Attitude and Knowledge of Teachers on Inclusive Education for Children with Hearing Impairment: A Systematic Review

Abstract

Children with permanent hearing impairment suffer educational risks, and inclusive education was brought into action. Studies have reported that the practice of inclusive strategies lacked among the in-service teachers, time and resources for practice-focused training were not sufficient. Education infrastructure and resourcing were major challenges. The present study systematically reviews the literature between 2005 and 2020 to provide handy knowledge about the status of inclusive education for children with hearing impaired and teachers’ knowledge and attitudes. A systematic review of full-length articles available in the English language was done. The studies employed questionnaires, in-depth interviews, observation for data collection. Individual studies were qualitatively analyzed using the CASP (Critical Appraisal Skills Programme) checklist for qualitative research to avoid the risk of bias. Out of 22 full-length articles, seven studies were included for the systematic review. Many factors were found to be affecting the teachers’ attitudes about inclusive education, which are gender, teachers’ qualification, years of teaching experience, level of teaching, which did not yield a generalized result. Special education training, parents’ involvement, support from management played a major role in formulating teachers’ opinions regarding inclusive education of the hearing impaired. Teachers’ knowledge about hearing loss and its effects created an enormous impact on their attitudes. Teachers with adequate knowledge about hearing loss were more positive about inclusive education and vice versa. To provide a barrier-free inclusive education for students with hearing impairment in mainstream schools, the teachers, the management, and parents of the hearing impairment should be educated and oriented regarding inclusiveness. It is necessary to provide and help teachers to have a positive percept regarding the same. It, v therefore, signifies the role of educational audiologists in counseling the different personnel involved in inclusive education.