What are the Challenges of Teaching Children with Hearing Loss During the COVID-19?

ASLAN F., Tuz D., YÜCEL E.

INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, vol.70, no.7, pp.1328-1339, 2023 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 70 Issue: 7
  • Publication Date: 2023
  • Doi Number: 10.1080/1034912x.2021.1986807
  • Journal Name: INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Page Numbers: pp.1328-1339
  • Keywords: COVID-19, hearing loss, special education, SELF-EFFICACY, EDUCATION
  • Hacettepe University Affiliated: Yes

Abstract

This study aimed to determine the difficulties of teaching children with hearing loss in the special education centre during the COVID-19 Pandemic in Turkey. Sixty-three professionals who works children with hearing loss participated in this study. The demographic form included personal information about the professional' and a checklist to determine the effects of the Pandemic on special education. Lastly, the professionals and the teachers completed 'The Special Education Teachers' Sense of Professional Self-Efficacy Scale'. An email or a phone message was sent to potential participants, and interested individuals were requested to complete an online questionnaire by clicking on a link that led them to a secure online data collection service (Google Forms). Statistically significant relationships were determined between professionals using virtual communication tools in the distance education, contact with their students, continuing the rehabilitation with them and providing consultancy support to their parents. While a positive correlation was observed between the professionals contacted with their students during the Pandemic, evaluating their students' development, a negative correlation was found between their competencies to meet their rehabilitation needs and their counselling needs for families. Special education specialists should be supported under special conditions such as the Pandemic and informed about telerehabilitation options.