Problems Faced by Students with Hearing Impairment in Inclusive Education at the University Level (original) (raw)
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1 The rate of poor academic performance among deaf students, particularly in relative comparison with hearing counterparts in inclusive system is so disturbing and worrisome that it raises concerns among professional and queries the relevance of Sign Language Interpreters and effectiveness of inclusive education to the Deaf. This primarily cannot be exonerated from the impact of language as an important tool that is indispensible in any human endeavour. Its deficit therefore hampers and causes a lot of havoc in academic life and every other area of a Deaf individual. Aside this, the education of a Deaf person is affected by several factors which are responsible for shortfalls as being experienced in academic achievement of this category of persons with different communicative needs. Though, some of these factors are inherent in the Deaf students themselves, educational policy makers, government agencies, Sign Language Interpreters, regular classroom teachers and other stakeholders holds shared responsibilities to stage-manage these factors and ensure an improved output in educating the Deaf. This paper therefore discusses the areas of focus, consideration as well as classroom and professional preparation and accommodation to best manage these challenges through multidimensional approaches to produce a worthwhile result Deaf students population.
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
Educational needs assessment of students with hearing impairment in inclusive school
Developing appropriate curriculum for the education of hearing impairment student depends on identifying the needs of this group. The main purpose of the present study was to assess special needs for students with hearing impairment. The sample of the study consisted of 120 students enrolled at inclusive schools in Tehran, 65 males and 55 females. Who were selected randomly, according to a multistage Sampling method. A special needs scale was developed and used in assessing special needs for students. The investigator used the t-test to answer the research questions. The results indicated that the differences between all pairs of means for both male and female respondents were statistically non-significant. Differences between mean scores of students who used sign language and total communication were in favor of students who used total communication on the dimensions of communication needs, audiological rehabilitation needs, behavioral needs, and learning style needs. 43 www.hrmars.com/journals compared to their communication methods? The findings indicate that students who used total communication exhibit strong needs on communication, audiological rehabilitation, behavioral, and learning style needs than students who use sign language. Therefore, students who use total communication need more hearing services and academic counseling or services in order to meet their unique needs
PRACTICAL IMPLICATIONS FOR STUDENTS WITH HEARING IMPAIRMENT IN MAINSTREAM SCHOOLS IN KARACHI
The longitudinal case study investigates the impact of hearing impairment on the learning experience of students in inclusive education. The participants of the study were students with hearing impairment (N=2) who were studying in an English-medium school located in Karachi. The data was gathered through observations and unstructured interviews. The study employs grounded theory for interpreting and analyzing the data related to the experiences of students with hearing impairment. The results of the study present students' perception of their own learning, attitude of the teachers towards them and the absence of infrastructural provisions to cater for their special needs in the mainstream schools. The study recommends teachers' training programs for creating a more enriching learning experience for the students with hearing impairment and the involvement of the administrative staff in providing optimal learning environment and infrastructural provisions. Moreover, recommendations are made for investigating the adverse effects of other disabilities on student' learning in the mainstream educational institutions.
The main purpose of this study was to investigate the perceptions of educators on the inclusion of learners with hearing impairment into regular Advanced Level classes in selected Gweru urban high schools. It also tried to identify gaps in information regarding inclusive education in general. The research aimed at identifying particular perceptions and possibly attitudes of teachers and administrators in schools and those of other stakeholders. The results were used to make a number of conclusions based on generalizations and recommendations about the study. The descriptive survey design method was used with the questionnaire as the main data collection instrument, reinforced by interviews to explore feelings and beliefs and to clarify misconceptions where necessary. The data presentation, analysis and interpretation were done in form of percentages, tables and graphs for quick, easy reading and analysis of research findings and display of results. The research findings indicated that educators generally agree with the inclusion of learners with hearing impairment and that there is need to show some interest and support towards inclusive programmes. Most of the educators also indicated that the majority of current classrooms require modifications to suit the needs of learners with hearing impairment. Both Heads and teachers indicated that learners with hearing impairment require special educational facilities, especially the severely affected. It emerged from the review of related literature that inclusive education has become a reality in Zimbabwe. It was therefore recommended that all tertiary colleges should incorporate an element of special education in all of their course modules; particularly sign language which is relevant in communicating and managing learners with hearing impairment in regular settings.
