Collaborative working practices in inclusive mainstream deaf education settings: teaching assistant perspectives

Salter, Jackie; Swanwick, Ruth; Pearson, Susan E.

doi:10.1080/14643154.2017.1301693

Cited by 13 publications

(10 citation statements)

References 34 publications

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“…Many DHH children and adolescents attend mainstream schools where they may be the only deaf child or adolescent in their class. 2 DHH students can have difficulties with participating in classroom activities such as following instructions from teachers and engaging in collaborative dialogue with friends, particularly in noisy classrooms where background noise is greater than the incoming speech signal. 3 These interactions involve the social use of language and rely on welldeveloped pragmatic skills.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Many DHH students have age-appropriate language skills on formal measures of expressive language (ie, syntax and semantics), but they still experience significant delays and challenges in social functioning and overall classroom participation. 1,2 Yoshinaga-Itano 4 reported that despite other aspects of language being commensurate with their hearing peers, at 7 years of age, DHH students were unable to master pragmatic language skills using complex language. Tsach and Most 1 investigated mainstream classrooms and showed that DHH fourth-to sixth-grade students (aged 10-12 years) showed greater difficulties in following teacher instructions compared with their typically hearing peers.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The majority of DHH students in the United Kingdom are educated in mainstream schools, and .80% of DHH students in the United States attend mainstream schools and receive varying support. 1,2 Similarly, it was estimated that 83% of DHH students were enrolled in mainstream schools in Australia and that at least 80% of children with profound hearing loss received cochlear implants. 8,9 In Israel, Sweden, Norway, and Hong Kong, a similarly high percentage of DHH students are enrolled in mainstream schools, with most receiving a few classes of specialized support per week.…”

Section: Context Of Mainstream Classrooms For Dhh Studentsmentioning

confidence: 99%

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The Impact of Pragmatic Delays for Deaf and Hard of Hearing Students in Mainstream Classrooms

Paatsch

Toe

2020

Pediatrics

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Increasingly, across the globe, deaf and hard of hearing (DHH) students are educated in mainstream schools using spoken language for communication. Classroom interactions require the use of sophisticated pragmatic language skills. Pragmatic skills can be delayed in DHH students and create challenges for the social and emotional adjustment of DHH students at school. School-aged DHH children may present to pediatric health care providers with concerns about communicating effectively and forming friendships with hearing school peers. This review of pragmatic research between school-aged DHH students and their typically hearing peers reveals that this group of students displays some well-developed pragmatic skills such as turn taking, questioning, seeking general clarifications, and using a range of turn types. In it, we identify key areas in which DHH students experience significant challenges in both the social use of language and expository interactions (involving descriptions or explanations) that characterize classroom communication. DHH students tend to dominate interactions and have challenges with being contingent on their partners' contributions. In addition, many DHH students display some difficulty with sequencing instructions and may use referents poorly, making it difficult for peers to follow their instructions and fully grasp their meaning. The conversation model is presented in this article as a guide for pediatric health care providers, clinicians, educators, and parents and/or caregivers to understand these pragmatic challenges. The model guides medical and education practitioners with the development of targeted intervention that will support these students' ability to interact with others, learn more effectively, and develop friendships.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Context Of Mainstream Classrooms For Dhh Studentsmentioning

confidence: 99%

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The Impact of Pragmatic Delays for Deaf and Hard of Hearing Students in Mainstream Classrooms

Paatsch

Toe

2020

Pediatrics

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“…Previous research exploring stakeholder perceptions on the education of deaf CYP, has primarily focused upon the experience of mainstream teachers (Vermeulen et al, 2012), Teachers of the Deaf (ToD) (Lissi et al, 2017) and Teaching Assistants (TAs) (Salter et al 2017). collectively analysed the perceptions of parents, teachers, head teachers as well as deaf CYP on their social and academic inclusion.…”

