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Differentiating Curriculum for Children with Hearing Impairments in Nepal: Exploring Realities and Challenges

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2019, 20(3), pp.39-56
  • DOI : 10.19049/JSPED.2019.20.3.03
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : August 12, 2019
  • Accepted : September 9, 2019
  • Published : September 30, 2019

Dhruba Prasad Niure 1 Daeyoung Jung 2 Sharan Hari Shrestha 1 Nam Raj Neupane 2

1트리부반대학교
2창원대학교

Accredited

ABSTRACT

[Purpose] This study aimed at exploring the ways that teachers have been using to differentiate the general education curriculum in integrated schools of Nepal to meet the special learning needs of students with hearing impairments. [Method] Qualitative research paradigm followed by descriptive research design was applied to collect and analyze data. Six teachers and three sign language interpreters were chosen as study sample by using purposive sampling method to collect information regarding the realities and challenges of differentiating curriculum in an integrated educational setting. In-depth interviews, classroom observations, and document analysis were used to collate information on a required basis. [Results] Study results revealed that several techniques and strategies like recruiting sign language interpreters, grouping based on ability, placing students in the front row of classroom, residential educational services, etc. were applied to differentiate the general education curricula. Regardless of these efforts, there are a number of challenges that have been facing by teachers while differentiating curriculum such as, over responsibilities of the teachers, lack of instructional materials, inadequate sign language interpreters, limited sign language vocabularies, and inflexible curriculum etc. [Conclusion] Even though teachers have been making various attempts to differentiate the curricula, students with hearing impairments do not have full access to curricular contents.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.