The Effect of Collaborative Consultation on the Knowledge and Self-efficacy of School Professionals Serving Rural Students who are Deaf/Hard of Hearing

The process of educating students who are deaf and hard of hearing (d/hh) is complex; compounding this complexity is the situation in rural areas, where the incidence levels are lower, students are more spread out, and the availability of specialty staff is more limited. Existing literature does not include examination of validated service delivery methods for this population in rural areas. To address that gap, the purpose of this action research study was to examine the impact of a collaborative consultation (CC) service delivery model on the knowledge and self-efficacy of school professionals who serve students who are d/hh in rural areas. Guided by the tenants of social learning theory as they relate to adult learning theory, a mixed-methods case study research design was used on a team of 3 school professionals from a rural school in the Upper Midwest. Methods of assessment included a pre-post survey tool, pre-post participant electronic interviews, and participant journal entries. Survey tool data were quantitatively analyzed using a repeated measures t- test and descriptive statistics. Transcribed participant interviews and journal entries were inductively analyzed to identify major themes. Findings indicated that CC increased the knowledge and self-efficacy of school professionals serving rural d/hh students. Implications for social change pertain to education administrators, inservice educators, and d/hh students. Identifying effective service delivery methods for this underserved population provides administrators and educators a valid model to maximize specialty staff and services, increasing the likelihood that such students will receive effective instruction and be equipped to communicate effectively.