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Inclusion in Mainstream Classrooms: Experiences of Students who are Deaf or Hard of Hearing (D/HH)

  • Author / Creator
    Rohatyn-Martin, Natalia, K.
  • 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.

  • Subjects / Keywords
  • Graduation date
    2017-11:Fall 2017
  • Type of Item
    Thesis
  • Degree
    Doctor of Philosophy
  • DOI
    https://doi.org/10.7939/R3J09WJ3M
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. 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.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Doctoral
  • Department
    • Department of Educational Psychology
  • Specialization
    • Special Education
  • Supervisor / co-supervisor and their department(s)
    • Hayward, Denyse (Educational Psychology)
  • Examining committee members and their departments
    • Van Vilet, Jessica (Educational Psychology)
    • Campbell, Melanie (Communication Sciences & Disorders)
    • Jarvis, Joy (External)
    • Buck, George (Educational Psychology)
    • Ritter, Kathryn (Communication Sciences & Disorders)