Preschool Teachers’ Use of Manual Communication for Children with Hearing Impairments: A Nationwide Survey

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  • 特別支援学校(聴覚障害)幼稚部におけるコミュニケーションの手段に関する研究:手指の使用に関する質問紙調査を通して
  • トクベツ シエン ガッコウ(チョウカク ショウガイ)ヨウチブ ニ オケル コミュニケーション ノ シュダン ニ カンスル ケンキュウ : シュシ ノ シヨウ ニ カンスル シツモンシ チョウサ オ トオシテ

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In this study, a nationwide questionnaire survey of public preschool teachers for children with hearing impairments was conducted. We aimed to clarify the use of different communication modes, i.e., auditory-oral and manual communication (sign language, cue sign, fingerspelling, and gesture) by teachers in Japan. We found that (a) most teachers used the auditory-oral method as the baseline mode and sign language as the main communication mode and (b) the number of teachers using fingerspelling had decreased in 3-4-year-old children, but the use of gesture had increased. (c) Many teachers used the method of simultaneously producing speech and signs. Some teachers may simultaneously communicate with signs or fingerspells. Nonetheless, further consideration is needed to yield any substantial findings about the use of different communication modes, namely auditory-oral method and manual communication in early language acquisition, for children with hearing impairments.

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