Izvorni znanstveni članak
https://doi.org/10.31299/hrri.53.2.4
Raising Awareness Among Secondary School Students About the Needs of Their Deaf and Hard-of-Hearing Peers
Zlatka Kozjak Mikić
orcid.org/0000-0001-6187-6960
; Zdravstveno učilište, Zagreb
Mirna Šaban
; Zdravstveno učilište, Zagreb
Vesna Ivasović
; Agencija za odgoj i obrazovanje, MZOS, Zagreb
Sažetak
Although meeting the needs of students with disabilities should be a priority in every school in the country, the inclusion of deaf and hard-of-hearing (D/HH) students in the educational system is still inadequate. A lack of experience, stereotypes and incomplete professional support can have a negative effect on D/HH students’ acceptance and their academic and socioemotional development. The goal of this study was to collect data on the attitudes of secondary school students towards their D/HH peers, as well as to create and evaluate a Programme to raise awareness of their needs. The Inclusion of Deaf or Hard of Hearing Students Inventory (Hung 2005) was translated and adapted to the Croatian language. It provided the data on hearing students’ perceived closeness to D/HH peers, frequency of their prior voluntary contacts with D/HH peers, and perception of classroom climate related to inclusion. Out of 200 participants (secondary school students, aged between 15.5 and 16.5 years.), 105 of them participated in the Awareness Raising Programme. Forty-six of them were from two classrooms attended by D/HH students, whereas 59 of them attended classes with no D/HH classmates. The remaining 95 students were a control group, which did not participate in the Awareness Raising Programme. Data were collected before and after the implementation of the Programme and analysed using the t test, analysis of variance and standard regression analysis. The findings show that the perceived closeness to D/HH peers was relatively high, meaning that the attitudes toward them were positive. The least positive attitudes were found in classrooms with a D/HH student. The implemented Programme did not contribute to attitude change. Factors that significantly contributed to the prediction of attitudes were frequent voluntary contact with D/HH students, more positive perception of the classroom climate related to inclusion, and the enrollment of a D/HH student in the classroom. Results are discussed in the context of similar prior research and the efficiency of the implemented Programme. Recommendations for the inclusion of D/HH students in general education classrooms are provided.
Ključne riječi
attitudes; deaf and hard of hearing students; inclusion
Hrčak ID:
191746
URI
Datum izdavanja:
30.12.2017.
Posjeta: 1.794 *