Section: Stakeholders' Perspectives On the Education Of Deaf Cypmentioning

confidence: 99%

Minority within a minority: Stakeholders’ perceptions of deaf education in Wales

Mitchell¹

2020

bpsecp

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Aim(s):The number of deaf children and young people (CYP) being educated in inclusive mainstream settings rather than special schools has grown over recent years, however, this has not been without its challenges. This qualitative study aims to address a gap in the research literature by investigating what stakeholders consider to be the implications for deaf CYP from Welsh-speaking homes when educated in English medium resource units.Method:Eleven semi-structured interviews were conducted with a sample of stakeholders from five Local Authorities (LAs) across Wales. The stakeholders included one parent and a range of professionals: educational psychologists; teachers of the deaf (both peripatetic and based in specialist units) and a teaching assistant. Thematic Analysis was utilised to analyse the data following the guidelines of Braun and Clarke (2006).Findings:The main themes constructed were: ‘Being deaf’, ‘Being Welsh’, ‘The need for English’ and ‘The emotional impact of deafness’. The research highlights the challenges that Welsh-speaking deaf CYP and their parents encounter and the impact of being a minority within a minority.Limitations:This research was small scale, which may not be representative of a broader group. The views of the central stakeholders, that of the children and young people themselves, have not been included in this studyConclusions:The findings from this research further contribute to the broader understanding of issues within deaf education across the UK, adds a unique perspective of the Welsh context and highlights the complex relationship between language choice and educational provision, particularly for those whom English is a second language. The current findings provide an insight into perceptions of stakeholders and thus will be able to inform EP practice through supporting the educational choice and experience of deaf CYP in Wales.

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“…La actitud y las expectativas que tienen los docentes determinan la naturaleza de la interacción. Por eso para apoyar el proceso de aprendizaje se hace necesario comprender la naturaleza de los eventos, de las influencias y las interacciones que se dan al interior del aula (Salter, Swanwick & Pearson, 2017). Cawthon (2001) describió los comportamientos comunicativos y las prácticas de enseñanza observadas en aulas inclusivas con estudiantes Sordos.…”

Section: El Caso De Los Estudiantes Sordosunclassified

Habilidades comunicativas y cognitivas de estudiantes sordos: diseño de protocolos

Hernández¹,

Vilugrón²,

Sastre³

2019

RLOG

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El trabajo colaborativo entre docentes y fonoaudiólogos en el aula de clase es una estrategia válida para promover la comunicación y los procesos cognitivos de los niños sordos. El número cada vez mayor de estudiantes sordos en la educación regular trae varios retos. Entre ellos, el uso de instrumentos para identificar las fortalezas y aspectos por mejorar en las aulas de clase. El siguiente artículo expone los resultados de un trabajo interdisciplinario centrado en el diseño de dos protocolos de evaluación (comunicación y procesos cognitivos) para ser usados en el aula de clase con estudiantes sordos. El estudio descriptivo contempló tres fases (diseño de instrumentos, validación de contenido por expertos, y pilotaje). En la segunda participaron 12 profesionales, y en la última 5 docentes y 12 estudiantes sordos. Los resultados mostraron que las dimensiones, los ítems y las escalas de cada protocolo eran válidos para registrar y caracterizar los comportamientos estudiados. También evidenciaron la objetividad y la funcionalidad de cada uno de ellos al momento de registrar los comportamientos observados. El estudio concluyó que los dos protocolos se pueden usar en el contexto escolar con los fines para los que fueron creados y recomienda ampliar su aplicación a otras ciudades chilenas y colombianas.

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Collaborative working practices in inclusive mainstream deaf education settings: teaching assistant perspectives

Cited by 13 publications

References 34 publications

The Impact of Pragmatic Delays for Deaf and Hard of Hearing Students in Mainstream Classrooms

The Impact of Pragmatic Delays for Deaf and Hard of Hearing Students in Mainstream Classrooms

Minority within a minority: Stakeholders’ perceptions of deaf education in Wales

Habilidades comunicativas y cognitivas de estudiantes sordos: diseño de protocolos

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