Exploring teacher knowledge and attitudes towards the inclusion of children with hearing impairment in mainstream education- A systematic review

IF 1.2 4区医学 Q3 OTORHINOLARYNGOLOGY

International journal of pediatric otorhinolaryngology Pub Date : 2025-02-04 DOI:10.1016/j.ijporl.2025.112255

Sai Keerthan K, Dhanshree R. Gunjawate, Rohit Ravi, Kaushlendra Kumar

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引用次数: 0

Abstract

Introduction

Mainstreaming education is considered one of the most effective approaches to including children with hearing impairment (CWHI) in regular classrooms. The success of such inclusion in mainstream education depends on teachers' attitudes and knowledge towards hearing loss and inclusion. It was thus felt essential to document and understand the teachers' attitudes and knowledge towards the inclusion of CWHI in mainstream education.

Method

Systematic review was carried out to identify studies related to the teachers' attitudes and knowledge towards the inclusion of CWHI in mainstreaming education using PubMed, Scopus and Cochrane databases. The inclusion criteria included studies conducted in school teachers (both primary and secondary) using questionnaires to explore their knowledge and attitudes towards inclusion of CWHI in mainstream classrooms, published in English up to March 2024. The review followed the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) statement.

Results

366 articles were identified, and after screening, only seven studies were included in the present review that met the criteria. All seven studies reported positive attitudes among teachers towards the inclusion of hearing-impaired students in regular classrooms. Strategies such as modifying the teachers' working environment, providing training, and installing schools with assistive listening systems were found to eliminate the negative attitudes.

Conclusion

Both positive and negative attitudes persist among teachers towards the inclusion of children with hearing impairment in mainstream education. While there is overwhelming support for the inclusion of CWHI in mainstream classrooms, teachers' reluctance is mainly related to insufficient training and resources to meet the needs of these children.

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探讨教师对将听障儿童纳入主流教育的知识和态度——一项系统综述

主流化教育被认为是将听力障碍儿童纳入常规课堂的最有效方法之一。主流教育中这种包容的成功取决于教师对听力损失和包容的态度和知识。因此，有必要记录和了解教师对将社区卫生服务纳入主流教育的态度和知识。方法采用PubMed、Scopus和Cochrane数据库，对教师对CWHI纳入主流教育的态度和知识相关研究进行系统评价。纳入标准包括对学校教师（小学和中学）进行的研究，使用问卷调查，探讨他们对主流课堂纳入CWHI的知识和态度，截止到2024年3月，以英文出版。该评价遵循了系统评价和荟萃分析首选报告项目（PRISMA）声明中概述的指导方针。结果共纳入366篇文献，经过筛选，本综述仅纳入7篇符合标准的研究。所有七项研究都表明，教师对将听力受损的学生纳入常规课堂持积极态度。改变教师的工作环境、提供培训和在学校安装辅助听力系统等策略可以消除消极态度。结论教师对将听力障碍儿童纳入主流教育的态度既有积极的，也有消极的。虽然在主流课堂中纳入CWHI得到了压倒性的支持，但教师的不情愿主要与满足这些儿童需求的培训和资源不足有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International journal of pediatric otorhinolaryngology 医学-耳鼻喉科学

CiteScore

3.20

自引率

6.70%

发文量

276

审稿时长

62 days

期刊介绍： The purpose of the International Journal of Pediatric Otorhinolaryngology is to concentrate and disseminate information concerning prevention, cure and care of otorhinolaryngological disorders in infants and children due to developmental, degenerative, infectious, neoplastic, traumatic, social, psychiatric and economic causes. The Journal provides a medium for clinical and basic contributions in all of the areas of pediatric otorhinolaryngology. This includes medical and surgical otology, bronchoesophagology, laryngology, rhinology, diseases of the head and neck, and disorders of communication, including voice, speech and language disorders.