An Exploration of the Impact of the Covid-19 Pandemic on the Social Inclusion of Deaf Young People Eleanor Dewar

The social inclusion of deaf children and young people (CYP) can be promoted or inhibited by a number of factors, including successful interactions with peers and teachers and deaf awareness within schools. The Covid-19 pandemic presented new challenges for the social inclusion of deaf CYP during this time due to the introduction of restrictions such as face masks and new ways of working, including online learning. There is, as yet, little research giving voice to the experiences of deaf children and young people during this time.

This qualitative study explored the lived experiences of four deaf young people, aged between 11-15, attending mainstem schools during the time of the Covid-19 pandemic. The data was collected using in person semi-structured interviews. These interviews focused on the young people’s experiences during the Covid-19 pandemic and sought to explore the factors which acted as barriers and facilitators of their social inclusion during this time. The data was analysed using an Interpretative Phenomenological (IPA) approach.
All four of the young people shared their experiences of facilitators and barriers for social inclusion during the Covid-19 pandemic. Four superordinate themes emerged from the data, which encompassed these facilitators and barriers: value of support, challenges, connectedness to peers, and self-reflections.

Implications for educational professionals were explored using Allen et al’s. (2016) Socio-Ecological Framework of School Belonging, identifying that experiences of social inclusion for deaf CYP can be shaped by multiple levels of the system around the young person. A need for further deaf awareness within schools was outlined in order to continue create positive experiences of social inclusion for deaf CYP.