Understanding how Physical Education can be taught effectively to d/Deaf pupils in mainstream settings: an ethnographic study.

Abstract

Research highlights d/Deaf pupils frequently experience isolation and exclusion in mainstream Physical Education (PE) (Reich & Lavay, 2009; Tanure Alves, de Souza, Grenier & Lieberman, 2021). However, research on d/Deaf pupils’ experiences of mainstream PE is sparse (Reich & Lavay, 2009; Tanure Alves et al., 2021; Maher & Haegele, 2022) and lacks d/Deaf pupils’ perspectives (with the exemption of Tanure Alves et al., 2021). Additionally, research more broadly investigating PE teacher effectiveness has neglected teaching pupils with SEND, particularly d/Deaf pupils. More specifically, whilst papers have proposed PE teaching strategies for educating d/Deaf pupils, their effectiveness is unknown (Barboza, Ramos, Abreu & Castro, 2019; Maher & Haegele, 2022). To address this gap in knowledge, this study investigates how d/Deaf pupils can be taught effectively in mainstream PE at ‘Buttermere Primary School’ in England.

Utilising an ethnographic approach, the study employed various research methods including participant observation, analysis of school documentation, semi-structured interviews, informal/ formal conversations, narrative inquiry and drawing elicitation. Drawing upon theories from cultural studies, Deaf Studies and the work of Bourdieu this thesis offers new insight to PE literature investigating d/Deaf pupils’ education. Data was analysed utilising abductive reflexive thematic analysis. Findings revealed that an accessible and inclusive PE environment where all pupils could fulfil their potential was strongly connected to outcomes of effective teaching. To uncover how to achieve outcomes of effective teaching, the study identified teaching strategies for educating d/Deaf pupils, appropriate considerations to accompany them and their perceived effectiveness from stakeholders’ perspectives. Findings emphasised the necessity of challenging hegemonic phonocentrism to establish an inclusive PE environment. Also, collaborative working between mainstream teachers and DRB staff was identified as vital to ensure that d/Deaf pupils’ needs were appropriately supported to facilitate their inclusion and development in PE. Finally, this study identified social interactions and relationships between d/Deaf pupils, mainstream teachers, DRB staff and hearing peers as a key determinant of a positive PE experience for d/Deaf pupils. Despite discovering some positive social interactions and friendships between d/Deaf and hearing pupils, most d/Deaf pupils reported feeling isolated in mainstream PE. Taken together, this study’s findings share good practice across the PE field and highlight necessary improvements to enhance mainstream PE for d/Deaf pupils.