Inclusion in Mainstream Classrooms: Experiences of Students who are Deaf or Hard of Hearing (D/HH) Open Access
- Other title
- Type of item
- Degree grantor
University of Alberta
- Author or creator
Rohatyn-Martin, Natalia, K.
- Supervisor and department
Hayward, Denyse (Educational Psychology)
- Examining committee member and department
Buck, George (Educational Psychology)
Jarvis, Joy (External)
Ritter, Kathryn (Communication Sciences & Disorders)
Campbell, Melanie (Communication Sciences & Disorders)
Van Vilet, Jessica (Educational Psychology)
Department of Educational Psychology
- Date accepted
- Graduation date
Doctor of Philosophy
- Degree level
In current educational contexts Deaf and hard of hearing (D/HH) students are being educated in inclusive classrooms. However, academic and social outcomes for these students remain highly variable. To date, there are few studies examining inclusion from the perspectives of students who are D/HH. Research in this area may impact students’ future social and/or economic outcomes. This research can inform and enhance pedagogical decisions with respect to inclusion, resulting in increased student engagement, motivation, and achievement. The purpose of this study was to discover the day-to-day experiences of D/HH students (ASL and spoken English users) through narrative research. Study participants comprised 6 junior high and high school students who have severe-to-profound bilateral sensorineural hearing loss and attend inclusive classrooms in Alberta, Canada. Two students communicated in ASL, three used spoken English, and one communicated using Signed English and spoken English. Semi-structured in-depth interviews were conducted with participants focused on their experiences of inclusion. Additional data sources (participant demographic data, pre-interview activities, and the researcher audit trail) were also collected. The findings are demonstrated through four overarching themes: (a) Educational Adaptations; (b) Identity Development; (c) Effect of Communication Style on Social Relationships; and (d) Importance of Language. Findings from this study are also discussed in terms of Universal Design for Learning and the implications for teachers, administrators, parents, and students themselves. This study adds unique evidence about inclusion through the lens of the students’ described experiences in, and perceptions of, inclusive classrooms in an Albertan context.
- This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
- Citation for previous publication
Rohatyn-Martin, N., & Hayward, D. (2016). The challenge of fatigue for students who are deaf or hard of hearing in inclusive classrooms. The International Journal of Learner Diversity and Identities, 23, 23-31.Rohatyn-Martin, N. (2015). The absence of deaf and hard of hearing student perceptions in inclusive education settings. Proceedings of the 22nd International Congress on the Education of the Deaf, (pp.1-7), Athens, Greece.
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