A CHILD WITH A COCHLEAR IMPLANT WITHIN THE INCLUSIVE CLASSROOM - CASE STUDY

Abstract

The master thesis is presented on 167 pages. The paper consists of the following parts: introduction, theoretical approach towards the research problem, research methodology, analyses and interpretation of the results, conclusions with recommendations, bibliography and supplements.
The introduction emphasizes the necessity of conducting a longitudinal study in order to describe the life and events of a child with a cochlear implant within the inclusive classroom. The main aim of the master thesis is to determine the social implications of impairment and the individual differences in the teachers’ approaches regarding the abilities of the examinee.

The theoretical part elaborates the social, political and educational context in which the cochlear implantation is performed as well as the neonatal screening as a precondition for successful cochlear implantation. Moreover, information on the functioning of the cochlear implant is given. 
An important segment of the theoretical basis is the definition of aspects of inclusive education of the children with hearing impairments as well as the models of support for the children with impaired hearing in regular schools.
In the research part the following items are being presented: the research problem, the goal and character of the research, research questions, research hypothesis, sample and time frame, degree of participation in the research and video recording of the phenomenon. As a sample in this research was chosen a pupil with a cochlear implant within the inclusive school “Dimo Hadzi Dimov” at the age of 11 during the first year of the longitudinal study, that is 12 years of age during the second year of the longitudinal study. 
In the part that is related to the analyses and interpretation of the results, are shown the results acquired by application of qualitative and quantitative procedures. The data were received by conducting semi structured interviews with the teachers, a checklist for observation of the participation of the hearing impaired student within the inclusive classroom and video indicators for interaction. Aiming at making a holistic analysis of the case the parallel model for combining the qualitative and quantitative approach was used. Regarding the standards for quality and verification, the procedure of triangulation was used, in order to enable an extensive verification of the research hypothesis adequately to the research questions. The triangulation protocol is consisted of data sources, a researcher, theory and methodological questions. 
The phenomenon and the pupil were continuously followed during the two school years and summary of the data was made twice a year for each of the teaching subjects. After every data collection and analyses, an instructive work with the teachers was conducted which consisted of suggesting strategies for working with a child with a cochlear implant in inclusive settings and performed by professional - special educators and rehabilitators.
At the end of the master thesis the following conclusions are presented:
Teachers use identical methods during the realization of the curricula and certain teachers use the written method as a means for familiarizing the contents towards the examinee with a cochlear implant.
The conclusion is that there is a positive correlation between the child and his peers, and also between the child and his teachers. Also the teachers have an equal treatment towards the pupil with a cochlear implant as towards his peers. 
Regarding the fact whether the teachers make certain adaptations according to the abilities of the student it was concluded that the adaptations were made by teachers whose teaching subjects have a specific nature.
The last conclusion is related to the need for professional help and support by a specialized professional - special educator and rehabilitator. The opinions of the teachers point to the attitude that a continuous support by a special educator and rehabilitator in everyday work is of significant importance.   
The proposed measures are the following:

• Raising awareness and knowledge of the public about the cochlear implant.
• Additional education of the teaching staff for better understanding of this field.
• Pointing out the importance of IEP making.
• Pointing out the importance of reducing the background noise that distorts the normal functioning of the cochlear implant.
• Preparing work strategies for children with cochlear implants, what the teachers should and shouldn’t do if there is a child with a cochlear implant in their classroom.
• Directing the teachers how to manage the classroom, i.e. the positioning of the child with a cochlear implant, the positioning of different FM systems (if such are used), talking slowly, using notes etc.