Knowledge Level of Teachers of the d/Deaf and Hard of Hearing to Develop Phonological Awareness of Students with Cochlear Implants

Abstract

The number of bilateral cochlear implantations is increasing globally. The goal of this study was to determine the extent to which teachers of the d/Deaf and hard (d/Dhh) of hearing possessed the skills and ability necessary to develop phonological awareness on the part of d/Dhh students who have cochlear implants. Further, the study explored the differences in the teachers’ levels of knowledge of the skills based upon gender, qualifications, and teaching experience.Data were collected using a survey questionnaire. Descriptive statistics were calculated, and multiple regression analysiswas performed to address the exploratory research questions because it has flexibility with respect to the type of data and the examination of complex associations. The participants were 78 elementary school teachers from throughout Saudi Arabia who were teaching in different settings. The results revealed that teaching phonological awareness skills had a mean percentage agreement of 77%, which indicated that teachers of the d/Dhh considered phonological awareness highly important for the skills necessary to develop sound recognition in students with cochlear implants. Further, the teachers’mean percentage agreement for the six strategies of classroom facilities varied.