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SPECIAL EDUCATION TEACHERS’ PERCEPTIONS ABOUT PROJECT-BASED TEACHING: IMPLICATIONS FORTEACHING OF COMPUTER ASSISTED LANGUAGE LEARNING (CALL) FORHEARING IMPAIRED (HI) CHILDREN

Year 2016, Volume: 5 Issue: 1, 31 - 39, 30.06.2016

Abstract

This study investigatesspecial education teachers’ perceptions about project-based teaching methods, teacher roles, success and evaluation inProject-based teaching and traditional classroom instruction for HI Children. The analysis is based on qualitative data collected in public and private schools of Hearing Impaired Children. In-depth analysis ofinterviews and observations revealed the in-depth perceptions of special education teachers. These views were based on degree of experience and environment of school. In general, project-based methods were preferred among Special education teachers, who mostly perceived themselves as facilitators and considered motivation and transmission of values central to their work. Special education teachers appeared to capitalize on the use of CALL and project-based teaching in future for HI children.

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There are 40 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ghulam Haıder This is me

Tariq Nadeem Khan This is me

Publication Date June 30, 2016
Published in Issue Year 2016 Volume: 5 Issue: 1

Cite

APA Haıder, G., & Khan, T. N. (2016). SPECIAL EDUCATION TEACHERS’ PERCEPTIONS ABOUT PROJECT-BASED TEACHING: IMPLICATIONS FORTEACHING OF COMPUTER ASSISTED LANGUAGE LEARNING (CALL) FORHEARING IMPAIRED (HI) CHILDREN. International Online Journal of Primary Education, 5(1), 31-39.

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