Elementary School Teachers&#039; Perception and Experience of Current Inclusive Education for Students with Hearing Impairment (청각장애학생의 통합교육에 대한 초등학교 교사의 인식과 경험)

Park, Mi-Hye (박미혜); KWON, SOON WOO (권순우)

doi:10.19049/JSPED.2020.21.4.05

Elementary School Teachers' Perception and Experience of Current Inclusive Education for Students with Hearing Impairment

Journal of Special Education: Theory and Practice
Abbr : JSPED
2020, 21(4), pp.125-154
DOI : 10.19049/JSPED.2020.21.4.05
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education
Received : November 9, 2020
Accepted : December 14, 2020
Published : December 31, 2020

Park, Mi-Hye ¹, KWON, SOON WOO ²

¹대구대학교 특수교육학과
²대구대학교

Accredited

ABSTRACT

[Purpose] The purpose of this study is to find out the current improvement tasks through elementary school teachers’perception and experience for the desirable inclusive education of students with the hearing impairment. [Method] For this study, ten classroom elementary school teachers having experienced teaching students with hearing impairment in general elementary schools were participated in the study by using the method of individual in-depth interview. Based on the phenomenological approach, it’s to explore the meaning and nature of human experiences, the deep meanings contained within various phenomena. [Results] The results of this study are summarized as follows. First, in the elementary school teachers' perception of hearing impaired students, that was categorized into a four-step process that participants had positive perception and necessity of the full inclusive education for the hearing impaired students, but they experienced the limitation of teaching skills, so they felt to need the professional training. And also as the main teacher for hearing impaired students, they had tries many things for them but they recognized the limitation of supports for them. Through this process, it showed that participants hoped to be changed to be a better teacher for the hearing impaired students. Second, the improvement tasks of full inclusive education for students with hearing impairments were categorized into a four-step process. participants recognized that the most important thing for them was to improve communication ability, and to make communication place for improving social skills of the students with hearing impairment. [Conclusion] suggesting that there’s a need for the change of the teachers’training system, supports of acceptance and standing alone for the hearing impaired children, national supports for qualified and stable special education, expanded professional personnel employment.

KEYWORDS

Hearing Impairment, Inclusion, Individual in-depth interview

Citation status

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

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

Elementary School Teachers' Perception and Experience of Current Inclusive Education for Students with Hearing Impairment

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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

Elementary School Teachers' Perception and Experience of Current Inclusive Education for Students with Hearing Impairment

ABSTRACT

KEYWORDS

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