Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education Practices

Öz

The aim of this study is to examine the experiences of students with hard of hearing (HH) in inclusive education practices, their teachers and parents regarding the distance education process. This research was designed with the phenomenological approach from qualitative research methods. The participants consisted of five secondary school students with HH studying at general education schools, their five parents, and ten teachers teaching students with HH. The data was collected in the 2021-2022 academic year through semi-structured interviews. In the study, it was determined that students with HH show reluctant and irregular participation in online courses. On the other hand, it was concluded that online courses were not adapted to the special needs of students and they did not get support special education services. All parents of students with HH were unable to participate in the distance education process. Distance education could be used in only support education or not at all unless it is necessary. The anxiety disorder, anger control problems and behavioural disorders brought on by adolescence increased with the decrease in socialisation in COVID-19-related closures.

Anahtar Kelimeler

• Distance Education
• Inclusive education Practices
• Online Courses
• Students with hard of hearing

Kaynakça

1. Akçakaya, H., & Baş, N. (June 22-25, 2022). The changing needs of children and young people with hearing loss and emerging needs in the epidemic period [Oral Presentation]. International Ejer Congress, Izmir, Turkey.
2. Aljedaani, W., Krasniqi, R., Aljedaani, S., Mkaouer, M. W., Ludi, S., & Al-Raddah, K. (2022). If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: A literaturereview. Universal Access in the Information Society, 1-20. https://doi.org/10.1007/s10209-022-00897-5
3. Alqraini, F. M., & Alasim, K. N. (2021). Distance education for d/Deaf and hard of hearing students during the COVID-19 pandemic in Saudi Arabia: Challenges and support. Research in Developmental Disabilities, 117, 104059. https://doi.org/10.1016/j.ridd.2021.104059
4. Alsadoon, E., & Turkestani, M. (2020). Virtual classrooms for hearing-impaired students during the COVID-19 pandemic. Revista Romaneasca pentru Educatie Multidimensionala, 12(1Sup2), 01-08. https://doi.org/10.18662/rrem/12.1sup1/240
5. Alshawabkeh, A. A., Woolsey, M. L., & Kharbat, F. F. (2021). Using online information technology for deaf students during COVID-19: A closer look from experience. Heliyon, 7(5), e06915. https://doi.org/10.1016/j.heliyon.2021.e06446
6. Andrews, J. F., Shaw, P. C., & Lomas, G. (2011). Deaf and hard of hearing students. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 233–246). New York: Routledge.
7. Barak, A., & Sadovsky, Y. (2008). Internet use and personal empowerment of hearing-impaired adolescents. Computers in Human Behavior, 24(5), 1802-1815. https://doi.org/10.1016/j.chb.2008.02.007
8. Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and method. Boston, USA: Allyn & Bacon.

