There is a diversity gap between teachers of students who are deaf and hard of hearing and the students that they teach. Teachers of students who are deaf or hard of hearing who are deaf or hard of hearing themselves are underrepresented in the profession. Within a multicultural educational framework, evidence supports the benefits of diversity for all students. Further, some research suggests that teachers with disabilities bring a unique lived experience to the students they teach both with and without disabilities. Little research exists specifically addressing teachers who are deaf or hard of hearing in the field of deaf education. This qualitative narrative study examined the perceptions of five teachers of the deaf and hard of hearing who are deaf or hard of hearing themselves regarding their role and value in the profession. Through semi structured interviews and qualitative thematic analysis, the findings are discussed in length with comparisons and suggested solutions. Implications of the findings as well as recommendation for future action are discussed.
|Commitee:||Soukup, Monica, Huston, Mary|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 81/12(E), Masters Abstracts International|
|Subjects:||Teacher education, Disability studies|
|Keywords:||Deaf, Diversity, Education, Hard of hearing, Teacher|
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