TY  - JOUR
AU  - Dettman, S
AU  - Chia, Y
AU  - Budhiraja, S
AU  - Graham, L
AU  - Sarant, J
AU  - Barr, C
AU  - Dowell, R
Y2  - 2021/01/08
Y1  - 2020/11/11
SN  - 1464-3154
UR  - http://hdl.handle.net/11343/258618
AB  - While 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.
LA  - English
PB  - ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
T1  - Understanding typical support practice for students who are deaf or hard of hearing: Perspectives from teachers of the deaf in Australia
DO  - 10.1080/14643154.2020.1841363
IS  - Deafness and Education International
ER  -