Ayantoye Catherine Adekemi, Luckner John L
Am Ann Deaf. 2016 Winter;160(5):453-66. doi: 10.1353/aad.2016.0008.
The population of students who are deaf or hard of hearing is becoming more culturally and/or linguistically diverse. However, there is a paucity of practitioner literature and research available to professionals and families to guide decision making about daily practices with these students and their families. The study identified factors that contribute to the success of students who are deaf or hard of hearing and from culturally and/or linguistically diverse backgrounds who receive the majority of their education in inclusive settings. Students were recruited from two schools in two school districts in a western state. Students, educators, interpreters, and parents participated in individual in-depth, semi-structured interviews. Observations of the students were also done. Analysis of the data included coding the transcribed interviews and the field notes to identify common themes. Seven themes emerged and are reported. Recommendations for future research are provided.
失聪或听力有障碍的学生群体在文化和/或语言方面越来越多样化。然而，可供专业人士和家庭参考的从业者文献和研究匮乏，难以指导他们就与这些学生及其家庭的日常实践做出决策。该研究确定了有助于来自文化和/或语言背景多样、在全纳环境中接受大部分教育的失聪或听力有障碍学生取得成功的因素。学生们是从西部一个州的两个学区的两所学校招募的。学生、教育工作者、口译员和家长参与了个人深度半结构化访谈。同时也对学生进行了观察。数据分析包括对转录的访谈和实地记录进行编码，以确定共同主题。共出现了七个主题并予以报告。还提供了对未来研究的建议。
