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Collaborative Practices Between General Education Teachers and Teachers of the Deaf/Hard of Hearing: A Narrative Inquiry
Abstract
The Individuals with Disabilities Education Act (2004) states that students with disabilities should receive instruction in the general education classroom as much as possible. This move has resulted in Deaf/Hard of Hearing (DHH) students spending more of their time in the general education classroom which has increased the need for collaboration between Teachers of the Deaf (TODs) and general education teachers. The purpose of this qualitative study is to examine what collaboration between TODs and general education teachers looks like in an elementary school setting. Data consisted of individual interviews and observations. Using a narrative inquiry approach, I restory the experiences of a Teacher of the Deaf and general education teacher, as well as my own experiences, to provide insight into what successes and challenges the educators encounter and how a school district can position their teaching staff for working with DHH students. This study contributes to the limited amount of current research surrounding collaboration and Deaf education and has the potential to influence how teacher preparation programs address collaboration in order to better serve the needs of Deaf/Hard of Hearing students.
Subject Area
Teacher education|Education|Educational leadership
Recommended Citation
Power, Kayla, "Collaborative Practices Between General Education Teachers and Teachers of the Deaf/Hard of Hearing: A Narrative Inquiry" (2023). ETD collection for University of Nebraska-Lincoln. AAI30696547.
https://digitalcommons.unl.edu/dissertations/AAI30696547