Abstract
The aim of this study is to explore teachers’ views on school participation of students with hearing loss (HL) and to examine the association between students’ school participation and factors related to the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY). A total of 167 teachers participated in the study. Structural equation modelling was performed to explore relationships among the factors. The teachers considered the students to be socially included and to participate academically almost at the same level as their typical classmates. A multifaceted interaction between ICF-CY factors and students’ participation in academic activities was found. Personal factors such as ‘academic skills and motivation’ explained most of the variance in academic participation, and were also associated with activity and environmental factors. Efforts to understand their classmates directly and indirectly associated with academic participation. Students with mild and severe HL appeared to have same level of participation rate. The parents’ involvement in their children’s schooling and the use of amplification systems were related to academic participation but not to social participation. A few factors associated with social participation; in those cases, having other disabilities in addition to HL explained most of the variance.
Highlights
This study examines teachers’ views on school participation among students with hearing loss (HL) in inclusive schools
The findings are presented in three steps: (a) descriptive statistics of the students’ school participation, (b) descriptive statistics and the correlations among the variables and (c) the structural equation model of participation in teaching activities and socially
Significant differences were found between the participation of students with HL in teacher-led activities and their participations in class discussions (Wilks’ Lambda = .92, F (1, 16) = 13.90. p < .0005, multivariate partial eta squared = .08)
Summary
This study examines teachers’ views on school participation among students with hearing loss (HL) in inclusive schools. Children with disabilities have a lower participation rate in school activities compared with children without disabilities. Academic activities are formal and structured and involve rules or goals; have a formal leader, coach, or instructor; and often require advanced planning. This may explain why students with disabilities have a higher participation rate in academic settings than in social activities. Social activities are informal and spontaneous in nature and are regularly initiated by children (King et al 2006), and may not be so easy to adapt compared to academic
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