Strengthening Teacher Education to Support Deaf Learners

Autor/inn/en	Kelly, Jane Frances; McKinney, Emma Louise; Swift, Odette
Titel	Strengthening Teacher Education to Support Deaf Learners
Quelle	In: International Journal of Inclusive Education, 26 (2022) 13, S.1289-1307 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelly, Jane Frances) ORCID (McKinney, Emma Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1806366
Schlagwörter	Teacher Education; Deafness; Student Needs; Disadvantaged Youth; Outcomes of Education; Foreign Countries; Classroom Communication; Communication Problems; Students with Disabilities; South Africa + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Gehörlosigkeit; Taubstummheit; Benachteiligter Jugendlicher; Lernleistung; Schulerfolg; Ausland; Klassengespräch; Kommunikationsbarriere; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Deaf learners are among the most disadvantaged when it comes to educational outcomes in South Africa. The aim of this paper, therefore, is to explore the educational needs of learners who are deaf and use the findings as a basis from which to strengthen their education. This research employed a qualitative research design, drawing on interviews with deaf learners, teachers, school management team members (SMTs) and parents. Data were analysed using thematic analysis. Findings reveal that deaf learners have significant difficulty in communicating with their teachers, and that teachers of the deaf in South Africa are not sufficiently trained to understand the educational needs of their learners. Recommendations regarding the strengthening of training for teachers of the deaf are made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01