Exploring collaboration from the perspectives of culturally deaf parents and hearing school staff teaching children of deaf adults: an interpretative phenomenological analysis

Noble, Ruby Jane (2024). Exploring collaboration from the perspectives of culturally deaf parents and hearing school staff teaching children of deaf adults: an interpretative phenomenological analysis. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Research indicates that parental involvement in their children’s education has a positive impact on a child’s academic and social-emotional development. Culturally Deaf parents, defined as individuals who self-identify with the culturo-linguistic model of Deafness, experience difficulties accessing their children’s education. However, there has been little published research exploring Deaf parents’ engagement in schools. The current research aimed to explore the lived experiences of Deaf parents and hearing school staff of collaboration and to identify the barriers and facilitators to effective collaboration in this population. Three Deaf parents and one hearing teacher participated in online individual semi-structured interviews. Data was analysed using Interpretative Phenomenological Analysis so that individual participants’ experiences could be explored and valued within their own right in addition to identifying themes evident across participants. Data indicated that participants’ experiences of collaboration were generally difficult and frustrating, and suggestions for how collaboration could be improved related to attitudinal changes and the implementation of systems and policies. These findings were discussed alongside exploration of relevant literature, following which a methodological review was provided and implications for professional practice and future research were considered.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):