LEADERS WHO ARE DEAFBLIND: A Phenomenological Study of Educational Experiences [Dissertation]

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This dissertation examines the educational experiences of five leaders from the DeafBlind community. Data collection consisted of two in-depth face-to- face interviews, two participant journals, and document reviews. Critical DeafBlind Theory (CDBT) served as the theoretical framework to determine how the educational experiences of leaders who are DeafBlind were interwoven with the norms and values of the DeafBlind community. Themes that were identified included "not experiencing complete access," "direct and full access," direct "hands on experience" education, extracurricular experiences, "missed a great deal of information," "advocating for myself," "many kids teased us," "discussions with my classmates," self-educating, the importance of role models who are DeafBlind and d/Deaf, and "most of my learning came through reading." Includes some discussion of interpreters and SSPs.

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