Perceptions of Teachers’ Preparedness to Teach Deaf and Hard of Hearing Students with Additional Disabilities: A Qualitative Case Study

• Published in: Journal of developmental and physical disabilities Vol. 29; no. 5; pp. 827 - 848
• Main Authors: Musyoka, Millicent M., Gentry, Mary A., Meek, David R.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01-10-2017; Springer Nature B.V
• Subjects: Behavior management; Behavioral Science and Psychology; Case studies; Child and School Psychology; Classroom behaviour; Classrooms; Content analysis; Curricula; Deafness; Hearing loss; Individualized education programs; Learning disabilities; Original Article; Pediatrics; Perceptions; Psychology; Public Health; Qualitative research; Students with disabilities; Teachers; Teaching; Teaching methods; Deaf with multiple disabilities; Teacher perception; Teacher preparation; Deaf; Multiple disabilities
• ISSN: 1056-263X; 1573-3580
• DOI: 10.1007/s10882-017-9555-z

This qualitative case study investigated the perceptions of teachers of deaf students with additional disabilities, (DSWD), and provides a window to what is happening in the classroom. It also provides relevant information for deaf education teacher preparation programs. This study sought to explore the perceptions of forty teachers of DSWD in various education settings. Content analysis was used to examine teachers’ self- reported perceptions of their preparedness in teaching DSWD, after graduating. Eight major themes emerged including, information on various disabilities, communication, teaching strategies, classroom behavior management, Specific Learning Disabilities (SLD), curriculum and standards, Individualized educational plans (IEPs), and collaboration with parents. Additional research should be conducted related to the impact of teacher preparedness on students’ outcomes.