This qualitative study explored the experiences of itinerant teachers supporting students who are Deaf and Hard-of-Hearing develop literacy skills using auditory and verbal strategies and specific visual teaching systems. Data was collected during semi-structured interviews which examined the experiences of the participants and how they accommodated Deaf and Hard-of-Hearing students to acquire phonemic awareness and phonological processing. The data was analyzed and revisited until categories and sub-categories emerged.
The findings are presented of four itinerant teachers who described their experiences supporting Deaf and Hard-of-Hearing students educated within mainstream classroom settings. The participants supported Deaf and Hard-of-Hearing students within a mainstream educational model with intervention-based support. Intervention was provided based upon student need. As well, the data revealed the participants provided education in-servicing to other teachers to help meet the needs of their Deaf and Hard-of-Hearing students. Participants reported providing progress monitoring of students with lesser needs and servicing of assistive equipment. Data revealed the participants used an auditory and verbal approach to teaching literacy to Deaf and Hard-of-Hearing students. This aligned with their school boards’ educational model and instructional approach.
The pursuit of linguistic education within the Deaf community is distinctly different from that of the hearing world. Future research should investigate the experience of teachers in a provincial school for the Deaf and Hard-of-Hearing where a bi-cultural approach to literacy is found. Further, the influence of assistive technology, restorative technology, and hearing devices will interact with acquisition of phonemic
iii
awareness and phonological processing. How technology interacts and influences Deaf culture in relation to the persistence and continuation of American Sign Language as a form of communication may interest future researchers. / Thesis (Master, Education) -- Queen's University, 2012-05-29 12:32:52.068
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OKQ.1974/7228 |
| Date | 31 May 2012 |
| Creators | Kincaid, PATRICIA MABLE TERESA |
| Contributors | Queen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.)) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner. |
| Relation | Canadian theses |
Page generated in 0.1529 seconds