Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities

Pérez‐Jorge, David; Rodríguez-Jiménez, María del Carmen; Ariño-Mateo, Eva; Sosa-Gutiérrez, Khairi José

doi:10.3390/educsci11040187

Cited by 15 publications

(17 citation statements)

References 24 publications

(36 reference statements)

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“…They also believe that they have little knowledge about the content and methods of inclusive PE (Block and Obrusnikova, 2007;Qi and Ha, 2012;Reuker et al, 2016). These research findings are consistent with research findings on general inclusive education (Ruberg and Porsch, 2017;Pérez-Jorge et al, 2021). Very little research has been done on students' perspectives on inclusive PE (Goodwin and Watkinson, 2000;Ruscitti et al, 2017).…”

Section: Inclusion In Physical Education In Germanysupporting

confidence: 90%

Students’ perspectives on wheelchair basketball in mainstream and special schools

Greve

Süßenbach

2022

Front. Educ.

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Very little research has been done on students’ perspectives on sports courses in special schools. The state of knowledge about students’ perspectives on concrete teaching concepts in inclusive physical education (PE) at mainstream schools is almost as incomplete. The present study was designed to address these two desiderata. For this purpose, a teaching concept was developed that was implemented in the PE lesson of one class in a mainstream school and in two sports courses in two special schools. Following this, guided interviews were conducted with 19 students: four boys and four girls from the mainstream school and 10 boys and one girl from the special school. The interviews were analyzed using grounded theory coding techniques. The students’ views differed strongly between the different school types. The students in the mainstream school expressed themselves very positively about the content of wheelchair basketball, but they saw sitting in a wheelchair as a very deficient activity. The students at the special school did not express the same opinion. However, it became clear that the special school was a microcosm that provided a sanctuary for the students. Leaving this comfort zone, for example, to join a wheelchair basketball club, could be very difficult for them. Mainstream school students, however, found learning opportunities in this context: They discovered a new perspective, namely, that of a person with disabilities, even if only for a very short time.

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Section: Inclusion In Physical Education In Germanysupporting

confidence: 90%

Students’ perspectives on wheelchair basketball in mainstream and special schools

Greve

Süßenbach

2022

Front. Educ.

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“…Significantly curious is the fact that in dimensions such as; personal development, physical well-being and social inclusion the results were not very different from those found in people without disabilities, however the interviews reflected dissatisfaction regarding these dimensions. We cannot consider that the reality experienced by the group is really the most optimal for favoring adequate emotional development [46]. The insularity and the scarcity of resources limit the possibilities of interaction and relationship with others, the evidence manifested by both relatives and by the affected ones themselves mark the need to reorient the formation and emotional development of the group.…”

Section: Discussionmentioning

confidence: 98%

“…One of the keys and most relevant aspects in relation to the improvement of the training processes of this group is related to the adequacy of the educational response and therefore with an adequate qualification of the teachers [46].…”

Section: Discussionmentioning

confidence: 99%

“…The reality of deafblind people is complex, not only because of the special living conditions derived from their sensory condition, but also because of the conditions in which they are translated for the day-to-day life of these people [46]. It is necessary to implement actions that focus on the provision of means, support and technological resources that allow overcoming the barriers of their condition.…”

Section: Discussionmentioning

confidence: 99%

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Quality of Life in Deafblind People and Its Effect on the Processes of Educational Adaptation and Social Inclusion in Canary Islands, Spain

