Voices from the Classroom: Experiences of Teachers of Deaf Students with Additional Disabilities

Autor/inn/en	Musyoka, Millicent Malinda; Gentry, Mary Anne; Bartlett, James Joseph
Titel	Voices from the Classroom: Experiences of Teachers of Deaf Students with Additional Disabilities
Quelle	In: Journal of Education and Training Studies, 4 (2016) 2, S.85-96 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Deafness; Special Needs Students; Comorbidity; Teaching Experience; Classroom Environment; Phenomenology; Teacher Surveys; Questioning Techniques; Focus Groups; Interviews; School Support; Special Education Teachers; Teacher Competencies; Teacher Education Programs; Curriculum Implementation; Curriculum Development; Mentors; Teamwork; Parent Teacher Cooperation; Classroom Communication; Career Development; Qualitative Research + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Sonderpädagogischer Förderbedarf; Klassenklima; Unterrichtsklima; Phenomenological psychology; Phänomenologie; Psychologie; Befragungstechnik; Fragetechnik; Interviewing; Interviewtechnik; Schulförderverein; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrkunst; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Klassengespräch; Berufsentwicklung; Qualitative Forschung
Abstract	The purpose of this research is to investigate experiences of K-12 classroom teachers of deaf students with additional disabilities. Today, more deaf and hard of hearing students are identified as having additional disabilities (Bruce, DiNatale & Ford, 2008; Ewing, 2011; Gallaudet Research Institute, 2011; Jones, Jones & Ewing, 2006; Mitchell & Karchmer, 2004); there is a need to explore ways of providing educational services to these students. Utilizing a phenomenological design, data were collected using survey questionnaires, focus groups and individual interviews. Several themes emerged, such as the typical school day, previous training, and continuous professional development. Understanding the experiences of the K-12 teachers can provide valuable information for deaf education teacher preparation programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01