Educational Implications for Students With Sensory Impairments in Inclusive Settings: Tips and Strategies
Özet
This chapter by Ayse Nur Kart and Mehmet Kart examines the educational implications and instructional strategies for successfully integrating students with sensory impairments—specifically those who are d/Deaf or Hard of Hearing (d/Dhh) and visually impaired—into inclusive general education classrooms. Highlighting the global and national growth of inclusive education, the authors detail the diverse demographics, causes, and classifications of hearing loss and visual impairments. For d/Dhh students, who represent a heterogeneous group with varied hearing capabilities and communication preferences, the text explores major communication philosophies including oral methods, sign language, Cued Speech, and Total Communication. It emphasizes essential environmental adaptations, visual supports, assistive listening technology like FM systems, and differentiated instruction based on Universal Design for Learning principles. For students who are blind or visually impaired, the chapter outlines key assistive technologies such as screen readers, tactile graphics, audiobooks, and video magnifiers (CCTVs), alongside practical classroom accommodations including preferential seating, proper lighting, tactile materials, and peer support systems. Ultimately, the authors conclude that effective inclusion depends on tailoring instruction to individual needs, deploying appropriate technological aids, and fostering active collaboration among general education teachers, specialized educators, and parents to optimize both academic and social outcomes for all learners.
Referanslar
Allman, T., Wolters Boser, S., & Murphy, E. M. (2019). Including students who are deaf or hard of hearing: Principles for creating accessible instruction. Preventing School Failure: Alternative Education for Children and Youth, 63(2), 105-112.
American Printing House for the Blind. (2018). Annual report: Distribution of eligible students based on the federal quota census. https://nyc3.digitaloceanspaces.com/aph/app/uploads/2019/05/26161021/Annual-Report-FY2018-accessible-1.pdf
Berndsen, M., & Luckner, J. (2012). Supporting students who are deaf or hard of hearing in general education classrooms: A Washington state case study. Communication Disorders Quarterly, 33(2), 111-118.
Bruce, S. M., & Borders, C. (2015). Communication and language in learners who are deaf and hard of hearing with disabilities: Theories, research, and practice. American Annals of the Deaf, 160(4), 368-384.
CDC. (n.d.). Early Intervention: Communication and Language Services for Families of Deaf and Hard of Hearing Children. Retrieved from https://www.cdc.gov/ncbddd/hearingloss/freematerials/communication_brochure.pdf
Dev, P. C. (1996). Mainstreaming and inclusion of students with learning disabilities: Perspectives of general educators in elementary and secondary schools (Doctoral dissertation, Purdue University).
Easterbrooks, S. R., & Stephenson, B. H. (2012). Clues from research: Effective instructional strategies leading to positive outcomes for students who are deaf or hard of hearing. Odyssey: New Directions in Deaf Education, 13, 44-49.
Easterbrooks, S. R., Stephenson, B., & Mertens, D. (2006). Master teacher’s responses to twenty literacy and science/mathematics practices in deaf education. American Annals of the Deaf, 151(4), 398–409.
Erbas, E. (2017). Strategies that teachers use to support the inclusion of students who are deaf and hard of hearing (unpublished Master Thesis), [Bloomington, Ind.]: Indiana University).
Gallaudet Research Institute. (2014). Regional and national summary report of data from the 2013–14 annual survey of deaf and hard of hearing children and youth. Washington, DC: Gallaudet University, Gallaudet Research Institute.
Gilmour, A. F., Fuchs, D., & Wehby, J. H. (2019). Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students with and without disabilities. Exceptional Children, 85(3), 329-346.
Gravel, J. S., & O'Gara, J. (2003). Communication options for children with hearing loss. Mental retardation and developmental disabilities research reviews, 9(4), 243-251.
Guardino, C. (2015). Evaluating teachers’ preparedness to work with students who are deaf and hard of hearing with disabilities. American Annals of the Deaf, 160(4), 415-426.
Guardino, C., & Cannon, J. E. (2015). Theory, research, and practice for students who are deaf and hard of hearing with disabilities: Addressing the challenges from birth to postsecondary education. American Annals of the Deaf, 160(4), 347–355.
Harris, M., Terlektsi, E., & Kyle, F. E. (2017a). Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school. The Journal of Deaf Studies and Deaf Education, 22(2), 233-242.
Hartman, M. C., Nicolarakis, O. D., & Wang, Y. (2019). Language and literacy: Issues and considerations. Education Sciences, 9(3), 180.
Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28(1), 25–32.
Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum: Universal design for learning. Teaching exceptional children, 35(2), 8-17.
Hong, S. (2012). An alternative option to dedicated braille notetakers for people with visual impairments: Universal technology for better access. Journal of Visual Impairment & Blindness, 106(10), 650-655.
Huston, J. (2007). Special education inclusion. Retrieved from http://weac.org/articles/specialedinc/
Kelly, S., M., & Smith, D., W. (2011). The impact of assistive technology on the educational performance of students with visual impairments: A synthesis of the research. Journal of Visual Impairment & Blindness, 105(2), 73-83.
Knoors, H., & Hermans, D. (2010). Effective instruction for deaf and hard-of-hearing students: Teaching strategies, school settings, and student characteristics. The Oxford handbook of deaf studies, language, and education, 2, 57-71.
Lagrow, S. J. (1981). Effects of Training on CCTY Reading Rates of Visually Impaired Students. Journal of Visual Impairment & Blindness, 75(9), 368-373.
Luckner, J. L., Bruce, S. M., & Ferrell, K. A. (2016). A summary of the communication and literacy evidence-based practices for students who are deaf or hard of hearing, visually impaired, and deafblind. Communication Disorders Quarterly, 37(4), 225-241.
