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MÁSTER UNIVERSITARIO EDUCAR EN LA DIVERSIDAD, por Olga M. Alegre de la Rosa

Updating University Curricula on Early Intervention (UPDEIT)

Actualización del currículo universitario en Educación Temprana  Reunión del equipo de investigación internacional en La Laguna https://inve...

lunes, 14 de junio de 2021

Teachers’ and hearing and speech specialists’ attitudes towards and knowledge of sustainable inclusive education for students using hearing devices

 

Teachersand hearing and speech specialistsattitudes towards and knowledge of sustainable inclusive education for students using hearing devices 

 

Olga María Alegre de la Rosa and Luis Miguel Villar Angulo

 

ABSTRACT

This study analysed the teachers and hearing and speech specialists(HSSs) attitudes towards and knowledge of sustainable inclusive education for children with hearing loss in the Canary Islands. The study sample comprised 297 teachers and HSSs. The authors designed the Inclusion Questionnaire (InQ). It was found that teachers and HSSsattitudes and knowledge centred on seven attitudes: sustainable professional development, self- efficacy in teaching competencies, inclusive leadership, assistive electronic technology, challenges around family involvement, embedding and sustaining reflexive practice, and technological usability and universal accessibility. The alpha coefficient for the total InQ was .841. These InQ factors have been developed with reliability and logical validity. There were differences in items under three factors among female and male teachers and HSSs. Teachers and HSSs also showed differences in the variables of age, work experience, and professional experience with students using hearing devices. Recommendations for inclusive values and sustainable educational change are suggested. 

 


domingo, 14 de marzo de 2021

Evaluation of emotional and psycholinguistic problems in deaf and hard-of-hearing students in the Canary Islands

ABSTRACT

Objectives: The current study evaluated deaf and hard-of-hearing students' mental health in terms of emotional and behavioral strengths and difficulties, as measured by the SDQ in the Canary Islands. Furthermore, it evaluated the students’ psycholinguistic abilities using the Spanish version of the ITPA.
Methods: The Strengths and Difficulties Questionnaire (SDQ) was used to assess school children problems. The Illinois Test of Psycholinguistic Abilities measured student spoken and written linguistic abilities.

Results: Student self-reports yielded different SDQ scores to parent and teacher reports. Student spoken and written linguistic abilities varied according to ten covariates.
Discussion: Perceptions about the mental health of children differed according to the groups studied. Perceptions about student abilities in the classroom were different, particularly the ability to reproduce sequences of complex and non-significant figures by memory.

Conclusion: Two outcomes emerged: a) conduct problems were the SDQ subscale that most distinguished children with cochlear implants from those with hearing aids, and b) tutor and specialist teacher experience appeared as the decisive influencing students’ psycholinguistic abilities.



https://doi.org/10.1016/j.heliyon.2021.e06446