Lecturer's perception on inclusive education of students with hearing impairment in the University of Ilorin , 2017
ABSTRACT Inclusive education refers to the philosophy and practice for educating children with special needs in general education settings. The practice anchors on the notion that every child should be an equally valued member of the school culture. In other words, children with disabilities benefit from learning in a regular classroom, while their peers without disabilities gain from being exposed to children with diverse characteristics, talents and temperaments. And hearing impairment is a brand term that refers to heavy losses of varying degrees ranging from hard of hearing to total deafness. Hearing impairment occurs when there is a problem with or damage to one or more parts of the ear. To be hearing impaired has been seen as the technical description of someone who is hard of hearing. Hence this study examined the perception of lecturers on inclusive education of student with hearing impairment in the University of Ilorin, Nigeria. A descriptive survey research design was used in carrying out this study. The population for this study consisted of all lecturers in the University of Ilorin. The samples for this study was selected using a purposive sampling technique on the basis of gender, age, years in service, religion, and marital status. A total of one hundred lecturers were used in carrying out this study. The research instrument used was a self-designed instrument titled "lecturer’s perception of inclusive education of students with hearing impairment (LPIESHI)". The questionnaire was designed having two sections, section A is the demographic data, while section B contains twenty (20) items to determine the perception of lecturers on inclusive education. The data obtained for the study were analyzed to determine to determine the perception of lecturers on inclusive education of students with hearing impairment in the University of Ilorin. The demographic data of the respondents were analyzed using frequency count and percentages. The hypotheses formulated were tested using t-test and Analysis of Variance (ANOVA). All the hypotheses will be tested at 0.05 alpha level. The study revealed that there was no significant difference in the perception of lecturers on inclusive education of students with hearing impairment in the University of Ilorin on the basis of gender, age, and years in service. It was also revealed that that there was a significant difference on the perception of lecturers on inclusive education of students with hearing impairment in the University of Ilorin on the basis of religion Based on the findings of this study, it is recommended that there is need for restructuring the educational system in respect to educational needs of special students, Education and training in inclusive education for all lecturers, legislations that promotes inclusive education should also be made i.e. legislation across all public sectors should lead to the provision of services that enhance developments and processes working towards inclusion in education.
Educational Needs Assessment of Student with Hearing Impairment in Inclusive School
International Journal of Academic Research in Progressive Education and Development, 2014
Developing appropriate curriculum for the education of hearing impairment student depends on identifying the needs of this group. The main purpose of the present study was to assess special needs for students with hearing impairment. The sample of the study consisted of 120 students enrolled at inclusive schools in Tehran, 65 males and 55 females. Who were selected randomly, according to a multistage Sampling method. A special needs scale was developed and used in assessing special needs for students. The investigator used the t-test to answer the research questions. The results indicated that the differences between all pairs of means for both male and female respondents were statistically non-significant. Differences between mean scores of students who used sign language and total communication were in favor of students who used total communication on the dimensions of communication needs, audiological rehabilitation needs, behavioral needs, and learning style needs.
Sustainability
The objective of inclusive education is to increase the quality of social and psychological integration in society of students with disabilities in the learning process. This study aimed to identify the social and psychological effects of inclusive education of students with hearing disabilities at Sharjah University’s Disability Resource Centre. The study adopted a descriptive analytical approach with a purposive sample comprising 24 students with hearing impairment. An electronic questionnaire comprising 25 psychological and social statements and nine open-ended questions was administered to collect quantitative and qualitative data. The results revealed positive correlation coefficients between inclusive education and both psychological adjustment and social interaction and negative relationships between gender and age and both social interaction and psychological adaptation variables (for age ρ = 0.091 and ρ = 0.262 and for gender ρ = 0.47 and ρ = 0.076, respectively). A statist...
2020
Implementation teacher’s strategy for deaf Students In Learning Acivities in the inclusive school can work optimally if several aspects are fulfilled. The problems that exist in the implementation of inclusive schools, such as lack of teacher competence about inclusivity schools is one of them. Then with this background, the purpose of this study is to find out the knowledge of general teachers and non special teachers about the teaching strategies of deaf students in learning activities in inclusive schools and to find out the needs of inclusive schools about their learning strategies. Data collection techniques that used at this study is essay tests. And we used descriptive qualitative techniques to analysis this data. The result is the general teacher and non-special teachers at school haven’t implemented an appropriate inclusion learning strategy, so that deaf students in the school are less than optimal in their learning activities.