Educational outcomes of young people in Scotland who are deaf or hard of hearing: intersections of deafness and social class

Abstract

This article focuses on the intersection between deafness and social class in the context of the unstable economic circumstances in Scotland following the 2007 recession. More specifically, this research investigated the following in the case of young people who are deaf or hard of hearing (DHH): (1) the interaction between educational attainment and post-school outcomes, and social class; (2) post-school educational experiences in relation to social class. Semi-structured interviews were conducted with 30 young people (aged 18–24) who are DHH. Interview data were analysed alongside administrative and survey data on school and post-school outcomes, and policy documentation. It was found that, in line with the mainstream population, social class is strongly associated with educational outcomes and post-school destinations. The interviews revealed that middle-class young people who are DHH were able to use social networks and the advocacy of parents to mitigate the negative consequences of deafness; this contrasted with the more troubled post-school experiences of young people from less advantaged social backgrounds. This research suggests that if the life chances of deaf young people are to be improved, both social class and deafness need to be taken into consideration by policy-makers and practitioners.

Keywords:

• deaf or hard of hearing
• disability
• social class
• educational attainment
• post-school outcomes

Notes on contributors

Mariela Fordyce is a Research Fellow at the Centre for Research in Education, Inclusion and Diversity at the University of Edinburgh. She has worked with children with special educational needs, and after gaining a Ph.D. in Special Education from Hiroshima University in Japan has published on issues related to deaf literacy and post-school outcomes of young people who are deaf or hard of hearing.

Sheila Riddell is Director of the Centre for Research in Education, Inclusion and Diversity at the University of Edinburgh and was previously Director of the Strathclyde Centre for Disability Research at the University of Glasgow. She is also a Visiting professor at the University of Gothenburg, Sweden. Sheila's research interests focus on issues of social justice and equality in the fields of education, training, employment and social care.

Rachel O'Neill is a lecturer in the School of Education at the University of Edinburgh, responsible for the Postgraduate Diploma and MEd in Deaf Education which qualify teachers to work with deaf children. She has worked for 25 years teaching deaf students in secondary, further and community education. Rachel's research focuses on issues about deaf children's school achievements, transition to adult life and linguistic access strategies in the mainstream classroom.

Elisabet Weedon is Deputy Director in the Centre for Research in Education Inclusion and Diversity (CREID) and Senior Research Fellow at the University of Edinburgh. Her main research interests are in the area of lifelong learning and social justice. She has been involved in research into the experiences of disabled students in higher education, the use of restorative practices in education and dispute resolution in the area additional support needs.