Abstract
With the increasing number of deaf and hard-of-hearing students in local public schools in the United States (US) and Saudi Arabia (KSA), attitude and knowledge have been identified as one of the most important factors influencing the roles of teachers in inclusive classrooms (Saudi Ministry of Education, 2012; U.S. Department of Education, 2013). This study explored teachers’ knowledge and attitudes about the inclusive education of hard-of-hearing students in two elementary schools in the US and KSA. Data was collected through semi-structured interviews and classroom observation. Two themes emerged including: 1) teachers’ knowledge and understanding of teaching hard-of-hearing students and the inclusive education process; and 2) factors related to teachers’ attitudes.
Presenters
Khalid AlasimAssociate Professor, Special Education, Prince Sattam Bin Abdulaziz University, Saudi Arabia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Attitudes, Hard of hearing, Inclusion, Knowledge, Self-contained classroom
