Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education Practices

Abstract

The aim of this study is to examine the experiences of students with hard of hearing in inclusive education, their teachers and their parents regarding the distance education. This research was designed with the phenomenological approach from qualitative research methods. The participants consisted of students with hard of hearing who are in the inclusive education, their parents and teachers. The data were collected through semi-structured interviews, one of the qualitative data collection techniques. In the study, it was determined that students with hard of hearing show reluctant and irregular participation in online courses. On the other hand, it was concluded that online courses were not adapted to the special needs of student with hard of hearing and they did not receive support special education services. All parents of students with hard of hearing were unable to participate in the distance education. Distance education could be used in only support education or not at all unless it is necessary. The anxiety disorder, anger control problems and behavioural disorders brought on by adolescence increased with the decrease in socialisation in COVID-19-related closures.