Being a Deaf and a Teacher: Exploring the Experiences of Deaf Teachers in Inclusive Classrooms

Autor/in	Hankebo, Teketel Agafari
Titel	Being a Deaf and a Teacher: Exploring the Experiences of Deaf Teachers in Inclusive Classrooms
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.477-490 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Deafness; Teaching Experience; Inclusion; Qualitative Research; Phenomenology; Semi Structured Interviews; Check Lists; Classroom Observation Techniques; Sign Language; Nonverbal Communication; Classroom Techniques; Classroom Communication; Elementary School Teachers; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Inklusion; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Checkliste; Gebärdensprache; Non-verbal communication; Nonverbale Kommunikation; Klassenführung; Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Äthiopien
Abstract	Teaching is a unique and challenging undertaking. Not many can become effective and dedicated teachers. Being a deaf teacher and meeting diverse needs of learners in an inclusive setting also will exacerbate the dilemmas as it calls for multisensory communication and reciprocal interaction with learners. This study focuses on exploring mode of communication and teaching experience and perceptions of deaf teachers in teaching in an inclusive classrooms. Seven deaf-teachers from two primary government schools were selected for the study, using availability sampling technique. Qualitative design was used followed by interpretive phenomenological approach. Semi-structured interview questions and observation checklist were used to collect the data. Sign language interpreters were made use of for the interview. The study revealed that deaf teachers used demonstration, gestures and sign language as modes of communication for the whole class as most of the students lacked sign language skills. The study discovered that though deaf teachers have positive perception for their career, they lacked appropriate pedagogical skills. It also appears that deaf teachers are highly inconvenienced by communication barriers and poor interaction, lack of technology usage, and lack of sign language interpreters. From this study one can surmise that deaf teachers are overlooked within their professional practices. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01