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허민정(Min Jung Heo),정성욱(Sung Wook Jeong),안성우(Seong Woo Ahn),부성현(Sung Hyun Boo),김리석(Lee Suk Kim) 한국언어치료학회 2007 言語治療硏究 Vol.16 No.3
The aims of this study were to investigate the school performance of children with cochlear implants who have been integrated into regular schools from the perspective of the classroom teacher and to examine the factors associated with the school performance. Forty eight prelingually deaf children who were integrated into regular classrooms were included in this study. Classroom teachers completed the questionnaire comprised of 19 items regarding communication skill, psycho-social adjustment, and academic achievement of children with cochlear implants in regular classrooms. To identify the factors associated with the school performance of these children, stepwise multiple regression analysis was performed using age at implantation, duration of implant use, preoperative hearing thresholds, speech perception ability, and language ability as independent variables. The average ratings on communication skill and psycho-social adjustment were 3.61 (SD=0.66) and 3.69 (SD=0.67), respectively. Academic achievement was evaluated as being somewhat poor. Better communication skill and better academic achievement were associated with better language ability. Better psycho-social adjustment was associated with better speech perception ability. Most of children with cochlear implants in mainstream classrooms were evaluated as being well adjusted in aspects of communication skill and psycho-social adjustment, whereas substantial percentage of them were perceived as performing at below average level by teachers. Language and speech perception abilities were important factors for school performance in children with cochlear implants.