Role Analysis of Teachers Certified in Teaching Students Who Are Deaf/Hard of Hearing Who Team-Teach in Co-Enrollment Classrooms

Abstract

A descriptive study was conducted to determine which of six teaching roles teachers of students who are deaf or hard of hearing used most often in co-enrollment classrooms with students who were deafl hard of hearing. The roles were (a) teaching students who are deaf or hard of hearing only, (b) teaching whole class, (c) interpreting, (d) teaching mixed groups of deaf and hearing, (e) teaching only hearing students, and (e) other teaching duties. Four teachers of students who are deaf or hard of hearing in primary co-enrollment classrooms were participants. Pre-service teachers enrolled in deaf education practica experiences observed the teachers and tabulated the frequency of each role. The results indicated that teachers engaged in teaching deaf students only most often, followed by teaching whole class, and interpreting. When teachers were grouped by grade level, teachers in the older grade classrooms functioned primarily as teachers of students who are deaf/heard of hearing and teachers in the younger grades functioned as whole class instructors most often. The findings suggest that teachers of students who are deaf or hard of hearing primarily engage in roles that allow them to meet the unique communication and language needs of their students.

Get full access to this article

View all access options for this article.

References

Beaver, D.L. , Hayes, P.L. , & Luetke-Stahlman, B. (1995). In-service trends: General education teachers working with educational interpreters. American Annals of the Deaf, 140, 38-46.

Brackett, D. (1990). Communication management of the mainstreamed hearing-impaired student. In Ross, M. (Ed.). Hearing-impaired children in the mainstream (pp. 119-130). Parkton, MD: York Press.

Flexer, C. (1999). Facilitating hearing and listening in young children (2nd ed.). San Diego: Singular Publishing Group.

Luckner, J.L. , & Miller, K.J. (1994). Itinerant teachers: Responsibilities, perceptions, preparation, and students served. American Annals of the Deaf , 139, 111-117.

McLesky, J. , Henry, D. , & Hodges, D. (1998). Inclusion: Where is it happening? Teaching Exceptional Children, 31(1), 4-11.

Stinson, M.S. , & Antia, S.D. (1999). Considerations in educating deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 4(3), 163-175.

Villa, R.A. , & Thousand, J.S. (1993). Redefining the role of the special educator and other support personnel. In J.W. Putnam (Ed.), Cooperative learning and strategies for inclusion: Celebrating diversity in the classroom. (pp. 57-91). Baltimore: Paul H. Brookes Publishing.

U.S. Department of Education. (1998). Twentieth annual report to congress on the implementation of the individuals with disabilities education act. Washington, D.C.: U.S. Government Printing Office.