Successful Students Who Are Deaf in General Education Settings

TLDR

The study identified deaf students succeeding in general education settings to investigate factors that contribute to their success. Teachers in a western state nominated 20 upper elementary to high‑school deaf students, and researchers conducted qualitative observations and interviews with students, educators, interpreters, paraprofessionals, and parents. Communication mode (sign language vs spoken English) was not a key determinant of success, and thematic analysis of interviews and observations highlighted other contributing factors.

Abstract

The study identified successful students who were deaf and were receiving most of their educational services in general education settings, in order to examine factors contributing to their success. Teachers in a western state were asked to nominate students who were deaf who were in the upper elementary through high school grades and were receiving most of their educational services in general education classrooms. Qualitative procedures were used to gather information on 20 successful students who were deaf. Inquiry focused on observation of the students in general education settings and interviews to gather perceptions of (a) the successful students themselves, (b) deaf education teachers, educational interpreters, and paraprofessional note takers serving these students, (c) general education teachers working with these students, and (d) parents. The students' primary communication modes were closely divided between sign language and spoken English; communication mode did not seem to be a salient factor in success. Results of the interviews with each group, a summary of observations, and themes that emerged across groups are provided.