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

Dhruba Prasad Niure; Daeyoung Jung (정대영); Sharan Hari Shrestha; Nam Raj Neupane

doi:10.19049/JSPED.2019.20.3.03

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.

KEYWORDS

Curriculum differentiation, access to curriculum, sign language, integrated educational setting, limited resources

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* References for papers published after 2023 are currently being built.

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

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

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* References for papers published after 2023 are currently being built.

Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

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

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KEYWORDS

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