Understanding Typical Support Practice for Students Who Are Deaf or Hard of Hearing: Perspectives from Teachers of the Deaf in Australia
| Title: | Understanding Typical Support Practice for Students Who Are Deaf or Hard of Hearing: Perspectives from Teachers of the Deaf in Australia |
|---|---|
| Language: | English |
| Authors: | Dettman, Shani, Chia, Yvonne, Budhiraja, Surabhi, Graham, Lorraine, Sarant, Julia, Barr, Caitlin, Dowell, Richard |
| Source: | Deafness & Education International. 2022 24(1):24-48. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Students with Disabilities, Student Needs, Foreign Countries, Deafness, Hearing Impairments, Teacher Attitudes, Delivery Systems, Teacher Characteristics, Teacher Responsibility, Goal Orientation, Interpersonal Communication, Accountability |
| Geographic Terms: | Australia |
| DOI: | 10.1080/14643154.2020.1841363 |
| ISSN: | 1464-3154 |
| Abstract: | While there is a growing level of demand for accountability and documentation of services provided to students who are Deaf or Hard of Hearing (DHH), there is a paucity of evidence on the nature of such support; who (personnel), what (content), and how (delivery). This study describes Teacher of the Deaf (ToD) perspectives on current classroom student support practices across a range of contemporary service delivery models in Victoria, Australia. Maximum variation sampling was used to identify 10 Victorian ToDs; each completed a one-hour semi-structured interview, which focused on an interview topic guide associated with typical practice: pathways to teaching; role of the profession; professional development; role in the classroom; goal setting; professional identity; and one open-ended question regarding wishes for the future. Qualitative content analysis generated six categories from these interviews: scope of practice; content of teaching/support; goal setting; service delivery; communication; and accountability. Three recommendations to improve future service delivery for students who are DHH included: standardisation of goal setting/assessment tools; improved shared language between all student support personnel, students and parents; and implementation of agreed rubrics to determine frequency of service with consistent definitions of decision-making criteria for tiered service delivery. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1340236 |
| Database: | ERIC |
| ISSN: | 1464-3154 |
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| DOI: | 10.1080/14643154.2020.1841363 |
| Published in: | Deafness & Education International |
| Language: | English |