An interpretive phenomenological analysis of the experiences of Deaf and Hard of Hearing teachers

Doyle, Marc Lawrence (2024). An interpretive phenomenological analysis of the experiences of Deaf and Hard of Hearing teachers. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

This study was an interpretive phenomenological analysis of the experiences of d/Deaf and Hard of Hearing teachers and Teachers of Deaf Children and Young People who were currently or had recently been working in UK schools. Four teachers were interviewed; two used spoken English and two interviews were facilitated by a British Sign Language interpreter. Interviewees discussed their experience of deafness, their experiences as a teacher, what barriers they may have faced and what things helped them to be successful. Perceptions of deafness were influenced by the people around them and for some, the school environment was a challenging place. Communicating with the children could be difficult when spoken language was used, and hearing colleagues were respectful in some settings but described as impatient in others. All teachers described deriving job satisfaction from their relationships with the children and being a part of their achievements. The leadership and culture of the school could act as either a barrier or a facilitator; where there was d/Deaf representation throughout the leadership teams, the culture of the school was more inclusive for d/Deaf people. Where leaders did not take the teachers’ concerns seriously, this led to the teachers leaving their posts. Implications for d/Deaf teachers include being aware of their rights and what environmental adjustments are considered ‘reasonable’ for school staff. Hearing colleagues and school leaders can help by practicing deaf awareness and ensuring that d/Deaf teachers are part of the decision-making processes that will affect them. For educational psychologists, this research provides perspectives on some of the cultural, linguistic, and social barriers that can affect d/Deaf people working alongside hearing colleagues, as well as facilitating and supportive factors. The majority of d/Deaf children are currently educated in mainstream environments and may have limited access to sign language or d/Deaf role models; educational psychologists can support these settings to address challenges early and provide an accessible environment.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):