Journal of Education and Human Development

A Case Study of Teacher with Hearing Impairment in the Inclusive Classroom Using a Balanced Literacy Approach
Yvonne J. John, Ph.D.; Ms. Avril Sampson, M.Sc.

Abstract
Prospective teacher, Julie Mac (pseudonym) was born with normal hearing until the age of five. She contracted mumps which affected her hearing. No one was aware of her hearing problem until her Standardthree teacher observed that she was not responding to her when she called her name. The teacher contacted her parents, who took her to Trinidad and Tobago Association for the Hearing Impaired (DRETCHI), then to Gulf View Medical Center for a hearing test, which resulted in a diagnosis of hard-of-hearing. She lost most of her hearing in her right ear. She wears hearing aids. This school year (2015-2016), during October 19th, 2015 to November 6th, 2015, and January 12th, 2016 to March 11th, 2016, Ms. Mac conducted teaching practice using a balanced approach to literacy while implementing the thematically integrated curriculum of Ministry of Education of the Republic of Trinidad and Tobago (MOETT), in standard two (Grade 3) – Term 1 and Infant 2 (Grade 1) – Term 2 classes at a suburban school, while working on her Bachelor of Education degree in Special Needs and Primary education. Ms. Mac is one of three deaf prospective teachers working in the regular public schools of Trinidad and Tobago, teaching hearing students while using a balanced literacy approach to deliver an integrated thematic curriculum.

Full Text: PDF     DOI: 10.15640/jehd.v5n2a22