From the Access Ramp To Equity and Quality: Alberta Teachers’ Experiences of Educating Deaf/Hard of Hearing Students

Abstract

This study examines the current state of education for Deaf/Hard of Hearing (DHH) students in Alberta, Canada, based on the perspectives and experiences of classroom teachers and Teachers of the Deaf/Hard of Hearing (TDHHs). The research was conducted in three phases: Phase 1 involved interviews, which informed the design of two survey instruments used in Phase 2. In Phase 3, participants helped corroborate and clarify data collected in the previous phases. The study was guided by Piper et al.’s (2006) theoretical framework of access, equity, and quality. The central research question was: What is the current state of education for students who are DHH in Alberta, from the perspectives and experiences of classroom teachers and TDHHs? The findings reveal that while general classroom teachers are welcoming and provide basic accommodations that support visual and auditory access to the classroom, they often have limited awareness of the specialized instructional needs of DHH students. TDHHs possess specialized expertise in assessment and instructional needs of DHH students, but have few opportunities to apply their knowledge with teachers or students. A dearth of qualified professional, paraprofessional support in classrooms and professional development opportunities in DHH Education hinder teachers’ ability to identify and address the specialized instructional needs of this low incidence, heterogenous student population. These challenges highlight the need for improved training, collaboration, and resource allocation to enhance educational outcomes for DHH students.