Theses and Dissertations

Date of Award

2024

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Hardwick Smith Johnson

Committee Member

Sherry Burke

Keywords

deafness, achievement gap, comprehension, inclusion

Abstract

The applied dissertation was designed to identify the challenges that general education teachers who educate students who are deaf and hard of hearing (DHH) face inside of the inclusion setting and to study solutions for improving teaching. A qualitative research design was used to achieve this objective. Data was collected using semistructured interviews. Semistructured interviews allowed indepth exploration of the challenges and barriers general education teachers encounter when meeting the needs of students who are DHH. The study cited communication problems, a need for more access to educational resources, and social solutions that students who are DHH face as obstacles in the inclusion setting.

Communication problems are one of the most significant challenges faced by students who are DHH. Many students who are DHH struggle to understand their teachers and peers due to inadequate communication support. This leads to difficulties in accessing information and keeping up with classwork. The current study identified the challenges that general education teachers face trying to meet the needs of students who are DHH. More information is needed to determine what training and resources can be put in place to support general education teachers by appropriately accommodating students who are DHH inside the inclusion setting.

Three recurring themes emerged from the interview transcript using manual coding. The following themes were identified about general education teachers and their experiences and perspectives teaching students who are DHH inside an inclusion setting: (a) inclusive classroom environment, communication barriers and challenges, and social integration; (b) pedagogical approaches general education teachers use to support students who are DHH; and (c) lack of education resources and support for general education teachers. These themes, which were identified as factors related to the research questions, provide insight into the perceptions and experiences related to challenges that general education teachers face when teaching students who are DHH inside of the inclusion setting. The findings of this study provide interested parties with insight on the challenges general education teachers face when meeting the needs of students who are DHH in the inclusion setting. Recommendations include next steps that should be implemented to better support students who are DHH in the inclusion setting.

Download
To access this thesis/dissertation you must have a valid nova.edu OR mynsu.nova.edu email address and create an account for NSUWorks.

Free My Thesis

If you are the author of this work and would like to grant permission to make it openly accessible to all, please click the Free My Thesis button.

Share

COinS