A Survey on Classroom Language Communication Needs of Hearing-impaired College Students in Higher Special Education Institutions

Abstract

The “14th Five-Year Plan” for the Development and Promotion of Special Education establishes the guiding
ideology of “appropriate integration as the goal”, and puts forward urgent requirements for perfecting and improving the educational
support and guarantee conditions for all types and sections of disabled students. For hearing-impaired students, the basis and
prerequisite for achieving the goal of appropriate integration is to understand and adopt appropriate language communication
methods. This study investigated the classroom language communication needs of hearing-impaired college students enrolled in
the Special Education College of Beijing Union University for 7 consecutive years. The results of the survey show that the most favoured expression and communication in the classroom environment to a certain extent. Therefore, three policy suggestions are put forward:
to accelerate the promotion of National Commonly-used Standard Sign Language in schools and provide sign language services for
hearing-impaired students in need; to improve the hearing aid services and hearing and speech rehabilitation training services for
hearing-impaired students in the whole school period; to accelerate the issuance of policies to provide speech-to-text services for
hearing-impaired students in class, so as to ensure that hearing-impaired students can obtain information through accurate writing.
classroom language communication methods of hearing-impaired college students are Speech with signed Chinese, natural sign
language and speech with text. Students with hearing impairment have the best understanding of text, the second is Speech with
signed Chinese, the third is natural sign language; The expression level of signed Chinese of hearing-impaired college students
is better than that of natural sign language and speech, which confirms the internal relationship between understanding,