Enhancing Inclusive Education: Exploring the Impact of Teacher Competence and Individual Education Plan (RPI) on the Development of Hearing-Impaired Students and Health Risk in Special Education Schools

Abstract

This research employs a Sequential Exploratory Design (SED) to investigate the relationship between teacher competence, individual education plan (RPI) planning, and the development of hearing-impaired students in the context of Special Education Schools (SPKs). The study involves a comprehensive literature review and document analysis to establish fundamental aspects and variables, followed by a survey study using a questionnaire with 135 adapted items. The sample comprises 305 hearing-impaired special education teachers from 26 SPKs. Correlation analysis reveals significant positive relationships between teacher competence, RPI planning, and student development, supporting three hypotheses. The findings emphasize the crucial role of teacher competence and effective RPI planning in fostering the development of hearing-impaired students. This study contributes to the understanding of inclusive education and highlights the importance of teacher training and RPI implementation for better educational outcomes.