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Perspectives of Teachers on Challenges of Teaching in Deaf Schools, Afghanistan

Aims: this study aims to investigate teachers ’perceptions about the challenges of teaching in deaf schools in Kabul city, Afghanistan. Study Design: This study was describing the status of Deaf schools in Kabul. For gathering information used questionnaire. Place and Duration of Study: Sample: teachers participated from three deaf schools across Kabul city. Between September 2020 and June 2021. Methodology: We included 74 (33 men, 41 women). Data was collected through a questionnaire and analyzed with SPSS software. The reliability of the questionnaire was 0.83%. T-test and ANOVA tests were used to analyze data. Results: Results showed there was a significant difference between male and female teachers with challenges of teaching. There were no significant differences among specialist and non-specialist teachers, and experience of teaching with challenges of teaching. Conclusion: there were four factors (students, teachers, content, and physical environment) that influence challenges of teaching. Original Research Article Sanaiy et al.; JESBS, 34(7): 15-20, 2021; Article no.JESBS.71469 16


INTRODUCTION
Hearing is one of the main senses. Hearing leads to better education and communication.
Teaching as a career is complex and needs specialization, art, and experience. Nowadays, teaching methods are based on scientific researches. It is obvious to achieve educational objectives through new insights. Applying new knowledge requires some conditions (peace, acceptance, and agreement between students and teacher [1]. abnormal behaviors of students lead to disrupting the process of teaching, so they cannot learn well [2]. There are two educational approaches in deaf education in Afghanistan. First, Inclusive education means students with disabilities and normal students' study together in one classroom with an interpreter teacher [3]. Second, a special system means just Deaf students' study in one classroom and they learn through sign language.

Education of Deaf Children in Afghanistan
Education of deaf children in Afghanistan started late in other countries. There were many factors to postpone it. Four decades of war have affected so many deaf children. UNESCO  Deaf students are a special group in society so they need special needs and attention. Unfortunately, government support is very weak. In general, the situation of education of deaf students is so bad. Attiq [5] there are a lot of challenges for deaf education included lack of special schools, no free transportation, no dormitory for deaf students, lack of accessories in deaf schools, lack of professional teachers in sign language in schools, and high content of lessons. The other challenge is related to parents of deaf children, they do not have enough attention to their children because they have low knowledge about children with special needs.
The aim of this study is to investigate teachers' perceptions about the challenges of teaching in deaf schools in Kabul city, Afghanistan. In this research, we have three hypotheses.
H1: there has a significant difference between genders with teachers' perception about the challenges of teaching in deaf schools.
H2: there has significant difference between fields of study (specialization and nonspecialization in special education) of teachers with teachers' perception about challenges of teaching in deaf schools.
H3: there has a significant difference between the experience of teaching with teachers' perception of the challenges of teaching in deaf schools.

Literature Review
Udoba [6] explored "Challenges faced by teachers when teaching learners with a developmental disability" results showed problems with content, lack of specialists in special education, lack of educational environment, curriculum, social acceptance, low salary for teachers, expectations of parents, and how to deal with challenges. Allam and Martin [7] Conducted qualitative research and determining issues and challenges of special education teachers from the perspectives of teachers. They presented five factors including, choosing appropriate strategy and motivation; identifying individual needs; challenging but fulfilling; acceptance and patience; and respect one's rights. The research showed there was not enough special needs education training for teachers; they feel they are not qualified for teaching. The educational environment was poor and there were not enough instructional materials.
Owusu-Bempah [8] studied the teaching of special needs children in Ghana. They found challenges of teaching and categorize them into four sections included the children, colleagues, parents, and the institutions. They presented some coping strategies for each challenge. They suggested that to reduce burnout of the teachers, school administration should provide strategies that will enhance teamwork. Rasmussen and Kis [9] studied qualifications of subject teachers in special education schools, they found a lack in requirements can be categorized into three areas a) teacher knowledge, b) tools, equipment, classroom materials, and c) training, management and peer support. Ignoring each area can affect teaching negatively and disturb the subject teachers from doing their job efficiently.
Deku and Vanderpuye [10] Considered perspectives of teachers in inclusive education, their findings showed that there was no difference between male and female 'perceptions on the physical environment, type of curriculum, and teacher preparation for inclusive education. Also, there were relationships between age, teaching experience, and professional qualification with teachers' perceptions in inclusive schools. They suggested that acquiring the skills of teaching children with special needs was the main part of inclusive education.
Hankeb [11] explored the experiences of deaf teachers in inclusive classrooms. In the study, deaf teachers applied sign language as a communication tool for whole students of class but their students were weak in sign language skills. They found teachers have a good attitude to their jobs but they are not master on pedagogical skills. They cannot use technology appropriately [12] discovered the effects of sign language barriers among Deaf learners in special schools. The results of the study show there is not enough in-service training for teachers. There were poor physical resources affected learners' performance.

