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……