Quantitative
Findings
Barrier Selection Infographic
This infographic shares information about barrier selection from the survey. It starts with the race and ethnicity information of everyone who took the survey. Next, it shows the frequency of barrier selection by three groups: parents, professionals, and parent-professionals. Respondents could select one or more barriers in the survey. Then the infographic ends with two visual descriptions of the frequency of barriers chosen by parents and parent-professionals who identify as members of at least one of the traditionally underserved groups (TUGs).
Please note that the term “parents” in the infographics also includes caregivers.
All Respondents' Race/Ethnicity (N=1438)
81.69% - White
8.15% - Hispanic
3.89% - Black/African American
2.88% - 2+ Races
1.59% - Asian
1.15% - Native American/Alaskan Native
0.58% - Native Hawaiian/Other Pacific Islander
0.04% - No Response
The majority (81.69%) of respondents who responded identified as White, while
18.24% identified as Hispanic or People of Color.
All Respondents' Race/Ethnicity (N=1438)
| Race/Ethnicity | Percentage |
|---|---|
| White | 81.69% |
| Hispanic | 8.15% |
| Black/African American | 3.89% |
| 2+ Races | 2.88% |
| Asian | 1.59% |
| Native American/Alaskan Native | 1.15% |
| Native Hawaiian/Other Pacific Islander | 0.58% |
| No Response | 0.04% |
The majority (81.69%) of respondents who responded identified as White.
18.24% of respondets who
responded identified as Hispanic or People of Color.
Frequency of Barriers Selected by Parents, Professionals, and Parent-Professionals
Parents most often chose Language and Communication as the biggest barrier for deaf and hard of hearing students (57%). Professionals and Parent-Professionals most often chose Family Involvement and Support (70% and 73%, respectively).
Frequency of Barriers Selected by Parents, Professionals, and Parent-Professionals
| Barrier | Parents (N=289) | Professionals (N=846) | Parent-Professionals (N=165) |
|---|---|---|---|
| Language and Communication | 57% | 70% | 63% |
| Family Involvement and Support | 45% | 66% | 73% |
| Qualified Direct Service Personnel | 48% | 40% | 40% |
| Lack of Understanding | 43% | 31% | 41% |
| Literacy | 28% | 41% | 46% |
| Curriculum Instruction and Assessment | 38% | 38% | 35% |
| Early Hearing Detection and Intervention | 33% | 33% | 37% |
| Resources | 45% | 22% | 25% |
| Expectations | 24% | 26% | 29% |
| Social Concerns | 27% | 18% | 26% |
| Policy Legislation | 25% | 21% | 23% |
| Collaboration | 24% | 19% | 21% |
| Students with Disabilities | 16% | 14% | 15% |
| Technology | 17% | 10% | 5% |
| Other | 7% | 5% | 1% |
Parents most often chose Language and Communication as the biggest barrier for deaf and hard of hearing students (57%). Professionals and Parent-Professionals most often chose Family Involvement and Support (70% and 73%, respectively).
Barriers by TUG Status for Parents (N=289)
Frequency of Barrier and TUG Selections per Respondent
(Each respondent may belong to multiple TUG categories and report multiple barriers.)
| Barriers and TUGs | Live in Rural Settings N = 63 |
Speak Language Other Than English N = 50 |
Racial/Ethnic Group N = 26 |
Child with Disabilities N = 90 |
Have Deaf or Hard of Hearing Child who is Lower Achieving Academically N = 72 |
Not a Member of TUGs N = 100 |
|
|---|---|---|---|---|---|---|---|
| Collaboration ㅤ |
20% | 24% | 27% | 27% | 20% | 26% | |
| Curriculum Instruction and Assessment | 43% | 30% | 47% | 39% | 55% | 38% | |
| Early Hearing Detection and Intervention | 27% | 38% | 24% | 34% | 35% | 33% | |
| Expectations ㅤ |
23% | 28% | 24% | 26% | 28% | 22% | |
| Family Involvement and Support |
47% | 58% | 43% | 50% | 42% | 46% | |
| Lack of Understanding |
43% | 48% | 50% | 48% | 45% | 42% | |
| Language and Communication |
56% | 54% | 43% | 60% | 56% | 7% | |
| Literacy ㅤ |
29% | 22% | 35% | 27% | 35% | 28% | |
| Policy Legislation |
21% | 28% | 39% | 25% | 24% | 26% | |
| Qualified Direct Service Personnel | 58% | 42% | 50% | 49% | 60% | 46% | |
| Resources ㅤ |
54% | 52% | 58% | 50% | 56% | 38% | |
| Social Concerns |
27% | 18% | 24% | 29% | 27% | 28% | |
| Students with Disabilities |
18% | 16% | 16% | 32% | 25% | 6% | |
| Technology ㅤ |
18% | 10% | 12% | 24% | 30% | 15% | |
| Other ㅤ |
8% | 8% | 24% | 8% | 6% | 3% |
Parents who identified as a member of at least one TUGs selected resources at least 50% of the time on the survey. This shows how resources are important for these families.
