Multimodal Communication and Learners with Hearing Impairment

The purpose of this study was to gain descriptive understanding of the teachers perceptions and application of multimodal communication in the instruction of learners with hearing impairment in inclusive classrooms. In particular it was aimed at finding out how teachers perceive multimodal communication. This included the practice in a classroom milieu where learners with hearing impairment are instructed together with their hearing counterparts. The study followed a qualitative case study design. The reason for choosing this design was to study the phenomena in depth. In order to gain deeper understanding of the phenomenon, three cases were studied using non-participant observation strategy. Observation was used to ascertain the multimodal communication practices of the cases in their respective classrooms. Thus, observation was used as the main method complemented by in-depth interview.

Autorentext

The author of this book holds a Master of Philosophy in Special Needs from the University of Oslo. She has researched and lectured extensively on hearing impairment, though this is one of her major work so far published. This book will assist teachers in inclusive primary schools to improve on their instruction in this 21st century.