The educational settings of profoundly deaf children with cochlear implants compared with age-matched peers with hearing aids: implications for management.

PubMed

Archbold, Sue M; Nikolopoulos, Thomas P; Lutman, Mark E; O'Donoghue, Gerard M

2002-04-01

The educational settings of 42 implanted profoundly deaf children 3 years after implantation were compared with the respective settings of 635 age-matched severely deaf and 511 profoundly deaf children with hearing aids. All implanted children received their implants before beginning school. The results revealed that 3 years after implantation. 38% (16 children) of the implanted profoundly deaf children attended mainstream schools, whereas 57% (24 children) were in a unit, or special class, in a mainstream school, and 5% (two children) were in schools for the deaf. With regard to the age-matched profoundly deaf children with hearing aids, 12% (63 children) attended mainstream schools, whereas 55% (281 children) were in a unit of a mainstream school, and 33% (167 children) were in schools for the deaf. In the group of age-matched severely deaf children, 38% (239 children) attended mainstream schools, whereas 51% (326 children) were in a unit of a mainstream school, and 11% (70 children) were in schools for the deaf. Statistical analysis revealed a highly significant difference between the educational placement of implanted children and hearing-aided profoundly deaf children (p<0.00001), whereas there was no statistically significant difference between implanted children and hearing-aided severely deaf children. In conclusion, implanted profoundly deaf children who have received their implants before beginning school have the same profile of educational placement as aided severely deaf children rather than aided profoundly deaf children of the same age in the UK. This is likely to have significant implications for the future management of profoundly deaf children and to influence future planning of educational support services.

Using miscue analysis to assess comprehension in deaf college readers.

PubMed

Albertini, John; Mayer, Connie

2011-01-01

For over 30 years, teachers have used miscue analysis as a tool to assess and evaluate the reading abilities of hearing students in elementary and middle schools and to design effective literacy programs. More recently, teachers of deaf and hard-of-hearing students have also reported its usefulness for diagnosing word- and phrase-level reading difficulties and for planning instruction. To our knowledge, miscue analysis has not been used with older, college-age deaf students who might also be having difficulty decoding and understanding text at the word level. The goal of this study was to determine whether such an analysis would be helpful in identifying the source of college students' reading comprehension difficulties. After analyzing the miscues of 10 college-age readers and the results of other comprehension-related tasks, we concluded that comprehension of basic grade school-level passages depended on the ability to recognize and comprehend key words and phrases in these texts. We also concluded that these diagnostic procedures provided useful information about the reading abilities and strategies of each reader that had implications for designing more effective interventions.

Effects of Social Networks on the Quality of Life in an Elder and Middle-Aged Deaf Community Sample

ERIC Educational Resources Information Center

Gerich, Joachim; Fellinger, Johannes

2012-01-01

This article endeavors to investigate the role of social networks in contributing to the quality of life of an elder and middle-aged Deaf population. In particular, it poses the question of whether a certain network composition (deaf and hearing network persons) provides positive resources to improve quality of life and attempts to identify…

Using open captions to revise writing in digital stories composed by d/Deaf and hard of hearing students.

PubMed

Strassman, Barbara K; O'Dell, Katie

2012-01-01

Using a nonexperimental design, the researchers explored the effect of captioning as part of the writing process of individuals who are d/Deaf and hard of hearing. Sixty-nine d/Deaf and hard of hearing middle school students composed responses to four writing-to-learn activities in a word processor. Two compositions were revised and published with software that displayed texts as captions to digital images; two compositions were revised with a word processor and published on paper. Analysis showed increases in content-area vocabulary, text length, and inclusion of main ideas and details for texts revised in the captioning software. Given the nonexperimental design, it is not possible to determine the extent to which the results could be attributed to captioned revisions. However, the findings do suggest that the images acted as procedural facilitators, triggering recall of vocabulary and details.

``I Have Been Given the Power to Teach. The Children Understand Me Very Well.'' The Social and Academic Impact of Deaf Teacher Training in Kenya

NASA Astrophysics Data System (ADS)

Johnstone, Christopher; Corce, Heidi

2010-02-01

Kenya has 41 Deaf schools that serve children from Class 1 through secondary school. These schools are all characterised by the fact that they have very few teachers who are fluent in Kenyan sign language. In order to meet the needs of schools and to provide employment opportunities for Deaf Kenyan adults, a small non-governmental organisation identified Deaf secondary school students for training. They received two years of teacher training free of charge. Most have since been awarded teaching contracts by the Kenyan Teacher Service Commission or local school boards. This article reports on results from a preliminary study of the social and academic impacts of this innovation. Results indicate that Deaf teachers are inspirational in the classroom, represent a significant resource for their school communities and are preferred by Deaf students. A follow-up study on the relative learning gains of Deaf students when taught by Deaf teachers is planned once relevant data are available.

