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Please use this identifier to cite or link to this item: http://hdl.handle.net/1974/7228

Title: Exploring the Use of Auditory and Verbal Strategies and Specific Visual Teaching Systems of Itinerant Teachers of Students who are Deaf and Hard-of-Hearing
Authors: Kincaid, PATRICIA MABLE TERESA

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Keywords: Special Education
Reading
Issue Date: 31-May-2012
Series/Report no.: Canadian theses
Abstract: 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.
Description: Thesis (Master, Education) -- Queen's University, 2012-05-29 12:32:52.068
URI: http://hdl.handle.net/1974/7228
Appears in Collections:Queen's Theses & Dissertations
Education Graduate Theses

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