Kindergarten Curriculum for Children with Hearing Impairments: Jordanian Teachers' Perspectives

Autor/in	Al-Zboon, Eman
Titel	Kindergarten Curriculum for Children with Hearing Impairments: Jordanian Teachers' Perspectives
Quelle	In: Deafness & Education International, 18 (2016) 1, S.38-46 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2015.1133006
Schlagwörter	Kindergarten; Preschool Curriculum; Curriculum Development; Children; Hearing Impairments; Foreign Countries; Teacher Attitudes; Qualitative Research; Semi Structured Interviews; Content Analysis; Textbooks; Information Sources; Specialization; Special Schools; Sign Language; Instructional Materials; Language Skills; Writing Skills; Spelling; Developmental Stages; Sciences; Religious Education; Social Studies; Individualized Education Programs; Integrated Curriculum; Textbook Content; Jordan + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Child; Kind; Kinder; Hearing impairment; Hörbehinderung; Ausland; Lehrerverhalten; Qualitative Forschung; Inhaltsanalyse; Textbook; Text book; Schulbuch; Lehrbuch; Information source; Informationsquelle; Arbeitsteilige Spezialisierung; Special school; Sonderschule; Gebärdensprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language skill; Sprachkompetenz; Writing skill; Schreibfertigkeit; Schreibweise; Science; Wissenschaft; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Gemeinschaftskunde; Individualized education program; Individualisierendes Lernen; Lehrbuchtext
Abstract	This study describes a kindergarten curriculum for children with hearing impairments, from their teachers' perspectives. Qualitative research data from interviews with 20 teachers were analysed using content analysis methodology. The results pinpoint a collection of proposed curriculum components (i.e. a general framework and outcomes document; textbooks for children, including on sign language; textbooks for teachers; and attached learning resources). Additionally, the results outline a set of characteristics of, and specifications for, a curriculum for children with hearing impairments related to content and formatting. For a curriculum for children with HIs, this study found that teachers did not rely on a single textbook but rather suggested a suite of resources. Participants also indicated the importance of improving a special outcomes document for children with HIs. Furthermore, the results pinpointed a set of characteristics related to content and formatting for a specialized curriculum. These characteristics are mainly: using functional subjects and skills, arranging letters by simplicity, exploiting students' strengths by using methods such as visual stimuli, and using technology. The data support the importance of developing targeted curricula that include specialized domains, such as auditory training, breathing practices, speech training, sign language, and finger-spelling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01