engleski

Prerequisites for the Development of Successful Inclusion of Deaf Pupils in Regular Classes

Inclusive education for deaf students raises many questions, such as how to establish the best communication, what methodical tasks to prepare, how to prepare for the lesson, etc. The topic of inclusive education is common in the controversies of many educators, methodologists, professors, teachers and students themselves, and refers to the inclusion of children with special needs in development in the regular educational system. In this paper, the basic research question is the analysis of the possibility of inclusion of deaf and hard of hearing students. The inclusion of students with special needs in regular education mainly depends onthe attitude and readiness of the teacher. Numerous studies have been conducted on teachers’ attitudes, and the biggest problem that teachers cite is unpreparedness or insufficient education and that they do not feel competent enough for this type of teaching (Šokčić Mihić, Vlah & Šokić 2018). However, every teacher should strive for their improvement, not only during their education, but throughout their lives. The inclusion of deaf students requires a good command of the sign language and the assignment of a sign language interpreter so that the student can follow the class just like any other student in the class. Some other factors such as the etiology of hearing impairment, the degree of impairment, (non)existence of additional impairment, the age at which hearing impairment occurred, whether parents are deaf or not, whether they have accepted the child’s impairment, what are their expectations, how the wider environment relates to the child etc. are also important for the development of deaf and hard of hearing students. Different workshops are organized to raise awareness of people and to familiarize themselves with the culture of the deaf (Hajsig & Rakočević Uvodić 2017). Regardless of the possible difficulties and (un)willingness of the teacher, inclusive teaching enriches all the students present in the class because “different” people teach us the most important life lessons that we can only learn if we give them the opportunity to change us by their presence (Jurlić 2013). It should be emphasized that hearing impairment does not affect the intellectual, social or emotional development of the child. For inclusion to be fully successful, not only on paper but also in practice, it is necessary to create an environment that is ready for all the upcoming challenges that work and the integration of students with special needs brings to their daily work and classroom routine (Ainscow & Sandhill 2010). It is also important to emphasize the importance of early intervention, which, with modern technologies, achieves greater effectiveness of children’s communication in formal education and communication (McLean et al. 2018). The methodology of this paper is a qualitative approach and consists of reviewing and analyzing relevant literature on the necessary factors that teachers and school professional services need to know in order to be able to successfully prepare everyone involved in the inclusive inclusion process. The tendency is to create a positive classroom environment in which all participants in the teaching process will participate equally and further enhance their education in an inclusive environment (Goldstein & Eklund 2015). Effective and appropriate early intervention and accepting impairment are the basis for the development of the child’s personality and effective cognitive development, for which the (school) environment is ready for successful and complete inclusion.

Acceptance ; inclusion challenges ; sign language ; students with special needs

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