Perceived Difficulties of English Language Teachers Towards Teaching Hearing Impaired

Authors: Vidhyanathan. S

Pages: 31-36

Abstract:

The main purpose of the study is to determine the perceived difficulties of English language teachers towards teaching hearing impaired in inclusive educational settings. A group of 184 English language teachers were selected randomly from the upper primary mainstream teachers’ population, who are teaching in Puducherry schools. Survey research design was used to determine the perceived difficulties of English language teachers towards teaching hearing impaired in mainstream schools, using the researcher developed perceived difficulties towards teaching hearing impaired scale with 10 items to assess perceived difficulties towards teaching hearing impaired. Reliability of the scale in terms of Cronbach alpha for the scale was found to be 0.92. Independent t test, F tests (One-Way ANOVA) and One-Way MANOVA was used to quantitatively analyse the perceived difficulties towards teaching hearing impaired. The findings of the study indicates that the teachers in the mainstream education fully acknowledge that they do not any find difficult in the inclusive teaching process to hearing impaired as well as they equipped themselves to teach hearing impaired students and also revealed that English language teachers with experience in teaching hearing impaired have no much difficulties in order to teach hearing impaired students in inclusive educational settings. This study suggested that the teachers should be given opportunity to undergo pre-service and in service training to teach hearing impaired to manage and to provide effective and quality teaching to hearing impaired in inclusive educational settings.