Learning and Participation
Experiences of Deaf
Students within New
Zealand Tertiary Institutions
Denise Powell
Every Body In – Disability Studies Conference
November 2011
Dunedin
“Probably no area in the
life of deaf people has
changed as radically as
education”
(Ozlins & Bridge 1999, p.51)
Some Basic Observations
 In
NZ 95% D/deaf students are
mainstreamed for their
compulsory education
 Students
expect to
access tertiary education in the
same way as their hearing peers
Research Questions



What are the current
experiences of D/deaf
students in New
Zealand?
What do these students
perceive as barriers?
What possible solutions
are there to those
barriers?
Mixed methods study

Phase One: Written
survey with a sample
of D/deaf students

64 students responded
giving the study a 73%
return rate

Phase Two: Interviews
with eight
questionnaire
respondents
Respondents by Age
Respondents by Institution
Supports accessed
Not at all
useful
Interpreters
Disability
coordinator
Manual notetaking
/ peer notetaking
support
Laptop computer
notetaking
FM aids
Induction loop
Video conferencing
Blackboard –
online access to
lecture content
A little
useful
Somewhat
useful
Very
useful
Extremely
useful
Didn’t
use
1
0
1
4
10
48
13
7
5
10
19
10
3
2
6
5
25
23
0
1
2
4
6
51
1
4
3
2
3
51
2
0
0
1
2
59
4
1
0
1
2
56
4
6
3
10
19
21
Students’
Perceived Barriers to Learning

Lectures 69%
Receiving instructions
or supervision 61%


Tutorials 60%
Students’
Perceived Social Barriers
 Social
functions 75%
 Casual interactions with other
students 58%
Highlights
Meeting other
deaf students
Achieving what
I set out to do
GRADUATING!!
Proving that deaf
people can study
successfully
Getting
good grades
Gaining
recognition for
all my hard work
Important Factors Identified
Early language and educational
experiences,
 Transition to tertiary study,
 Access to support services and
assistive technology, and
 Interactions with others.

Students’ Solutions




Being able to self-identify support needs
confidently and knowledgably
Knowing how to utilise the services of
notetakers, interpreters, and other support
staff successfully
Good self-advocacy skills
The capacity to believe in their own
abilities.

Funding for better access to appropriate
supports for both academic and social
needs in order to address social isolation
and limited
communication access

Identify and address gaps in
learning/knowledge both at entry to, and
throughout D/deaf students’ tertiary study.
Where are we now?



We do know that more D/deaf students are
reaching this level
We do not know how many complete their
studies
We do not know whether tertiary
education ‘makes a difference’
Identified Issues and
Recommendations
 Database
needed
 Transition planning needs to be
urgently addressed – regional
workshops
 Role of transition advisor/tertiary
advisor/ mentor for deaf students
Improve tertiary staff awareness and
skills
 Specialised training needed for
notetakers/educational interpreters
 Encourage the use of
NZSL on campus


Formal mentoring system




MOE discontinues specialised support at
the tertiary level, but D/deaf students’
education is continuing
Role of mentor/advisor at a national or
regional level could assist
Capture valuable data about effectiveness
Track needs of D/deaf students
Conclusion
Inclusion is a philosophical
concept based on community
membership, and is a value
system, not a place, or a
particular set of learning
circumstances
(Powers, 2000)
Thanks



Firstly my thanks to Prof Merv Hyde and Dr
Renée Punch for sharing their time, knowledge
and experience so generously.
Secondly, to those D/deaf graduate students and
disability support services who provided ideas
and suggestions to ensure this research was both
relevant and beneficial.
Finally, and most importantly, thanks to the
D/deaf students who willingly gave their time and
energy to take part in this research.
Over to you……
Feedback
Questions?
Comments?