The social participation of hearing impaired children in regular primary schools: A teachers perspective.

Abstract

As the rate of hearing impaired children in regular education is increasing, it becomes increasingly important to look into the social participation of hearing impaired children in regular education. Throughout this research, the social participation of hearing impaired children was explored. The aim of this research was to examine the social participation of hearing impaired students in regular education: How do teachers perceive the social participation of hearing impaired students and what techniques do they apply to increase it? To do so, a mixed methods combining questionnaires and interviews was used which combined results of the Social Participation Questionnaire and interviews with teachers about instructional techniques teachers use and what their attitudes, knowledge and experiences are regarding hearing impaired children. Results showed that teachers believe that hearing impaired students are socially participant very often. Namely, all dimensions of social participation (friendships, communication & interactions, social self-perception and acceptance) add more to the social participation rate than expected. Regarding the role of the teacher, it was found that teachers have a large role in improving the social participation and that the teachers believe they have enough knowledge and experience to do so. Results of this study can contribute to support for teachers, in order for them to facilitate the right classroom structure for social participation of a hearing impaired child.