This study aims to investigate the teaching assistants’ perspectives of deaf students’ learning experiences within a mainstream secondary school. The majority of deaf students in the UK are educated within such settings and they continue to underachieve in all curriculum areas when compared with their hearing peers. A qualitative, collaborate methodology was developed that facilitated a trustworthy method to collect data that accurately represented the teaching assistants perspectives. Consideration was given to how the teaching assistants talked about learning and the challenges they perceived the deaf students encountered in the classroom as a result of their deafness. This paper presents one of the early findings which indicates deaf students learning in a mainstream setting is may frequently be different from that experienced by their hearing peers. The teaching assistants described a range of challenges that related to the students’ knowledge acquisition, skills and mental state along with the environmental factors they perceived impacted on the students’ learning experience. From this perspective the findings indicate that deaf students may be engaged in a significant amount of accommodative learning, as opposed to assimilative learning, in secondary classrooms. This study is the first of its kind in the UK to investigate deafness and learning in mainstream secondary schools with a specific focus on the perspectives of teaching assistants who support these students. The collaborative methodology provides a new approach to investigating the functional learning of deaf students in order to inform educational support practices and develop new understandings of learning
