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Classroom Interactions Among Deaf Students, Educators,and Peers In Diverse Educational Environments
(المرشد-مخبر القياس والإرشاد النفسي-كلية العلوم الاجتماعية-جامعة الجزائر2 أبو القاسم سعد الله, 2024-12-11) Tensaout, Safia; Benmohamed, Hanan; Fakroun, Nor El Houda
This study explores the experience of deaf students, their teachers and peers in specialized schools, compared to those in mainstream schools across various regions in Algeria such as: Djelfa, Laghouat, Skikda and Khenchla. The applied questionnaire comprises a collection of dichotomous questions, open-ended questions, multiple-choice questions, and other types. A total of 20 teachers participated in the study, with 10 from mainstream schools and 10 from specialized deaf schools, utilizing a comparative method approach. After analyzing the results based on teachers' responses, it became evident that both specialized and mainstream teachers faced challenges and difficulties in teaching deaf students. Specialized teachers’ answers revealed that deaf student’s interaction in specialized schools is more robust and effective than the one in regular school settings. The results also demonstrated that the teacher-deaf student relationship in specialized centers is stronger than that in mainstream schools.