Institute of Health Sciences, Universidade Católica Portuguesa, Lisbon, Portugal.
School of Education and Social Sciences, Polytechnic Institute of Leiria, Leiria, Portugal.
PLoS One. 2022 Feb 15;17(2):e0263216. doi: 10.1371/journal.pone.0263216. eCollection 2022.
Vision is considered a privileged sensory channel for deaf and hard of hearing (DHH) students to learn, and, naturally, they recognize themselves as visual learners. This assumption also seems widespread among schoolteachers, which led us to analyse the intersection between teachers' beliefs on deaf and hard of hearing students' academic achievement, visual skills, attentional difficulties, and the perceived importance of image display in class. An online survey was designed to analyse the beliefs of the schoolteachers about the deaf and hard of hearing students learning in educational settings from Portugal and Sweden. Participated 133 teachers, 70 Portuguese and 63 Swedish, from the preschool to the end of mandatory education (ages 3-18) with several years of experience. The content analysis and the computed SPSS statistical significance tests reveal that surveyed teachers believe that deaf and hard of hearing students have better visual skills when compared with their hearing peers yet show divergent beliefs about visual attentional processes. Within the teachers' perceptions on learning barriers to DHH students, the distractibility and cognitive effort factors were highlighted, among communicational difficulties in class. Conclusions about the prevalence of learning misconceptions in teachers from both countries analysed, corroborate previous studies on neuromyths in education, and bring novelty to Deaf Education field. The work of translation of scientific knowledge, teacher training updating, and partnership between researchers and educators are also urgently needed in special education.
视觉被认为是聋人和重听学生学习的一种特权感觉渠道，自然而然地，他们也认为自己是视觉学习者。这种假设似乎在学校教师中也很普遍，这促使我们分析教师对聋人和重听学生学业成绩、视觉技能、注意力困难以及课堂图像显示重要性的看法之间的交集。我们设计了一项在线调查，以分析来自葡萄牙和瑞典的学校教师对聋人和重听学生在教育环境中学习的看法。参与调查的有 133 名教师，其中 70 名来自葡萄牙，63 名来自瑞典，他们的教学经验从学前教育到义务教育结束（3-18 岁）不等。内容分析和计算的 SPSS 统计显著性检验表明，调查教师认为聋人和重听学生的视觉技能比听力同伴更好，但对视觉注意力过程的看法存在分歧。在聋人学生学习障碍的教师认知中，除课堂交流困难外，注意力分散和认知努力等因素也被突出强调。对来自两国教师的学习误解普遍存在的结论，证实了教育中的神经神话的先前研究，并为聋人教育领域带来了新颖性。科学知识的翻译工作、教师培训更新以及研究人员和教育工作者之间的合作在特殊教育中也迫切需要。
