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dc.contributor.authorDettman, S
dc.contributor.authorChia, Y
dc.contributor.authorBudhiraja, S
dc.contributor.authorGraham, L
dc.contributor.authorSarant, J
dc.contributor.authorBarr, C
dc.contributor.authorDowell, R
dc.identifier.citationDettman, S., Chia, Y., Budhiraja, S., Graham, L., Sarant, J., Barr, C. & Dowell, R. (2020). Understanding typical support practice for students who are deaf or hard of hearing: Perspectives from teachers of the deaf in Australia. DEAFNESS & EDUCATION INTERNATIONAL,
dc.description.abstractWhile there is a growing level of demand for accountability and documentation of services provided to students who are Deaf or Hard of Hearing (DHH), there is a paucity of evidence on the nature of such support; who (personnel), what (content), and how (delivery). This study describes Teacher of the Deaf (ToD) perspectives on current classroom student support practices across a range of contemporary service delivery models in Victoria, Australia. Maximum variation sampling was used to identify 10 Victorian ToDs; each completed a one-hour semi-structured interview, which focused on an interview topic guide associated with typical practice: pathways to teaching; role of the profession; professional development; role in the classroom; goal setting; professional identity; and one open-ended question regarding wishes for the future. Qualitative content analysis generated six categories from these interviews: scope of practice; content of teaching/support; goal setting; service delivery; communication; and accountability. Three recommendations to improve future service delivery for students who are DHH included: standardisation of goal setting/assessment tools; improved shared language between all student support personnel, students and parents; and implementation of agreed rubrics to determine frequency of service with consistent definitions of decision-making criteria for tiered service delivery.
dc.titleUnderstanding typical support practice for students who are deaf or hard of hearing: Perspectives from teachers of the deaf in Australia
dc.typeJournal Article
melbourne.affiliation.departmentAudiology and Speech Pathology
melbourne.affiliation.departmentMelbourne Graduate School of Education
melbourne.source.titleDeafness and Education International
melbourne.contributor.authorDettman, Shani
melbourne.contributor.authorSarant, Julia
melbourne.contributor.authorDowell, Richard
melbourne.contributor.authorGraham, Lorraine
melbourne.accessrightsThis item is currently not available from this repository

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