It has been frequently documented that deaf and hard of hearing (henceforth, DHH) children do not have the same academic achievement as hearing children. One reason may be communication barriers that make learning by DHH students difficult. Some communication in mainstream classrooms is delivered through interpreters, which possibly invites additional obstacles. Is the DHH student receiving full access to quality education in the classroom? Even in a direct instructed setting, does the DHH student fully understand every word the teacher shares through sign language? It is imperative to point out that all DHH children have the right to a barrier-free education and that this will come about only if we understand better how communication occurs in classrooms of DHH students.
De Siervi, Darlene, "Learning in interpreted instructed and direct instructed classrooms" (2006). Thesis. Rochester Institute of Technology. Accessed from
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