A Teacher Training Program: Early intervention for deaf/hard of hearing children

Ertürk Mustul E., TURAN Z., UZUNER Y.

Journal of Deaf Studies and Deaf Education, vol.31, no.2, pp.262-277, 2026 (SSCI, Scopus)

  • Publication Type: Article / Article
  • Volume: 31 Issue: 2
  • Publication Date: 2026
  • Doi Number: 10.1093/jdsade/enaf072
  • Journal Name: Journal of Deaf Studies and Deaf Education
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), MEDLINE, MLA - Modern Language Association Database, Psycinfo, MLA International Bibliography, EBSCO Communication Source, Social Science Premium Collection (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Communication Source (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Pharma Collection (ProQuest)
  • Page Numbers: pp.262-277
  • Anadolu University Affiliated: Yes

Abstract

The present action research study had two main aims. The first aim was to develop and implement a Teacher Training Program for teachers providing early intervention (EI) services for deaf/hard of hearing (DHH) children. The second aim was to investigate the contributions of the Teacher Training Program to the participating teachers, the principal, and the parents of DHH children. The research was conducted at a Special Education and Rehabilitation Center (SERC). The participants of the study included eight teachers, one school principal, eight DHH children, and their parents. Data were collected from reflective journals, documents, observations, semi-structured interviews, meetings, and artifacts, and analyzed using descriptive and inductive methods. The findings showed that teachers achieved significant professional development in the planning and evaluation of EI session, and in their interactions with children, utilizing play as a learning medium, supporting listening and spoken language development skills, and supporting active participation of the family. It was noted, however, that the high teacher turnover stemming from problems related to working conditions at the SERC limited the sustainability of the Teacher Training Program and its benefits to the center.