Speech-Language Clinicians Working with Deaf Children: A Qualitative Study in Context

Area of Science:

• Audiology and Speech-Language Pathology
• Deaf Education
• Educational Psychology

Background:

• Students who are deaf or hard of hearing (DHH) are increasingly integrated into local public schools.
• Speech and language clinicians (SLCs) in these settings may lack specialized experience with DHH students' diverse needs.
• Varied educational placements and communication modes present unique challenges for SLCs.

Purpose of the Study:

• To explore the experiences of SLCs working with DHH students in different educational environments.
• To identify factors influencing SLCs' skill development and service delivery for DHH students.
• To provide recommendations for improving support and training for SLCs serving DHH populations.

Main Methods:

• Qualitative study involving interviews with 14 SLCs.
• Participants discussed case studies of students who are DHH.
• Data analysis included transcription, coding, theme identification, triangulation, and trustworthiness strategies.

Main Results:

• SLCs' skill sets for working with DHH students are context-dependent, influenced by educational placement and communication mode.
• Acquiring necessary skills necessitates direct experience, interdisciplinary collaboration, and robust structural support systems.
• A gap exists in specialized training and resources for SLCs in mainstream educational settings.

Conclusions:

• Effective service delivery for DHH students relies on adaptable and context-specific skills of SLCs.
• Enhanced professional development, mentorship, and collaborative networks are crucial for SLCs.
• Cross-institutional alliances within deaf education are recommended to foster knowledge sharing and improve learning.