Teacher-Student Relationships: How Itinerant Teachers Support the Social and Emotional Development of Deaf and Hard-of-Hearing Students

• In Event: Factors Impacting the Social and Emotional Well-Being and Educational Outcomes of Deaf Students

Abstract

This study investigated the significance of the unique teacher-student relationship between itinerant teachers of deaf and hard of hearing and deaf and hard-of-hearing students who are educated in inclusive school settings. Using a narrative inquiry and multiple case study design, four itinerant teachers and four students completed individual narrative interviews where they reflected upon their teacher-student relationship(s) in terms of social and emotional support and social inclusion at school. Individual stories were analyzed using an inductive approach and thematic content analysis, and emerging themes highlight the importance of longstanding teacher-student relationships throughout development (kindergarten through grade 12) in terms of promoting overall social and emotional well-being and facilitating inclusive practices. Implications for research and practice are discussed.

Author

• Nancy Norman, Kwantlen Polytechnic University/University of the Fraser Valley