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Deaf Pupils' Experiences of Inclusion Within a Mainstream Primary School: a Case-Study

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Open Research Online The Open University’s repository of research publications and other research outputs Deaf pupils’ experiences of inclusion within a mainstream primary school: a case-study Thesis How to cite: Bower, Sarah (2006). Deaf pupils’ experiences of inclusion within a mainstream primary school: a case-study. EdD thesis The Open University. For guidance on citations see FAQs. c 2006 The Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000bfb1 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk Deaf pupils' experiences of inclusion within a mainstream primary school: a case-study. Sarah Bower M2761281 Doctorate in Education Tutor: Dr Indra Sinka June 2006 Abstract The aims of the study are: To research, and document, deaf pupils' experiences of inclusion, their perceptions of the way teachers view deafness, and to observe the effect of using sign language to educate the children within a mainstream setting. This study has as its focus 5 deaf pupils who are part of a Hearing Impaired Unit of 20 deaf children within the Greenview mainstream primary school for 700 pupils. I focus on three research themes: I Inclusion. Firstly: how do deaf pupils describe/feel about their learning experience in an inclusive classroom? Secondly: are deaf pupils a unique group in tenns of their needs? II Pedagogy. Firstly: what educational strategies are in place to make inclusion of deaf pupils work? Secondly: how do teachers' perceptions of deafness affect their pedagogy? III Communication. How does the presence of a facilitator, and their participation in the classroom, influence the situation? The philosophy influencing this study stems from a socio-constructivist perspective, and the three themes of inclusion, pedagogy and communication are revisited in each chapter. This study follows an ethnographic case study methodology, using an adaptation of Stake's (1995) 7 step methodology to address pupil issues, and Wood et aI's (1986) Moves Matrix codes to analyse pupiVteacher dialogue. Within its framework, the study uses observation and interview techniques to gain insights, from the child's perspective, as to how one school's 'inclusive' policy is experienced in practice. The study reveals surprising observations, finding that, for example: Within the theme of inclusion: Deaf pupils felt they could flourish within a mainstream classroom provided their unique identity and language needs were recognised and valued. They felt comfortable with "deaf aware" mainstream teachers who improved acoustic conditions within the classroom, managed audio equipment to amplify speech and kept background noise low. Within the theme of pedagogy: Experienced "deaf aware" teachers actively planned lessons with specialist staff to use a range of strategies suitable for deaf children's' learning. These experienced teachers adapted their communication strategies to use a more flexible approach to talking and listening. Within the theme of communication: BSL provides good language learning opportunities for the deaf pupils, but this is not always matched by the attitudes of mainstream staff. The mode of communication does not influence pupils as much as the strategy the teacher uses to introduce lessons. Deaf adults are necessary in the classroom to provide deaf children with mature BSL language experience and adult role models. A summary emerges of the experiences of deaf pupils at Greenview, and the aspects of inclusion that they find most helpful to learning. Such a multi-faceted glimpse into the children's educational experience will be of interest to teachers, parents and all those involved in the disability/inclusion debate. ii CONTENTS Abstract 11 List of tables VI Chapter 1 -Introduction 1 1.1 Background 1 1.1.2 Personal Background 3 1.2 Research Rationale 6 1.3 Aims and Objectives 7 1.4 Leaming and Language 9 1.5 Methodology 10 1.6 Ethics 12 1.7 Conce~ts/ definitions 13 1.8 Synopsis of thesis 14 Chapter 2 - Literature Review 2.1 Introduction 16 2.2 Inclusion 20 2.2.1 Pupils' views on inclusion 20 2.2.2 Pupils' views on deaf identity 26 2.3 Pedagogy 33 2.3.1 Pupils' views of teacher facilitation of 33 pupils 2.4 How teachers' perception of deafness 39 affectspedago~ 2.5 Communication 49 2.6 Summary 57 Chapter 3 - Methodology 61 3.1 Introduction 