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Learning to listen: the voices of post-secondary deaf and hard of hearing learners Open Access


Other title
Higher Education
Campus accessibility
Hard of Hearing
Type of item
Degree grantor
University of Alberta
Author or creator
Martin, Deena
Supervisor and department
Judy Lupart, Educational Psychology
Christina Rinaldi, Educational Psychology
Linda McDonald, Educational Psychology
Examining committee member and department
Veronica Smith, Educational Psychology
José L. da Costa, Educational Policy Studies
Susan Foster, Research and Teacher Education
Debra Russell, Educational Psychology
Department of Educational Psychology

Date accepted
Graduation date
Doctor of Philosophy
Degree level
This study examined the experiences of Canadian postsecondary learners who are d/Deaf or hard of hearing and have received services from the campus accessibility office. Data collected from interviews with nine learners were analyzed using a constructivist grounded-theory approach, thus allowing the basic social process (BSP) to emerge. I called this process negotiating communication access in postsecondary education. It consisted of three key supporting processes: (a) advocating for self, (b) navigating the learning environment, and (c) building relationships. The research outcomes achieved in this study include (a) a documented analysis and synthesis of the perceptions of Deaf and hard-of-hearing students specific to the theoretical and practical issues involved in accessing communication support services in postsecondary institutions and (b) a theoretical model that depicts the above synthesis. Last, the discussion chapter contains recommendations for increasing accessibility to postsecondary institutions for learners who are d/Deaf or hard of hearing.
License granted by Deena Martin ( on 2009-09-28T17:37:10Z (GMT): 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. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein 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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