The purpose of this study was to examine educational implications for successful distance learning of students with deaf and hard of hearing by analyzing experiences and support needs of special education teachers and students with deaf and hard of hearing for distance learning management. For this study, there was an interview with special education teachers, who are working in special classes or schools for the deaf and students with hearing impairment that experienced distance learning in special classes and schools for the deaf, and data from the interview were analyzed, according to the procedure of constant comparison method. As a result, two upper categories; ‘challenges and efforts of teachers and students with deaf and hard of hearing in distance learning’ and ‘for successful distance learning of students with deaf and hear of hearing’, six sub-categories and twenty two semantic unites were extracted from the analysis result.
First, it was found that teachers and students made constant challenges and efforts with new experience in distance learning. There were unexpected difficulties with learning methods that they first tried, and especially, teachers felt burdened and fatigued the most due to a lack of sign language and subtitle supporting contents for students with deaf and hard of hearing. In addition, they had difficulty focusing on class management properly, since they had to handle excessive works related to distance learning. Students had difficulty understanding the class too, because the voices of teachers were cut off, or they could not see sign language and mouth shapes accurately using low-spec devices. Also, they found it difficult and unsatisfactory due to strict sign language support application conditions, and an absence of systematic support. In spite of these difficulties, teachers put efforts into developing professionalism by joining a teachers’ learning community, training themselves and sharing information with each other for smooth distance learning. This enabled students to do individual iterative learning and improve self-directed learning abilities, and teachers to grow through self-reflection and feedback replaying the classes that they recorded.
Second, based on teachers’ and students’ experiences, it was found that for successful distance learning of students with deaf and hard of hearing, schools should provide spaces for distance learning and simplify tasks, the Offices of Education and centers should provide additional administrative and financial supports so schools and teachers can concentrate on distance learning, and relevant platforms should improve function of sign language and subtitles.
These study results imply that there is a need for sustained communication and cooperation between teachers and students, and among schools, special education support centers for the hearing-impaired and the Offices of education to provide substantial and proper supports for distance learning of students with deaf and hard of hearing.