Teaching Practices in Self-Contained Classrooms for Students with Hearing Impairment: A Qualitative Inquiry

Abstract

Teachers of students with hearing impairment perform their key responsibilities of teaching students in special education classrooms. This research explores the current instructional practices employed in self-contained classrooms for students with hearing impairment by their teachers. This study was qualitative, followed by an exploratory type. A sample of 21 participants was selected using a purposive sampling technique until the data reached saturation. A semi-structured interview was used for data collection. The validity of instruments was confirmed through the experts (N=2). An extensive literature review helped the researchers to examine instrument’s reliability. The data was analysed through qualitative data analysis software NIVO 15 by applying the open coding technique to generate codes, categories, sub-themes, and then major themes. Data analysis revealed Five (05) major themes that are existing teaching practices, problems faced by students with hearing impairment, challenges for teachers, efforts of the teachers, and teaching approaches. The findings from this study revealed that teachers teach their students according to their special educational needs, but teachers require professional training to acquire competency in the teaching & learning process. This study recommends that adequate educational resources should be provided in the classes of hearing-impaired students for quality education.