Becker Sharon J, Bowen Sandy K
Am Ann Deaf. 2018;163(3):356-373. doi: 10.1353/aad.2018.0023.
The researchers examine the perspectives of service providers involved in educating students who are both deaf or hard of hearing (DHH) and English Learners (EL). Using qualitative phenomenology methodology, the researchers interviewed eight service providers in one school district about their perspectives on the unique challenges and issues related to educating students who are DHH EL. An overarching finding was the uniqueness of each individual student, which was found in the combination of factors, or "influencers of diversity" (Leigh, 2008, p. 25), for each student. The service providers reported that the students had unique communication, academic, and cultural needs beyond what one would expect to see only in EL or only in DHH learners. The results provide insights into service providers' challenges and needs and how they are met in the provision of effective services to DHH EL students.
研究人员考察了参与教育失聪或听力障碍（DHH）学生及英语学习者（EL）的服务提供者的观点。研究人员采用定性现象学方法，就他们对教育DHH EL学生所面临的独特挑战和问题的看法，采访了一个学区的八位服务提供者。一个总体发现是每个学生的独特性，这体现在每个学生的多种因素组合中，即“多样性影响因素”（利，2008年，第25页）。服务提供者报告称，这些学生有着独特的沟通、学业和文化需求，超出了人们仅在EL或仅在DHH学习者身上所预期看到的需求。研究结果揭示了服务提供者面临的挑战和需求，以及在为DHH EL学生提供有效服务时这些挑战和需求是如何得到满足的。
