Mainstreaming Students with Hearing Impairment in Regular Schools: A Teachers' Perspective

Abstract

This study aimed at identifying the teachers'
perspective toward mainstreaming students with Hearing
Impairment (HI) in regular schools in Jordan. In addition to
determining the possible differences according to school
type, grade level, placement, specialization, and teachers'
perception of success in taking care of HI students. To
achieve the objective of the study, the researchers developed
a questionnaire that consisted of 48 items. The study sample
consisted of 105 teachers who teach HI students from Grade
Two up to the secondary stage. The results revealed that
teachers' perspective of mainstreaming were positive on
eight items, neutral on thirty-seven items, and negative on
three items. Moreover, the results showed significant
differences at (α=>.05) due to school type in favor of private
schools, placement in favor of regular schools, grade level in
favor of elementary level, and specialization in favor of other
specializations which are unrelated to special education. In
the other hand, the result showed no significant differences
due to teachers' perceptives toward their success in care of
HI students.