We're all uniquely human: The essence of efficacy in deaf education as experienced by strengths-based, humanistic, and visionary allies

Organizations typically exist on the premise that they are able to effectively deliver on their vision, mission, and outcomes in meaningful ways. Deaf education programs are no exception. However, the field of deaf education has continuously struggled to overcome several philosophical, methodological, and practical challenges that affect overall levels of success. Examining the ways that efficacy has been experienced by strengths-based, humanistic allies, this study explored a host of theoretical and industrial/organizational factors within deaf education contexts in a way that has been largely absent from the research literature in the past. Ultimately, co-researchers in this study supported a paradigmatic shift toward a strengths-based, humanistic, ally model that focuses on individual-centric approaches and that allows for truly translinguistic, transcultural, and transpersonal outcomes to be achieved. Findings from this study suggested that this type of model and paradigmatic approach may act as a unifying lens through which many previously polarized, political, and contentious issues in the field of deaf education can be effectively addressed. Unique findings related to several sociolinguistic implications of language and terminology, experiences of discrimination and oppression, perceptions of allies versus advocacy, and the underpinnings of how effectiveness has been experienced in the field are also presented. The findings from this study are congruent with many recent articulations about how deaf education needs to become more sensitive, responsive, and well-matched to the unique needs of deaf and hard of hearing learners. As such, the study findings present important considerations for the fields of industrial/organizational psychology, deaf education, and education in general as well as for the future of research, consulting, and human services.