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.
