Being mainstreamed and attending a school for the deaf: The qualitative academic experience of four deaf/hard of hearing students
by Stern, Ronald J., Ed.D., THE UNIVERSITY OF NEW MEXICO, 2008, 197 pages; 3318977

Abstract:

The primary purpose of this study was to give insider voices to four diverse K-12 deaf/hard of hearing students about their school experience at opposite ends of the educational placement continuum: the public school and a school for the deaf. The primary focus was on the impact of their school experience on their quality of and motivation for learning and development; outlook on life; and relationship with family. Their parents were also interviewed to compare their school placement perceptions with that of their children. The bioecological theory of human development and the social constructivist perspective are of great utility because the issues raised by the participants strike at the core of these conceptual frameworks. The study produced a list of recommendations congruent with issues that emerged from the perceptions of the student and parent participants.

 
Advisor
SchoolTHE UNIVERSITY OF NEW MEXICO
SourceDAI/A 69-06, p. , Sep 2008
Source TypeDissertation
SubjectsBilingual education; Educational administration; Special education
Publication Number3318977
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