Hearing loss: an analysis of future teachers' preparation
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This study analyzes the perceptions of undergraduate students pursuing a Teaching Degree with a specialization in Therapeutic Pedagogy at the University of Alicante, focusing on their training and attitudes toward the inclusion of students with hearing loss. The aim is to identify strengths and areas for improvement in initial teacher education to promote more effective inclusive practices. A quantitative, non-experimental, cross-sectional, and descriptive design was employed. The non-probabilistic sample consisted of 80 fourth-year students enrolled in the course “Sensory and Motor Disabilities: Development, Communication, and Intervention.” The average age was 22 years (SD = 2.94), with 96.25% women. Data were collected using a Likert-type questionnaire validated by Fernández Gómez (2018), composed of 12 items grouped into two dimensions: perception of the training received and sensitivity toward students with hearing loss. Responses ranged from 1 (“Strongly disagree”) to 5 (“Strongly agree”). Descriptive statistics (means and standard deviations) were used for analysis. The results reveal a high level of sensitivity among students toward inclusion (M = 4.49; SD = 0.22), but a more moderate evaluation of their training (M = 3.85; SD = 0.30). In conclusion, although future teachers show positive attitudes and strong commitment to inclusion, there is a clear need to strengthen their specific training to ensure high-quality educational support for students with hearing loss.
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References
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