Participants
This study conducts a survey for identifying teachers 'perceptions of the challenges of teaching in deaf schools. The survey was distributed to 74 teachers from one public deaf school and two private deaf schools in Kabul city. Participants were volunteers and this was announced to them that their information will be confidential. 77 questionnaires were distributed among teachers and 74 back to researchers. The study group was 41 female and 33 male teachers.

Measurement
Data of this study were collected by means of a paper-pencil survey. Reliability (Cronbach'Alpha:0/83) and for the validity of the questionnaire, we delivered the questionnaire to three special education professors and we received their feedback and suggestions. The questionnaire had two parts: (a) demographic information, (b) teachers' perception about challenges of teaching in deaf schools. (a) Demographic information: the demographic part included gender, specialist and non-specialist in special education, and experience of teaching that have five categories included 1-5, 6-10, 11-15,16-20, and more than 20 years, and(b) Teachers' perception about challenges of teaching part was 35 questions and using a 5point Liker scale (from (1) strongly disagree to (5) strongly agree). The challenges of teaching are divided into 4 constructs (students, teachers, content, and physical environment).  Table 1 shows the answers of teachers. Male respondents were 33(44.6%) and female respondents were 41 (55.4%); in terms of the experience of teaching 15 (20.3%) respondents were 1 to 5 years, 38(51.4%) respondents were 6 to 10 years, 16(21.6%) respondents were 11 to 15 years, 2 (2.7%) respondents were 16 to 20 years, and 3 (4.1%) respondents were more than 20 years, and 44 (59.5%) respondents were teachers who specialist in exceptional children, and 30 (40.5%) respondents were teachers who non-specialist in exceptional children. T-test showed a significant difference between teachers who participated in the study from different deaf schools in terms of gender (P= 0.013).

RESULTS
T-test indicates no significant difference between teachers who participated in the study from different deaf schools in terms of specialist or non-specialist in exceptional children (P= 0.735).
ANOVA test shows no significant difference among the teaching of experience with teacher' perception about challenges of teaching (P=0.959).

DISCUSSION AND CONCLUSION
Regarding hypothesis H1, the results showed that there is a significant difference between gender and teachers 'perception about challenges of teaching. The result supports another research [10]. Female teachers are more flexible and patient than male teachers in dealing with deaf students. According to hypothesis H2, the study demonstrates that there is no significant difference between fields of the study with teachers' perception about challenges of teaching. This result is not in line with the previous study [9,11]. Respecting H3, the result illustrated that there is no significant difference between experiences of teaching with teachers' perception about challenges of teaching. The result does not support the previous study [10]. All in all the results of main variables (students, teachers, and educational content, and physical environment) are aligned with the other studies [9,[13][14][15]6]. This study has some limitations included lack of scientific resources, difficulties with the deaf teachers for answering questions, and hard access to schools due to security issues. For improving the process of teaching in these schools, they should establish workshops on modern methods of teaching for their teachers. Equip deaf schools with educational tools. Reform curriculum based on needs and abilities of students. Hire graduated students from the field of special needs education, especially the field of deaf children.