Date post: | 26-Dec-2015 |
Category: |
Documents |
Upload: | timothy-haynes |
View: | 216 times |
Download: | 0 times |
Learning and Participation Learning and Participation Experiences of Deaf Experiences of Deaf
Students within New Students within New Zealand Tertiary InstitutionsZealand Tertiary Institutions
Denise Powell
Every Body In – Disability Studies ConferenceNovember 2011
Dunedin
““Probably no area in the Probably no area in the life of deaf people has life of deaf people has changed as radically as changed as radically as
education” education”
(Ozlins & Bridge 1999, p.51)(Ozlins & Bridge 1999, p.51)
In NZ 95% D/deaf students are mainstreamed for their compulsory education
Students expect to access tertiary education in the same way as their hearing peers
Some Basic ObservationsSome Basic Observations
Research QuestionsResearch Questions
What are the current experiences of D/deaf students in New Zealand?
What do these students perceive as barriers?
What possible solutions are there to those barriers?
Mixed methods study Mixed methods study
Phase One: Written survey with a sample of D/deaf students
64 students responded giving the study a 73% return rate
Phase Two: Interviews with eight questionnaire respondents
Respondents by AgeRespondents by Age
Respondents by InstitutionRespondents by Institution
Supports accessedSupports accessedNot at all
useful
A little
useful
Somewhat
useful
Very
useful
Extremely
useful
Didn’t
useInterpreters
1 0 1 4 10 48
Disability coordinator 13 7 5 10 19 10
Manual notetaking / peer notetaking support
3 2 6 5 25 23
Laptop computer notetaking 0 1 2 4 6 51
FM aids1 4 3 2 3 51
Induction loop2 0 0 1 2 59
Video conferencing 4 1 0 1 2 56
Blackboard – online access to lecture content
4 6 3 10 19 21
Students’ Students’ Perceived Barriers to LearningPerceived Barriers to Learning
Lectures 69%
Receiving instructions or supervision 61%
Tutorials 60%
Students’ Students’ Perceived Social BarriersPerceived Social Barriers
Social functions 75%Casual interactions with other students 58%
HighlightsHighlightsAchieving what I set out to do
Meeting other deaf students
Getting good grades
GRADUATING!!
Gaining recognition for all my hard work
Proving that deaf people can study successfully
Important Factors Identified Important Factors Identified
Early language and educational experiences,
Transition to tertiary study, Access to support services and
assistive technology, and Interactions with others.
Students’ SolutionsStudents’ Solutions
Being able to self-identify support needs confidently and knowledgably
Knowing how to utilise the services of notetakers, interpreters, and other support staff successfully
Good self-advocacy skills The capacity to believe in their own
abilities.
Funding for better access to appropriate supports for both academic and social needs in order to address social isolation
and limited communication access
Identify and address gaps in learning/knowledge both at entry to, and throughout D/deaf students’ tertiary study.
Where are we now?Where are we now?
We do know that more D/deaf students are reaching this level
We do not know how many complete their studies
We do not know whether tertiary education ‘makes a difference’
Identified Issues and Identified Issues and RecommendationsRecommendations
Database neededTransition planning needs to be urgently addressed – regional workshops
Role of transition advisor/tertiary advisor/ mentor for deaf students
Improve tertiary staff awareness and skills
Specialised training needed for notetakers/educational interpreters
Encourage the use of NZSL on campus
Formal mentoring system
MOE discontinues specialised support at the tertiary level, but D/deaf students’ education is continuing
Role of mentor/advisor at a national or regional level could assist
Capture valuable data about effectiveness
Track needs of D/deaf students
ConclusionConclusion
Inclusion is a philosophical concept based on
community membership, and is a value system, not a place, or a particular set of
learning circumstances (Powers, 2000)
ThanksThanks Firstly my thanks to Prof Merv Hyde and Dr
Renée Punch for sharing their time, knowledge and experience so generously.
Secondly, to those D/deaf graduate students and disability support services who provided ideas and suggestions to ensure this research was both relevant and beneficial.
Finally, and most importantly, thanks to the D/deaf students who willingly gave their time and energy to take part in this research.
Questions?
Comments?
Feedback
Over to you……Over to you……