Empirical paper. Inclusive instruction and learning for deaf students in postsecondary education

Abstract

This article explores how students who are deaf and their instructors experience mainstream college classes. Both quantitative and qualitative procedures were used to examine student access to information and their sense of belonging and engagement in learning. Instructors were asked to discuss their approach to teaching and any instructional modifications made to address the needs of deaf learners. Results indicate that deaf students viewed classroom communication and engagement in a similar manner as their hearing peers. Deaf students were more concerned about the pace of instruction and did not feel as much a part of the 'university family' as did their hearing peers. Faculty generally indicated that they made few if any modifications for deaf students and saw support service faculty as responsible for the success or failure of these students. We discuss results of these and additional findings with regard to barriers to equal access and strategies for overcoming these barriers.

The influence of online resources on student–lecturer relationship in higher education: a comparison study

“…A semi-structured questionnaire was developed using three well-known existing instruments, adopted version of Academic Engagement Form (AEF) (Price et al 2007) originally constructed by Foster et al (1999), Teacher Power Use Scale (TPUS) (Fassett and Warren 2010) and Student Instructor Relationship Scale (SIRS) (Creasey et al 2009). AEF elements directly assess the impact of online learning resources on students' academic engagement.…”

Estudantes surdos no ensino superior: reflexões sobre a inclusão

“…The young people interviewed consider the presence of the interpreter to be indispensable. But, all report difficulties related to training for these professionals, a point already identified by some researchers (Foster, Long, Snell, 1999;Martins, 2007;Masutti, Santos, 2008). These difficulties are more obvious in higher education, given the complexity and specialization of the different areas of knowledge.…”

“…A study by Foster, Long and Snell (1999) on the experience of deaf students in higher education in contexts of inclusion shows that the view they have of communication in the classroom and their involvement in the learning process is the same as that of their hearing colleagues, but they feel less integrated than the latter into university life. The study also reveals that many teachers do not bother to make the adaptations that favor deaf students and attribute the latter's success or failure to support services.…”

Students with an Undisclosed Hearing Loss: A Challenge for Academic Access, Progress, and Success?

“…The students in our second survey were also asked to respond to 36 items from the Academic Engagement Form (AEF) developed by Foster, Long, and Snell (1999) to measure how much students actively engaged in learning activities. Using a scale from 6 (''always'') to 1 (''never''), the respondents indicated how often each item had been true for them in their experience of studying with the Open University.…”