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Title: Accessing views on learning from a selected group of young people who are Profoundly Deaf
Author: Lourd-Moyo, Sharon
ISNI:       0000 0004 6495 3265
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2017
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This study used focus group methodology to access the views on learning of Key Stage 3 pupils who are Profoundly Deaf, educated within a mainstream school resourced for pupils with hearing difficulties. One of the main aims of the study was to access the young people's views using their preferred language, British Sign Language (BSL). The study had two elements, one of the chosen methodologies was focus groups, but another was participatory action research. A case study approach was also utilised. The participatory action research element of the methodology involved a Profoundly Deaf young person with British Sign Language as his preferred language volunteering to be involved in moderating the focus group and taking part in aspects of the research process. Thematic analysis of the young people’s focus group discussion revealed some interesting themes, in terms of what influences their learning: motivation, access to additional support and the importance of the Deaf community. An attempt was made to go beyond an analysis based on content; further analysis of the young people’s interaction was carried out. The findings highlighted the young people’s insight into their learning experiences, but also the complex, though remarkable nature of British Sign Language. The study reminds professionals of the importance of actively encouraging pupils whom as individuals within society are marginalised, to express their views and increase their participation in research. It is stressed that professionals need to be pro-active in developing appropriate methods that are personalised to meet the needs of all individuals. Focus groups with modification may prove useful to Educational Psychologists and young people in ensuring young people’s views can be shared across disciplines.
Supervisor: Billington, Tom Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available