Specifika vzdělávání žáků se sluchovým postižením v inkluzivním prostředí běžné základní školy Zaměřeno na komunikační strategie pedagogických pracovníků
| Authors | |
|---|---|
| Year of publication | 2021 |
| Type | Article in Proceedings |
| Conference | NOUZE VE VZDĚLÁVÁNÍ EMERGENCY IN EDUCATION Konferenční sborník příspěvků z multidisciplinární mezinárodní konference |
| MU Faculty or unit | |
| Citation | |
| Keywords | inclusion, child with hearing impairmenr, teacher, teacher assitetnt, communication strategies |
| Description | A child with hearing impairment in a mainstream school is standing in front of many other challenges. These challenges are connected with the school environment's outer setting and deaf child's actual development, experiences and personality; however, the impact of internal and external factors on gathering knowledge without support could be significant for children with hearing impairment. Every hearing aid has technological limits and can not provide the same experience from listening as a healthy ear. The limitations of the technology are showing off in challenging acoustic environments, such as school classrooms. Every child and school environment is different, and they are creating a unique context of complex needs. The teachers need more profound knowledge about the consequences of hearing impairment in a child's development explained in the context of their teaching and previous experiences, so they have the opportunity to apply this knowledge to their teaching practice. One solution to make the school environment more accessible for a child with hearing impairment is using communication strategies. It is possible to see communication strategies from two points of view. One point of view is communication strategies used in class during the lessons, like repeating a child's answers or presenting the lesson plan. The second point of view is communication strategies supporting cooperation between school and parents. |