Teachers Perspectives On Facilitating Factors And Challenges Of Inclusion For Students With Hearing Impairemetns

Abstract

Concerns about student participation in inclusive schools have arisen as several nations transition to inclusive education. In addition to gaining insight into the types of facilitating factors and challenges to full participation, the purpose of this study was to investigate participants perspectives of the existing situation regarding the inclusion of deaf or hard-of-hearing elementary pupils (6–12 years old). To gather information from participants, a quantitative method that included questionnaires was used. Participants filled out a the questionnaire, comprising 66 teachers from Riyadh and 82 teachers from Jazan. According to a framework analysis of the data, the participants' comprehension of inclusive teaching, inclusive education, and full involvement was lacking.