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

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書誌詳細
出版年:	Education Sciences vol. 15, no. 5 (2025), p. 530
第一著者:	Desmet Ophélie Allyssa
その他の著者:	Ippolito Sofia, Herren Jenna, Guzman-Roman, Sophia
出版事項:	MDPI AG
主題:	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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その他の書誌記述
抄録:	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
ソース:	Education Database