Perspectives of Teachers on Challenges of Teaching in Deaf Schools, Afghanistan
Gul Dad Sanaiy, Murtaza Khavari, Sayed Yasin Qanbari
Journal of Education, Society and Behavioural Science · pp. 15–20 · Published 6 Aug 2021
10.9734/jesbs/2021/v34i730340Abstract
Aims: this study aims to investigate teachers ’perceptions about the challenges of teaching in deaf schools in Kabul city, Afghanistan. Study Design: This study was describing the status of Deaf schools in Kabul. For gathering information used questionnaire. Place and Duration of Study: Sample: teachers participated from three deaf schools across Kabul city. Between September 2020 and June 2021. Methodology: We included 74 (33 men, 41 women). Data was collected through a questionnaire and analyzed with SPSS software. The reliability of the questionnaire was 0.83%. T-test and ANOVA tests were used to analyze data. Results: Results showed there was a significant difference between male and female teachers with challenges of teaching. There were no significant differences among specialist and non-specialist teachers, and experience of teaching with challenges of teaching. Conclusion: there were four factors (students, teachers, content, and physical environment) that influence challenges of teaching.
References (8)
- 1 International Journal of Whole Schooling
- 2 Issues and challenges in special education: A qualitative analysis from teacher’s perspective [DOI]
- 3 Being a Deaf and a Teacher: Exploring the Experiences of Deaf Teachers in Inclusive Classrooms [DOI]
- 4 Perspectives of Teachers Regarding Inclusive Education in Ghana.
- 5 Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review [DOI]
- 6 Qualifications of Subject Teachers in Special Education Schools [DOI]
- 7 Three suggested teaching strategies for students who are deaf or hard of hearing [DOI]
- 8 Heart and Mind in Conflict: Teaching Special Needs Children in a Developing Nation.
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