Study of the Effectiveness and Potential of Video-Guided Instructions in Teaching Deaf Students

Abstract

This study demonstrates the potential of video-guided instructions in deaf education. It highlights the commitment and resourcefulness of teachers always looking for new and creative methods to empower their learners. The study explores the experiences of six (6) Special Education teachers by using the phenomenological qualitative approach and purposive sampling. These teachers used video-guided instruction to teach deaf learners. After the data analysis, six (6) themes emerged: more successful than traditional strategies; students can review and influence workload and classroom management; require training or assistance to use video-guided instruction properly; more student-centered for continuous improvement; and can accommodate different learning styles. Through exploring these experiences, this present study developed a sample learning plan. The experiences and learning plan can either make or break the teachers' self-efficacy. It should be noted that video-guided instruction is only a supplement, not a total replacement of all teaching strategies. Further research on the experiences of special education teachers of other learning disabilities should be highlighted to determine if the multimodal quality of video-guided instruction is still relevant in teaching learners.