Students with Hearing Loss and their Teachers’ View on Factors Associated with the Students’ Listening Perception of Classroom Communication

Rekkedal, Ann Mette

doi:10.1179/1557069x14y.0000000040

Cited by 6 publications

(7 citation statements)

References 27 publications

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“…A higher amount of teachers reported that the students understood them more often compared to what the students reported. The students in primary school also reported understanding their teachers and classmates significantly more often than the secondary students did; however, the teachers' ratings did not reflect this difference (Rekkedal 2014). The teachers may overestimate the students' understanding of them.…”

Section: Participation In Teaching Activitiesmentioning

confidence: 84%

“…Another explanation may be that the teachers are not fully aware of how the students with HL understand them. Rekkedal (2014) revealed that teachers' ratings of how often students with HL understood them significantly differed from the students' ratings. A higher amount of teachers reported that the students understood them more often compared to what the students reported.…”

Section: Participation In Teaching Activitiesmentioning

confidence: 89%

“…Teachers of students with mild HL also reported less knowledge about hearing impairment compared to teachers of students with severe HL, which was related to the usage of microphones. (Rekkedal 2014). The level of support available is described to be a more pragmatic and holistic determinant of classroom performance than the students' level of HL .…”

Section: Introductionmentioning

confidence: 99%

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Factors associated with school participation among students with hearing loss

Rekkedal

2016

Scandinavian Journal of Disability Research

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The aim of this study is to explore teachers' views on school participation of students with hearing loss (HL) and to examine the association between students' school participation and factors related to the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY). A total of 167 teachers participated in the study. Structural equation modelling was performed to explore relationships among the factors. The teachers considered the students to be socially included and to participate academically almost at the same level as their typical classmates. A multifaceted interaction between ICF-CY factors and students' participation in academic activities was found. Personal factors such as 'academic skills and motivation' explained most of the variance in academic participation, and were also associated with activity and environmental factors. Efforts to understand their classmates directly and indirectly associated with academic participation. Students with mild and severe HL appeared to have same level of participation rate. The parents' involvement in their children's schooling and the use of amplification systems were related to academic participation but not to social participation. A few factors associated with social participation; in those cases, having other disabilities in addition to HL explained most of the variance.

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Section: Participation In Teaching Activitiesmentioning

confidence: 84%

Section: Participation In Teaching Activitiesmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

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Factors associated with school participation among students with hearing loss

Rekkedal

2016

Scandinavian Journal of Disability Research

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“…Uluslarası alanyazında Rekkedal (2015) tarafından öğrencilerin ve öğretmenlerin görüşlerine dayalı olarak, işitme engelli öğrencilerin sınıf içi iletişim ve dinleme algılamalarıyla ilişkili faktörleri araştırılmıştır. Ailesi eğitim sürecine dahil olan işitme yetersizliğine sahip öğrencilerin iletişim becerilerinin daha gelişmiş olduğu ve mikrofon gibi sınıf içi yardımcı teknoloji kullanımının işitme yetersizliğine sahip öğrencilerin dinleme algılarına olumlu etki ettiği belirlenmiştir.…”

Section: İşitme Yetersizliğine Sahip öğRencilerin Dinleme Becerilerinunclassified

“…Alanyazında işitme yetersizliği ve dinleme becerisine dair çeşitli araştırmalar incelenmiştir (Erdem & Erdem, 2014;Eriks-Brophy & Whittingham, 2013;Funk & Funk, 1989;Rekkedal, 2015;Rost, 2011;Şahin & Aydın, 2009). Buna bağlı olarak araştırmacılar tarafından araştırmada kullanılacak ölçek geliştirilmiştir.…”

Section: öLçme Aracıunclassified

İşitme Yetersizliğine Sahip Öğrencilerin Dinleme Becerilerini Geliştirmeye Yönelik Sınıf Öğretmenlerinin Görüşlerinin İncelenmesi

Yazçayır¹,

Girgin²

2019

PUJE

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Bu araştırmanın amacı; kaynaştırma eğitimine dahil olan işitme yetersizliğine sahip öğrencilerin dinleme becerilerini geliştirmeye yönelik sınıf öğretmenlerinin görüşlerinin incelenmesidir. Araştırmanın modeli betimsel taramadır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen "İşitme Yetersizliğine Sahip Öğrencilerin Dinleme Becerilerini Geliştirmeye Yönelik Öğretmen Görüşleri Ölçeği" kullanılmıştır. Aynı zamanda bu ölçeğe iki tane açık uçlu soru eklenerek yazılı görüş alınmıştır. Öğretmenlerin işitme yetersizliğine sahip öğrencilerin dinleme becerilerini geliştirmeye yönelik görüşleri 6-10 yıllık kıdeme sahip öğretmenler ile 11-20 yıllık kıdeme sahip öğretmenler arasından bakıldığında 11-20 yıllık kıdeme sahip öğretmenlerin lehine anlamlı farklılık göstermektedir. Öğretmenlerin çoğunluğunun işitme yetersizliğine sahip öğrencilerin eğitimine dair yeterli eğitim almadıkları ve kendi öğrencilerine destek eğitim sağlamadıkları belirlenmiştir. Sınıf öğretmenlerinin işitme yetersizliğine sahip öğrencilerinin dinleme becerilerini geliştirmeye yönelik görsel materyal kullanma, fiziksel düzenleme, derse katılımını sağlama, konuşma hızı, tonu, göz teması kurma, şiir, şarkı, drama katılımı gibi uygulamalar yaptığı belirlenmiştir. Öğretmenler en çok öğrencilerinin iletişim becerilerini geliştirme konusunda yardıma ihtiyaç duymaktadırlar.

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Evaluation of emotional and psycholinguistic problems in deaf and hard-of-hearing students in the Canary Islands

Rosa

Angulo

2021

Heliyon

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Objectives The current study evaluated deaf and hard-of-hearing students' mental health in terms of emotional and behavioral strengths and difficulties, as measured by the SDQ in the Canary Islands. Furthermore, it evaluated the students’ psycholinguistic abilities using the Spanish version of the ITPA. Methods The Strengths and Difficulties Questionnaire (SDQ) was used to assess school children problems. The Illinois Test of Psycholinguistic Abilities measured student spoken and written linguistic abilities. Results Student self-reports yielded different SDQ scores to parent and teacher reports. Student spoken and written linguistic abilities varied according to ten covariates. Discussion Perceptions about the mental health of children differed according to the groups studied. Perceptions about student abilities in the classroom were different, particularly the ability to reproduce sequences of complex and non-significant figures by memory. Conclusion Two outcomes emerged: a) conduct problems were the SDQ subscale that most distinguished children with cochlear implants from those with hearing aids, and b) tutor and specialist teacher experience appeared as the decisive influencing students’ psycholinguistic abilities.

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Students with Hearing Loss and their Teachers’ View on Factors Associated with the Students’ Listening Perception of Classroom Communication

Cited by 6 publications

References 27 publications

Factors associated with school participation among students with hearing loss

Factors associated with school participation among students with hearing loss

İşitme Yetersizliğine Sahip Öğrencilerin Dinleme Becerilerini Geliştirmeye Yönelik Sınıf Öğretmenlerinin Görüşlerinin İncelenmesi

Evaluation of emotional and psycholinguistic problems in deaf and hard-of-hearing students in the Canary Islands

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