OBSTACLES OF ENVIRONMENT ARRANGEMENT SHARE LEARNING SPACE FOR STUDENTS WITH HEARING IMPAIRMENT AND STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

This research is to synthesize the obstacles and the resolving obstacles of environment arrangement that was set for learning in which students with hearing impairment and students with intellectual disabilities share together. The samples were four best practice Special Education Schools that provided basic education for students with hearing impairments who studied with students with intellectual disabilities. The samples were selected by using purposive sampling and sociometric techniques as well as using a qualitative research methodology with in-depth interviews. The research instruments were 1. a school document analysis form 2. an interview form 3. an observation data form. The data was analyzed by content analysis method. The results were as follows:

The obstacles of the building environment were the insufficiency of water supply, buildings and computers, respectively. Most of the sample schools were concerned about the safety and suitability. Also, all schools had opinions that some areas should be developed in terms of cleanliness. The obstacles of the friend group environment were the different communication methods, the characteristics of the two groups of children were different and the management of children in both groups to interact with each other, respectively. The obstacles of learning management in the part of instructors were communication, insufficiency of knowledge and experiences, the choice of child care and the number of teachers per student was inappropriate, the different ideas and the teachers' workload, respectively. For the obstacles related to the learners were the different characteristics of the learners, emotions and behaviors of individual learners, the process of learning management were not clear and appropriate, respectively. The obstacles of the administrative environment were the conflicts of opinion, communication in organizations and the assignment of other tasks to teachers.

Resolving obstacles had both the same and different approaches depending on the school context. It was found that administrators, teachers, students, as well as outside communities participated in resolving obstacles. Resolving obstacles differed among each sample group based on roles, duties and responsibilities. Some obstacles had multiple solutions at the same time. Resolving obstacles at both the policy level and individual level including prevention and at the moment when obstacles arise.