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A Phenomenological Exploration of Academically Gifted Individuals Who Are Deaf or Hard of Hearing

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Publicado en:Education Sciences vol. 15, no. 5 (2025), p. 530
Autor Principal: Desmet Ophélie Allyssa
Outros autores: Ippolito Sofia, Herren Jenna, Guzman-Roman, Sophia
Publicado:
MDPI AG
Materias:
Problem solving
Students
Learning disabilities
Individualized education programs
Communication
Hearing loss
Educational technology
Deafness
Disability
Handicapped assistance devices
Classrooms
Sign language
Social interaction
Academic achievement
Peers
Adaptive technology
Creativity
Learning
Phenomenological research
Qualitative research
Gifted Disabled
Educational Practices
Educational Planning
Influence of Technology
Addition
Individualized Programs
Academic Accommodations (Disabilities)
Individualized Instruction
Assistive Technology
Cognitive Style
Educational Attainment
Informal Assessment
Environmental Influences
Academic Support Services
Educational Assessment
Academically Gifted
Autism Spectrum Disorders
Hearing Impairments
Educational Experience
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Resumo:Academically gifted individuals who are Deaf or hard of hearing (DHH) represent a unique intersection of identities that can significantly affect various aspects of their lives. This qualitative phenomenological study explored the lived experiences of academically gifted DHH individuals to gain insights into their unique challenges and strengths. Semi-structured interviews were conducted with 10 participants (ages 21–85) who self-identified as both academically gifted and DHH. Interpretative phenomenological analysis of the participants’ experiences revealed themes such as resilience, self-acceptance, family support, educational accommodations, and social challenges. The participants demonstrated remarkable adaptability in navigating both academic and social environments, often developing innovative coping strategies. These findings highlight the need for tailored educational approaches and support systems that recognize and nurture the potential of gifted DHH students.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15050530
Fonte:Education Database