Supporting Teachers for the Successful Inclusion of Students Who Are Deaf or Hard of Hearing

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Scholar-Practitioners Leading Equitable Change With Improvement Science (Table 15)

Abstract

Purpose
When educators understand the needs of students with differing abilities and develop instructional and social supports to meet those needs, inclusive classrooms can be a place where all students thrive (Farmer, Hamm, Dawes, Barko-Alva, & Cross, 2019). This is especially true for students who are Deaf/Hard of Hearing (D/HH). Using IS I address a problem of practice, specifically, the lack of access to rigorous, inclusive classrooms where students who are D/HH can learn alongside their non-D/HH peers and vice versa.

Theoretical Framework
This work is informed by Disability Study in Education (DSE) (Capper, 2019) and the concept of neurodiversity (Baumer & Frueh, 2021). Capper and Fattura (2023) suggest that segregated service delivery is fueled by several educator assumptions including “. . . we can better educate students who struggle if they are separated from their peers; (b) we can only provide individual attention and support in a setting or situation separate from rigor and relevance in the core of teaching and learning; (c) classroom teachers are not able to teach to a range of students; and (d) schools are incapable of changing to meet student needs'' (Capper & Frattua, 2023). Research continues to show us that these assumptions are unsupported, erroneous, and could result in harmful practices (Anita et al., 2009; Cole et al., 2022; Luckner & Muir, 2001).

Method
In the “Plan” component of PDSA, we found teachers need to increase their capacity and efficacy to include students who are D/HH in general education classrooms. Using IS, I will present professional learning modules that highlight supportive scholarship including (a) the benefits of serving students in inclusive settings, (b) differing types/severities of hearing loss, (c) optimal hearing environments within the school environment, (d) effective modifications, and (e) effective collaboration with other teachers (e.g., special education teachers or D/HH teachers) and service providers. Professional development will serve as the “DO” component of the PDSA cycle. The “Study” and “Act” components of this project are outlined below.

Data Sources
This study utilizes a mixed methods approach to analyze data collected. A teacher perceptions survey was collected prior to the professional development sessions and again when all professional development had been delivered to serve as driver and outcome measures. Qualitative and quantitative feedback was collected during each professional development session (process measures) along with a final focus group discussion to collect study impact (outcome and balance measures).

Results
I am in the data collection phase, and I will have final results by March 2024.

Scholarly Significance
I hope that this work leads to more discussion and action that results in greater access to less restrictive learning environments where students who are D/HH can learn and thrive alongside their non-D/HH peers. I believe (and scholarship supports) that targeted professional learning can provide such access. Our world is beautifully neurodiverse. Our classrooms should reflect and engage that beauty, as well.

Author

• Christina Armfield, Western Carolina University