Advisor

Luckner, John L.

Committee Member

Bowen, Sandy

Committee Member

Mueller, Tracy

Committee Member

Vaughan, Angela

Department

Special Education

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

5-2019

Extent

172 pages

Digital Origin

Born digital

Abstract

The field of deaf education has moved from a direct service model to a primarily indirect service model. This means that teachers of students who are deaf or hard of hearing (TSDHH) increasingly work with school staff as well as with students. However, many TSDHH report feeling unprepared for the consultative aspect of their role, for which training may have been limited during their preparation program. This qualitative study used appreciative inquiry to study what is working in TSDHH and classroom teacher partnerships. Five dyads were selected through a two-step nomination process. The 10 selected teachers (general education classroom teachers and TSDHH) participated in separate semi-structured interviews about their professional partnerships. Joint and separate interviews served as the primary methods of data collection. A portraiture design was utilized to answer the following: What are the perceptions and experiences of teachers of students who are deaf or hard of hearing and general education classroom teachers regarding the consultation process? What are the qualities of successful partnerships between teachers of students who are deaf or hard of hearing and general education classroom teachers? Themes that arose among dyads included flexibility, shared goals, and mutual respect. For classroom teachers, themes included flexibility, a welcoming nature, and “good” teaching. For TSDHH, themes included flexibility, positivity, an ability to read the teacher, and an ability to work the room. Results have implications for teacher preparation and professional development, especially in terms of explicitly teaching consultation models, skills, and processes. Findings are integrated with current research, and suggestions for teacher preparation and professional development are discussed.

Degree type

PhD

Degree Name

Doctoral

Local Identifiers

Dorn_unco_0161D_10732

Rights Statement

Copyright is held by the author.

Available for download on Thursday, January 16, 2020

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