Thinking Anew: Trends in the Education of Students Who Are Deaf or Hard of Hearing and Their Implications

Miller, Kevin

doi:10.1044/hhdc25.1.37

Cited by 1 publication

(2 citation statements)

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“…It is emphasized that the provision of out-of-class or in-class support services in an inclusive environment facilitates the adaptation and acceptance of students with hearing loss (Miller, 2015). All participants stated that it is sufficient to apply the support education service every day for 40 minutes of class time.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…Early diagnosis, cochlear implant applications, and preschool education programs that enable students with hearing loss to acquire language and communication skills at an early age make it possible to place these students in the inclusion classrooms (Marschark & Hauser, 2012;Miller, 2015;Percy-Smith et al, 2018). In our Turkey, there is an increase in the number of students placed in the inclusion environment.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Opinions on the Attending of the Hearing-Impaired Students in the Inclusion Environment and the Resource Room Services

Akay¹

2023

ENAD

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Examine the perspectives of teachers on inclusive practices is important in terms of plannig and implementing the support services. The purpose of this research is to examine the opinions of classroom and branch teachers who have hearing loss students in their classrooms on mainstreaming practices and support services. Phenomenology model was used in the study. A focus group discussion was held. The participants of the research are 6 teachers working in a primary and secondary school. The themes of the research; (a)views on the physical environment and the number of students, (b)views on the components of the support education service, (c)views on the performances of students with hearing loss in the inclusive environment. Participants stated they that observed improvements in the social adaptation and academic skills of students with hearing loss in the inclusive environment. As a results, it can be said that planning support education systematically and in accordance with student needs, presenting it by field specialist teachers, informing classroom/branch teachers about students with hearing loss and establishing cooperation with support education teachers have an important place on the development of academic and social skills.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%