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Background <p>Evidence suggests that individuals who are deaf and hard of hearing (DHH) are a heterogeneous population and may present with their unique needs that set them apart from general disability group. Current studies have focused on the parents’ experiences of DHH, lacking evidence on teachers’ experiences and perspectives of rehabilitation inclusion in Chinese rural context. Thus, this study aimed to identify key themes from teachers’ experiences regarding the challenges (“bad” things) and successes (“good” things) in educating students with DHH, while also exploring their perspectives of rehabilitation inclusion within the context of the Chinese educational system, particularly in rural areas.</p> Methods <p>The exploratory qualitative research design was employed in this study. Participants were recruited from a public special education school situated in Jian’ou, Fujian province, China by using a purposive sampling strategy. Interviews were audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke’s thematic analysis.</p> Results <p>After the nineteenth interview, data saturation was deemed achieved. Five themes emerged from the collected data analysis: (1) role as a life-and-study co-instructor, (2) teacher-and-student bidirectional social, emotional, and financial support, (3) diverse and inclusive communication between teachers and deaf and hard of hearing children, (4) lack of policy-related, institutional and cultural information about deaf and hard of hearing children, and (5) awareness the rehabilitation to be integrated within the educational context.</p> Conclusion <p>The findings suggested that more attention should be focused on public special education school in underdeveloped rural areas of China. Although this study provided rich information of the targeted population, future research should incorporate rigorous quantitative methods to strengthen the scientific foundation of the findings and enhance their generalizability.</p>

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“It’s beyond enough”: teachers’ experiences and perspectives of rehabilitation inclusion for working with deaf and hard of hearing children in rural areas of China

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月19日

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  • Zhizhuo Wang,
  • Wangwei Lin,
  • Hong Qiu,
  • Zebo Lan

摘要

Background

Evidence suggests that individuals who are deaf and hard of hearing (DHH) are a heterogeneous population and may present with their unique needs that set them apart from general disability group. Current studies have focused on the parents’ experiences of DHH, lacking evidence on teachers’ experiences and perspectives of rehabilitation inclusion in Chinese rural context. Thus, this study aimed to identify key themes from teachers’ experiences regarding the challenges (“bad” things) and successes (“good” things) in educating students with DHH, while also exploring their perspectives of rehabilitation inclusion within the context of the Chinese educational system, particularly in rural areas.

Methods

The exploratory qualitative research design was employed in this study. Participants were recruited from a public special education school situated in Jian’ou, Fujian province, China by using a purposive sampling strategy. Interviews were audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke’s thematic analysis.

Results

After the nineteenth interview, data saturation was deemed achieved. Five themes emerged from the collected data analysis: (1) role as a life-and-study co-instructor, (2) teacher-and-student bidirectional social, emotional, and financial support, (3) diverse and inclusive communication between teachers and deaf and hard of hearing children, (4) lack of policy-related, institutional and cultural information about deaf and hard of hearing children, and (5) awareness the rehabilitation to be integrated within the educational context.

Conclusion

The findings suggested that more attention should be focused on public special education school in underdeveloped rural areas of China. Although this study provided rich information of the targeted population, future research should incorporate rigorous quantitative methods to strengthen the scientific foundation of the findings and enhance their generalizability.