Abstract
Volume: 14/ 2014 | Publication Collection: Northern Institute - Learning Communities: International Journal of Learning in Social Contexts | Read the full record details for Publication: Evaluation Methods for Vulnerable Populations: The Case for the Deaf and Hard of Hearing
Highlights
Research exploring literacy levels within the Deaf/hard of hearing population has revealed a gap in literacy attainment among this population, with Deaf/hard of hearing students typically demonstrating weaker literacy skills when compared to their hearing peers (King & Quigley, 1985)
To support inclusive evaluation practice, evaluators must learn about the group that is under-represented in two ways: (1) by familiarising themselves with the literature, in this case research conducted with the Deaf/hard of hearing and the Culturally and Linguistically Diverse (CLD) within the context of education settings; and (2) by interacting with members of the community and wider stakeholders in a meaningful way (Mertens, 2009)
Evaluation Methods for Vulnerable Populations: Deaf and Hard of Hearing | Cairns & McLaren and analysed in a ‘fair’ way, such that the conclusions drawn from the data accurately reflected the outcomes and experiences of Deaf/hard of hearing participants involved in the program
Summary
Research exploring literacy levels within the Deaf/hard of hearing population has revealed a gap in literacy attainment among this population, with Deaf/hard of hearing students typically demonstrating weaker literacy skills when compared to their hearing peers (King & Quigley, 1985). Brett (2010) has reflected on the challenges faced by Deaf/hard of hearing students due to the dominance of spoken language as the mode of instruction in academic settings, and noted that functional difficulty with spoken language excludes many students from participating in classroom learning activities Research such as this highlights the need for assistive support services and technologies to help reduce the inequality in access to education and ensure that Deaf/ hard of hearing students have an equal opportunity to reach their learning potential
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