RISKS AND RESILIENCE OF STUDENTS WITH HEARING IMPAIRMENT IN AN INCLUSIVE SCHOOL AT BENGKALA, BALI, INDONESIA / BENGKALOS INKLIUZINĖS MOKYKLOS MOKINIŲ, TURINČIŲ KLAUSOS SUTRIKIMĄ, PATIRIAMA RIZIKA IR JŲ ATSPARUMAS

Kadek Suranata, Adi Atmoko, Nur Hidayah, Itsar Bolo Rangka, Ifdil Ifdil

Abstract


This phenomenological study describs some risks and sources of resilience of students with hearing impairment in an inclusive school at Bengkala, Bali, Indonesia. The data were obtained from four students with hearing impairment, and some related key informants, through semi-structured in-depth interview and observation. The steps of analyses followed a phenomenological research approach. The result of the study shows that (1) there are three serious risk factors, namely family poverty, student’s difficulties in understanding verbal language and learning materials, and student’s emotional distortion; (2) there are five personal sources of resilience, they involve self-efficacy, cooperation skills, talents or special skills, gratitude, and positive hope; (3) there are four social support sources of resilience, they are family, school, peers, and community. This study also discussed an attempt to improve the success of children with hearing loss through developing psychological and social functioning, and enhancing achievement in inclusive schools.

 

Šis fenomenologinis tyrimas aprašo Bengkalos (Balis, Indonezija) inkliuzinės mokyklos mokinių, turinčių klausos sutrikimą, patiriamą riziką ir jų atsparumo šaltinius. Duomenys buvo gauti iš keturių mokinių, turinčių klausos sutrikimą, bei su jais susijusių informantų pasitelkiant pusiau struktūruotą giluminį interviu ir stebėjimą. Analizė buvo atliekama taikant fenomenologinę tyrimo strategiją. Tyrimo rezultatai rodo, jog (1) egzistuoja trys svarbūs rizikos faktoriai – skurdas šeimoje, mokinio sunkumai suprantant žodinę kalbą ir mokymosi medžiagą bei mokinio emocijų sutrikimas; (2) penki asmeniniai atsparumo šaltiniai, tokie kaip savarankiškumas, bendradarbiavimo įgūdžiai, talentai ar specialieji įgūdžiai, dėkingumas ir pozityvi viltis; (3) ir keturi socialinės paramos atsparumo šaltiniai – šeima, mokykla, bendraamžiai ir bendruomenė. Šiame tyrime taip pat svarstoma, kaip geriau prisidėti prie vaikų, turinčių klausos sutrikimą ir besimokančių inkliuzinėje mokykloje, sėkmingos psichologinės bei socialinės raidos ir mokymosi pasiekimų


Keywords


: risk and resilience; student with hearing impairment; inclusive school; social support; psychological resilience; deaf education / rizika ir atsparumas; mokinys, turintis klausos sutrikimą; inkliuzinė mokykla; socialinė parama; psichologinis atsparumas

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DOI: http://dx.doi.org/10.21277/se.v2i37.328

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