Improve Self Advocacy in Deaf Students
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Identity in Students with Hearing Loss
Well, some unforeseen expenses this semester (aka breaking my laptop and having to buy a new one; my study getting audited by what I have dubbed the "research police") have caused me to fall significantly behind in my dissertation costs but gosh darn it, I will keep on keepin' on! :)
Here is a mini update of this past semester's progress: I completed my initial draft of my dissertation (all five chapters...woohoo!). I know I have a looooong way to go in terms of trimming, editing, improving, and of course having my committee accept it.
To finish this monumental task of completing this little paper, I know I will need the following:
* professional editor (who can help with the formatting so the Grad School accepts it)
* paying to get dissertation printed in "book" format (at least 2)
* Graduate School fees: publication fees, formatting, & costs
* paper, ink (for the tons of copies I will be needing to print....it might be cheaper for me to go to Staples or Office Max?)
* travel to the research sites to share results of the study with the participants
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The population of students with hearing loss, who use spoken language and listening as their primary mode of communication and who are educated in the general education setting, has not been the focus of research in terms of identity.
"¢Analyzing how individuals with hearing loss (HL) identify themselves with how others perceive themselves is critical
"¢Others must not assume what is most central to individuals with HL as others need to be receptive to how the individual identifies him or herself (Cole & Edelmann, 1991; Jackson, Traub, & Turnbull, 2008; Schlesinger & Meadow, 1972).
"¢Various researchers have viewed identity from differing perspectives.
"¢Simmel (1971) perceived an individual's identity and individuality as being the product of his or her overlapping ethnic, social, religious, familial, geographic, occupational, and multiple other affiliations. "¢One's self-identity is based on his or her range of multiple intersecting affiliations (Brekhus, 2008; Zerubavel, 2007).
"¢Gergen (1991) elaborates on this idea by stating that the modern self is comprised of so many memberships that no single identity membership is likely to comprise a large percentage of a person's overall self and he further posits that authenticity goes beyond assuming that commitment to and pride in one's identity are necessarily the only ways one can claim an authentic identity membership to a marked social category.
I believe (along with other researchers such as: Glickman, McIlroy & Storbeck, Grushkin, among others) that more attention needs to be paid attention to the individuals with hearing loss who create their own category or classification of identity or who seem to fit in more than one of the established categories (e.g., Deaf, deaf, DeaF, hard of hearing). My dissertation study provides an analysis of self-identity in students with hearing loss and of how their caregivers/parents identify the students as well as perceptions of hearing loss in both the students and the caregivers/parents.
The "What, Where, Why, When and How" of the study
What:
Data collection/analysis of emerging themes from individual interviews conducted with three students and five caregivers/parents
Where:
A school district in the northeastern United States
Why:
To better address and foster the development of self advocacy skills to combat learned helplessness and increase self determination in our students with hearing loss, we must know how they identify themselves. If we are identifying or classifying the students as one way and they perceive themselves as belonging to another identity type or category, there exists a lack of understanding and affirming of one another.
When:
Data collection was conducted in early May 2013. Data analysis occurred in Summer 2013. Manuscripts will be submitted for publication sometime in the Winter of 2014.
How:
"¢Qualitative research methods: In-depth interviews to gain direct access to data sources (Creswell, 2007).
"¢The phenomenology inquiry research design approach was used to analyze perceptions of hearing loss in students and in their caregivers/parents.
This dissertation funding will be greatly appreciated in helping to support my travel to the research sites to share the findings of the study and to also complete the final stages of the dissertation writing/submission costs. A detailed budget is available upon request. To protect intellectual property, the full proposal will not be made available through "gofundme.com", however, please don't hesitate to contact me with any questions or comments! I would love to provide specific clarification regarding this dissertation to anyone who requests this information.
SHOOTING FOR THE SKY GOALS!!!!
If $6,000 is raised, I will use these funds to interview the students' general education classroom teachers to analyze how they identify their students with hearing loss and gain information on perceptions of hearing loss.
If $7,000 is raised, I will use these funds to interview the students' school counselors to analyze how they identify their students with hearing loss and gain information on perceptions of hearing loss.
If $8,000 is raised, I will use these funds to interview the students' specialist teachers to analyze how they identify their students with hearing loss and gain information on perceptions of hearing loss.
If $9,000 is raised, I will use these funds to develop an online tool for general education classroom teachers, school counselors, and specialist teachers to use in learning more about the different identity types that currently exist in the literature in Deaf Studies/Deafness as well as those that will be revealed in my study.
Any amount of $10,000 or higher will be used toward extending my research in identity, self advocacy, and learned helplessness in students with hearing loss.
Possible projects include:
Working with students with hearing loss to act as mentors/role models to other students with hearing loss, especially in schools where the students may be the only ones in their schools with hearing loss (e.g., use of Skype to connect distant peers).
Conducting workshops with general educators, school counselors, specialist teachers, and caregivers/parents about the differing perceptions of identity and hearing loss that exist among individuals with hearing loss.
Establishing a parent mentor support network to provide a supportive network for parents of children with hearing loss.
University to School partnership project to train classroom and itinerant teachers of students who are deaf and hard of hearing (D/HH) to become action researchers for self determination and self advocacy development among students who are D/HH.
Implementing a cognitive behavior training to address learned helplessness in students with hearing loss.
