进入主流小学课堂的障碍和促进因素:失聪或听力障碍学生的声音

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Michelle Todorov, K. Galvin, Renée Punch, S. Klieve, F. Rickards
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引用次数: 4

摘要

课堂参与对于失聪或听力障碍(DHH)的学生来说可能是一个问题,但对于确保他们能够达到最佳的教育和毕业后成果至关重要。本研究采用半结构式访谈法,探讨16名在主流小学环境中接受教育的DHH学生的课堂参与自我感知障碍和促进因素。面试包括一系列问题和卡片分类活动。访谈录音,转录,并使用专题分析进行分析。从主题分析中产生了四个主题。参与的障碍被认为是一个单一的主题,而参与的促进因素被分为三个主题:学生策略、对学生的支持和教师行动。所确定的障碍和促进因素表明了促进或阻碍DHH学生在主流教室参与的复杂因素的范围。这些信息可以用来告知教师、专业人士、学生和他们的家长,这些学生在主流课堂上的经历。特别是,研究结果表明了自我宣传的重要性和实施自我宣传计划的潜在好处,以帮助DHH学生管理他们在课堂上面临的参与挑战。研究结果还强调了课堂教师持续使用促进教学策略的重要性,以及背景噪音对参与的关键影响,以及可能有助于更好地管理噪音的改进。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Barriers and facilitators to engaging in mainstream primary school classrooms: Voices of students who are deaf or hard-of-hearing
ABSTRACT Classroom engagement can be problematic for students who are deaf or hard-of-hearing (DHH), but is essential to ensure that they can reach their best educational and postschool outcomes. This study used semi-structured interviews to explore the self-perceived barriers and facilitators to classroom engagement for 16 DHH students educated in mainstream primary school settings. The interviews consisted of a series of questions and a card-sorting activity. The interviews were audio recorded, transcribed, and analyzed using thematic analysis. Four themes were generated from the thematic analysis. Barriers to engagement were considered as a single theme, while facilitators to engagement were divided into three themes of student strategies, supports to students, and teacher actions. The barriers and facilitators identified demonstrate the range of complex factors that contribute to or impede the engagement of students who are DHH in mainstream classrooms. This information can be used to inform teachers, professionals, students, and their parents about the experiences of these students in mainstream classrooms. In particular, the findings indicate the importance of self-advocacy and the potential benefits of implementing self-advocacy programmes to help students who are DHH manage the challenges to engagement they face in the classroom. The findings also highlight the importance of the consistent use of facilitative teaching strategies by the classroom teacher, and the crucial impact of background noise on engagement along with improvements that could contribute to better noise management.
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
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