A National Perspective on Teachers' Efficacy Beliefs in Deaf Education

Garberoglio, Carrie Lou; Gobble, Mark E.; Cawthon, Stephanie W.

doi:10.1093/deafed/ens014

Cited by 28 publications

(20 citation statements)

References 55 publications

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“…The teacher for SDHH in this study wanted to help the students in the classroom as much as possible yet felt worried for her students covering the same material again these beliefs are in line with another study that found high overall efficacy beliefs in instructional strategies and classroom management and significantly lower efficacy beliefs in the area of student engagement [67].…”

Section: Discussionsupporting

confidence: 79%

The Perceived Effects/Impacts of Auditory Deficiency on the Social and Academic Behavior of Students in Hail, Saudi Arabia

AlShammari¹,

Ashankyty²,

Al-Mowina³

et al. 2014

EDUCATION

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Background: Studies of teachers' perceptions of students that are deaf and hard of hearing (SDHH) academic status compared with peers in high school mainstream and private classrooms are few, thus little is known of how SDHH fare in these classrooms. Current data on academic progress, especially prospective cross sectional data, are scant especially for the Kingdom of Saudi Arabia .Most of the studies that have been written for hearing loss have been based on younger children in the kingdom. The studies on students who are between the ages of 15-18 and who are female are insufficient. We chose to look at both standardized surveys of both students' perceptions and teachers' perceptions to provide a multidimensional picture of the academic status of the SDHH in this study. In the following sections we: (a) Describe a framework for measuring academic status for students in Saudi Arabia; (b) Review the academic status of SDHH student; (c) Review the factors contributing to SDHH academic status. Methods: A cross sectional study was carried out on a hundred boys and girls of ages 15-18 with varying degrees of sensorineural deafness. This was carried out by interviews of the students and teachers, to answer our objectives. Results and Discussion: We were able to get a lot of gender specific information comparing female and male responses in Hail. In comparison with boys, girls on average felt they were treated significantly more differently by their parents (24 versus 10). Both girls and boys significantly on average felt that their academic performance was affected by their hearing loss (26 versus 25). Conclusion: This data has aided our understanding of the role of deafness and how it can impact academic performance in Hail. Integrated education in the future is something that would help the students with their communication and learning. Academic performance in Hail appears to be affected by interplay of a number of factors, pinpointing an exact factor would be of interest to future studies.

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Section: Discussionsupporting

confidence: 79%

The Perceived Effects/Impacts of Auditory Deficiency on the Social and Academic Behavior of Students in Hail, Saudi Arabia

AlShammari¹,

Ashankyty²,

Al-Mowina³

et al. 2014

EDUCATION

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“…Garberoglio, Gobble, and Cawthon [49] (p. 378) reported that teacher training and school settings might prioritize "instructional strategies and classroom management over student engagement." However, scholars argue that the most important learning (i.e., most likely to convey flexible understanding) occurs when learners engage in solving tasks that pose challenges [2][3][4][5][6][7][8]50].…”

Section: Discussionmentioning

confidence: 99%

Attitudes of Children with Hearing Loss towards Public Inclusive Education

Rosa

Angulo

2019

Education Sciences

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Background: This study raised the following problem: How reliable is the Inclusion for Children and Adolescents Questionnaire (ICAQ) when measuring the attitudes of students with hearing loss towards inclusive education (IE) in public schools in the Canary Islands? Methods: The sample consisted of 297 students from the province of Gran Canaria, and 137 students from the province of Tenerife, with an average age of 11 years old. An exploratory factor analysis determined the reliability and relevance of ICAQ. Results: The authors found four factors of students’ attitudes towards IE: Family involvement and use of technology, inclusion in the centre, communication with medical specialists, and assessment of the support technology. Conclusion: There were significant differences between the students with hearing loss in terms of the following factors: Inclusion in the centre and assessment of the support technology. The total score of students’ attitudes towards IE was high. This piece of research is very important for the governing body of any school administration, especially in relation to schools’ educational planning and IE.

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“…Sign language allows the deaf to interpret and produce words, phrases, and texts of the written language assuming a role similar to that played by oral communication when it comes to the appropriation of the written message by the listener in Brazil [1], China [23], Australia [24], United States [25], Netherlands [26], and Turkey [27] among other countries.…”

Section: Discussionmentioning

confidence: 99%

The Teaching of Sign Language in Undergraduate Nursing Courses: A Descriptive Study as an Attribute to the Integrality of Care

Machado¹,

Shubert²,

Prado³

et al. 2015

Health

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Background: Current and future generations of nurses must be prepared to communicate and properly care for deaf patients. The objective of this study is to describe how Brazilian Sign Language is taught in undergraduate Nursing courses. Method: This was a descriptive study with a qualitative approach, performed with fifteen professors from four universities, two public and two private and in the metropolitan region of Rio de Janeiro, through individual interviews with an analysis procedure guided by Content Analysis. Results: The teaching is restricted to the adoption of planned and established approaches to sign language and procedures to assess theoretical contents and practical domains sign language teaching exclusively in elective course often offered through the online platform. Conclusion: We conclude that professors are not prepared for the teaching of sign language and that curricula need to be appropriate to the demand of full and indistinct assistance to the population's needs.

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A National Perspective on Teachers' Efficacy Beliefs in Deaf Education

Cited by 28 publications

References 55 publications

The Perceived Effects/Impacts of Auditory Deficiency on the Social and Academic Behavior of Students in Hail, Saudi Arabia

The Perceived Effects/Impacts of Auditory Deficiency on the Social and Academic Behavior of Students in Hail, Saudi Arabia

Attitudes of Children with Hearing Loss towards Public Inclusive Education

The Teaching of Sign Language in Undergraduate Nursing Courses: A Descriptive Study as an Attribute to the Integrality of Care

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