Am Ann Deaf. 2024;169(3):262-283. doi: 10.1353/aad.2024.a937173.
Through in-depth interviews, this qualitative study explored the perceptions of seven teachers of students who are d/Deaf and hard of hearing (D/HH) regarding inclusive and interpreted education. The findings revealed central themes of concern including inadequate support in inclusive placements, communication modality mismatches, and insufficient quality of interpreted education. The teachers' experiences underscore the need for more comprehensive educational support systems and the development of robust support mechanisms to effectively navigate the challenges of inclusive placements for students who are D/HH. Specifically, further attention must be given to improving the qualifications, training, support, and supervision of educational interpreters facilitating education in inclusive settings. These findings have implications for multiple stakeholders, including policymakers, educators, and supportive personnel involved in shaping inclusive education practices to ensure equitable access and the creation of supportive spaces where all students can thrive.
本研究通过深入访谈，探讨了七位聋人及重听学生教师对融合教育和口译教育的看法。研究结果揭示了一些关注的核心主题，包括融合环境下的支持不足、沟通模式不匹配以及口译教育质量不高。这些教师的经历强调了需要更全面的教育支持系统，并制定强有力的支持机制，以有效应对聋人及重听学生融合教育环境中的挑战。具体而言，必须进一步关注提高在融合环境中提供教育的教育口译员的资质、培训、支持和监督。这些发现对包括政策制定者、教育工作者和支持人员在内的多方利益相关者具有重要意义，有助于塑造融合教育实践，以确保所有学生都能获得平等的机会，并为他们创造支持性的学习环境，使他们能够茁壮成长。
