包容性课堂中的隐性障碍：教师对听力损失学生参与情况的感知与学生自身经历

文献信息

中文摘要

目的： 本研究考察普通教育教师如何看待主流课堂中听力损失学生的学校参与情况，以及他们认为哪些因素促进或阻碍了参与。第二个目的是将教师的观点与学生的自述进行比较，以识别在感知参与方面的趋同与分歧，从而揭示隐性障碍并为包容性实践提供依据。
方法： 采用定性描述性设计，以深入捕捉参与者的生活经历。数据通过对来自德国19所主流学校的25名普通教育教师（21名女性，4名男性）进行半结构化访谈收集。教师的观点采用主题分析法进行分析，并与先前收集的听力损失学生的定性数据进行系统比较。
结果： 教师总体上报告了对包容的积极态度，并强调了支持性关系以及清晰沟通和课堂调整等策略。然而，他们往往低估了学生充分参与所需的认知、情感和社会努力。虽然学生确认了教师和同伴支持的重要性，但他们强调了听觉疲劳、调整措施实施不一致以及助听设备选择性或受限使用等持续存在的挑战。在自主性解读、设备管理和课堂调整充分性方面出现了分歧，揭示了感知参与与经历参与之间的差距。
结论： 听力损失学生的包容性参与需要的不仅仅是技术和结构上的便利。教师对与倾听和参与相关的隐性认知和情感需求的意识至关重要。这些发现强调了有针对性的专业发展以及对学生在校生活经历的细致理解的必要性，以促进主流课堂中的公平可及、社会归属感和有意义的包容。
补充材料： https://doi.org/10.23641/asha.33639619。

英文摘要

PURPOSE: This study examined how general education teachers perceive the school participation of students with hearing loss in mainstream classrooms and which factors they identify as facilitating or hindering participation. A second aim was to compare teachers' perspectives with students' own accounts to identify convergences and divergences in perceived participation, thereby revealing hidden barriers and informing inclusive practice.
METHOD: A qualitative, descriptive design was employed to capture in-depth insights into participants' lived experiences. Data were collected through semistructured interviews with 25 general education teachers (21 women, four men) from 19 mainstream schools in Germany. Teachers' perspectives were analyzed using thematic analysis and systematically compared with previously collected qualitative data from students with hearing loss.
RESULTS: Teachers generally reported positive attitudes toward inclusion and emphasized supportive relationship and strategies such as clear communication and classroom adaptions. However, they often underestimated the cognitive, emotional, and social effort required for students' full participation. While students confirmed the importance of teacher and peer support, they highlighted listening fatigue, inconsistent implementation of adaptions, and selective or constrained use of assistive devices as persistent challenges. Divergences emerged in interpretations of autonomy, device management, and the sufficiency of classroom adaptions, revealing gaps between perceived and experienced participation.
CONCLUSIONS: Inclusive participation for students with hearing loss requires more than technical and structural accommodations. Teachers' awareness of the hidden cognitive and emotional demands associated with listening and participation is essential. These findings underscore the need for targeted professional development and a nuanced understanding of students' lived experiences to foster equitable access, social belonging, and meaningful inclusion in mainstream classrooms.
SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.33639619.