The need for specialist training in the education of deaf children in Greece : listening to teachers' perceptions

Abstract

In view of the ongoing discussion concerning teacher training requirements, this study explores the views concerning the role of teacher training of those teachers who are involved in the education of deaf children in Greece. These views were elicited through in-depth, open-ended interviews, and the data generated were analysed using grounded theorising. Teachers indicated that they were being asked to respond to the needs of deaf children without having the relevant background knowledge or the initial or in-service training needed to enable them to be adequately prepared for such a responsibility. They described their job as difficult, explained that they felt insecure and unsupported, and that they doubted whether they could achieve communication with deaf children. Their comments served as a basis for an insight into teachers' perceptions and a broader understanding of their needs. The latter included an emphasis on adequate initial and in-service training, as well as on the constant provision of relevant information and support, all of which would enable the teacher to become a more effective educator of a deaf child.