This qualitative study explores the level of satisfaction of parents regarding early identification/intervention services for children who are deaf or hard of hearing (D/HH). The purpose of this study is to compare the progress of children who are D/HH with their hearing peers on elements used to measure the readiness of students to enter the first grade as measured by teacher and parental perception/satisfaction. This study will include a qualitative exploration of assistive strategies and parental choices regarding early-intervention services, amplification, and modes of communication. Furthermore, it will provide and analyze data concerning teacher and parent perception of the relative success of the various pre-school interventions for children with hearing losses.
The study employs a qualitative case-study methodology using an in-depth guided-interview format to collect data. Participants include four families of children who are deaf or hard of hearing. Triangulation of data sources is achieved through guided in-depth interviews with parents, document review, verbatim transcripts of all interviews, and personal observations. The findings reveal levels of functioning for children who are D/HH upon entry into the school system through the end of their kindergarten year and levels of parental satisfaction concerning their choices made about early-intervention services prior to their children's entry into the school system.
|Commitee:||Crowder, William Clay, Thagard, Elaine|
|School Location:||United States -- Georgia|
|Source:||DAI-A 75/02(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Special education|
|Keywords:||Deaf, Early intervention, Hard of hearing, Levels of functioning, Parental satisfaction|
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