Understanding typical support practice for students who are deaf or hard of hearing: Perspectives from teachers of the deaf in Australia.
While there is a growing level of demand for accountability and documentation of services provided to students who are Deaf or Hard of Hearing (DHH), there is a paucity of evidence on the nature of such support; who (personnel), what (content), and how (delivery). This study describes Teacher of the...
| Published in: | Deafness & Education International Vol. 24; no. 1; pp. 24 - 49 |
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| Main Authors: | , , , , , , |
| Format: | research tables/charts Journal Article |
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Taylor & Francis Ltd
Mar2022
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156056158&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 156056158 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14643154 Z0V jtl: Deafness & Education International issn: 14643154 maglogo: N pubinfo: dt: Mar2022 vid: 24 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 156056158 146987824 156056158 156056158 10.1080/14643154.2020.1841363 156056158 ppf: 24 ppct: 25 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Understanding typical support practice for students who are deaf or hard of hearing: Perspectives from teachers of the deaf in Australia. aug: au: Dettman, Shani Chia, Yvonne Budhiraja, Surabhi Graham, Lorraine Sarant, Julia Barr, Caitlin Dowell, Richard affil: Department of Audiology and Speech Pathology, The University of Melbourne, Parkville, Australia sug: subj: Faculty Attitudes Student Assistance Programs Victoria Students with Disabilities Deafness Human Victoria Semi-Structured Interview Interview Guides Open-Ended Questionnaires Content Analysis Scope of Practice Professional Development Professional Identity Communication Accountability Goal-Setting ab: While there is a growing level of demand for accountability and documentation of services provided to students who are Deaf or Hard of Hearing (DHH), there is a paucity of evidence on the nature of such support; who (personnel), what (content), and how (delivery). This study describes Teacher of the Deaf (ToD) perspectives on current classroom student support practices across a range of contemporary service delivery models in Victoria, Australia. Maximum variation sampling was used to identify 10 Victorian ToDs; each completed a one-hour semi-structured interview, which focused on an interview topic guide associated with typical practice: pathways to teaching; role of the profession; professional development; role in the classroom; goal setting; professional identity; and one open-ended question regarding wishes for the future. Qualitative content analysis generated six categories from these interviews: scope of practice; content of teaching/support; goal setting; service delivery; communication; and accountability. Three recommendations to improve future service delivery for students who are DHH included: standardisation of goal setting/assessment tools; improved shared language between all student support personnel, students and parents; and implementation of agreed rubrics to determine frequency of service with consistent definitions of decision-making criteria for tiered service delivery. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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