Luckner J
Department of Educational Psychology, Northern Illinois University.
Am Ann Deaf. 1991 Mar;136(1):17-20. doi: 10.1353/aad.2012.0503.
Many hearing-impaired students demonstrate difficulty in academically measuring up to their hearing peers. The deficiencies become especially obvious during their secondary school years. This study surveyed a national sample of elementary and secondary level teachers of the hearing impaired to compare their perceptions of the competencies needed to work with hearing-impaired students. The results suggest that teachers at both levels believe that some skills are fundamental for all teachers of the hearing-impaired, regardless of the age level of the students. However, the data also suggest there are some important differences. Concerns about state certification procedures and current practices in teacher training programs are discussed.
许多听力受损学生在学业上难以与听力正常的同龄人相比。这些不足在他们中学阶段尤为明显。本研究对全国范围内的中小学听力受损学生教师样本进行了调查，以比较他们对与听力受损学生合作所需能力的看法。结果表明，两个层次的教师都认为，某些技能对所有听力受损学生教师来说都是基本的，无论学生的年龄层次如何。然而，数据也表明存在一些重要差异。文中还讨论了对国家认证程序和教师培训项目当前做法的担忧。
