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UNIVERSITY TEACHERS IN THE INCLUSIVE EDUCATION PROCESS OF STUDENTS WITH HEARING IMPAIRMENT

I. Horvathova, I. Hrubesova

Abstract

The paper focuses on the factors influencing the process of teaching students with hearing disability at university. A qualitative approach was used in this preresearch. It was realized through an interview with university teachers and with using a semi-structured questionnaire. The aim was to describe the factors influencing the communication between the university teachers and the student with hearing disability, to identify the forms of cooperation between the subjects and the form in which the students are made available to them. In the area of communication, the student's greatest support is the visual perception. That is why are the most frequent factors influencing the exchange of information between the teacher and the student with hearing disability fatigue, stress, fear and bad mood. The communication process also greatly affects the form in which the information is passed. The teacher is often not sure whether the student understands the information sufficiently and, conversely, whether the teacher understands the student. To avoid distortion of information, educators often choose the written form of communication via email. Teachers have a problem with making teaching accessible and are trying to ensure adequate conditions through sufficient light to get the best out of it. The paper responds to the current state of the problem of inclusive education at university and supports the right of students with hearing disability to an equal conditions in process of education.

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