Teachers’ perception and action toward the student with hearing loss at school
DOI:
https://doi.org/10.23925/2176-2724.2021v33i3p437-446Keywords:
Hearing Loss, Cochlear Implants, Hearing Aids, School Teachers, Inclusive EducationAbstract
Introduction: The student with hearing loss who uses oral communication might need different adaptations at school and appropriate conducts are essential for their development. Since the teachers are important in this process and their training does not enable them to work with these students, the partnership between the areas of Health and Education is relevant. Objective: To verify the perception and actions of the teachers towards their students with hearing loss, users of hearing aids (HA) and/or cochlear implant (CI), who use oral communication. Methods: Forty-two (42) teachers who taught students with hearing loss in public schools in Marília participated in this study. The data was obtained through the monthly monitoring questionnaire and meetings with school staff. The answers were categorized, and the frequency of occurrence was analyzed. The Two-Proportion Equality Test was applied and assuming a level of significance (p<0.05). Results: It was observed that the monthly follow-up questionnaire allowed the recording of information in detail, in relation to meetings, with frequency of statistically significant occurrence for the “Academic” (p=0.024), “Communication” (p<0.001) and “Participation in the classroom” (p=0.034) categories. The teachers presented reports with variable frequency of occurrence for each category. Conclusion: The findings of this study in relation to the perception and action of teachers showed responses to the aspects evaluated with substantially different frequency of occurrence, indicating a lack of action focused on the needs of students with hearing loss who use oral communication at school.
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Copyright (c) 2021 Flávia Rodrigues dos Santos, Lígia Tessari Prado, Natália Barreto Frederigue-Lopes, Eliane Maria Carrit Delgado-Pinheiro
This work is licensed under a Creative Commons Attribution 4.0 International License.