9. Borders, C. M., Barnett, D., & Bauer, A. M. (2010). How are they really doing? Observation of inclusionary classroom participation for children with mild-to-moderate deafness. Journal of Deaf Studies and Deaf Education, 15(4), 348-357. https://doi.org/10.1093/deafed/enq028
10. Cheng, S., & Cheng, S. (2023). Psychological stress and perceived school success during COVID-19 among parents of children who are deaf or hard of hearing. Commun Disord Q. 44(2), 89-97. https://doi:10.1177/15257401221078788
11. Cole, E. B. & Flexer, C. (2007). Children with hearing loss: Developing listening and talking birth to six. Plural Pub.
12. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
13. Denzin, N. K. (Ed.) 1978. Triangulation: A case for methodological evaluation and combination. In Sociological methods: A sourcebook (pp. 339–357). McGraw-Hill.
14. Erikson, E. H. (1959). Identity and the life cycle. (Psychological Issues Monograph No. 1). International Universities Press.
15. Joint Committee on Infant Hearing. (2019). Year 2019 position statement: Principles and guidelines for early hearing detection and intervention programs. Journal of Early Hearing Detection and Intervention, 4(2), 1–44. https://doi.org/10.15142/fptk-b748
16. Kritzer, K. L., & Smith, C. E. (2020). Educating deaf and hard-of-hearing students during COVID-19: What parents need to know. The Hearing Journal, 73(8), 32. https://doi.org/10.1097/01.HJ.0000695836.90893.20
17. Kruszewska, A., & Lavrenova, M. (2022). The educational opportunities of Ukrainian children at the time of the Russian invasion: Perspectives from teachers. Education 3-13, 1-14. https://doi.org/10.1080/03004279.2022.2083211
18. Ling, D. (2002). Speech and the hearing-impaired child: Theory and practice (2nd ed.). Alexander Graham Bell
19. Luckner, J. L., & Muir, S. (2001). Successful students who are deaf in general education settings. American Annals of the Deaf, 146(5), 435-446. https://doi.org/10.1353/aad.2012.0202
20. Madhesh, A. (2021). Full exclusion during COVID-19: Saudi deaf education is an example. Heliyon, 7(3), e06536. https://doi.org/10.1016/j.heliyon.2021.e06536
21. Mantzikos, C. N., & Lappa, C. S. (2020). Difficulties and barriers in the education of deaf and hard of hearing ındividuals in the era of Covid-19: the case of Greece - a viewpoint article. European Journal of Special Education Research, 6(3), 75–95. https://doi.org/10.46827/ejse.v6i3.3357.
22. Markova, T. (2021). Educators’ and students’ perceptions of online distance education before and amid COVID-19: Key concerns and challenges. In SHS Web of Conferences, 99, 01018. https://doi.org/10.1051/shsconf/20219901018
23. Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. (2nd ed). Thousand Oaks, CA: Sage.
24. Öz, C., Koç, M. K., & Çınar, Ç., B. (2022). The effects of Covid-19 pandemic on children with hearing aids. Turkish Journal of Audiology and Hearing Research, 5(2), 29-34. https://doi.org/10.34034/tjahr.1092354
25. Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2021). E-inclusion: Online special education in Italy during the Covid-19 pandemic. Technology, Pedagogy and Education, 30(1), 111-124. https://doi.org/10.1080/1475939X.2020.1856714
26. Sani-bozkurt, S., Bozkuş Genç, G., Vuran, S., Yıldız, G., Çelik, S., Diken, İ., Uysal, Ç., Gürgür, H., Kalaycı, G., Diken, Ö., Ateşgöz, N. N., İçyüz, R., Doğan, M., Şafak, P., & Demiryürek, P. (2022). Expert perspectives on distance special education interventions for students with special needs and their families in Turkey during the COVID-19 pandemic. Ankara University Faculty of Educational Sciences Journal of Special Education, 23 (1), 133-164. https://doi.org/10.21565/ozelegitimdergisi.786118
27. Sarıca, A.D. (2016). Interactive book reading program (IBRD): Theoretical foundations. C. Ergül (Ed.), Within the interactive book reading program (EKOP) for the development of language and early literacy skills (pp. 1-24). Eğiten Kitap.
28. Schafer, E. C., Kirby, B., & Miller, S. (2020). Remote microphone technology for children with hearing loss or auditory processing issues. Seminars in Hearing, 41(4), 277-290. https://doi.org/10.1055/s-0040-1718713
29. Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers’ college press.
30. Sider, S., Maich, K., Morvan, J., Villella, M., Ling, P., & Repp, C. (2021). Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs. Journal of Research in Special Educational Needs, 21(3), 233-241. https://doi.org/10.1111/1471-3802.12515
31. Smith, C. (2020). Challenges and opportunities for teaching students with disabilities during the COVID-19 pandemic. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 167-173. https://doi.org/10.1111/1471-3802.12515
32. Smith, P., & Davis, A. (2014). The benefits of using Bluetooth accessories with hearing aids. International Journal of Audiology, 53(10), 770-773. https://doi.org/10.3109/14992027.2014.941075
33. Stika, C. J., Eisenberg, L. S., Johnson, K. C., Henning, S. C., Colson, B. G., Ganguly, D. H., & Des Jardin, J. L. (2015). Developmental outcomes of early-identified children who are hard of hearing at 12 to 18 months of age. Early Human Development, 91(1), 47-55. https://doi:10.1016/j.earlhumdev.2014.11.005
34. Sucuoğlu, B., & Kargın, T. (2006). Inclusive practices: Approaches, methods, techniques. Morpa Publishing.
35. Swanwick, R., Oppong, A. M., Offei, Y. N., Fobi, D., Appau, O., Fobi, J., & Frempomaa Mantey, F. (2020). The impact of the Covid-19 pandemic on deaf adults, children and their families in Ghana. Journal of the British Academy, 8, 141-165. https://doi.org/10.5871/jba/008.141
36. Şahlı, A. S. (2020). Special education for children affected by auditory impairment during the COVID-19 pandemic: Problems and solutions. In Y.K. Kemaloğlu (Eds), Coronavirus disease 2019 (COVID-19) and applications for individuals affected by hearing impairment (Otology/Otoneurology, Audiology and Special Education, p.59- 67). 1st Ed. Ankara: Turkey Clinics.
37. Şenel, E., Gümüş, N. M., & Ünsal, S. (2022). Evaluation of the effect of direct connection feature of hearing aids on speech comprehension. Journal of Medical Sciences, 3(3), 153-158. https://doi.org/10.46629/JMS.2022.88
38. Şenol, F. B., & Yaşar, M. C. (2020). “Special education” from teacher and parent's perspective in the Covid-19 pandemic process. National Education Journal, 49(1), 439-458. https://doi.org/10.37669/milliegitim.787808
39. Taddei, A., López, E. A., & Reyes, R. (2021). Children with hearing disabilities during the pandemic: Challenges and perspectives of inclusion. Education Sciences & Society-Open Access, 12(1), 178-196. https://doi.org/10.3280/ess1-2021oa11871
40. Temiz, Z., & Parlak-Rakap, A. (2018). Ready for inclusion through adaptation activities. Elementary Education Online, 17(3), 1739-1750. https://doi.org/10.17051/ilkonline.2018.466428
41. Turnbull, A. Turnbull R., Wehmeyer, M., & Shogren, K. (2013). Exceptional lives: Special education in today’s schools (7th Ed). Pearson.
42. Tuz, D., Aslan, F., & Yücel, E. (2023). The effects of the COVID-19 pandemic on children and adolescents with hearing loss: A descriptive research on changes in auditory perception and daily routines from the parents’ perspective. Turkiye Klinikleri Journal of Health Sciences, 8(3), 469-478. https://doi:10.5336/healthsci.2022-95053
43. Ünay, E., Erdem, R., & Çakıroğlu, O. (2021). Distance education applications in special education during the Covid-19. Journal of Uludag University Faculty of Education, 34, 158-184. https://doi.org/10.19171/uefad.845915
44. Viola, T. W., & Nunes, M. L. (2022). Social and environmental effects of the Covid-19 pandemic on children. Jornal de Pediatria, 98(1), 4-12. https://doi.org/10.1016/j.jped.2021.08.003
45. Yang, Y., Xiao, Y., Liu, Y., Li, Q., Shan, C., Chang, S., & Jen, P. H. S. (2021). Mental health and psychological impact on students with or without hearing loss during there currence of the Covid-19 pandemic in China. International Journal of Environmental Research and Public Health, 18(4), 1421. https://doi.org/10.3390/ijerph18041421