Abstract
The text discusses the author's exploration of Deaf culture through studying Evelyn Glennie and her efforts to teach students, both Deaf and Hard of Hearing (DHH) and hearing, about the Deaf community through a narrative inquiry process. To prepare, the author completed the RedRover Reader Certification, tailored a lesson plan to teach hearing students about Deaf people, and created several data collection instruments to track the lesson’s impact on the students. The author observed the impact on DHH and hearing students. The academic and social gaps between DHH and hearing students are highlighted, as well as the need for more Deaf culture in non-DHH culture classes. The author also emphasizes that exposure does not necessarily lead to knowledge, as shown by the results in the surveys. The author discusses the impact of this project on the students, as well as her opportunities for personal growth. The experience provided valuable certifications, teamwork experience, and improved presentation skills for the author.
Recommended Citation
Halliburton, Emma
()
"A Narrative Inquiry of a Pre-Service Teacher in an Elementary DHH/Hearing Setting,"
The RAISE Center Journal: Vol. 1, Article 2.
Available at:
https://scholarworks.sfasu.edu/raise/vol1/iss1/2
