A Proposed Theoretical Framework for Higher Education of Students
With Hearing Impairment in China
CHENG Sanyin
University of Hong Kong
Abstract
Background: Higher education for students with hearing impairment in China has drawn more and more
academic attention. Till now four major themes involving student attributes, university access, integration,
and outcomes have gradually emerged. However, research on higher education for students with hearing
impairment in China has been sporadic and fragmented and lacks theoretical guidance.
Focus of discussion: In light of the empirical examinations and Tinto’s (1987) theoretical framework for
university persistence, an integrative theoretical framework for higher education of students with hearing
impairment in China is proposed.
Arguments: The proposed theoretical framework involves four key propositions: (1) higher education of
students with hearing impairment starts with student attributes, going through access and experiences, and
ends with university outcomes; (2) student attributes, access, and experiences are interrelated; (3) student
attributes, access, and experiences are all important predictors for university outcomes; (4) the mismatch
between student attributes and university experiences in academic and social domains may lead to poor
university outcomes.
Conclusion: The proposed theoretical framework has both theoretical and practical significance. At the
theoretical level, the proposed framework is constructed through adapting and extending Tinto’s (1987)
theoretical framework for university persistence and its uniqueness for students with hearing impairment
which mainly manifests in two aspects: assimilating four key components emphasized in inclusive higher
education; extending the meaning of “integration” by involving “students adapting to the way of life at
the university” as well as “normalization”. At the practical level, the proposed theoretical framework
indicates some inspirations on how to deal with challenges faced by students with hearing impairment and
some implications for future studies regarding higher education for students with hearing impairment.
Keywords: hearing impairment, higher education, theoretical framework
關於中國聽力障礙學生高等教育的框架構想
程三銀
香港大學
摘要
背景：目前中國聽力障礙學生高等教育重點圍繞：學生特徵，大學教育機會，融合以及成果。然而，研究整體上
來說比較分散，並且缺乏理論指導。
討論焦點：參照Tinto 1987年提出的大學教育持續性的理論框架，本文提出了針對中國聽力障礙學生高等教育的框
架構想。
論點：框架構想包括：聽力障礙學生高等教育以“學生特徵＂為起點，經過“教育機會＂和“經歷＂，以“學習，
社交和職業成果以及學生特徵的變化＂結束；學生特徵，教育機會和經歷之間相互影響；學生特徵，教育機會和經歷
都是教育成果的重要預測變數；學生特徵與大學經歷的不匹配會對教育成果產生消極影響。
總結：本框架構想有重要的理論意義和實踐意義，並且對未來研究具有一定的指導意義。
關鍵詞：聽力障礙、高等教育、框架構想
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The author: Cheng Sanyin, Phd candidate in the University of Hong Kong.
E-mail: ccnu1314@163.com
Contact number: (00852)-91452434
作者：程三银，香港大学教育学院在读博士
电子邮箱：ccnu1314@163.com
联系电话：(00852)-91452434
Funding source: Univ. of Hong Kong
Received: 29.10.12, accepted 22.12.12, revised 2.1.13