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.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/691 |
| Date | 11 1900 |
| Creators | Martin, Deena |
| Contributors | Linda McDonald, Educational Psychology, Judy Lupart, Educational Psychology, Christina Rinaldi, Educational Psychology, Debra Russell, Educational Psychology, Veronica Smith, Educational Psychology, Jos L. da Costa, Educational Policy Studies, Susan Foster, Research and Teacher Education |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 699116 bytes, application/pdf |
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