Deaf Education Services in Southern Regions of Vietnam: A Survey of Teacher Perceptions and Recommendations

Abstract

Abstract Purpose This survey study explored teacher perceptions regarding services for children who are deaf or hard of hearing in southern regions of Vietnam, including educational successes and challenges, the availability and use of hearing technology, and teacher recommendations for improving child outcomes. Method Using a cross-sectional survey design, hard-copy surveys were sent to professionals who provided services to children with hearing loss ages 3–9. Ninety-eight surveys were distributed and seventy seven surveys were returned, resulting in a return rate of 79 per cent. Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Results Access to hearing aids and hearing aid repairs are substantial barriers for many families. Survey respondents expressed desire for more training in hearing technology and effective teaching strategies. Twenty-six per cent of children in preschool and kindergarten used listening and spoken language as their primary mode of communication compared with 7 per cent of children in first to fourth grade who used listening and spoken language. Conclusions Expansion of early identification programmes beyond high-risk cases, with increased access to hearing technology and early intervention services from highly trained professionals were recommended to optimize listening and spoken language outcomes of children who are deaf or hard of hearing.