Accommodations Quality for Students Who Are d/Deaf or Hard of Hearing

Autor/inn/en	Cawthon, Stephanie W.; Leppo, Rachel
Titel	Accommodations Quality for Students Who Are d/Deaf or Hard of Hearing
Quelle	158 (2013) 4, S.438-452 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1353/aad.2013.0031
Schlagwörter	Deafness; Hearing Impairments; Academic Accommodations (Disabilities); Access to Education; Accessibility (for Disabled); Educational Quality; National Surveys; Focus Groups; Secondary Education; Postsecondary Education; Interviews; Coding; Online Surveys; Teachers; Administrators; Professional Personnel; Vocational Rehabilitation; Allied Health Personnel; Racial Differences; Age Differences; Deaf Interpreting; Qualitative Research; Secondary School Teachers; College Faculty + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Education; Access; Bildung; Zugang; Bildungszugang; Accessibility; Zugänglichkeit; Quality of education; Bildungsqualität; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Interviewing; Interviewtechnik; Codierung; Programmierung; Lehrer; Lehrerin; Lehrende; Personalbestand; Berufliche Rehabilitation; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Qualitative Forschung; Fakultät
Abstract	Students who are d/Deaf or hard of hearing often receive accommodations that are intended to increase access to the educational environment. The authors provide the results of a large national study of accommodations use in secondary and postsecondary settings. The article focuses on three aspects of accommodations use: access, quality, and consistency. The participants were 1,350 professionals working with a diverse group of students who were d/Deaf or hard of hearing in a variety of roles, including educators, administrators, interpreters, vocational rehabilitation agency staff, and allied service providers. Data were collected from both a national survey and a series of focus groups conducted over a 1-year period. The authors discuss the results in light of the crucial nature of accommodations during the transition into a variety of educational, training, and employment options. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01