Training Need Assessment for Teachers Teaching Mathematics to Children with Hearing Impairment

Abstract

Mathematics teaching for children with hearing impairment is unique challenges that require specialized teaching strategies. The aim of this study is to assess the needs of the professional development of teachers who instructed mathematics to students with hearing disabilities. A quantitative and descriptive research design was used using a sample of 335 teachers selected through simple random sampling. The data was collected through a separately developed questionnaire focusing on teachers' expertise in specialized teaching strategies, using technology and knowledge with sign language and visual aids. The findings emphasize that while teachers express confidence in teaching mathematics, there are significant gaps in their training, especially in sign language, visual aids, digital instruments and inclusive teaching strategies. The study also reveals demographic differences in the perceived need for professional development, while teachers in rural areas and those who have more experience in reporting higher training needs. Research underlines the importance of adapted and ongoing professional development programs that will equip teachers with skills necessary for effective teaching mathematics for hearing students.