The practice, relevance, and effectiveness of having two teachers, one hearing and one deaf, team teach to meet the academic, linguistic and socio-emotional needs of deaf students

Abstract

This study examined the practice and relevance of having a team of two teachers, one Deaf and one hearing, team teaching Deaf students in a coenrolled classroom. Data were collected to answer the research questions by interviewing five teachers and their supervisor. Six successful teams were asked about their experience team teaching, and their perception of the effectiveness of this approach. Informants' responses were videotaped, transcribed and analysed. From interview data, four main categories were identified: (a) Philosophy of Education, (b) perception of roles, (c) benefits of team teaching, and (c) current practice. Data for each category is presented separately including subcategories, and illustrated with quotes from informants. Results of this research encourages professionals to work towards collaborative models that positively impact Deaf students' education. There is sufficient evidence to realise that there is an imperative need for Deaf adults to be involved in the educational process of children and young adults who are Deaf.