et al. 2022

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Deafblindness is a unique and complex disability. Research on the needs and quality of life are scarce; as well as the lack of adequate knowledge, training and lack of qualified professionals to serve this group. All this justifies the sense and interest of this study. This study is derived from the project with reference 2020EDU04. Design: The study is descriptive, cross-sectional and quantitative-qualitative research design was conducted. Objectives: Know and analyze the needs of adult deafblind people in order to contribute to improving their quality of life. Method: Sample of 16 adults with double sensory loss (hearing and vision) residing in the Autonomous Community of the Canary Islands (Spain) was used. Instruments: The FUMAT Scale was used to measure personal development; self-determination; interpersonal relationships; social inclusion; rights of deafblind people; emotional well-being; physical well-being and material well-being. In addition, a semi-structured interview is conducted. Results by dimensions: Personal development: The professionals did not have specialized training to provide an educational response. Physical well-being: 68% of the sample had other health problems associated with deafblindness. Interpersonal relationships: 100% of the sample reported communication problems in the family environment. Social inclusion: They reported difficulties in accessing educational and leisure activities. Material well-being: In general, they stated that they have the material resources necessary for their daily lives. Self-determination: they consider that they have decision-making capacity in basic aspects of daily life. Rights: Deafblind people state that they have limitations in exercising their rights. Based on the interviews, it was observed that the people with the greatest difficulties in daily life are those who presented the greatest visual commitment. Conclusion: The etiology does not determine the quality of life of deafblind people, but communication conditions interpersonal relationships and personal development, and therefore their quality of life.

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“…Os maiores desafios encontrados no ensino remoto para pessoas com surdez e deficiência auditiva foram relacionados ao uso de tecnologias não apropriadas, como os canais de TV educativa, vídeos e aulas síncronas e assíncronas sem ou com insuficiência de legendagem e/ou de língua de sinais (Tomasuolo et al, 2021). Concomitantemente, identificaram-se problemas pertinentes às tecnologias do ensino remoto, como dificuldades técnicas e financeiras de acesso à Internet e equipamentos de alto custo, respectivamente (Pérez-Jorge et al, 2021). Alunos, pais e professores com acesso às tecnologias assistivas revelaram apresentar grandes dificuldades em manipulá-las, uma vez que demandam treinamentos de caráter técnico digital especializado (Alqraini & Alasim, 2021;Schafer et al, 2021).…”

Section: Desafios E Medidas De Enfrentamentounclassified

Desafios e Medidas de Enfrentamento na Educação dos Surdos e Deficientes Auditivos em Tempos de Pandemia

Lima

NOVATO

Carvalho

2022

Rev. bras. educ. espec.

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RESUMO: Com o anúncio da pandemia pela Covid-19, o isolamento social e o fechamento das escolas foram algumas das medidas adotadas para conter o contágio do coronavírus, levando a uma crise educacional mundial. Como medida reacionária, é esperado que estratégias pedagógicas tenham sido criadas para amenizar os impactos educacionais vigentes na educação dos surdos e dos deficientes auditivos. Com objetivo de traçar as principais potencialidades e fragilidades de ações e de estratégias educacionais no ensino desses indivíduos no período pandêmico em 2020 e 2021, realizou-se uma revisão bibliográfica pela busca sistematizada na plataforma da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), utilizando as palavraschave “education”, “pandemic” e “deaf”. As principais dificuldades no ensino remoto consistiram na falta de acesso a materiais e tecnologias para participação nas aulas, principalmente em países mais pobres, e a escassez de professores e de intérpretes em língua de sinais. Foi possível identificar que as plataformas digitais, as tecnologias assistivas (legendagem, tradução em tempo real, materiais didáticos acessíveis para surdos, entre outros), a capacitação e a alfabetização de pais, alunos e professores em língua de sinais foram protagonistas como sugestão de enfrentamento. No entanto, a participação do Estado na formação e na capacitação de professores e de tradutores intérpretes de Língua Brasileira de Sinais (Libras) são extremamente necessárias para o alcance da Educação Bilíngue inclusiva.

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Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities

Cited by 15 publications

References 24 publications

Students’ perspectives on wheelchair basketball in mainstream and special schools

Students’ perspectives on wheelchair basketball in mainstream and special schools

Quality of Life in Deafblind People and Its Effect on the Processes of Educational Adaptation and Social Inclusion in Canary Islands, Spain

Desafios e Medidas de Enfrentamento na Educação dos Surdos e Deficientes Auditivos em Tempos de Pandemia

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