Két módszer között – egy empirikus vizsgálat szurdopedagógusok körében

Abstract

Early language access is the key to language and cognitive development. For hearing-impaired children, sign language is the accessible language that ensures access to knowledge and learning materials for them. This study partially repeats an investigation published in 2009 placing it into a sociolinguistic frame. It aims to find out how special education teachers‘ attitude at institutions for the deaf has changed towards the current auditory- verbal education and towards bilingual education to be introduced in the last ten years. In addition, this study has also explored what advantages and disadvantages are known of these training forms and what further connections can be revealed between the language of instruction and the efficiency of teaching. Although the investigation has been carried out with a small number of respondents, clear tendencies have been outlined during data analysis.