Barriers by TUG Status for Parents (N=289)
| Barriers and TUGs | Live in Rural Settings N = 63 |
Speak Language Other Than English N = 50 |
Racial/Ethnic Group N = 26 |
Child with Disabilities N = 90 |
Have Deaf or Hard of Hearing Child who is Lower Achieving Academically N = 72 |
Not a Member of TUGs N = 100 |
|
|---|---|---|---|---|---|---|---|
| Collaboration | 20% | 24% | 27% | 27% | 20% | 26% | |
| Curriculum Instruction and Assessment | 43% | 30% | 47% | 39% | 55% | 38% | |
| Early Hearing Detection and Intervention | 27% | 38% | 24% | 34% | 35% | 33% | |
| Expectations | 23% | 28% | 24% | 26% | 28% | 22% | |
| Family Involvement and Support |
47% | 58% | 43% | 50% | 42% | 46% | |
| Lack of Understanding |
43% | 48% | 50% | 48% | 45% | 42% | |
| Language and Communication |
56% | 54% | 43% | 60% | 56% | 7% | |
| Literacyㅤ | 29% | 22% | 35% | 27% | 35% | 28% | |
| Policy Legislation |
21% | 28% | 39% | 25% | 24% | 26% | |
| Qualified Direct Service Personnel | 58% | 42% | 50% | 49% | 60% | 46% | |
| Resourcesㅤ | 54% | 52% | 58% | 50% | 56% | 38% | |
| Social Concerns |
27% | 18% | 24% | 29% | 27% | 28% | |
| Students with Disabilities |
18% | 16% | 16% | 32% | 25% | 6% | |
| Technology | 18% | 10% | 12% | 24% | 30% | 15% | |
| Other | 8% | 8% | 24% | 8% | 6% | 3% |
Parents who identified as a member of at least one TUGs selected resources at least 50% of the time on the survey. This shows how resources are important for these families.
Barriers by TUG Status for Parent-Professionals (N=165)
Frequency of Barrier and TUG Selections per Respondent
(Each respondent may belong to multiple TUG categories and report multiple barriers.)
| Barriers and TUGs | Live in Rural Settings N = 63 |
Speak Language Other Than English N = 50 |
Racial/Ethnic Group N = 26 |
Child with Disabilities N = 90 |
Have Deaf or Hard of Hearing Child who is Lower Achieving Academically N = 72 |
Not a Member of TUGs N = 100 |
|
|---|---|---|---|---|---|---|---|
| Collaboration ㅤ |
16% | 20% | 15% | 18% | 22% | 24% | |
| Curriculum Instruction and Assessment | 29% | 23% | 38% | 33% | 39% | 35% | |
| Early Hearing Detection and Intervention | 32% | 40% | 15% | 21% | 31% | 37% | |
| Expectations ㅤ |
26% | 33% | 31% | 31% | 25% | 29% | |
| Family Involvement and Support |
65% | 60% | 46% | 51% | 61% | 75% | |
| Lack of Understanding |
35% | 50% | 39% | 33% | 36% | 44% | |
| Language and Communication |
65% | 67% | 46% | 49% | 75% | 60% | |
| Literacy ㅤ |
32% | 40% | 46% | 31% | 44% | 41% | |
| Policy Legislation |
19% | 23% | 8% | 15% | 31% | 24% | |
| Qualified Direct Service Personnel | 65% | 30% | 39% | 36% | 31% | 35% | |
| Resources ㅤ |
19% | 23% | 8% | 31% | 28% | 18% | |
| Social Concerns |
16% | 33% | 39% | 28% | 17% | 25% | |
| Students with Disabilities |
10% | 17% | 23% | 21% | 14% | 18% | |
| Technology ㅤ |
3% | 0% | 0% | 3% | 6% | 6% | |
| Other ㅤ |
7% | 17% | 8% | 10% | 8% | 2% |
Parent-Professionals who work with members of TUGs chose both Family Involvement and Support and Language and Communication at least 45% of the time. This shows how they see Family Involvement and Support and Language and Communication as being important for deaf and hard of hearing students to be able to achieve their fullest potential.
Barriers by TUG Status for Parent-Professionals (N=165)
| Barriers and TUGs | Live in Rural Settings N = 63 |
Speak Language Other Than English N = 50 |
Racial/Ethnic Group N = 26 |
Child with Disabilities N = 90 |
Have Deaf or Hard of Hearing Child who is Lower Achieving Academically N = 72 |
Not a Member of TUGs N = 100 |
|
|---|---|---|---|---|---|---|---|
| Collaboration | 16% | 20% | 15% | 18% | 22% | 24% | |
| Curriculum Instruction and Assessment | 29% | 23% | 38% | 33% | 39% | 35% | |
| Early Hearing Detection and Intervention | 32% | 40% | 15% | 21% | 31% | 37% | |
| Expectations | 26% | 33% | 31% | 31% | 25% | 29% | |
| Family Involvement and Support |
65% | 60% | 46% | 51% | 61% | 75% | |
| Lack of Understanding |
35% | 50% | 39% | 33% | 36% | 44% | |
| Language and Communication |
65% | 67% | 46% | 49% | 75% | 60% | |
| Literacyㅤ | 32% | 40% | 46% | 31% | 44% | 41% | |
| Policy Legislation |
19% | 23% | 8% | 15% | 31% | 24% | |
| Qualified Direct Service Personnel | 65% | 30% | 39% | 36% | 31% | 35% | |
| Resourcesㅤ | 19% | 23% | 8% | 31% | 28% | 18% | |
| Social Concerns |
16% | 33% | 39% | 28% | 17% | 25% | |
| Students with Disabilities |
10% | 17% | 23% | 21% | 14% | 18% | |
| Technology | 3% | 0% | 0% | 3% | 6% | 6% | |
| Other | 7% | 17% | 8% | 10% | 8% | 2% |
Parent-Professionals who work with members of TUGs chose both Family Involvement and Support and Language and Communication at least 45% of the time. This shows how they see Family Involvement and Support and Language and Communication as being important for deaf and hard of hearing students to be able to achieve their fullest potential.
