Abstract:

This research was aimed to investigate educators’ communicational qualifications working with children with slight hearing loss. One of the qualitative research methods, case study, was applied as a research methodology. Research data was collected using ‘Teacher’s Communicational Qualifications Observation Form’, semi-structured interviews and document analysis. Teacher’s communicational qualifications observation form has four subdimensions and twenty items. These dimensions were determined as ‘teacher’s characteristics’, ‘supporting emerging language skills’, ‘creating opportunities for language use’ and ‘exposure to new vocabulary words and concepts’. Observed behaviors were encoded with these dimensions and related items. Educators’ knowledge and opinions about communicational qualifications were collected through semi-structured interviews. Educators’ activity plans were also used to analyze pre-planned communicational opportunities for children. Results were presented for each educator. Then, educators’ communicational qualifications were presented in frequencies and percentages for each dimension. Educators had better skills in ‘Teacher’s characteristics’ dimension and had lower skills for ‘creating opportunities for language use’ dimension. Results indicated that educators need to be supported for conversational skills

Keywords: