ABSTRACT

The purpose of this study was to investigate the research that has addressed the effect of inclusion of d/Deaf and hard of hearing students (d/Dhh) in general education classrooms. Three questions are addressed: 1) How do researchers’ perceptions of d/Dhh students’ inclusion differ? 2) To what extent are the research findings associated with d/Dhh students’ inclusion consistent or inconsistent? and 3) What suggestions have been made to enhance d/Dhh students’ inclusion? This study used a qualitative meta-analysis method and collected, summarised, and analysed 34 scholarly works from 1993 to 2020 on the topics of d/Dhh students’ language and literacy, as well as their social and academic development of d/Dhh students in inclusive education classrooms. The paper discusses major findings, recommendations for practice, suggestions for future research, and limitations of the review.

摘要

本研究的目的是调查有关将 d/聋哑学生和重听学生 (d/Dhh) 纳入普通教育课堂的影响的研究。解决了三个问题：1）研究人员对 d/Dhh 学生包容性的看法有何不同？2) 与 d/Dhh 学生纳入相关的研究结果在多大程度上一致或不一致？3) 为提高 d/Dhh 学生的包容性提出了哪些建议？本研究采用定性荟萃分析方法，收集、总结和分析了 1993 年至 2020 年 34 篇学术著作，主题涉及 d/Dhh 学生的语言和读写能力，以及 d/Dhh 学生的社会和学术发展。全纳教育课堂。本文讨论了主要发现、实践建议、未来研究建议、