Perspectives on inclusion of students who are deaf or hard-of-hearing in Armenia

Abstract

ABSTRACT Perspectives of administrators, educators, parents, and students concerning the educational experiences of students who are deaf or hard-of-hearing (DHH) were examined at two inclusive elementary/middle schools in Yerevan, Armenia. A qualitative study using a case study design was used. There were 33 participants including 15 educators, 6 parents, and 12 students. The students ranged from 9 to 14 years of age. The educators and parents were all typically hearing while 11 of the students were DHH and one was typically hearing. In total, there were 23 interviews and 13 classroom observations. Interviews focused on the following questions: Why is inclusion important? Why is inclusion successful? How can inclusion be improved? Themes emerging from the data included administrative support, frequency modulation (FM) systems, professional development, service delivery, and sign language. Implications are discussed and suggestions are offered to improve inclusion for students who are DHH.