Advisor(s)
John Caron
Contributor(s)
Jane Lohmann
Date of Award
2011
Date Accepted
12-2011
Degree Grantor
Northeastern University
Degree Level
Ed.D.
Degree Name
Doctor of Education
Department or Academic Unit
College of Professional Studies, Department of Education
Keywords
education, teacher education, special education, adolescents, American sign language, deaf
Disciplines
Education
Abstract
For centuries past, children with a hearing loss were educated separately from their hearing peers. With the advent and passing of several legislative and Congressional mandates such as The Rehabilitation Act, The Education for all Handicapped Children Act and No Child Left Behind, children with a hearing loss are now being educated in classes surrounded by their hearing peers. Some believe the education of children with a hearing loss in a mainstream, academic setting will provide them with the tools they will need to be successful in a predominantly, hearing society. Unfortunately, the social and emotional consequences of this type of academic placement for children with a hearing loss can lead to feelings of loneliness, frustration and isolation.
Parental and family influence may have the potential to sway a child's belief as to the academic placement that is most suitable for them. The following is a phenomenological research study that shares the experiences of two adolescents from hearing families who attend school in the mainstream academic setting.
Document Type
Doctoral Thesis
Rights Information
copyright 2011
Rights Holder
Nicolle Sisia
Permanent URL
Recommended Citation
Sisia, Nicolle, "Social silence: a phenomenological study of the social experience of deaf students from hearing families in a mainstream educational setting" (2011). Education Doctoral Theses. Paper 9. http://hdl.handle.net/2047/d20002316
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