Strategies That Teachers Use to Support the Inclusion of Students Who Are Deaf and Hard of Hearing

Abstract

This qualitative study was designed to gather information about the teaching practices of general education teachers in a small sample of K-6 inclusive elementary classrooms in a small town in the Midwest. The purpose of the study was to examine whether general education teachers used strategies that promote the inclusion of students who are deaf or hard of hearing (DHH) and to identify the ways in which these strategies were applied. The data was gathered through observations and interviews with the participation of three general education teachers. Per the research that has been carried out, it is possible to conclude that the general education teachers attempted to support the inclusion of students who are DHH by employing various strategies. Additionally, this study’s findings contribute important information to the literature regarding teachers’ educational backgrounds and the support of other staff such as interpreters and special education teachers associated with the education of students who are DHH.