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Perceptions of Teachers’ Preparedness to Teach Deaf and Hard of Hearing Students with Additional Disabilities: A Qualitative Case Study.

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Abstract

This qualitative case study investigated the perceptions of teachers of deaf students with additional disabilities, (DSWD), and provides a window to what is happening in the classroom. It also provides relevant information for deaf education teacher preparation programs. This study sought to explore the perceptions of forty teachers of DSWD in various education settings. Content analysis was used to examine teachers’ self- reported perceptions of their preparedness in teaching DSWD, after graduating. Eight major themes emerged including, information on various disabilities, communication, teaching strategies, classroom behavior management, Specific Learning Disabilities (SLD), curriculum and standards, Individualized educational plans (IEPs), and collaboration with parents. Additional research should be conducted related to the impact of teacher preparedness on students’ outcomes.

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Acknowledgements

This Study was made possible by Grant REG Banner Index number 420226 from the Lamar University We thank the participants and the graduate student whose help and participation made this work possible. The opinions expressed are those of the authors and do not necessarily represent the views of the Lamar University.

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Correspondence to Millicent M. Musyoka.

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The institutional review board of Lamar University approved the study, and all participants consented to their participation in the study. Participants were provided opportunity to end their participation in this research study at any time. Additionally, participants were provided with Lamar University Institutional Review Board contacts to call for information regarding their rights as a research participant. All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Musyoka, M.M., Gentry, M.A. & Meek, D.R. Perceptions of Teachers’ Preparedness to Teach Deaf and Hard of Hearing Students with Additional Disabilities: A Qualitative Case Study.. J Dev Phys Disabil 29, 827–848 (2017). https://doi.org/10.1007/s10882-017-9555-z

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