شناسایی چالش‌های آموزشی‌ کودکان دارای آسیب شنوایی از منظر معلمان: مطالعه‌ای پدیدارشناسانه

ناآگاهی معلمان از چالش‌ها و نیازهای متفاوت آموزشی دانش‌آموزان با آسیب شنوایی، مانعی برای دستیابی به اهداف آموزشی این گروه از دانش‌آموزان است. هدف پژوهش حاضر، تحلیل تجارب زیسته آموزشی معلمان مقاطع ابتدایی و متوسطه‌ی اول دانش‌آموزان با آسیب شنوایی از چالش‌های پیش روی معلمان این دانش‌آموزان و راهکارها بود. در این پژوهش از رویکرد کیفی و روش پدیدارشناسی توصیفی بهره برده شد. میدان پژوهش، شامل معلمان مدرسه آموزش کودکان با نیازهای ویژه شهرستان سنندج در سال 1401-1402 با روش نمونه‌گیری هدفمند بود. ابزار پژوهش، مصاحبه نیمه‌ساختاریافته محقق ساخته بود که تا درجه‌ی اشباع یافتگی به تعداد 8 معلم در مقطع ابتدایی و 3 معلم در مقطع متوسطه ادامه یافت. یافته‌های پژوهش در دو بخش چالش‌های آموزشی معلمان و راهکارهای پیشنهادشده، ارائه شد. بخش چالش‌ها، در سه قسمت: 1. چالش‌های مربوط به کتاب، امکانات، روش‌ها و وسایل آموزشی، 2. چالش‌های مرتبط با شرایط معلمان و 3. چالش‌های ناشی از ویژگی‌ها و شرایط کودکان با آسیب شنوایی و خانواده‌های آن‌ها، ارائه شد. بخش راهکارها نیز در دو قسمت: 1. راهکارهای عملیاتی شده توسط معلمان و 2. پیشنهادها بود. نتایج نشان داد که معلمان در هنگام آموزش با چالش‌هایی متنوع، پیچیده، چندبعدی و فراتر از چالش‌های آموزشی دانش‌آموزان عادی روبه‌رو هستند. از همین رو، پیشنهاد می‌شود در هنگام آموزش به دانش‌آموزان با آسیب شنوایی، از روش‌ها و راهکارهایی متفاوت با دانش‌آموزان عادی و متناسب با شرایط ویژه‌ی این دانش‌آموزان، استفاده شود.

identifying the educational challenges of hearing impaired children from the perspective of teachers: a phenomenological study

teachers’ ignorance of the challenges and different educational needs of students with hearing impairment is an obstacle to achieving the educational goals of this group of students. the aim of the present study was to analyze the lived educational experiences of the teachers of elementary and middle school students with hearing impairment, the challenges faced by the teachers of these students and the solutions. in this research, qualitative approach and descriptive phenomenological method were used. the field of research included the teachers of the school for children with special needs in sanandaj city in 1401-1402 with the purposeful sampling method. the research tool was a semi-structured interview made by the researcher, which continued until the saturation level with 8 teachers at the primary level and 3 teachers at the secondary level. the findings of the research were presented in two sections: teachers’ educational challenges and suggested solutions. the challenges section was presented in three parts: 1. challenges related to books, facilities, methods and educational tools, 2. challenges related to teachers’ conditions, and 3. challenges caused by the characteristics and conditions of hearing impaired children and their families. the solutions section was divided into two parts: 1. solutions implemented by teachers and 2. suggestions. the results showed that teachers are faced with diverse, complex, multidimensional and beyond educational challenges of normal students during education. therefore, it is suggested to use methods and solutions that are different from normal students and appropriate to the special conditions of these students when teaching students with hearing impairment.keywords: educational challenges, hearing impaired students, teachers’ lived experiences.  extended abstractintroductionthe sense of hearing is one of the most important tools of human perception, and its damage can affect many human abilities. in hearing-impaired children, the development of language skills is different from that of normal children, therefore, incomplete reception of sound stimuli affects the ability of hearing-impaired children to understand language concepts and communication purposes, and makes the person face many limitations.students with hearing impairment have different characteristics and educational conditions than normal students. considering the differences of these students from ordinary people, it is expected that the learning and teaching style of these people will be different from others; therefore, the teachers of these students also face different challenges in the process of teaching them than the teachers of normal students. identifying educational challenges and solutions used by teachers of students with hearing impairment, in addition to helping to increase the ability and experiences of teachers, will improve the quality of education and as a result, students with hearing impairment will have appropriate education. therefore, the aim of the present study is to analyze the lived experiences of teachers of students with hearing impairment in primary and first secondary level of the injuries they face and to express the solutions to face these challenges.research question(s) based on the lived experiences of teachers with students with hearing impairment in elementary and first secondary school in kurdistan province, what challenges do teachers of these education levels face in educational affairs?how can we analyze the ways out of these challenges based on the lived experiences of this group of teachers?literature reviewvygotsky believes that between the ages of 2 and 7, language has both the role of guiding and directing thinking and the role of transmitting the results of thinking to others (seif, 2013); since language is an important factor in cognitive development and learning, a child with hearing loss will have learning problems in the future, especially academics (kazem targhee et al., 2011); children with hearing loss have lower perceptual-cognitive skills compared to children without hearing loss (garmabi et al., 2016), the negative effect of hearing loss in the academic areas of reading and writing is much more pronounced than math skills (kakujoybari and sharifi, 2012). children with hearing impairment have delays in phoneme recognition, rhyme matching, grammar test and word expression (ramazani et al., 2021); therefore, hearing impaired students, only if they have appropriate cognitive training, will be able to achieve some acquired levels of executive functions and emotional intelligence and increase motivational learning strategies like their normal peers (agha ziarati et al, 2021).methodologyaccording to the purpose and questions of the research, the qualitative approach and descriptive phenomenological research method of van manen’s four-stage type were used. the field of research included the teachers of the deaf school in the academic year 1402-1401. the selection of teachers was based on the purposeful sampling method. the criteria for choosing teachers was their willingness to participate in the interview and having experience working with this group of students. the data collection tool was a researcher-made semi-structured interview. the process of interviews continued based on the principle of stopping data saturation. in total, 8 primary school teachers and 3 first secondary school teachers were interviewed. open and then axial coding was used for data analysis.to increase the coherence and validity of the findings, the following things were also done: 1. the accuracy of the researchers’ opinions and sensitivities in the implementation, implementation, classification and coding of the interviews, review and rethinking of the documents in the research by the researchers. the researchers spent a lot of time reviewing the documents and the text of the interviews and analyzing the content of the answers presented in this research, and tried to control the researchers’ bias and prejudice as much as possible. 2. implementation by the members: in explaining some parts of the work process, after implementing and categorizing the questioning factors and solutions, the final report of the analysis process and the obtained categories was sent to a number of participants, or they were informed about the contents in person. 3. peer review: using the opinions of several expert colleagues in this field. for this purpose, the points of view of three professors of the department of educational sciences in the field of exceptional children in farhangian university of kurdistan and qom were taken into consideration.