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Role Analysis of Teachers Certified in Teaching Students Who Are Deaf/Hard of Hearing Who Team-Teach in Co-Enrollment Classrooms

Illinois State University, sklitchf{at}ilstu.edu

Maribeth Nelson Lartz

Illinois State University

A descriptive study was conducted to determine which of six teaching roles teachers of students who are deaf or hard of hearing used most often in co-enrollment classrooms with students who were deafl hard of hearing. The roles were (a) teaching students who are deaf or hard of hearing only, (b) teaching whole class, (c) interpreting, (d) teaching mixed groups of deaf and hearing, (e) teaching only hearing students, and (e) other teaching duties. Four teachers of students who are deaf or hard of hearing in primary co-enrollment classrooms were participants. Pre-service teachers enrolled in deaf education practica experiences observed the teachers and tabulated the frequency of each role. The results indicated that teachers engaged in teaching deaf students only most often, followed by teaching whole class, and interpreting. When teachers were grouped by grade level, teachers in the older grade classrooms functioned primarily as teachers of students who are deaf/heard of hearing and teachers in the younger grades functioned as whole class instructors most often. The findings suggest that teachers of students who are deaf or hard of hearing primarily engage in roles that allow them to meet the unique communication and language needs of their students.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 25, No. 2, 145-153 (2002)
DOI: 10.1177/088840640202500206


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