Is the Window of Learning Only Cracked Open? Parents’ Perspectives on Virtual Learning for Deaf and Hard of Hearing Students

During the COVID-19 pandemic, parents quickly assumed the role of teachers to support their children's learning at home. Deaf and hard of hearing (DHH) students often rely on additional accommodations to access their education. The authors investigated the perspectives of 40 parents of K-12 DHH...

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Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 2023-01, Vol.168 (3), p.17-28
Main Authors: Alford, Andrea D, Bencak, Jamie M, Tucker, Erich A, Williams, Douglas C, Courson, Frances F, Buchanan, Beverly J, Greene, Ashley N, Clark, M. Diane
Format: Article
Language:English
Subjects:
Child
Children
Children & youth
Communication
COVID-19
Deaf Interpreting
Deafness
Education
Education, Distance
Educational Environment
Educational Resources
Families & family life
Hearing loss
Humans
Internet
Learning
Learning environment
Online instruction
Pandemics
Paraprofessionals
Parents
Parents & parenting
Persons With Hearing Impairments
School environment
Sign language
Students
Teachers
Teaching Methods
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container_end_page 28
container_issue 3
container_start_page 17
container_title American annals of the deaf (Washington, D.C. 1886)
container_volume 168
creator Alford, Andrea D
Bencak, Jamie M
Tucker, Erich A
Williams, Douglas C
Courson, Frances F
Buchanan, Beverly J
Greene, Ashley N
Clark, M. Diane
description During the COVID-19 pandemic, parents quickly assumed the role of teachers to support their children's learning at home. Deaf and hard of hearing (DHH) students often rely on additional accommodations to access their education. The authors investigated the perspectives of 40 parents of K-12 DHH students on the use of virtual learning during the pandemic. An electronic survey was distributed through Qualtrics to gain an understanding of the new learning environment of remote instruction. The participants' responses revealed that they felt that challenges occurred in the areas of time management, language access, technology, motivation, and children's ability to function independently. The respondents were almost evenly split between satisfaction and dissatisfaction with their child's overall educational experience during the pandemic. The results indicated that degree of access significantly influenced the children's experiences of education in virtual learning settings.
doi_str_mv 10.1353/aad.2023.a917247
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subjects Child
Children
Children & youth
Communication
COVID-19
Deaf Interpreting
Deafness
Education
Education, Distance
Educational Environment
Educational Resources
Families & family life
Hearing loss
Humans
Internet
Learning
Learning environment
Online instruction
Pandemics
Paraprofessionals
Parents
Parents & parenting
Persons With Hearing Impairments
School environment
Sign language
Students
Teachers
Teaching Methods
title Is the Window of Learning Only Cracked Open? Parents’ Perspectives on Virtual Learning for Deaf and Hard of Hearing Students
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