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Bridger, Alisa

University of British Columbia

The purpose of this study was to understand the process of transitioning to their neighbourhood, mainstream, high school for students in British Columbia (BC) who are Hard of Hearing (HoH). The study used a constructivist grounded theory approach. Interviews were conducted with 14 adolescents who had transitioned from elementary school and were currently registered in Grades 8-12, in mainstream classroom placements. Interviews were coded, and memo writing and diagramming were utilized to assist in searching for key terms and linking interview data. Findings revealed one core organizing category, Navigating the Transition to Mainstream High School: The Process of Hard-of-Hearing Students, which explains the processes that occur over the six main categories in the high school transition theory. These six categories are: Feeling Comfortable, Naïvely Anticipating, Surviving the Unknown, Finding my Footing, Hitting my Stride, and Anticipating Again. The results indicate that the process of transitioning is not a purely linear one; rather, it is progressive, with participants generally navigating toward increased engagement and connection as they progress through the mid-level transition theory. Additionally, the theory conceptualizes the experience of a successful transition to high school for HoH participants as a process of navigating relationships with peers, teachers, and self, in a novel environment, namely, a mainstream high school. The process described in this dissertation provides the first self-reported understanding of the process of high school transition for HoH youth, which affirms that this population has a unique lived experience of the transition to high school that is of import. The theory emphasizes the many parallel processes navigated by HoH youth and their typically hearing peers but amplifies the novel experience of barriers to independence and connection created by auditory challenges and actions of hearing peers and teachers. It emphasizes the pivotal role that a trusted adult can play in supporting the process of transitioning and may serve as a guide for professionals and families supporting HoH youth. Finally, as conveyed by the youth themselves, understanding of the transition process may serve as support and connection for other HoH youth who often feel alone in their HoH mainstream experience.

Text

2023-12-21

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/86995

Counselling Psychology

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/