View in EDS PDF Full Text

Teachers' Knowledge, Attitudes, and Behaviors Regarding Hearing Loss and Inclusive Education.

Saved in:
Bibliographic Details
Title: Teachers' Knowledge, Attitudes, and Behaviors Regarding Hearing Loss and Inclusive Education.
Authors: Sendesen, İrem iremdusunmez@gmail.com, Kamışlı, Gurbet İpek Şahin, Sönmez, Gamze
Source: Language, Speech & Hearing Services in Schools. Jul2026, Vol. 57 Issue 3, p916-925. 10p.
Subject Terms: *Psychology of teachers, *Data analysis, *Attitudes toward disabilities, *Mainstreaming in special education, *College teacher attitudes, *Research methodology, *Machine learning, *Factor analysis, Random forest algorithms, Cross-sectional method, Self-efficacy, Hearing aids, Rehabilitation, Questionnaires, Multiple regression analysis, Private sector, Multivariate analysis, Judgment sampling, Mann Whitney U Test, Descriptive statistics, Professions, Social skills, Statistics, Social support, Data analysis software, Hard of hearing people, Professional competence, Nonparametric statistics
Geographic Terms: Türkiye
Abstract: Objective: This study assessed the knowledge levels of classroom teachers concerning students with hearing loss (HL) and hearing aids (HAs) and examined the complex interrelationships between this knowledge, their inclusive classroom behaviors, and their attitudes. Method: A descriptive survey model was employed with a sample of 200 classroom teachers from diverse urban, rural, public, and private schools. Data were collected using a demographic form, the Teacher Questionnaire on Hearing Loss and Hearing Aids, and the Inclusive Education Attitude Scale. Nonparametric statistical analyses, including correlation tests, group comparisons, and multiple regression, were conducted. Advanced analytical methods were also used to validate the findings. Results: Teachers demonstrated a moderate level of knowledge related to HL/HAs while maintaining generally positive attitudes toward inclusion. A significant training gap was identified, as the vast majority of participants reported no formal education on childhood HL. Factual knowledge emerged as the most robust predictor of supportive classroom behaviors, a finding consistently supported by both regression and machine learning analyses. Notably, a negative correlation was observed between proactive inclusive behaviors and teachers' perceptions of structural support. Furthermore, significant disparities were identified based on school type and location, with higher competency levels observed in urban and private school settings. Conclusions: The findings indicate that teacher readiness for including students with HL is characterized by positive intentions but is hampered by significant knowledge gaps and contextual inequalities. Effective inclusion requires a multifaceted approach: enhancing teacher training with practical, knowledge-based modules; fostering sustainable professional development and collaboration; moving beyond a deficit view of disability; and implementing policies that bridge resource gaps between schools to ensure all students with HL receive equitable support. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 195035449
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers' Knowledge, Attitudes, and Behaviors Regarding Hearing Loss and Inclusive Education.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sendesen%2C+İrem%22">Sendesen, İrem</searchLink><i> iremdusunmez@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Kamışlı%2C+Gurbet+İpek+Şahin%22">Kamışlı, Gurbet İpek Şahin</searchLink><br /><searchLink fieldCode="AR" term="%22Sönmez%2C+Gamze%22">Sönmez, Gamze</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2026, Vol. 57 Issue 3, p916-925. 10p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitudes+toward+disabilities%22">Attitudes toward disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Machine+learning%22">Machine learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Random+forest+algorithms%22">Random forest algorithms</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+aids%22">Hearing aids</searchLink><br /><searchLink fieldCode="DE" term="%22Rehabilitation%22">Rehabilitation</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+regression+analysis%22">Multiple regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Private+sector%22">Private sector</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+analysis%22">Multivariate analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Mann+Whitney+U+Test%22">Mann Whitney U Test</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Professions%22">Professions</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Hard+of+hearing+people%22">Hard of hearing people</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Nonparametric+statistics%22">Nonparametric statistics</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Türkiye%22">Türkiye</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: This study assessed the knowledge levels of classroom teachers concerning students with hearing loss (HL) and hearing aids (HAs) and examined the complex interrelationships between this knowledge, their inclusive classroom behaviors, and their attitudes. Method: A descriptive survey model was employed with a sample of 200 classroom teachers from diverse urban, rural, public, and private schools. Data were collected using a demographic form, the Teacher Questionnaire on Hearing Loss and Hearing Aids, and the Inclusive Education Attitude Scale. Nonparametric statistical analyses, including correlation tests, group comparisons, and multiple regression, were conducted. Advanced analytical methods were also used to validate the findings. Results: Teachers demonstrated a moderate level of knowledge related to HL/HAs while maintaining generally positive attitudes toward inclusion. A significant training gap was identified, as the vast majority of participants reported no formal education on childhood HL. Factual knowledge emerged as the most robust predictor of supportive classroom behaviors, a finding consistently supported by both regression and machine learning analyses. Notably, a negative correlation was observed between proactive inclusive behaviors and teachers' perceptions of structural support. Furthermore, significant disparities were identified based on school type and location, with higher competency levels observed in urban and private school settings. Conclusions: The findings indicate that teacher readiness for including students with HL is characterized by positive intentions but is hampered by significant knowledge gaps and contextual inequalities. Effective inclusion requires a multifaceted approach: enhancing teacher training with practical, knowledge-based modules; fostering sustainable professional development and collaboration; moving beyond a deficit view of disability; and implementing policies that bridge resource gaps between schools to ensure all students with HL receive equitable support. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195035449
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2026_LSHSS-25-00251
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 916
    Subjects:
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Attitudes toward disabilities
        Type: general
      – SubjectFull: Mainstreaming in special education
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Machine learning
        Type: general
      – SubjectFull: Factor analysis
        Type: general
      – SubjectFull: Random forest algorithms
        Type: general
      – SubjectFull: Cross-sectional method
        Type: general
      – SubjectFull: Self-efficacy
        Type: general
      – SubjectFull: Hearing aids
        Type: general
      – SubjectFull: Rehabilitation
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Multiple regression analysis
        Type: general
      – SubjectFull: Private sector
        Type: general
      – SubjectFull: Multivariate analysis
        Type: general
      – SubjectFull: Judgment sampling
        Type: general
      – SubjectFull: Mann Whitney U Test
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Professions
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Hard of hearing people
        Type: general
      – SubjectFull: Professional competence
        Type: general
      – SubjectFull: Nonparametric statistics
        Type: general
      – SubjectFull: Türkiye
        Type: general
    Titles:
      – TitleFull: Teachers' Knowledge, Attitudes, and Behaviors Regarding Hearing Loss and Inclusive Education.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sendesen, İrem
      – PersonEntity:
          Name:
            NameFull: Kamışlı, Gurbet İpek Şahin
      – PersonEntity:
          Name:
            NameFull: Sönmez, Gamze
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 01611461
          Numbering:
            – Type: volume
              Value: 57
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Language, Speech & Hearing Services in Schools
              Type: main
ResultId 1