University of Canterbury Home
    • Admin
    UC Research Repository
    UC Library
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    1. UC Home
    2. Library
    3. UC Research Repository
    4. Faculty of Science | Te Kaupeka Pūtaiao
    5. Science: Theses and Dissertations
    6. View Item
    1. UC Home
    2.  > 
    3. Library
    4.  > 
    5. UC Research Repository
    6.  > 
    7. Faculty of Science | Te Kaupeka Pūtaiao
    8.  > 
    9. Science: Theses and Dissertations
    10.  > 
    11. View Item

    New Zealand Secondary School Teachers’ perspectives on supporting students who are hard of hearing or deaf. (2022)

    Thumbnail
    View/Open
    Alsakkaf, Lema_MAud Thesis.pdf (1.034Mb)
    Type of Content
    Theses / Dissertations
    UC Permalink
    https://hdl.handle.net/10092/104458
    http://dx.doi.org/10.26021/13555
    
    Thesis Discipline
    Audiology
    Degree Name
    Master of Audiology
    Language
    English
    Collections
    • Science: Theses and Dissertations [4657]
    Authors
    Alsakkaf, Lema
    show all
    Abstract

    Aims: The study aimed to develop an understanding of New Zealand Secondary school teachers’ perspectives on educating students who are DHH. The current study investigated teachers’ perspectives on the benefits and challenges of mainstream school placement for students who are DHH. Additionally, this study aimed to identify teachers’ professional educational needs to support their teaching of students who are DHH.

    Methods: A 44-item anonymous survey was developed using the Qualtrics online platform, based on instruments used in research by Coombe (2018), Lass et al. (1985), Roppolo (2016) and McKee and Smith (2003). The survey included questions requiring a range of closed or open text responses. The survey was fully completed by 134 New Zealand secondary school teachers. Thematic analysis was undertaken to analyse responses from open-ended text responses using an approach developed by Braun and Clarke (2006).

    Results: Teachers described the use of communication strategies, written material, to support and accommodate students who are DHH. The main benefits of mainstream placement for students who are DHH, outlined by teachers included; social integration, development of communication skills, access to standardised academic expectations and wide range of curriculum. The main challenges of students who are DHH and mainstream placement included; ineffective individualised support, communication barriers and social barriers.

    Conclusions: Teachers sampled demonstrated a general awareness of a range of teaching adaptions for students who are DHH, with a good awareness of strategies to support access to spoken communication. Teachers indicated an interest in information on specific learning support strategies for students who are deaf and students who are hard of hearing in their classrooms. Teachers also requested information on promoting inclusion of students who are hard of hearing or deaf in their classrooms. In person courses and consultation with relevant professionals such Advisers on Deaf Children, were indicated to be teachers’ most commonly preferred format of information to assist their teaching of students who are DHH.

    Rights
    All Rights Reserved
    https://canterbury.libguides.com/rights/theses

    Related items

    Showing items related by title, author, creator and subject.

    • New Zealand early childhood education teachers’ knowledge and experience of supporting hard of hearing or deaf children. 

      Harish, Karthika (2022)
      Aims: This study examined New Zealand early childhood education (ECE) teachers’ knowledge and experience of supporting hard of hearing or deaf children as well their perspectives about the challenges and abilities of these ...
    • New Zealand primary school teachers’ knowledge of hearing impairment and deafness 

      Coombe, Suzanne (University of Canterbury, 2018)
      Aims: This study investigated New Zealand mainstream primary school teachers’ knowledge of hearing impairment and deafness and its influence on children’s learning in the classroom. In addition, the study aimed to identify ...
    • Designing For The Deaf: The Potential Of Technology Supported Social Skills Training Interventions For D/Deaf and Hard Of Hearing Students. 

      Platt-Young Z; Shahri B; Hector Z; Sutherland DE; Hoermann S (2018)
      Technology-supported social communication and pragmatics training for d/Deaf and Hard of Hearing (DHH) students is an important avenue of research. In this paper we describe some key challenges that DHH students face, ...
    Advanced Search

    Browse

    All of the RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThesis DisciplineThis CollectionBy Issue DateAuthorsTitlesSubjectsThesis Discipline

    Statistics

    View Usage Statistics
    • SUBMISSIONS
    • Research Outputs
    • UC Theses
    • CONTACTS
    • Send Feedback
    • +64 3 369 3853
    • ucresearchrepository@canterbury.ac.nz
    • ABOUT
    • UC Research Repository Guide
    • Copyright and Disclaimer
    • SUBMISSIONS
    • Research Outputs
    • UC Theses
    • CONTACTS
    • Send Feedback
    • +64 3 369 3853
    • ucresearchrepository@canterbury.ac.nz
    • ABOUT
    • UC Research Repository Guide
    • Copyright and Disclaimer