Functional and Effective Practices in inclusive education for students who are deaf or hard of hearing: A Literature Review (original) (raw)
Related papers
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
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.
Problems Faced by Students with Hearing Impairment in Inclusive Education at the University Level
This article reports on a qualitative study which was conducted to identify the problems faced by students with hearing impairment studying in inclusive education at the university level. The sample of the study consisted of all the four deaf students studying in Department of Special Education, University of the Punjab, Lahore, Pakistan. A structured interview with open-ended questions was used to investigate the problems of students with hearing impairment. Collected data were analyzed through (transcribing and coding) the statements given by the deaf subjects. It was found that students with hearing impairment were facing many difficulties regarding mode of instruction used by the teachers in class room; lack of sign language interpreters, and teachers' (inability to use) sign language during instruction. It was surprising to find out that students with hearing impairment did not report any difficulty (socializing) with their hearing counterparts. The problems of students with hearing impairment can be reduced by making appropriate arrangement to meet their needs in inclusive classroom.
Developing Membership in the Education of Deaf and Hard-of-Hearing Students in Inclusive Settings
Journal of Deaf Studies and Deaf Education, 2002
This article discusses the importance of membership in the inclusive education of deaf/hard-of-hearing (D/HH) students. Membership refers to being an integral part of the classroom and school communities. Membership is a key philosophical concept in inclusion that may influence how classroom teachers and teachers of D/HH students share their expertise and how they work with students and each other. Membership can be contrasted with "visitorship." When programs treat D/HH students as visitors, these students face greater barriers to obtaining a quality education in classes with hearing students. A social constructivist perspective of learning and teaching that requires students in the classroom to interact with one another and the teacher may best promote learning and is consistent with a focus on membership. We suggest that inclusion is possible, but to sustain students as full members of their classes and school, programs must go beyond placement and communication access issues. To facilitate membership, inclusive programs must carefully address teacher attitudes, teacher roles and relationships, student knowledge and curriculum, structural barriers, extracurricular activities, community relationships, and parental support. Inclusion of deaf/hard-of-hearing (D/HH) students in public schools is one of the more controversial topics in the field. Many authors, when writing about inclusion, have focused on D/HH students' access to classroom communication (Innes, 1994; McCartney, 1994; Ramsey, 1997). Without access, inclusion is impossible, but communication access alone is not sufficient for effective inclusion. An effective inclusion program requires
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.
Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study
2020
Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s learning, what support (academic and social) is provided to the boy to promote his inclusion in school and the classroom? In the qualitative study, semi structured interviews were conducted with the boy with a hearing impairment and 5 teachers of school X and the boy’s father, they were analyzed using content analysis. Three main categories emerged from the data: (1) support provided by teacher...
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.
From Incorporation to Integration and Education of Deaf Children in the Mainstream School
The term integration means the systematic placement of something within something else and the completion of the subject as an independent, whole part of a larger whole. The term incorporation (mainstreaming) denotes the one-way attachment and assimilation of one to a whole or, in other words, the acquisition of a body or flow by acquiring the characteristics of a heteroid set and losing the original characteristics. The term inclusive education replaces the terms inclusion and integration. The adjective inclusive comes from the Latin verb includere, which means "include". The term can be abbreviated as "inclusive education" or "non-exclusion education". This article focuses on the integration, integration and inclusive education of deaf children in the public school.
Classroom Communication and Placement of the Deaf Child in an Inclusive Class
Journal of Human Ecology, 2008
Inclusiveness is an educational reform aiming at redesigning the general education structures to accommodate both able-bodied learners and learners with disabilities. This is a departure from an old practice of training special needs learners in special schools. This new reform however faces some challenges. For instance, placing the deaf schoolchild in an inclusive class with the hearing classmates would require a communication mode that is acceptable to all parties and is also very effective for dispensing classroom instructions. This paper therefore identifies total communication as the functional communication mode considered most appropriate for use in an inclusive class for hearing and nonhearing learners. The paper highlights the qualities of total communication. It also discusses means for enhancing the use of this communication option to facilitate the realization of inclusive education objectives.