Learning to listen: the voices of post-secondary deaf and hard of hearing learners

Deena Martin
This study examined the experiences of Canadian postsecondary learners who are d/Deaf or hard of hearing and have received services from the campus accessibility office. Data collected from interviews with nine learners were analyzed using a constructivist grounded-theory approach, thus allowing the basic social process (BSP) to emerge. I called this process negotiating communication access in postsecondary education. It consisted of three key supporting processes: (a) advocating for self, (b)
more » ... avigating the learning environment, and (c) building relationships. The research outcomes achieved in this study include (a) a documented analysis and synthesis of the perceptions of Deaf and hard-of-hearing students specific to the theoretical and practical issues involved in accessing communication support services in postsecondary institutions and (b) a theoretical model that depicts the above synthesis. Last, the discussion chapter contains recommendations for increasing accessibility to postsecondary institutions for learners who are d/Deaf or hard of hearing. Acknowledgements I am deeply indebted to my supervisor, Dr. Linda McDonald, for the guidance and support that she so graciously offered me. On more than one occasion her commitment to the completion of my dissertation ensured that I stayed the course. I would also like to extend my gratitude to Dr. Judy Lupart, Dr. Christina Rinaldi, and Dr. Deb Russell for their critical feedback and participation in the supervisory committee process. As well, it is a pleasure to acknowledge the numerous mentors who have influenced me during my time in academia. Beginning at MacEwan and through my transition to the University of Alberta, I have been taught and advised by the best. The opportunities before me are closely connected to the mentorship that I
doi:10.7939/r3713h fatcat:dl3fnj4axnbxtnygzmvr2wnfmm