Awareness and Demands of Deaf School Teachers regarding Deaf Students with Multiple Disabilities (청각장애학교 교사의 청각중복장애 학생 교육에 대한 인식과 요구)

Sangbae CHOI (최상배); Cho, Sung Ha (조성하)

doi:10.19049/JSPED.2023.24.2.03

Awareness and Demands of Deaf School Teachers regarding Deaf Students with Multiple Disabilities

Journal of Special Education: Theory and Practice
Abbr : JSPED
2023, 24(2), pp.51-76
DOI : 10.19049/JSPED.2023.24.2.03
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education
Received : May 12, 2023
Accepted : June 7, 2023
Published : June 30, 2023

Sangbae CHOI ¹, Cho, Sung Ha ²

¹공주대학교
²위덕대학교 특수교육학부 조교수

Accredited

ABSTRACT

[Purpose] The purpose of this study is to investigate the awareness and demands of deaf school teachers regarding deaf students with multiple disabilities. [Method] A focus group interview was employed as the research method. Six deaf school teachers participated in this study. [Results] First, the ratio of deaf students with multiple disabilities continually increased over time. There are many difficulties in educating deaf students with multiple disabilities due to the lack of methods for diagnostic evaluation and placement, large individual differences between students, lack of educational materials, and teachers' lack of knowledge related to the deaf with multiple disabilities. Second, to educate the deaf with multiple disabilities, deaf schools are making efforts to provide human and material support by operating classes separately, and they are providing specialized services to improve functional ability. Third, for the future-oriented education of the deaf with disabilities, it is necessary to set the methods for the evaluation and placement of deaf students with disabilities, and to train and place qualified teachers through teacher preparation and training courses. In addition, the curriculum modification and a collaborative approach between experts were suggested. In order to improve the communication skills of the deaf with disabilities, it is necessary to strengthen visual communication, use various communication modes, and teach functional communication. [Conclusion] This study can be used as basic data for the development of interventions for deaf students with multiple disabilities in the future.

KEYWORDS

Deaf students with multiple disabilities, teacher preparation for deaf or hard of hearing, communication for deaf or hard of hearing students, inter-professional collaboration

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

Awareness and Demands of Deaf School Teachers regarding Deaf Students with Multiple Disabilities

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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

Awareness and Demands of Deaf School Teachers regarding Deaf Students with Multiple Disabilities

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