Well, some unforeseen expenses this semester (aka breaking my laptop and having to buy a new one; my study getting audited by what I have dubbed the "research police") have caused me to fall significantly behind in my dissertation costs but gosh darn it, I will keep on keepin' on! :)
Here is a mini update of this past semester's progress: I completed my initial draft of my dissertation (all five chapters...woohoo!). I know I have a looooong way to go in terms of trimming, editing, improving, and of course having my committee accept it.
To finish this monumental task of completing this little paper, I know I will need the following:
* professional editor (who can help with the formatting so the Grad School accepts it)
* paying to get dissertation printed in "book" format (at least 2)
* Graduate School fees: publication fees, formatting, & costs
* paper, ink (for the tons of copies I will be needing to print....it might be cheaper for me to go to Staples or Office Max?)
* travel to the research sites to share results of the study with the participants
-----------------------------------------------------------------------------------
The population of students with hearing loss, who use spoken language and listening as their primary mode of communication and who are educated in the general education setting, has not been the focus of research in terms of identity.
"¢Analyzing how individuals with hearing loss (HL) identify themselves with how others perceive themselves is critical
"¢Others must not assume what is most central to individuals with HL as others need to be receptive to how the individual identifies him or herself (Cole & Edelmann, 1991; Jackson, Traub, & Turnbull, 2008; Schlesinger & Meadow, 1972).
"¢Various researchers have viewed identity from differing perspectives.
"¢Simmel (1971) perceived an individual's identity and individuality as being the product of his or her overlapping ethnic, social, religious, familial, geographic, occupational, and multiple other affiliations. "¢One's self-identity is based on his or her range of multiple intersecting affiliations (Brekhus, 2008; Zerubavel, 2007).
"¢Gergen (1991) elaborates on this idea by stating that the modern self is comprised of so many memberships that no single identity membership is likely to comprise a large percentage of a person's overall self and he further posits that authenticity goes beyond assuming that commitment to and pride in one's identity are necessarily the only ways one can claim an authentic identity membership to a marked social category.
I believe (along with other researchers such as: Glickman, McIlroy & Storbeck, Grushkin, among others) that more attention needs to be paid attention to the individuals with hearing loss who create their own category or classification of identity or who seem to fit in more than one of the established categories (e.g., Deaf, deaf, DeaF, hard of hearing). My dissertation study provides an analysis of self-identity in students with hearing loss and of how their caregivers/parents identify the students as well as perceptions of hearing loss in both the students and the caregivers/parents.
The "What, Where, Why, When and How" of the study
What:
Data collection/analysis of emerging themes from individual interviews conducted with three students and five caregivers/parents
Where:
A school district in the northeastern United States
Why:
To better address and foster the development of self advocacy skills to combat learned helplessness and increase self determination in our students with hearing loss, we must know how they identify themselves. If we are identifying or classifying the students as one way and they perceive themselves as belonging to another identity type or category, there exists a lack of understanding and affirming of one another.
When:
Data collection was conducted in early May 2013. Data analysis occurred in Summer 2013. Manuscripts will be submitted for publication sometime in the Winter of 2014.
How:
"¢Qualitative research methods: In-depth interviews to gain direct access to data sources (Creswell, 2007).
"¢The phenomenology inquiry research design approach was used to analyze perceptions of hearing loss in students and in their caregivers/parents.
This dissertation funding will be greatly appreciated in helping to support my travel to the research sites to share the findings of the study and to also complete the final stages of the dissertation writing/submission costs. A detailed budget is available upon request. To protect intellectual property, the full proposal will not be made available through "gofundme.com", however, please don't hesitate to contact me with any questions or comments! I would love to provide specific clarification regarding this dissertation to anyone who requests this information.
SHOOTING FOR THE SKY GOALS!!!!
If $6,000 is raised, I will use these funds to interview the students' general education classroom teachers to analyze how they identify their students with hearing loss and gain information on perceptions of hearing loss.
If $7,000 is raised, I will use these funds to interview the students' school counselors to analyze how they identify their students with hearing loss and gain information on perceptions of hearing loss.
If $8,000 is raised, I will use these funds to interview the students' specialist teachers to analyze how they identify their students with hearing loss and gain information on perceptions of hearing loss.
If $9,000 is raised, I will use these funds to develop an online tool for general education classroom teachers, school counselors, and specialist teachers to use in learning more about the different identity types that currently exist in the literature in Deaf Studies/Deafness as well as those that will be revealed in my study.
Any amount of $10,000 or higher will be used toward extending my research in identity, self advocacy, and learned helplessness in students with hearing loss.
Possible projects include:
Working with students with hearing loss to act as mentors/role models to other students with hearing loss, especially in schools where the students may be the only ones in their schools with hearing loss (e.g., use of Skype to connect distant peers).
Conducting workshops with general educators, school counselors, specialist teachers, and caregivers/parents about the differing perceptions of identity and hearing loss that exist among individuals with hearing loss.
Establishing a parent mentor support network to provide a supportive network for parents of children with hearing loss.
University to School partnership project to train classroom and itinerant teachers of students who are deaf and hard of hearing (D/HH) to become action researchers for self determination and self advocacy development among students who are D/HH.
Implementing a cognitive behavior training to address learned helplessness in students with hearing loss.
Organizer
Meg Kemmery
Organizer
High Point, NC