Abstract
In South Africa, the current movement towards the inclusion of children with disabilities, including children with hearing loss, is likely to have far-reaching consequences for both teachers and learners. Undoubtedly, needs will arise from teachers during the transition, especially in the areas pertaining to the audiological and educational management of children with hearing loss. Therefore, a descriptive research design was developed comprising of a questionnaire survey followed by focus group interviews to determine teachers' needs. The questionnaire survey explored the needs of 664 teachers while focus group interviews were conducted with 19 teachers of children with hearing loss. Teachers were mostly from special schools as only a very small number of children are educated outside these establishments. Findings revealed that, although participants realised the importance of various aspects of development of the child with hearing loss, they generally did not realise the importance of receiving support from an educational audiologist.
Highlights
The South African Education White Paper no. 6 (2001)states that the inclusive education system will have a variety of "...because of the invisible nature of the different placements ranging from ordinary schools to special impairment, and the general lack of understanding regarding schools/resource centres with the goal of uncovering and the full impact of hearing impairment upon learning, there is addressing barriers to learning, and recognising and accommoalways a need for individuals to work for the child, to ensure dating the diverse learning needs among learners
The aim of the study was to determine the needs of teachers of children with hearing loss regarding their audiological and educational management within the inclusive education system
Utilising different methods enabled the formation of a comprehensive depiction of the needs of teachers of children with hearing loss within an inclusive education system
Summary
States that the inclusive education system will have a variety of "...because of the invisible nature of the (hearing) different placements ranging from ordinary schools to special impairment, and the general lack of understanding regarding schools/resource centres with the goal of uncovering and the full impact of hearing impairment upon learning, there is addressing barriers to learning, and recognising and accommoalways a need for individuals to work for the child, to ensure dating the diverse learning needs among learners.
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