有高度标志性的符号.
- 标志性对年幼儿童的手语学习的影响较小.
- 与没有SEND的同龄人相比,有SEND的孩子从标志性中没有显示出更大的好处.
结论:
- 标志性对符号学习的影响取决于年龄.
- 标志性在手语学习中的作用取决于孩子的年龄,而不是他们的SEND状态.
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