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Deaf and hard of hearing students' opportunities for learning in a regular secondary school in Chile: Teacher practices and beliefs
Auteur(s)
Lissi, María Rosa
Iturriaga, Cristián
Sebastián, Christian
Henríquez, Catalina
Hofmann, Sergio
Date de parution
2016-6-6
In
Journal of Developmental and Physical Disabilities
No
29
De la page
55
A la page
75
Résumé
This study aimed to analyze the learning context of deaf and hard of hearing (D/HH) students in a Chilean high school, in which 50 D/HH students (7th to 12th grade) attend classes together with hearing classmates. Semi-structured interviews were conducted with seven high school teachers and five deaf education teachers, to explore their practices and beliefs regarding teaching D/HH students in regular classrooms. Ten classroom observations were also carried out in classes with and without the presence of a deaf education teacher. Interview data were analyzed using qualitative content analysis. Class observations enabled a better understanding of the context in which D/HH students and their teachers interact daily. Results from interview analysis provided information of teachers’ beliefs about D/HH students; regular teachers and deaf education teachers’ perceptions of the roles they play in students’ learning; accommodations made for D/HH students; and facilitators and barriers for teaching in classes with D/HH students. High school teachers’ report of their difficulties to teach D/HH students and their need to rely on deaf education teachers in the classroom was corroborated by classroom observations, which showed that most D/HH students were unable to follow the class in absence of special teacher’s support, and regular teachers had problems communicating with them. D/HH students’ opportunities for learning are highly restricted in such environment. Implications for educational inclusion policies and teacher preparation programs are discussed.
Identifiants
Type de publication
journal article
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