61 3.2 Ethnographic case study rationale 63 3.2.1 Pupils' 2 erspective 67 3.2.2 Etic and emic issues 68 3.2.3 Ethics 69 3.3 Setting 71 3.4 Participants 72 3.4.1 Pupils 72 3.4.2 Staff 73 3.5 Research procedure 74 3.5.1 Preparation and anticipation 74 3.5.2 Interview methodology 78 3.5.3 From emic issues to etic issues 86 3.6 Triangulation 88 3.6.1 Triangulation and assertion 90 3.6.2 Findings ·93 3.7 Summary of Methodology 95 iii Chapter 4 - Analysis 4.1 Introduction 97 [Inclusion: ] 4.2 Triangulation of data - research question 1 97 4.2.1 Pupils' views on inclusion 97 4.2.2 Pupils' views on acoustic conditions 98 4.2.3 Pupils' views on deaf identity 100 4.2.4 Pupils' views on peer group interaction 103 [Pedagogy:] 4.3 Triangulation of data - research question 2 107 4.3.1 Pupils' views of teacher facilitation 107 4.3.2 Pupils' views of teacher moves and 108 responses [Communication: ) 4.4 Triangulation of data - research question 3 118 4.4.1 Pupil perceptions of using staff roles as 118 facilitators 4.4.1.1 Role of mainstream teacher 118 4.4.1.2 Role of Teacher ofthe Deaf 122 4.4.1.3 LSA role 124 4.4.2 Deaf awareness of staff and pupils 125 4.4.2.1 BSL 128 4.4.3 Deaf adults as role models 132 4.5 Summary 134 Chapter 5 - Discussion 5.1 Introduction 136 5.2 Inclusion 138 5.2.1 Pupils' views on inclusion 138 5.2.2 Acoustic conditions 140 5.2.3 Deaf Identity 141 5.2.4 Peer group interaction 145 5.2.5 Summary 147 5.3 Pedagogy 147 5.3.1 Pupils' views of teacher facilitation 148 5.3.2 Pupils' views of teachers' moves ... 153 5.3.3 Summary 155 5.4 Communication 156 5.4.1 Pupil perceptions of staff as facilitators 156 5.4.2.1 Mainstream staff 158 5.4.2.2 Teachers ofthe Deaf 161 5.4.2.3 LSAs 164 5.4.3 Deaf awareness 165 5.4.4 BSL 167 5.4.5 Deaf adults as role models 168 5.4.6 Summary 173 iv Chapter 6 Conclusion 6.1 Introduction 174 6.2 Inclusion 176 6.2.1 Pupils' views on inclusion 176 6.2.2 Pupils' views on acoustic conditions 177 6.2.3 Pupils' views on deaf identity 178 6.2.4 Pupils' views on peer group interaction 178 6.3 Pedagogy 180 6.3.1 Pupils' views of teacher facilitation 180 6.3.2 Pupils' views of teachers' moves and 181 responses 6.4 Communication 183 6.4.1 Pupil perceptions of using staff as 183 facilitators 6.4.2 Role of MIS teacher 183 6.4.3 Role of teacher of the deaf 184 6.4.4 LSA role 184 6.4.5 Deaf awareness of staff and Ru~ls 185 6.4.6 BSL 186 6.4.7 Deaf adults as role models 186 6.5 Recommendations 187 6.6 Influence of research on professional 191 development References 193 Glossary 208 Appendices A: Background of pupils 209 B: Staff interviewed: back~round experience 214 C: Research Timetables 1999 -2002 215 D: Interview questions: introductory questions 217 for pupils E: Interview questions: final questions for 218 pupils F: Interview questions: introductory questions 220 for mainstream teachers G: Interview questions: final questions for 224 mainstream teachers H: Completed mainstream teacher interview 225 1& J: Completed observation records 234/236 K 1-5 Tables of Analysis 239 K1: Sample of raw data collected K2: Analysis of raw data 243 K3: Analysis of coded observation 245 K4: Analysis of~olicy documents (coded) 248 K5: Analysis of policy documents Jthemed) 252 L: Greenview's Communication Policy 253 M: Issues for naturalistic generalisation 255 N: Examples of question and answer: 256 classroom observation v Tables 2.1 Maths age of deaf pupils 44 3.1 Pupils' backgrounds 73 3.2 Frequency of staff interviews 74 3.3 Research schedule 1999- 2000 74 3.4 Summary table of research techniques 76 3.5 Sample table of research findings 86 3.6 Summary of methodological instruments 89 3.7 Summary showing need for triangulation 91 3.8 Correspondence table: teacher elicitation 93 4.1 Coding categories teacher moves 111 4.2 Sample types: teacher moves/pupil response 111 4.3 Sample of coding type per lesson 112 4.4 Coding type per 10 lessons 114 4.5 How each strand of analysis relates to 135 findings 5.1 Coding categories: levels of control 150 Vi Chapter 1 Introduction 1.1 Background Charlton points out in Davie and Galloway (1996): The notion that children have rights is a relatively recent one, its emergence linked to a broader concern with human rights .... Ron' Davie reflects the mood of the moment when he talks about this thinking as 'currently pushing at the frontiers of good practice in education ... ' (Charlton, 1993, in Davie and Galloway, 1996.
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