Missing Voices in Literacy Development for the d/Deaf

The purpose of this phenomenological study is to explore the metaphorical voices of participants who are d/Deaf. This group is a small minority within the mainstream public education system as deafness is a low incidence occurrence. This qualitative study seeks to examine the ontology of how the social phenomenon of inclusion influenced literacy development for learners who are d/Deaf. Each individual’s experience is their own unique perspective deserving a voice; however, the d/Deaf voice or perspective is often absent and silenced. This study seeks to explore the lived experiences of individuals who are d/Deaf in developing literacy skills in mainstream public education inclusion settings. This study seeks to explore how participants who are d/Deaf engaged in developing literacy skills in mainstream public education inclusion settings. Participants chose the modality of communication (signed or spoken), preferred language (American Sign Language or English) as well as preference of how they participate via Deaf Cultural American Sign Language Storytelling or electronic interviews. Social constructivism paradigm encompasses language ideology which along with the national educational system, as both are socially made. Within this manufactured setting, students and educators are entangled in a relationship impacted by struggles for power compounded by socially constructed audism and oppression. Educational researchers as well as school-based educators must gain awareness that student development is entangled by these external factors. Mindful inclusion of the voices of the Deaf Community is imperative to better literacy outcomes for future learners.