语前聋人工耳蜗植入儿童融合教育方案的主观感知及影响因素

甄慧敏; 李艳飞; 乔晓峰

doi:10.3969/j.issn.1672-4933.2025.01.018

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语前聋人工耳蜗植入儿童融合教育方案的主观感知及影响因素

康复教育 | 更新时间：2026-07-11

- 语前聋人工耳蜗植入儿童融合教育方案的主观感知及影响因素
- The Subjective Perception and Influencing Factors of Inclusive Education Schemes in Prelingual and Cochlear Implant Patients
- 中国听力语言康复科学杂志 2025年23卷第1期页码：75-78
- 作者机构：
  
  1.山西中医药大学第一临床学院太原030002
  2.山西医科大学第五临床医学院太原030002
  3.山西省人民医院耳鼻咽喉头颈外科太原030002
- 作者简介：
  
  甄慧敏硕士住院医师；研究方向：耳科学、人工耳蜗术后康复
  李艳飞硕士住院医师；研究方向：耳科学、人工耳蜗术后康复
  乔晓峰，E-mail：qxf_fred@126.com
- 基金信息：
  
  中央引导地方科技发展资金项目“人工耳蜗植入后听视觉皮层的跨模态可塑性及其对听觉和言语功能恢复的影响和机制研究”(YDZJSX2022A070)
- DOI：10.3969/j.issn.1672-4933.2025.01.018
  中图分类号： R494
- 收稿：2023-12-19，
  
  纸质出版：2025-01-15
- 稿件说明：
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甄慧敏,李艳飞,乔晓峰.语前聋人工耳蜗植入儿童融合教育方案的主观感知及影响因素[J].中国听力语言康复科学杂志,2025,23(01):75-78.

ZHEN Hui-min,LI Yan-fei,QIAO Xiao-feng.The Subjective Perception and Influencing Factors of Inclusive Education Schemes in Prelingual and Cochlear Implant Patients[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(01):75-78.
甄慧敏,李艳飞,乔晓峰.语前聋人工耳蜗植入儿童融合教育方案的主观感知及影响因素[J].中国听力语言康复科学杂志,2025,23(01):75-78. DOI： 10.3969/j.issn.1672-4933.2025.01.018.

ZHEN Hui-min,LI Yan-fei,QIAO Xiao-feng.The Subjective Perception and Influencing Factors of Inclusive Education Schemes in Prelingual and Cochlear Implant Patients[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(01):75-78. DOI： 10.3969/j.issn.1672-4933.2025.01.018.

摘要

目的

探讨语前聋人工耳蜗植入儿童不同融合教育方案的安置效果及影响因素。

方法

随机抽取我院人工耳蜗康复救助项目数据库中60名康复后进入融合教育安置状态的语前聋人工耳蜗植入儿童，依据融合教育状态下是否持续进行言语康复训练将儿童分为2组，检测被试言语识别率并进行问卷调查，记录融合教育安置状态下儿童学业适应性、同伴关系、主动交往度、教师关爱程度及社会能力的主观感知，分析教育安置效果及其影响因素。

结果

两组儿童融合教育安置状态下学业适应性、同伴关系、主动交往度及教师关爱程度的主观感知间均存在显著差异（

0.05）；两组儿童的社会能力、言语识别率存在显著差异（

0.05）；是否持续进行言语康复训练和言语识别率是影响儿童主观感知的相关因素，持续进行言语康复训练的儿童言语识别率高，其主观感知更积极（OR=0.030，CI：0.002～0.398，

=0.008）；生理年龄、性别及人工耳蜗植入年龄、融合教育时间与儿童的主观感知均无相关性。

结论

语前聋人工耳蜗植入儿童融合教育状态下应持续进行言语康复训练，在很大程度上影响听障儿童的教育安置效果。

Abstract

Objective

Exploring the placement outcomes and factors influencing different inclusive education for prelingually deaf cochlear implanted children.

Methods

60 prelingually deaf children with cochlear implantation who entered into inclusive education and placement after rehabilitation from the database of our hospital cochlear implant rehabilitation programme were selected

divided them into 2 groups according to whether they cooperated with the continuous speech rehabilitation training under the inclusive education status

and tested the speech recognition rate of the patients and carried out questionnaires to record the patients' academic adaptability

peer relationship

active interaction

subjective perception and social competenceof the degree of teacher's caring in the inclusive education and placement status

and then analyze the effect of education and placement and its influencing factors.

Results

There were significant differences between the subjective perceptions of academic adaptability

peer relationships

active interaction and teacher care in the two groups who entered into inclusive education and placement (

0.05). There were significant differences in social competence scores and speech recognition rate between the two groups (

0.05). Whether or not to cooperate with continuous speech rehabilitation training and speech recognition rate were relevant factor affecting the subjective perceptions of the children

and the children who cooperated with continuous speech rehabilitation training had a higher speech recognition rate and a more positive subjective perception (OR=0.030

CI:0.002-0.398

=0.008); and there was no correlation between the children's physiological age

gender

age at cochlear implantation

and the duration of integrated education and the patients' subjective perceptions.

Conclusion

Cochlear implantation of prelingual deaf children in the state of inclusive education should continue with their speech rehabilitation training

which largely influences the effectiveness of educational placement of children with hearing impairments.

关键词

Keywords

references

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