Pupils with hearing impairment: How can inclusive education be effective for their academic and social performance?
Maligianni, Dimitra (2012) Pupils with hearing impairment: How can inclusive education be effective for their academic and social performance? [Dissertation (University of Nottingham only)] (Unpublished)
Studies have indicated that inclusive education seeks to address the needs of every child and enables them to achieve effective learning, regardless of their disabilities. A domain that seeks further examination and attention is hearing impairment, as the inability to hear can affect children‟s development. This development is crucial for their later life and is thought to be closely associated with education. The aim of this study is to investigate the academic and social performance of pupils with hearing impairment in a mainstream school with a resource base, which adopts a sign-bilingual approach. Consequently, in order to achieve an in-depth examination, the method of qualitative case study is adopted. Two hearing-impaired pupils are examined, having taken into consideration two factors, their degree of hearing loss (profound) and the fact that one has hearing parents and the other hearing-impaired parents. The data are collected through observation, questionnaires and documents and ethical issues are taken in consideration. The findings suggest that this kind of inclusion, as was described above, can be effective for their social and academic development, because it can provide the appropriate ethos in school and it regards these children not as „impaired‟, but as bilingual learners. In addition, no significant differences are found between the child with hearing parents and the other with hearing-impaired parents. Although there are not considered any limitations in this study, a recommendation for further research of this topic with the same method, is of interest, but this time by excluding and other factors that contribute to the heterogeneity of hearing impairment.
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