Mainstream teachers about including deaf or hard of hearing students

This study is aimed at teachers’ classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students’ needs in their teaching practice. However, they showed less willingness to be considerate when the student showed a negative work attitude. With regard to teachers’ emotions, positive as well as negative emotions were reported, like enjoyment and frustration. Based on our findings, teachers’ pedagogies in inclusive classrooms are discussed.

► Teachers vary in their attitudes towards inclusion. ► Mainstream teachers consider the needs of deaf or hard of hearing students. ► A negative work attitude of students affects teacher attitudes towards inclusion. ► Teachers’ experience enjoyment and frustration in inclusive classrooms. ► Relations between attitudes and behaviour are not straightforward.