Exploring Inclusive Schoolteachers' Policy Perspectives on Career Transitioning of Students With Hearing Impairments

Abstract

The authors explored the education and public policy aspects of career transition (CT) for students with hearing impairments (HI) within the context of this chapter from the perspectives of inclusive secondary schoolteachers. The qualitative study is based on an interpretive paradigm. A purposive sampling technique was used to select 12 teachers with experience teaching and supporting these students in inclusive secondary schools in Enugu state, Nigeria. Semi-structured interviews were used to generate data. To analyze the data, thematic analysis was used. Two major themes emerged in the findings. In the findings, the participants holistically affirmed the policy of inclusive education and the need to improve funding policies tailored to addressing the financial needs of inclusive secondary schools as a way of assisting students with HI to ensure optimal CT. The chapter emphasizes the need for specific educational and public policies on CT that priorities inter-agency collaboration, employment accessibility, and equity to promote CT for those with HI.