Language, speech, and hearing services in schools · 2026
Teachers' Knowledge, Attitudes, and Behaviors Regarding Hearing Loss and Inclusive Education.
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Sendesen İrem, Şahin Kamışlı Gurbet İpek, Sönmez Gamze
Аннотация
OBJECTIVE: This study assessed the knowledge levels of classroom teachers concerning students with hearing loss (HL) and hearing aids (HAs) and examined the complex interrelationships between this knowledge, their inclusive classroom behaviors, and their attitudes.
METHOD: A descriptive survey model was employed with a sample of 200 classroom teachers from diverse urban, rural, public, and private schools. Data were collected using a demographic form, the Teacher Questionnaire on Hearing Loss and Hearing Aids, and the Inclusive Education Attitude Scale. Nonparametric statistical analyses, including correlation tests, group comparisons, and multiple regression, were conducted. Advanced analytical methods were also used to validate the findings.
RESULTS: Teachers demonstrated a moderate level of knowledge related to HL/HAs while maintaining generally positive attitudes toward inclusion. A significant training gap was identified, as the vast majority of participants reported no formal education on childhood HL. Factual knowledge emerged as the most robust predictor of supportive classroom behaviors, a finding consistently supported by both regression and machine learning analyses. Notably, a negative correlation was observed between proactive inclusive behaviors and teachers' perceptions of structural support. Furthermore, significant disparities were identified based on school type and location, with higher competency levels observed in urban and private school settings.
CONCLUSIONS: The findings indicate that teacher readiness for including students with HL is characterized by positive intentions but is hampered by significant knowledge gaps and contextual inequalities. Effective inclusion requires a multifaceted approach: enhancing teacher training with practical, knowledge-based modules; fostering sustainable professional development and collaboration; moving beyond a deficit view of disability; and implementing policies that bridge resource gaps between schools to ensure all students with HL receive equitable support.
METHOD: A descriptive survey model was employed with a sample of 200 classroom teachers from diverse urban, rural, public, and private schools. Data were collected using a demographic form, the Teacher Questionnaire on Hearing Loss and Hearing Aids, and the Inclusive Education Attitude Scale. Nonparametric statistical analyses, including correlation tests, group comparisons, and multiple regression, were conducted. Advanced analytical methods were also used to validate the findings.
RESULTS: Teachers demonstrated a moderate level of knowledge related to HL/HAs while maintaining generally positive attitudes toward inclusion. A significant training gap was identified, as the vast majority of participants reported no formal education on childhood HL. Factual knowledge emerged as the most robust predictor of supportive classroom behaviors, a finding consistently supported by both regression and machine learning analyses. Notably, a negative correlation was observed between proactive inclusive behaviors and teachers' perceptions of structural support. Furthermore, significant disparities were identified based on school type and location, with higher competency levels observed in urban and private school settings.
CONCLUSIONS: The findings indicate that teacher readiness for including students with HL is characterized by positive intentions but is hampered by significant knowledge gaps and contextual inequalities. Effective inclusion requires a multifaceted approach: enhancing teacher training with practical, knowledge-based modules; fostering sustainable professional development and collaboration; moving beyond a deficit view of disability; and implementing policies that bridge resource gaps between schools to ensure all students with HL receive equitable support.