Erin Esposito

Abstract

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.

Publication Date

9-26-2005

Document Type

Master's Project

Student Type

Graduate

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

Bateman, Gerald

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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