Using Qualitative Methodologies in Speech-Language Pathology: An Example From Serving Students With Hearing Loss

Abstract

This article demonstrates the use of qualitative methodologies to provide a description of an intervention framework and goals for students with hearing loss in general education. Because of advances in technology, the majority of students with hearing loss are now educated in general education classrooms. Many of these students are not eligible for special education services although their hearing loss does compromise their functioning in many areas of daily life. This investigation employed two qualitative methods—the biographical narrative interpretive method and ethnography—to provide insight into the personal experiences of a speech-language pathologist with a hearing loss and the way her experiences influenced the nature, rationale for, and content of the intervention program she implemented for students with hearing loss in general education programs. The qualitative methods are described, examples of qualitative analyses are provided, and the components of the program for elementary school students are presented.

Amplifying the voices of underrepresented speech-language pathologists through research: A transformative scoping review

“…Participants with disabilities described the complex interactions between their disability and mental health, which represented important considerations in their professional life (Hudock et al, 2018;Westby, 2021). Lastly, clinicians with linguistic and ethnic minority backgrounds often used an intersectional lens to express their experiences (Lowell et al, 2018).…”

“…The past experiences of underrepresented SLPs could play a significant role in their decision to become SLPs. For example, participants with disabilities described how having had exposure to SLP as clients facilitated their decision to seek a career in this field (Hudock et al, 2018;Westby, 2021). Participants with linguistic and ethnic minority backgrounds were motivated to join the profession to give back to their community and support them achieve a better future (Lowell et al, 2018).…”

“…SLPs who stutter reported an increased awareness of avoidance strategies that clients who stutter use (Hudock et al, 2018), and an SLP with a hearing loss developed strategies to read non-verbal social cues (Westby, 2021). Evolving in a female-dominated environment made male SLPs more aware of different communication styles (Azios & Bellon-Harn, 2021;du Plessis, 2018).…”

“…Underrepresented SLPs expressed how their unique positionality shaped their relationships and interactions in the workplace. For instance, an SLP with hearing loss expressed how parents and school staff had been more receptive to her advice for children with similar conditions since sharing her personal experiences (Westby, 2021). Male SLPs recognized that their gender could afford them more respect from other professionals (Azios & Bellon-Harn, 2021).…”

Fatigue in Children With Hearing Loss

“…I recently published a qualitative study that reported the experiences of EM, a speech-language pathologist (SLP) with a severe bilateral hearing impairment who developed an educational program for students with hearing loss (HL) based on what she wished she had had as a student (Westby, 2020). I used the biographical narrative interpretive method (BNIM) when interviewing EM.…”