Luckner, J. L., & Carter, K. (2001). Essential competencies for teaching students with hearing loss and additional disabilities. American Annals of the Deaf, 146, 7–15. doi:10.1353/aad.2012.0065.
Mayer, C., & Trezek, B. J. (2018). Literacy outcomes in deaf students with cochlear implants: Current state of the knowledge. The Journal of Deaf Studies and Deaf Education, 23(1), 1-16.
Moores, D. F. (2010). The history of language and communication issues in deaf education. The Oxford handbook of deaf studies, language, and education, 2, 17-30.
Musyoka, M. M., Gentry, M. A., & Meek, D. R. (2017). Perceptions of Teachers’ Preparedness to Teach Deaf and Hard of Hearing Students with Additional Disabilities: A Qualitative Case Study. Journal of Developmental and Physical Disabilities, 29(5), 827-848.
Paul, P. (2009). Language and deafness (4th ed.). Jones and Bartlett Publishers.
Paul, P. (2015). In Praise of Doubt and Systematic Inquiry : Conclusion. American Annals of the Deaf, 159(5), 387–392.
Paul, P. V. (2014). In Praise of Doubt and Systematic Inquiry. American Annals of the Deaf, 159(4), 305–311.
Paul, P. V. (2019). The development of reading in d/Deaf and hard of hearing students. Riyadh, Saudi Arabia: King Abdullah Bin Abdulaziz International Center for the Arabic Language. (Monograph published in Arabic)
Paul, P. V. (2021). The Qualitative Similarity Hypothesis: A Commentary. Human Research in Rehabilitation, 11(2): 56–61.
Paul, P. V., & Lee, C. (2010). The qualitative similarity hypothesis. American Annals of the Deaf, 154(5), 456–462.
Paul, P. V., & Wang, Y. (2012). Literate thought understanding comprehension and literacy. Jones & Bartlett.
Paul, P. V., Wang, Y., Trezek, B. J., & Luckner, J. L. (2009). Phonology is necessary, but not sufficient: A rejoinder. American Annals of the Deaf, 154(4), 346–356.
Paul, P. V., Wang, Y., & Williams, C. (2013). Deaf students and the qualitative similarity hypothesis: Understanding language and literacy development. Gallaudet University Press.
Paul, P. V., & Whitelaw, G. M. (2011). Hearing and deafness: An introduction for health and education professionals. Sudbury, MA: Jones and Bartlett Publishers.
Qi, S., & Mitchell, R. E. (2012). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. Journal of Deaf Studies and Deaf Education, 17(1), 1-18.
Rosenblum, L., P., & Herzberg, T., S. (2015). Braille and tactile graphics: Youths with visual impairments share their experiences. Journal of Visual Impairment & Blindness, 36(3), 173-184.
Sapp, W., & Hatlen, P. (2007). Perceptions of teachers of students with visual impairments on their preparation to teach the Expanded Core Curriculum. Unpublished manuscript.
Sapp, W., & Hatlen, P. (2010). The expanded core curriculum: Where we have been, where we are going, and how we can get there. Journal of Visual Impairment & Blindness, 104(6), 338-348.
Shepherd, C. M., & Alpert, M. (2015). Using Technology to Provide Differentiated Instruction for Deaf Learners. Journal of Instructional Pedagogies, 16.
Shields, M., & Lennox, M. (2017). Strategies to address educational needs of students who are deaf or hard of hearing. TEACH Journal of Christian Education, 11(2), 2.
Smith, T. E., Polloway, E. A., Patton, J. R., Dowdy, C. A., & Doughty, T. T. (2015). Teaching students with special needs in inclusive settings. Pearson.
Spencer, P. E., & Marschark, M. (2010). Evidence-based practice in educating deaf and hard-of-hearing students. Oxford University Press.
Spooner, S. (2014). "What page, miss?" enhancing text accessibility with DAISY (digital accessible information System). Journal of Visual Impairment & Blindness, 108(3), 201-211.
Stanford, B., & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit framework, and universal design for learning. Teaching Exceptional Children Plus, 5(6), n6.
Thagard, E. K., Hilsmier, A. S., & Easterbrooks, S. R. (2011). Pragmatic language in deaf and hard of hearing students: correlation with success in general education. American Annals of the Deaf, 155(5), 526–534. http://doi.org/10.1353/aad.2011.0008
The Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).
The Virginia Department of Education. (2019). Guidelines for Working with Students Who Are Deaf and Hard of Hearing in Virginia Public Schools. Retrieved from https://townhall.virginia.gov/l/GetFile.cfm?File=C:%5CTownHall%5Cdocroot%5CGuidanceDocs_Proposed%5C201%5CGDoc_DOE_4444_20191223.pdf
Traxler, C. B. (2000). The stanford achievement test, 9th edition: National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 5(4), 337–48.
Trezek, B. J., & Hancock, G. R. (2013). Implementing instruction in the alphabetic principle within a sign bilingual setting. Journal of Deaf Studies and Deaf Education, 18(3), 391–408. http://doi.org/10.1093/deafed/ent016
U.S. Department of Education, National Center for Education Statistics. (2016). The digest of education statistics, 2014 (NCES 2016-006), Table 204.30.
U.S. Department of Education, National Center for Education Statistics. (2016). The digest of education statistics, 2014 (NCES 2016-006), Table 204.60.
Welsh, R. L., & Tuttle, D. W. (1997). Congenital and adventitious blindness. In J. E. Moore, W. H. Graves & J. B. Patterson (Eds.) Foundations of rehabilitation counseling with persons who are blind or visually impaired (1st ed.) (pp. 60-79). AFB Press.
Wiener, W. R., Richard L. W., and Bruce B. B. Foundations of Orientation and Mobility: Volume 1, History and Theory. New York: AFB, 2010. Print.
