Understanding Typical Support Practice for Students Who Are Deaf or Hard of Hearing: Perspectives from Teachers of the Deaf in Australia

Autor/inn/en	Dettman, Shani; Chia, Yvonne; Budhiraja, Surabhi; Graham, Lorraine; Sarant, Julia; Barr, Caitlin; Dowell, Richard
Titel	Understanding Typical Support Practice for Students Who Are Deaf or Hard of Hearing: Perspectives from Teachers of the Deaf in Australia
Quelle	In: Deafness & Education International, 24 (2022) 1, S.24-48 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2020.1841363
Schlagwörter	Students with Disabilities; Student Needs; Foreign Countries; Deafness; Hearing Impairments; Teacher Attitudes; Delivery Systems; Teacher Characteristics; Teacher Responsibility; Goal Orientation; Interpersonal Communication; Accountability; Australia + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Lehrerverhalten; Auslieferung; Lehrverpflichtung; Zielorientierung; Zielvorstellung; Interpersonale Kommunikation; Verantwortung; Australien
Abstract	While there is a growing level of demand for accountability and documentation of services provided to students who are Deaf or Hard of Hearing (DHH), there is a paucity of evidence on the nature of such support; who (personnel), what (content), and how (delivery). This study describes Teacher of the Deaf (ToD) perspectives on current classroom student support practices across a range of contemporary service delivery models in Victoria, Australia. Maximum variation sampling was used to identify 10 Victorian ToDs; each completed a one-hour semi-structured interview, which focused on an interview topic guide associated with typical practice: pathways to teaching; role of the profession; professional development; role in the classroom; goal setting; professional identity; and one open-ended question regarding wishes for the future. Qualitative content analysis generated six categories from these interviews: scope of practice; content of teaching/support; goal setting; service delivery; communication; and accountability. Three recommendations to improve future service delivery for students who are DHH included: standardisation of goal setting/assessment tools; improved shared language between all student support personnel, students and parents; and implementation of agreed rubrics to determine frequency of service with consistent definitions of decision-making criteria for tiered service delivery. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01