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dc.contributor.authorDettman, S
dc.contributor.authorChia, Y
dc.contributor.authorBudhiraja, S
dc.contributor.authorGraham, L
dc.contributor.authorSarant, J
dc.contributor.authorBarr, C
dc.contributor.authorDowell, R
dc.date.accessioned2021-01-08T05:17:31Z
dc.date.available2021-01-08T05:17:31Z
dc.date.issued2020-11-11
dc.identifier.citationDettman, S., Chia, Y., Budhiraja, S., Graham, L., Sarant, J., Barr, C. & Dowell, R. (2020). Understanding typical support practice for students who are deaf or hard of hearing: Perspectives from teachers of the deaf in Australia. DEAFNESS & EDUCATION INTERNATIONAL, https://doi.org/10.1080/14643154.2020.1841363.
dc.identifier.issn1464-3154
dc.identifier.urihttp://hdl.handle.net/11343/258618
dc.description.abstractWhile there is a growing level of demand for accountability and documentation of services provided to students who are Deaf or Hard of Hearing (DHH), there is a paucity of evidence on the nature of such support; who (personnel), what (content), and how (delivery). This study describes Teacher of the Deaf (ToD) perspectives on current classroom student support practices across a range of contemporary service delivery models in Victoria, Australia. Maximum variation sampling was used to identify 10 Victorian ToDs; each completed a one-hour semi-structured interview, which focused on an interview topic guide associated with typical practice: pathways to teaching; role of the profession; professional development; role in the classroom; goal setting; professional identity; and one open-ended question regarding wishes for the future. Qualitative content analysis generated six categories from these interviews: scope of practice; content of teaching/support; goal setting; service delivery; communication; and accountability. Three recommendations to improve future service delivery for students who are DHH included: standardisation of goal setting/assessment tools; improved shared language between all student support personnel, students and parents; and implementation of agreed rubrics to determine frequency of service with consistent definitions of decision-making criteria for tiered service delivery.
dc.languageEnglish
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.titleUnderstanding typical support practice for students who are deaf or hard of hearing: Perspectives from teachers of the deaf in Australia
dc.typeJournal Article
dc.identifier.doi10.1080/14643154.2020.1841363
melbourne.affiliation.departmentAudiology and Speech Pathology
melbourne.affiliation.departmentMelbourne Graduate School of Education
melbourne.source.titleDeafness and Education International
melbourne.elementsid1480547
melbourne.contributor.authorDettman, Shani
melbourne.contributor.authorSarant, Julia
melbourne.contributor.authorDowell, Richard
melbourne.contributor.authorGraham, Lorraine
dc.identifier.eissn1557-069X
melbourne.accessrightsThis item is currently not available from this repository


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