Knowledge Level of Teachers of the d/Deaf and Hard of Hearing to Develop Phonological Awareness of Students with Cochlear Implants

Abstract

The number of bilateral cochlear implantations is increasing globally. The goal of this study is to determine the extent to which teachers of the d/Deaf and hard (d/Dhh) of hearing possessed the skills and ability necessary to develop phonological awareness on the part of d/Dhh students who have cochlear implants. Further, the study explored the differences in the teachers’ levels of knowledge of the skills based upon gender, qualifications, and teaching experience. The participants were composed of purposively selected 78 elementary school teachers in different teaching settings in Saudi The data were collected using a survey questionnaire, and were analyzed via descriptive statistics and multiple regression analysis to address the exploratory research questions because of their flexibility with respect to the type of data and the examination of complex associations. The results revealed that teaching phonological awareness skills had a mean percentage agreement of 77%, which indicated that teachers of the d/Dhh considered phonological awareness highly important for the skills necessary to develop sound recognition in students with cochlear implants. Further, the teachers’ mean percentage agreement for the six strategies of classroom facilities varied.

The number of bilateral cochlear implantations is increasing globally. The goal of this study is to determine the extent to which teachers of the d/Deaf and hard (d/Dhh) of hearing possessed the skills and ability necessary to develop phonological awareness on the part of d/Dhh students who have cochlear implants. Further, the study explored the differences in the teachers’ levels of knowledge of the skills based upon gender, qualifications, and teaching experience. The participants were composed of purposively selected 78 elementary school teachers in different teaching settings in Saudi The data were collected using a survey questionnaire, and were analyzed via descriptive statistics and multiple regression analysis to address the exploratory research questions because of their flexibility with respect to the type of data and the examination of complex associations. The results revealed that teaching phonological awareness skills had a mean percentage agreement of 77%, which indicated that teachers of the d/Dhh considered phonological awareness highly important for the skills necessary to develop sound recognition in students with cochlear implants. Further, the teachers’ mean percentage agreement for the six strategies of classroom facilities varied.