Abstract:
Deaf students continue to be under-represented in mainstream tertiary institutions despite the recent increase in funding available to provide support services to students with disabilities. This study investigates some key issues, some of which have been raised by previous New Zealand studies, regarding the successful mainstreaming of deaf tertiary students at tertiary level. Issues are explored from the perspectives of deaf students who have studied in New Zealand universities and polytechnics, and descriptively captured in this thesis. Data were collected from deaf students through survey questionnaires, then by open-ended interviews, as well as by surveying disability co-ordinators from some of the tertiary institutions that deaf students attend. Issues raised included experiences in pre-tertiary education, language use, support needs in the tertiary environment, attitudes of hearing teachers, and comparisons with what is happening overseas. Findings from this study suggest that most deaf students are not being provided an equitable environment to their hearing peers in which to study, although recent improvements in funding and availability of sign language interpreters is reported. There is a need for ongoing investigation at all levels of deaf education, which must continue in order for deaf student numbers to increase at the tertiary level.
