Teachers' use of assistive listening devices in inclusive schools

Rekkedal, Ann Mette

doi:10.1080/15017419.2012.761152

Cited by 9 publications

(7 citation statements)

References 28 publications

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“…Interestingly, there was a positive association between the parents' involvement and the students' understanding of the teachers. Teachers are found to use microphones more regularly if parents are highly involved in their child's schooling compared to parents of lower involvement (Rekkedal 2013). This may explain the result.…”

Section: Participation In Teaching Activitiesmentioning

confidence: 95%

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: 95%

Factors associated with school participation among students with hearing loss

Rekkedal

2016

Scandinavian Journal of Disability Research

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“…The more positive a teacher is towards technology, the more likely he/ she is to integrate AT in the classroom (Rekkedal 2013). Several studies have found that it is not unusual for AT assigned for use in school to be abandoned (Murchland and Parkyn 2010;Söderström 2012).…”

Section: Implementation Of Technologymentioning

confidence: 99%

“…Moreover, several studies have found that AT assigned for use in school is sometimes used as intended, but quite often used less than intended, in unintended ways, or totally abandoned altogether (Murchland and Parkyn 2010;Söderström 2012). This may be due to technical barriers, but most often to human barriers connected to lack of competence or insecurity and attitudes (Lindsay 2010;Smith 2013;Rekkedal 2013). In line with Byrne (2013), who has pointed to the research requirements for identifying barriers within school environments that prevent the full participation of disabled pupils, the purpose of this paper is to highlight the unintentional consequences of everyday sociomaterial practices in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Socio-material practices in classrooms that lead to the social participation or social isolation of disabled pupils

Söderström

2014

Scandinavian Journal of Disability Research

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Classrooms are comprised of people, relationships, tools, and technologies, which together constitute the socio-material practices of the classroom. This paper investigates how such socio-material practices influence disabled pupils' opportunities for participation in classroom activities. The paper draws on a qualitative observation study with 14 disabled pupils aged 11-15 years. An actor-network theory perspective was employed in this paper, and the analytical process was inspired by an interpretive content analysis approach. The paper's findings highlight the significance of how education is organized for disabled pupils and how disability and assistive technologies (AT) are perceived. Thoughts and beliefs underlying these phenomena were found to be displayed through (1) location in the classroom, (2) teaching strategies, and (3) implementation of AT. The paper concludes that classroom socio-material practices place disabled pupils in a constant flow into and out of social participation and social isolation.

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“…Taking these factors into consideration may contribute to motivating children to use RM regularly. Rekkedal [ 31 ] also suggests examining classmates’ attitudes, because of the importance of their acceptance. School-parent-child cooperation is needed to overcome these barriers and to motivate the child to use RM.…”

Section: Discussionmentioning

confidence: 99%