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Consultant Practitioners’ Self Reported Techniques for Supporting Central and Northern Albertan Students Who are Deaf and Hard of Hearing Open Access


Other title
deaf education
educational audiology
speech-language pathology
aural rehabilitation
teacher of the deaf
Type of item
Degree grantor
University of Alberta
Author or creator
Pacey, Lyall J
Supervisor and department
Campbell, Melanie (Communication Sciences and Disorders)
Examining committee member and department
Dahlen, Jacqueline (external)
Ritter, Kathryn (Communication Sciences and Disorders)
Holt, Nicholas (Physical Education and Recreation)
Department of Communication Sciences and Disorders
Speech-Language Pathology
Date accepted
Graduation date
Master of Science
Degree level
Consultants in central-northern Alberta have worked to support integration of children who are deaf or hard-of-hearing (D/HH) in inclusive classrooms. Parents in the region had requested access to Listening and Spoken Language (LSL) services; however, the consultants at one publicly funded agency in the region were not familiar with this method. A series of practice-related questions grew from the parents’ enquiry: (a) What is the LSL method, and how is it delivered in inclusive classrooms?; (b) How are consultant services for students who are D/HH delivered in central-northern Alberta?; and (c) In what ways are these services similar or different? These questions were developed into research questions that were addressed in three phases of research. Phase One described the literature related to LSL practices, with additional attention paid to school-based application. Through contribution from a subject matter expert and suggested literature, a series of LSL-related techniques were assembled that are reportedly used by itinerant practitioners in eastern Ontario. In Phase Two the researcher conducted phone interviews with three participants employed as consultants in central-northern Albertan schools. They described the techniques with which they support inclusion of the target students, as well as provided additional details for approaching the challenges of collaboration, working with technology, classroom environment factors, and more. This culminated in a list of techniques organized into categories: cognitive linguistic, auditory, speech, professional / caregiver guidance, instructional presentation and planning, student guidance, and miscellaneous. The topics with most significant contribution and saturation of data included formation and utilization of relationships when delivering services; teaching strategies and classroom-based interventions; suggestions for and implementation of programming; and auditory interventions. In Phase Three, the techniques reported by the consultants in central-northern Alberta were compared with the documented techniques used in the itinerant model in eastern Ontario. The techniques reported by the three participants show many similarities with the Ontario model, with major areas of overlap including auditory interventions and professional / caregiver guidance, and notable differences in the areas of parent interaction, transition from pre-school to school years, frequency of visits, and the participant’s role in intervention.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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