Inclusive education is one of the most debated topics in the field of special education. The inclusion of pupils with special education needs in mainstream schools can bring numerous difficulties – pupils with a hearing impairment may for example experience a communication barrier. The hearing impairment itself affects the pupil’s speech and its comprehension. For deaf pupils who use Czech sign language and have to use an interpreter to communicate with their peers (and teachers) is the communication barrier significantly exacerbated. With the communication barrier also comes the social barrier and the exclusion of the pupil from the class collective. The author has already dealt with this topic in the past and has extended the research for the whole Czech Republic. The aim of the research itself will be to describe the position of pupils with hearing impairment in the school collective and the characteristics of their social roles; an important point will be the climate of the class (school) in which the pupil is educated. The issue itself will be investigated by means of a questionnaire survey (aimed at teaching staff), classroom observations, interviews with parents and teachers of pupils. Special methods focused on the school (classroom) climate will also be used – for example, SO-RA-D (Sociometric Rating Method). The outcome of the whole research investigation is the creation of a publication on the issue of education of pupils with hearing impairment, which will include suggestions for classroom work and the inclusion of the pupil into the classroom team.

Author: Wanda Tureckiová

Published in: World Congress on Special Needs Education (WCE-2022)

• Date of Conference: 14-16 November 2022
• DOI: 10.20533/WCSNE.2022.0004
• ISBN: 978-1-913572-53-2
• Conference Location: Virtual (London, UK)