Minority within a minority: Stakeholders’ perceptions of deaf education in Wales

Abstract

Aim(s):The number of deaf children and young people (CYP) being educated in inclusive mainstream settings rather than special schools has grown over recent years, however, this has not been without its challenges. This qualitative study aims to address a gap in the research literature by investigating what stakeholders consider to be the implications for deaf CYP from Welsh-speaking homes when educated in English medium resource units.Method:Eleven semi-structured interviews were conducted with a sample of stakeholders from five Local Authorities (LAs) across Wales. The stakeholders included one parent and a range of professionals: educational psychologists; teachers of the deaf (both peripatetic and based in specialist units) and a teaching assistant. Thematic Analysis was utilised to analyse the data following the guidelines of Braun and Clarke (2006).Findings:The main themes constructed were: ‘Being deaf’, ‘Being Welsh’, ‘The need for English’ and ‘The emotional impact of deafness’. The research highlights the challenges that Welsh-speaking deaf CYP and their parents encounter and the impact of being a minority within a minority.Limitations:This research was small scale, which may not be representative of a broader group. The views of the central stakeholders, that of the children and young people themselves, have not been included in this studyConclusions:The findings from this research further contribute to the broader understanding of issues within deaf education across the UK, adds a unique perspective of the Welsh context and highlights the complex relationship between language choice and educational provision, particularly for those whom English is a second language. The current findings provide an insight into perceptions of stakeholders and thus will be able to inform EP practice through supporting the educational choice and experience of deaf CYP in Wales.