Examination of the functioning and participation restrictions of teachers with hearing loss

Abstract

　Using the results of a questionnaire survey on the work life and issues of hearing-impaired teachers, we constructed an evaluation scale consisting of 40 items and confirmed the reliability, such as the content validity, construct validity, and internal consistency of this scale. From the item contents of this scale, it was interpreted that its score corresponds to the level of participation restriction, response behavior, and mental health according to the International Classification of Functioning, Disability and Health (ICF, WHO).

　Using this scale, we conducted a multiple regression path analysis to examine the factors determining participation restrictions in educational settings in hearing-impaired teachers working at schools for students with special hearing needs and at regular schools. The results identified limited auditory information, other staff's level of understanding of disabilities, the educational relationships with children and students, relationships with their parents, and educational effect as significant factors; they confirmed that resolution of issues should involve the formulation of codes of conduct to respond to disabilities by fostering awareness of the significance of the educational profession. Under the current circumstances, with the development of a more inclusive educational environment, this scale was suggested as being effective to assess the functioning and environmental development of hearing-impaired teachers.