Inclusion of Signing Deaf or Hard-of-Hearing Students: Factors That Facilitate Versus Challenge Access and Participation.
Purpose: Past studies have consistently indicated a need for improvements in inclusive educational practices. Many have focused on a single actor (e.g., the student), not taking into account the interactive nature of communication. Method: A qualitative study, involving multiple participants in two...
| Published in: | Perspectives of the ASHA Special Interest Groups Vol. 5; no. 4; pp. 971 - 984 |
|---|---|
| Main Author: | |
| Format: | questionnaire/scale research tables/charts Journal Article |
| Published: |
American Speech-Language-Hearing Association
Aug2020
|
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=145248719&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145248719 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Aug2020 vid: 5 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 145248719 145248719 145248719 10.1044/2020_PERSP-19-00124 145248719 ppf: 971 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Inclusion of Signing Deaf or Hard-of-Hearing Students: Factors That Facilitate Versus Challenge Access and Participation. aug: au: Salehomoum, Maryam affil: Department of Communication Sciences and Disorders, Emerson College, Boston, MA sug: subj: Hearing Disorders Teaching Methods Students with Disabilities Communication Sign Language Education Human Teachers Faculty Role English Language Interviews Questionnaires Videorecording Descriptive Statistics Data Analysis Software ab: Purpose: Past studies have consistently indicated a need for improvements in inclusive educational practices. Many have focused on a single actor (e.g., the student), not taking into account the interactive nature of communication. Method: A qualitative study, involving multiple participants in two subject area general education high school classrooms, was completed to examine factors that promote versus challenge deaf or hard-of-hearing (DHH) students' access to communication and participation in classroom activities. Participants included four classroom teachers, two sign language interpreters, and three DHH students who used sign language as their primary mode of communication. Data consisted of eight 60- to 75-min in-class observations, two interviews, and three questionnaires. Data were analyzed using a participation framework of interaction as coordinated linguistic and nonlinguistic actions between multiple actors. Results: Despite the availability of technological tools and sign language interpretation, DHH students had inconsistent access to classroom communication and lower participation than their hearing peers. Conclusions: The results correspond to those of past studies, which suggest a research-to-practice gap that needs to be addressed if we are to see improvements in inclusive practices, particularly for students who use signed communication. Several recommendations are proposed in consideration of teacher, interpreter, and student as integral participants. Speech-language pathologists can participate in assessing whether inclusive education is meeting desired results and contribute to the development and implementation of necessary adaptations. Future studies are needed to systematically examine the efficacy of specific education and training programs. pubtype: Academic Journal doctype: questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|