ISSN: 2226-6348
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Background: Developing appropriate curriculum for the education of hearing loss children depends on identifying the needs of this group. The main purpose of the present study was to assess special needs for student with hearing loss from the point of view of their parents'.
Materials and Methods: The sample of the study consisted of 100 parent's students with hearing loss in special schools in Tehran, 38 males and 62 females. Were selected using convenience sampling. A special needs scale was developed and used in assessing special needs Results: The results indicated that the student with hearing loss from the point of view of their parents in dimensions Communication needs, Audiological rehabilitation needs, Academic needs and Learning style exhibit high needs and dimensions Social and emotional needs, Personal needs, and Behavioral needs exhibit medium needs. Furthermore The finding indicate the Priority Needs assessment student with hearing loss of the dimensions of the need Audiological rehabilitation needs (first priority), Academic needs (second priority), Communication needs (third priority), Learning style needs (fourth priority), Behavioral needs (fifth priority) Social and emotional needs (sixth priority) and Personal needs (seventh priority).
Conclusion: It seems that parents should be supported by training workshops and consulting. Furthermore supplying the schools for children with hearing loss with services needed by hearing loss students, such as, speech and language therapy, audiological rehabilitation, and professional educational interpreters; and providing this group of students with counseling services in order to help them obtaining social and psychological adjustment
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In-Text Citation: (Movallali et al., 2015)
To Cite this Article: Movallali, G., Parhoon, K., Sharifi, A., Mahvash, A., & Mohamadnezhad, E. (2015). Educational Needs Assessment of Student with Hearing Loss from their Parents’ the Point of View. International Journal of Academic Research in Progressive Education and Development, 4(3), 74–83.
Copyright: © 2015 The Author(s)
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