A STUDY ON TEACHERS' ATTITUDES TOWARDS INTEGRATING CHILDREN WITH HEARING IMPAIRMENTS INTO MAINSTREAM SCHOOLS

Abstract

The objective of this study was to examine educators' perspectives regarding the integration of children with special needs, particularly those with mild hearing impairments, within mainstream schools. This research was conducted as an empirical investigation in schools situated in the Wilaya of Tlemcen and the eastern province of the Wilaya of Algiers, Algeria. The study sample comprised 45 elementary school teachers, selected through simple random sampling. A descriptive methodology was employed to fulfill the study's objectives. Data collection relied on a researcher-developed questionnaire encompassing three dimensions, comprising a total of 43 items following adherence to psychometric criteria (validity and reliability). Among the key findings, a prevalent acceptance among teachers towards the inclusion of this demographic within their classrooms was noted, alongside efforts to prepare typically developing children prior to the integration of peers with disabilities. Additionally, the provision of methods and strategies aimed at facilitating integration and dispelling disability-related stigma among students was emphasized.