Theses and Dissertations

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Jacob Neumann

Second Advisor

James Jupp

Third Advisor

Karin Lewis

Abstract

This qualitative narrative study explored the experiences and perspectives of deaf educators and educational interpreters working in high school settings. Participants shared narratives about their professional experiences, training, and roles in deaf education. By considering their professional histories, backgrounds, and cultural perspectives, this study examined how these experiences shaped participants’ perceptions of the current state of deaf education.

Using a qualitative narrative research design, three participants with experience working in high school deaf education settings were interviewed individually and later participated in a focus group discussion. The interviews and focus group centered on participants’ perspectives regarding key issues in deaf education, including language access and socialization for deaf students, graduates from higher education programs (IEPs), and the evolving roles of interpreters within classroom settings.

Analysis of the data identified seven overarching themes: language deprivation, isolation, IEP graduates, boundaries, roles, empowerment, and collaboration. These findings highlight persistent challenges within deaf education and underscore the need for critical examination of current practices. Additionally, the findings suggest the importance of systemic changes to improve language access, educational outcomes, and collaborative practices to better support deaf students in the future.

Comments

Copyright 2026 Sara Simpson. All Rights Reserved. https://proquest.com/docview/3371106930

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