Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities

David Pérez-Jorge,Khairi José Sosa-Gutiérrez,Eva Ariño-Mateo,María Del Carmen Rodríguez-Jiménez

doi:10.3390/educsci11040187

David Pérez-Jorge, Khairi José Sosa-Gutiérrez + Show 2 more

Open Access

https://doi.org/10.3390/educsci11040187

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Abstract

The aim of this study is to demonstrate the attitudes and perceptions of teachers regarding the educational inclusion of students with hearing disabilities. The study sample consisted of 128 teachers from the Canary Islands, of which 72 worked in ordinary centers and 56 in Ordinary Centers for Preferential Educational Attention for Hearing Disability (COAEPHD). A quantitative cut methodology was used, based on the use of the Questionnaire of Opinions, Attitudes and Competencies of Teachers towards Disability (CACPD). The results of this study do not allow us to affirm that the teachers showed positive attitudes towards inclusion, expressing concern about offering a correct and adequate response to the students with hearing disabilities. They considered that educational inclusion requires important improvements focused on the training and specialization of teachers in the field of inclusion.

Highlights

The inclusive education model has become a benchmark for those educational communities that seek to implement their fundamental principles of equal opportunities and non-discrimination, with the aim of responding to students regardless of their individual characteristics and needs
SESN in the curriculum, (F2, x = 4.30; Sd = 0.75), consider having general competencies necessary to respond to the SESN (F5, x = 4.04; Sd = 0.66), shows a favorable attitude to work on awareness towards SESN (F4, x = 3.93; Sd = 0.92), has knowledge and a good general attitude towards disability (F1, x = 3.73; Sd = 0.81), has the specific skills necessary to respond to SESN (F6, x = 3.50; Sd = 0.55) and considers that the organization of the centers to attend SESN is adequate (F3, x = 3.32; Sd = 0.76)
The teaching staff values and highlights the curricular inclusion of the SESN (x = 4.30), the favorable awareness-raising attitude carried out by teachers and other professionals of the center towards the SESN (x = 3.93), and the general competencies necessary to respond to SESN, as well as their acquisition (x = 4.04)

Summary

Introduction

The inclusive education model has become a benchmark for those educational communities that seek to implement their fundamental principles of equal opportunities and non-discrimination, with the aim of responding to students regardless of their individual characteristics and needs. The success or failure of the implementation of this model is conditioned by various factors, such as the organization and infrastructures of the center, the curricular and methodological management, and the availability of personal and material resources. The attitude of the teacher and the perception, beliefs and humanity attributed to the students with disabilities, acquire great value for the implementation of inclusive education since it can facilitate or hinder the processes of integration, learning, and participation of students. The perception and attitudes of teachers are conditioned by factors such as training, experience, years of teaching practice, etc., and they play a fundamental role in the success or failure of inclusive processes [1,2,3,4].

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