Perspectives of Greek Adults Who are Deaf or Hard-of-Hearing About Their Educational Experiences

Abstract Fifteen Greek adults who are deaf or hard-of-hearing (DHH) were interviewed as part of a qualitative study examining their perspectives as students during primary, secondary, or postsecondary education. Research on the perspectives of adults who are DHH involving all three levels of education is limited in Greece. This study focuses on four primary questions addressing the following topics: academic and social experiences in elementary and secondary school; preparation for postsecondary education; academic and social experiences in postsecondary education; and suggestions to improve the education of students who are DHH. To explore these questions in depth, an interview guide was developed consisting of 31 items, nine demographic and 22 yes/no or open-ended questions. Responses to a subset of the yes/no or open-ended questions are highlighted in this article. Several themes emerged from the data including deficiencies in vocabulary, language, and literacy skills; concerns about general education classrooms; limited communication access; insufficient educational supports; difficulty developing friendships; shortcomings in teacher preparation, and a lack of variety in teaching methods. Based on these themes, the article concludes by suggesting areas Greece needs to address to improve the educational experiences and outcomes of students who are DHH.