The Change of Chinese University Students with Hearing Impairment in Thinking Styles: Implications for Inclusive/Mainstreaming Higher Education

Autor/in	Cheng, Sanyin
Titel	The Change of Chinese University Students with Hearing Impairment in Thinking Styles: Implications for Inclusive/Mainstreaming Higher Education
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 5, S.816-828 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1921125
Schlagwörter	Foreign Countries; Students with Disabilities; Hearing Impairments; Cognitive Processes; Cognitive Style; Art Education; Design; Instructional Program Divisions; Gender Differences; Acculturation; College Students; Student Adjustment; Student Characteristics; Deafness; China + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hearing impairment; Hörbehinderung; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Geschlechterkonflikt; Akkulturation; Collegestudent; Adjustment; Adaptation; Gehörlosigkeit; Taubstummheit
Abstract	This study explored how thinking styles changed among hearing-impaired students from the art and design academic discipline. Within the duration of one academic year, the Thinking Styles Inventory-Revised II was administered twice to 129 first-year and 127 second-year hearing-impaired students. Results showed that students with hearing impairment demonstrated an increase in the use of both Type I thinking styles (more creativity-generating, less structured, and complex) and Type II thinking styles (more norm-favouring, more structured, and simplistic). Moreover, style changes differed across university class levels and gender. In addition, the follow-up interview confirmed that hearing-impaired students modified their styles due to the influence of acculturation. Contributions, limitations, and implications of the present research for inclusive/mainstreaming higher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01