Experiences of special education teachers in developing literacy of hearing impaired students
Villagracia, Pearly V.
Experiences of special education teachers in developing literacy of hearing impaired students [manuscript] / Pearly V. Villagracia. - Balanga City : BPSU, 2017. - 195 leaves ; 28 cm.
Includes references.
The purpose of this research was to investigate the experiences of Special Education teachers of hearing impaired students during the school year 2016-2017. It aimed to establish the profile of the participants in terms of age, sex, highest educational attainment, and special education seminar attended. Further, this study explored teaching strategies for literacy development in deaf students. The participants of the study included selection of ten (10) special education teachers, four (4) from Hermosa National High School and six (6) from Bataan National High School. The data revealed the following; 25 being the youngest and 45 the oldest. On gender, three (3) were male and seven (7) were female. With regard to highest educational qualification, eight (8) out of ten (10) attained Bachelor's degree with units in Master of Arts in Education. All the participants have finished the basic sign language training. Utilizing a phenomenological design, the data were collected using survey questionnaires and individual interviews. Several themes emerged, such as educational background and previous training, teaching strategies, and physical visual instructional materials used to struggling readers. Gathering of experiences utilized qualitative approach through interview questions. The treatment of experiences was based on Moustakas' (1994) method with findings illuminating on several salient themes namely; educational background and previous training, teaching strategies, and physical visual instructional materials used to struggling readers. vii Although educational settings differed, the data suggest teachers of deaf students shared common teacher's experiences. The data indicated that, educational background and prior SPED training, physical visual instructional method used to literacy instruction, how to assess struggling readers and teaching strategies are factors that characterized the experience. The educational background of the participants testified that they were not a bachelor graduate in Special Education. However, all of them were trained and certified to teach American sign language to SPED program. It was not enough to equip themselves with basic sign language but learning the strategies and methods to develop literacy to hearing impaired is a vital help. Overall, no matter the teaching experienced of the participants or the teacher preparation program attended, some of the participants reported they were not sufficiently prepared and confident to teach deaf students. Other participants noted that there were no available instructional materials for reading and no enough opportunity for trainings and seminars.
Hearing impaired students--Literacy.
Special education.
Experiences of special education teachers in developing literacy of hearing impaired students [manuscript] / Pearly V. Villagracia. - Balanga City : BPSU, 2017. - 195 leaves ; 28 cm.
Includes references.
The purpose of this research was to investigate the experiences of Special Education teachers of hearing impaired students during the school year 2016-2017. It aimed to establish the profile of the participants in terms of age, sex, highest educational attainment, and special education seminar attended. Further, this study explored teaching strategies for literacy development in deaf students. The participants of the study included selection of ten (10) special education teachers, four (4) from Hermosa National High School and six (6) from Bataan National High School. The data revealed the following; 25 being the youngest and 45 the oldest. On gender, three (3) were male and seven (7) were female. With regard to highest educational qualification, eight (8) out of ten (10) attained Bachelor's degree with units in Master of Arts in Education. All the participants have finished the basic sign language training. Utilizing a phenomenological design, the data were collected using survey questionnaires and individual interviews. Several themes emerged, such as educational background and previous training, teaching strategies, and physical visual instructional materials used to struggling readers. Gathering of experiences utilized qualitative approach through interview questions. The treatment of experiences was based on Moustakas' (1994) method with findings illuminating on several salient themes namely; educational background and previous training, teaching strategies, and physical visual instructional materials used to struggling readers. vii Although educational settings differed, the data suggest teachers of deaf students shared common teacher's experiences. The data indicated that, educational background and prior SPED training, physical visual instructional method used to literacy instruction, how to assess struggling readers and teaching strategies are factors that characterized the experience. The educational background of the participants testified that they were not a bachelor graduate in Special Education. However, all of them were trained and certified to teach American sign language to SPED program. It was not enough to equip themselves with basic sign language but learning the strategies and methods to develop literacy to hearing impaired is a vital help. Overall, no matter the teaching experienced of the participants or the teacher preparation program attended, some of the participants reported they were not sufficiently prepared and confident to teach deaf students. Other participants noted that there were no available instructional materials for reading and no enough opportunity for trainings and seminars.
Hearing impaired students--Literacy.
Special education.