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Bigdeli Z, Selahi S. Information Needs of Hearing-impaired Students in Exceptional Schools in Shiraz From Their Teachers’ Viewpoint . Research on Information Science & Public Libraries. 2011; 17 (3) :495-516
URL: http://publij.ir/article-1-125-en.html
Shahid Chamran University , z.bigdeli@mail.scu.ac.ir
Abstract:   (8580 Views)
Purpose: This research tries to study the information needs of hearing-impaired students in exceptional schools in Shiraz from their teachers’ viewpoint and evaluate the role of libraries in these schools in meeting these needs.
Methodology: This is a survey in which the opinions of 44 teachers of the exceptional schools for hearing-impaired students were collected by a questionnaire. Data analysis was performed using SPSS software.
Findings: As data analysis revealed, information needs of hearing-impaired students in exceptional schools in Shiraz include general information, supplementary information resources, and amusement. According to the teachers, the most appropriate form of providing the information resources is the books accompanied by CD or DVD and sign language. The teachers believe that the existing information resources have low effect on development of social skills of hearing-impaired students and such students are incapable of purchasing and use of current information resources. 52.2% of the teachers think that proper communication devices (such as teletex and written chat) are not available to the students. Also, the students rarely use the libraries in their schools and have insufficient familiarity with the existing information resources in the libraries. Besides, quality of the schools libraries is low.
Originality/Value: The findings of this research can be useful for related officials in identification of the information needs of a specific group of the society’s individuals and in trying to meet such needs. Furthermore, the present study can assist the parents and teachers of hearing-impaired students to satisfy the information needs of such specific group of students.
 
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Type of Study: quantitative |
Received: 2012/08/10 | Accepted: 2013/07/18 | Published: 2013/07/18 | ePublished: 2013/07/18

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