Since the establishment of Public Law 94-142, more and more Deaf and Hard of Hearing students have been placed in mainstreamed educational settings. Several studies done in analyzing student's comfort level, self-esteem, relatedness and participation (Kluwin&Stinson, (1993), Foster (1988), Stinson & Kluwin(1994). Stinson & Liu (1999), have demonstrated critical factors in contributing to both positive and negative educational and social experiences of young Deaf and Hard of Hearing students. Repeatedly the themes are similar - communication, self-esteem, participation, cross-cultural issues and so forth - these are all issues which can be addressed through the means of leadership development. While these themes are highlighted in study after study, there are always subcomponents which shed a new insight to the understanding of the experiences which Deaf and Hard of Hearing high school students go through. Hence my rationale for pursuing this topic for my master's thesis/project.
Department, Program, or Center
Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)
Esposito, Erin, "Leadership development curriculum for deaf and hard-of-hearing high school students" (2005). Thesis. Rochester Institute of Technology. Accessed from
RIT – Main Campus