Elementary School Teachers’ Attitudes Toward the Inclusion of Deaf and Hard of Hearing Students in Two Midwestern Urban Schools

Abstract

This qualitative study aimed to investigate teachers’ perceptions and attitudes toward the inclusion of deaf and hard of hearing (DHH) students and possible factors influencing their attitudes, and to provide recommendations to promote positive attitudes. Eight elementary general education teachers teaching DHH students in inclusive settings were interviewed individually and observed during instruction. Relevant themes were identified from the collected data. Findings showed that although teachers held favorable attitudes toward including DHH students in their classrooms, they held more positive attitudes toward including students with low-level hearing loss than profoundly deaf or deaf students. Main factors influencing participants’ attitudes and the success of inclusive education programs were perceived as teacher training and support. To change teachers’ attitudes positively and enable successful inclusion, stakeholders should consider factors affecting teachers’ attitudes. Timely and consistent support for both teachers and students should be an integral part of these education programs.