Mainstream teachers about including deaf or hard of hearing students (original) (raw)
Related papers
Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities
Education Sciences
The aim of this study is to demonstrate the attitudes and perceptions of teachers regarding the educational inclusion of students with hearing disabilities. The study sample consisted of 128 teachers from the Canary Islands, of which 72 worked in ordinary centers and 56 in Ordinary Centers for Preferential Educational Attention for Hearing Disability (COAEPHD). A quantitative cut methodology was used, based on the use of the Questionnaire of Opinions, Attitudes and Competencies of Teachers towards Disability (CACPD). The results of this study do not allow us to affirm that the teachers showed positive attitudes towards inclusion, expressing concern about offering a correct and adequate response to the students with hearing disabilities. They considered that educational inclusion requires important improvements focused on the training and specialization of teachers in the field of inclusion.
South African Journal of Communication Disorders, 1998
Research has clearly demonstrated a link between the attitudes of regular education teachers and the success of inclusion of learners with special educational needs. Therefore, the present study aimed to investigate the attitudes of a group of junior primary school teachers from the Gauteng area towards the inclusion of hearing-impaired children into regular classes. A survey research design was employed which utilized a questionnaire as the research tool. Analysis of results indicated that the teachers surveyed were relatively positive in their attitudes towards inclusion. Greater exposure to disability in terms of training and experience was related to more positive attitudes. Similarly, more positive attitudes were related to greater perceived competence in teaching hearing-impaired pupils. All of the teachers surveyed felt that speech-language pathologists and audiologists (SLPs As) should be involved in facilitating inclusion of hearing-impaired children. Many of the respondent...
Conference: 22nd International Congress on the education of the Deaf At: Athens, 2015
The present literature spots some of the elements, in which pupils who are deaf or hard of hearing seem to face important obstacles in their endeavor for inclusion. In light of the aforementioned situation we searched and focalized a group with effective and functional inclusion practices according to the contemporary bibliography. These practices were grouped in four axes of inclusive though and action. (a) practices which concern the people involved in inclusion (b) practices for the development of school environment (c) teaching practices (d) practices for the development of communication and socialization. Cooperation amongst the involved people puzzles a considerable part of relative bibliography while it seems that further research is necessary for featuring inclusive practices through educational act.
Journal of Deaf Studies and Deaf Education, 1999
We hope that this issue of the Journal of Deaf Studies and Deaf Education is an impetus for further research into promising practices on inclusive education for deaf and hard-of-hearing (D/HH) students. We suggest a framework in which inclusion refers to the practice of educating D/HH and hearing children in the regular classrooms, while integration refers to the results of such practice. A review of the literature indicates that most D/HH students are educated with their hearing peers in the public schools. Nevertheless, the academic and social integration outcomes for these students are far from stellar. The articles in this issue have documented some of the difficulties inherent in inclusive practices, but, more important, several have described and examined promising practices that attempt to provide answers to some of the issues that have been raised. The first, and most basic, problem faced when D/HH and hearing students are educated together is mutual access to communication. Communication access for D/HH students can be provided through good amplification, real-time captioning, or interpreting. The more important issue is whether such access will allow sufficient participation in the social and academic life of the classroom to result in academic and social integration. In the past, much of our time and energy was spent evaluating D/HH students' abilities, moti
Being a Deaf and a Teacher: Exploring the Experiences of Deaf Teachers in Inclusive Classrooms
Teketel Agafari Hankebo , 2018
Teaching is a unique and challenging undertaking. Not many can become effective and dedicated teachers. Being a deaf teacher and meeting diverse needs of learners in an inclusive setting also will exacerbate the dilemmas as it calls for multi-sensory communication and reciprocal interaction with learners. This study focuses on exploring mode of communication and teaching experience and perceptions of deaf teachers in teaching in an inclusive classrooms. Seven deaf-teachers from two primary government schools were selected for the study, using availability sampling technique. Qualitative design was used followed by interpretive phenomenological approach. Semi-structured interview questions and observation checklist were used to collect the data. Sign language interpreters were made use of for the interview. The study revealed that deaf teachers used demonstration, gestures and sign language as modes of communication for the whole class as most of the students lacked sign language skills. The study discovered that though deaf teachers have positive perception for their career, they lacked appropriate pedagogical skills. It also appears that deaf teachers are highly inconvenienced by communication barriers and poor interaction, lack of technology usage, and lack of sign language interpreters. From this study one can surmise that deaf teachers are overlooked within their professional practices.
Teaching strategies in inclusive classrooms with deaf students
Journal of Deaf Studies and Deaf Education, 2001
The purpose of this study was to investigate teacher speech and educational philosophies in inclusive classrooms with deaf and hearing students. Data were collected from language transcripts, classroom observations, and teacher interviews. Total speech output, Mean Length Utterance, proportion of questions to statements, and proportion of open to closed questions were calculated for each teacher. Teachers directed fewer utterances, on average, to deaf than to hearing students but showed different language patterns on the remaining measures. Inclusive philosophies focused on an individualized approach to teaching, attention to deaf culture, advocacy, smaller class sizes, and an openness to diversity in the classroom. The interpreters' role in the classroom included translating teacher speech, voicing student sign language, mediating communication between deaf students and their peers, and monitoring overall classroom behavior.
Teaching Accommodations: The Experiences of Teachers Handling Learners with Hearing Impairment
International journal of research publications, 2023
Inclusive education is now prevalent in the Philippine education setting. The goal of inclusive education is to include all learners with special needs in general education, specifically learners with hearing impairment. Thus, the experiences of teachers were revealed in this study including the accommodations that were implemented to cater to the needs of learners with special needs. In gathering data, depth, interviews were the main evaluating instrument in collecting the preferred information intended for this study. Five teachers from Midsayap North Cotabato were interviewed. The interview focuses on their difficulties and experiences in handling learners with H.I. The result shows that the most common problem of the teachers is their competence in teaching, especially the use of sign language. Their difficulties include their communication with H. I learners and give instruction. Multimedia, videos, giving classroom-writing strategies, and one-on-one teaching are the most effective accommodations for teaching learners with hearing impairment in general education classrooms. The research suggested that in Service Training for Teachers (INSET) on SPed Content and Pedagogy for the direct understanding of Special Needs Education (SNED) is needed, training and workshop to capacitate mainstream teachers, especially in handling hearing impaired learners in inclusive classroom settings is suggested since most of the teachers' handling learners with H. I am a novice in using sign language, and integration of Assistive Technology like applications and software integrated during lessons and parental involvement is suggested to support the present program in Special Needs Education (SNED). By understanding the experiences of teachers in this domain, we can work towards creating inclusive educational environments that empower learners with hearing impairment and enable them to reach their full potential.
Hearing in Inclusive Classrooms
2017
The addition of a student who is deaf or hard of hearing (D/HH) presents both challenges and important opportunities for classroom teachers, especially in the areas of reading and writing instruction. Based on our experiences working with D/HH students across a range of education settings, we have identified two principles for supporting the unique language and literacy development of D/HH students in mainstream classrooms. Following these principles creates rich environments for language and literacy growth for all learners and is uniquely supportive of D/HH students. In this article, we provide information related to the language and literacy development of students who are D/HH. We then discuss how the two principles for instruction can be put into practice, with a set of practical considerations for each.