The Impact of a Collaborative Consultation Service Delivery Model for Rural Deaf/Hard of Hearing Students

Abstract

Educating students who are deaf and hard of hearing (D/HH) is complex; compounding this complexity is the situation in rural areas, where the incidence levels are lower, students are more spread out, and the availability of specialty staff is more limited. The purpose of this mixed-methods action research study was to examine the impact of a collaborative consultation (CC) service delivery model on the knowledge and self-efficacy of school professionals who serve students who are D/HH in rural areas. A case study research design was used on a team of 3 school professionals from a rural school in the Upper Midwest. Findings indicated that CC increased the knowledge and self-efficacy of school professionals serving rural D/HH students. Implications for social change pertain to education administrators, inservice educators, and D/HH students.

Teacher Reports of Secondary Writing Instruction with Deaf Students

“…Research shows that deaf education teachers and language specialists often work with the same DHH students but in separate roles, classes, or programs, without much coordination in their efforts (Guthmann et al, 2017; Wainscott, 2016). It may be that new collaborative models are needed to provide coordinated support to DHH students and also increase knowledge and self-efficacy among a team of professionals (Pedersen & Beste-Guldborg, 2019).…”