Barriers and facilitators to engaging in mainstream primary school classrooms: Voices of students who are deaf or hard-of-hearing.
Classroom engagement can be problematic for students who are deaf or hard-of-hearing (DHH), but is essential to ensure that they can reach their best educational and postschool outcomes. This study used semi-structured interviews to explore the self-perceived barriers and facilitators to classroom e...
| Publicado en: | Deafness & Education International Vol. 24; no. 1; pp. 2 - 24 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156056159&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 156056159 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: 156056159 153258971 156056159 156056159 10.1080/14643154.2021.1992829 156056159 ppf: 2 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Barriers and facilitators to engaging in mainstream primary school classrooms: Voices of students who are deaf or hard-of-hearing. aug: au: Todorov, Michelle Galvin, Karyn Punch, Renée Klieve, Sharon Rickards, Field affil: Department of Audiology and Speech Pathology, The University of Melbourne, Carlton, Australia sug: subj: Mainstreaming (Education) Deafness Hearing Disorders Student Attitudes Schools, Elementary Learning Environment Human Female Male Qualitative Studies Self-Advocacy Hearing Loss, Noise-Induced Interviews Semi-Structured Interview Faculty Noise Sociodemographic Factors Thematic Analysis Confidence Descriptive Statistics Data Analysis Software Funding Source Female Male ab: Classroom engagement can be problematic for students who are deaf or hard-of-hearing (DHH), but is essential to ensure that they can reach their best educational and postschool outcomes. This study used semi-structured interviews to explore the self-perceived barriers and facilitators to classroom engagement for 16 DHH students educated in mainstream primary school settings. The interviews consisted of a series of questions and a card-sorting activity. The interviews were audio recorded, transcribed, and analyzed using thematic analysis. Four themes were generated from the thematic analysis. Barriers to engagement were considered as a single theme, while facilitators to engagement were divided into three themes of student strategies, supports to students, and teacher actions. The barriers and facilitators identified demonstrate the range of complex factors that contribute to or impede the engagement of students who are DHH in mainstream classrooms. This information can be used to inform teachers, professionals, students, and their parents about the experiences of these students in mainstream classrooms. In particular, the findings indicate the importance of self-advocacy and the potential benefits of implementing self-advocacy programmes to help students who are DHH manage the challenges to engagement they face in the classroom. The findings also highlight the importance of the consistent use of facilitative teaching strategies by the classroom teacher, and the crucial impact of background noise on engagement along with improvements that could contribute to better noise management. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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