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[ subject:"Special education." ]
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Leaders who are DeafBlind: A phenome...
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Shariff, Risa Amacker.
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Leaders who are DeafBlind: A phenomenological study of educational experiences.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Leaders who are DeafBlind: A phenomenological study of educational experiences./
作者:
Shariff, Risa Amacker.
面頁冊數:
337 p.
附註:
Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:
Dissertation Abstracts International76-10A(E).
標題:
Special education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663048
ISBN:
9781321809244
Leaders who are DeafBlind: A phenomenological study of educational experiences.
Shariff, Risa Amacker.
Leaders who are DeafBlind: A phenomenological study of educational experiences.
- 337 p.
Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Thesis (Ph.D.)--Gallaudet University, 2015.
This item must not be sold to any third party vendors.
Leaders who are DeafBlind advocate for the quality of life for their constituents in DeafBlind organizations. To prepare for their leadership roles, the leaders undergo preparation of both a formal and informal nature. This transformative, qualitative study determined the perspectives of the educational experiences of five leaders regarding the educational experiences that prepared them for leadership roles and those experiences that created challenges to prepare for their leadership roles. Data collection consisted of two in-depth face-to-face interviews, two participant journals and document reviews. Critical Deaf Blind Theory (CDBT) served as the theoretical framework to determine how the educational experiences of leaders who are DeafBlind were interwoven with the norms and values of the DeafBlind community to analyze educational experiences. The themes that described educational experiences for the leaders included: "not experiencing complete access", "direct and full access"; direct "hands on experience" education; extracurricular experiences, "missed a great deal of information"; "advocating for myself"; "many kids teased us"; "discussions with my classmates"; self-educating; the importance of role models who are DeafBlind and d/Deaf; and "most of my learning came through reading".
ISBN: 9781321809244Subjects--Topical Terms:
516693
Special education.
Leaders who are DeafBlind: A phenomenological study of educational experiences.
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Leaders who are DeafBlind advocate for the quality of life for their constituents in DeafBlind organizations. To prepare for their leadership roles, the leaders undergo preparation of both a formal and informal nature. This transformative, qualitative study determined the perspectives of the educational experiences of five leaders regarding the educational experiences that prepared them for leadership roles and those experiences that created challenges to prepare for their leadership roles. Data collection consisted of two in-depth face-to-face interviews, two participant journals and document reviews. Critical Deaf Blind Theory (CDBT) served as the theoretical framework to determine how the educational experiences of leaders who are DeafBlind were interwoven with the norms and values of the DeafBlind community to analyze educational experiences. The themes that described educational experiences for the leaders included: "not experiencing complete access", "direct and full access"; direct "hands on experience" education; extracurricular experiences, "missed a great deal of information"; "advocating for myself"; "many kids teased us"; "discussions with my classmates"; self-educating; the importance of role models who are DeafBlind and d/Deaf; and "most of my learning came through reading".
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