Exploring the connections: Elementary teachers’ narratives of Mexican deaf children’s play behaviours, social interactions, and communication development

Abstract

ABSTRACT This study explores the experiences and perspectives of eight elementary teachers regarding the play behaviours of deaf children in their classrooms in Mexico City. Through a narrative inquiry design, this research comprehensively explains teachers’ insights and observations on social interactions and communication development among deaf children. The findings indicate patterns in social interactions related to play behaviours, language development through imitation, and communication variations contingent on proficiency in Lengua de Señas Mexicana (LSM). The study emphasises the necessity of creating inclusive educational environments and providing appropriate support for the communication development of deaf children. Employing a qualitative research approach, this study involves in-depth interviews with Deaf elementary school teachers with experience working with deaf children. This study aims to elucidate teachers’ perceptions and interpretations of language acquisition and play behaviours concerning social interactions and communication development by analysing their narratives. Three key dimensions emerged from the narratives: linguistic proficiency, play behaviours, and social engagement, which intersect and influence each other. The findings hold significant implications for educators, policymakers, and parents, offering valuable insights that can inform the development of more effective instructional strategies and support systems tailored to the unique needs of deaf children in educational settings.