Instructional Practices Used by Special Education Teachers in Classrooms of Young Children with Deafness

Autor/inn/en	Fatima, Ghulam; Hussain Ch, Abid Hussain; Malik, Misbah
Titel	Instructional Practices Used by Special Education Teachers in Classrooms of Young Children with Deafness
Quelle	In: Bulletin of Education and Research, 38 (2016) 1, S.89-100 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Special Education Teachers; Deafness; Gender Differences; Teaching Methods; Questionnaires; Teacher Attitudes; Parent Participation; Reading Instruction; Speech Communication; Writing Instruction; Mathematics Instruction; Teacher Qualifications; Class Size; Assistive Technology; Parent Teacher Cooperation; Teacher Shortage; Barriers; Foreign Countries; Age Differences; Elementary School Teachers; Pakistan + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Gehörlosigkeit; Taubstummheit; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Lehrerverhalten; Elternmitwirkung; Leseunterricht; Schreibunterricht; Mathematics lessons; Mathematikunterricht; Lehrqualifikation; Klassengröße; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrermangel; Ausland; Age; Difference; Age difference; Altersunterschied; Elementary school; Grundschule; Volksschule
Abstract	The purpose of this quantitative investigation was to identify instructional practices used by special education teachers in classrooms of young children with deafness. The population of study involved all 388 teachers serving in 34 Government Deaf & Defective Hearing Schools located in four zones of the Punjab province. A sample of 68 teachers (two teachers from each school) teaching to young children with deafness in class K.G.I and K.G.II was selected. A self developed and validated questionnaire (cronbach Alpha: 0.92) was used to elicit teachers' responses on instructional practices made by them in teaching speech, speech reading, reading recognition, writing and mathematics, on parental involvement and evaluation. Data were collected personally, through email, and registered post. Collected data were analyzed on SPSS. Independent sample t-test and ANOVA was run to see differences in instructional practices on the basis of teachers' gender, position, qualification, number of children, and four zones of the Punjab. Major findings revealed that teachers were having problems in teaching to and working with young children with deafness due to overcrowded classrooms, lack of teaching staff, unavailability of hearing aids, lack of parental cooperation etc. conclusions were drawn and recommendations to Punjab Special Education Department of Pakistan were made. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01