Inclusion in postsecondary institutions with small numbers of deaf and hard-of-hearing students: Highlights and challenges
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This paper provides an examination of how small populations of deaf and hard-of-hearing (DHH) students attending New Zealand postsecondary institutions faced and dealt with various challenges in participating in classes, obtaining adequate access to services, and becoming socially integrated into campus life. Sixty-four students completed a survey and 8 were interviewed, providing information about their support needs, learning, and social participation experiences and challenges within the postsecondary context. Findings indicated that access to accommodations that facilitated communication and inclusion were critically important to their learning and participation experiences but were not always available in the institutions they attended. Reflecting recent policy and legislative changes, greater awareness and greater funding support are needed within New Zealand postsecondary institutions of DHH students’ academic and social needs. This process should be at the forefront of moves toward inclusive education at the postsecondary level, if DHH students are to be equal participants.
Journal of Deaf Studies and Deaf Education
© 2014 Oxford University Press. This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Journal of Deaf Studies and Deaf Education following peer review. The definitive publisher-authenticated version, Inclusion in Postsecondary Institutions With Small Numbers of Deaf and Hard-of-Hearing Students: Highlights and Challenges, Journal of Deaf Studies and Deaf Education, 19 (1): 126-140, 2014 is available online at: https://doi.org/10.1093/deafed/ent035.
Special Education and Disability