Griffin, Tara Lesley Huelin (2021) The support provided for and methods used by professionals involved in the educating of deaf children in mainstream schools. Masters thesis, York St John University.
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Abstract
A gap in the literature surrounding deaf education in mainstream schools is that there is little to no acknowledgement of the opinions and experiences of the professional responsible for the education of the deaf children. Therefore, this thesis approaches the topic of deaf education with a pedagogic approach and aims to evaluate the methods used by and support provided for mainstream teachers, teaching assistants and teachers of the deaf, from the perspective of the named professionals.
The method of semi-structured interviews was selected for the research to allow for elaboration by participants on topics they wished to discuss regarding their experiences. Three groups of participants were used (teachers, teaching assistants and teachers of the deaf) and three participants were included in each group to gain a range of experiences for evaluation. Interviews were carried out over Microsoft Teams and transcribed for use in a deductive thematic analysis. The themes explored in this thesis are:
• a mainstream classroom’s ability to accommodate deafness
• the classification of deafness as a disability
• speech vs sign
• the National Curriculum
• support between professionals
• the role of the teaching assistant
• online learning and the role of technology in deaf education
• relationships with parents
• suggestions for improvement 4
Analysis of results revealed that areas that participants felt needed improvement included the defining of deafness as a disability, the implementation of BSL and deaf studies in the national curriculum and the use of other professionals to benefit the understanding and appreciation of deaf education.
| Item Type: | Thesis (Masters) |
|---|---|
| Status: | Unpublished |
| Subjects: | L Education > L Education (General) |
| School/Department: | School of Education, Language and Psychology |
| URI: | https://ray.yorksj.ac.uk/id/eprint/6531 |
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