SPECIFICS IN THE EDUCATION OF CHILDREN WITH HEARING IMPAIRMENT IN AN INCLUSIVE SETTING OF MAINSTREAM PRIMARY SCHOOL
| Authors | |
|---|---|
| Year of publication | 2022 |
| Type | Article in Proceedings |
| Conference | ICERI2022 Proceedings |
| MU Faculty or unit | |
| Citation | |
| Web | https://iated.org/iceri2022 |
| Doi | http://dx.doi.org/10.21125/iceri.2022 |
| Keywords | Inclusion, hearing impairment, teacher's competence, listening environment, primary education, hearing impaired pupils, education |
| Description | The communication system of most of the pupils with hearing impairment who attend the primary schools in the Czech Republic is a spoken language with hearing aid. These pupils may give the impression that they are on the same level of communication and listening as their classmates with normal hearing. As a result, the teacher may overlook the needs of the pupils, or may not be aware of the impact of the hearing impairment on the child's development due to the child's communication competence. The information that reaches teaching staff about hearing impairment may not match their experience of the pupils in their classroom. As a result, pupils may not receive adequate support and the teacher may not even realise that the environment and teaching is not accessible for the pupil. The research concerns with identifying the specifics that a teacher should know about the pupil and the subject matter. Teaching staff should know the child's listening competencies in different areas of the school: how the child hears in the classroom, on the playground, or in the gym. In addition, the teaching staff needs to know how to modify the environment to make it acoustically friendly and how to modify the teaching to get the information to the hearing-impaired pupil. |