VOCATIONAL STATUS AND ADJUSTMENT OF DEAF WOMEN. THE LEXINGTON SCHOOL FOR THE DEAF RESEARCH PUBLICATION SERIES NUMBER 1.

ERIC Educational Resources Information Center

LERMAN, ALAN; ROSENSTEIN, JOSEPH

THE OBJECTIVES OF THIS TWO YEAR STUDY WERE--(1) TABULATION OF VOCATIONAL STATUS, (2) DETERMINATION OF SCHOOL AND POST-SCHOOL FACTORS LEADING TO JOB SUCCESS OR FAILURE, AND (3) LOCATING PROBLEM AREAS IN TOTAL JOB PROCESS. POST-SCHOOL VOCATIONAL INFORMATION WAS OBTAINED FROM 177 DEAF WOMEN WHO HAD ATTENDED THE LEXINGTON SCHOOL FOR THE DEAF PRIOR TO…

Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents

PubMed Central

Marschark, Marc; Bull, Rebecca; Sapere, Patricia; Nordmann, Emily; Skene, Wendy; Lukomski, Jennifer; Lumsden, Sarah

2013-01-01

Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children's friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children’s having deaf parents, attending a school for the deaf, and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings. PMID:23543959

Signs of Resistance: Peer Learning of Sign Languages within "Oral" Schools for the Deaf

ERIC Educational Resources Information Center

Anglin-Jaffe, Hannah

2013-01-01

This article explores the role of the Deaf child as peer educator. In schools where sign languages were banned, Deaf children became the educators of their Deaf peers in a number of contexts worldwide. This paper analyses how this peer education of sign language worked in context by drawing on two examples from boarding schools for the deaf in…

Deaf children attending different school environments: sign language abilities and theory of mind.

PubMed

Tomasuolo, Elena; Valeri, Giovanni; Di Renzo, Alessio; Pasqualetti, Patrizio; Volterra, Virginia

2013-01-01

The present study examined whether full access to sign language as a medium for instruction could influence performance in Theory of Mind (ToM) tasks. Three groups of Italian participants (age range: 6-14 years) participated in the study: Two groups of deaf signing children and one group of hearing-speaking children. The two groups of deaf children differed only in their school environment: One group attended a school with a teaching assistant (TA; Sign Language is offered only by the TA to a single deaf child), and the other group attended a bilingual program (Italian Sign Language and Italian). Linguistic abilities and understanding of false belief were assessed using similar materials and procedures in spoken Italian with hearing children and in Italian Sign Language with deaf children. Deaf children attending the bilingual school performed significantly better than deaf children attending school with the TA in tasks assessing lexical comprehension and ToM, whereas the performance of hearing children was in between that of the two deaf groups. As for lexical production, deaf children attending the bilingual school performed significantly better than the two other groups. No significant differences were found between early and late signers or between children with deaf and hearing parents.

A Psycholinguistic Analysis of "Deaf English."

ERIC Educational Resources Information Center

Charrow, Veda R.

The purpose of this study was to identify and provide normative data for weighting of those nonstandard linguistic features that make up deaf English. Subjects were prelingually or congenitally deaf high school students from the California School for the Deaf and a control group of normal-hearing fourth graders from a California public school.…

Deaf and hard of hearing students' perspectives on bullying and school climate.

PubMed

Weiner, Mary T; Day, Stefanie J; Galvan, Dennis

2013-01-01

Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data were derived from the Olweus Bullying Questionnaire (Olweus, 2007b), a standardized self-reported survey with multiple-choice questions focusing on different aspects of bullying problems. Significant bullying problems were found in deaf school programs. It appears that deaf and hard of hearing students experience bullying at rates 2-3 times higher than those reported by hearing students. Deaf and hard of hearing students reported that school personnel intervened less often when bullying occurred than was reported in the hearing sample. Results indicate the need for school climate improvement for all students, regardless of hearing status.

The beginning teacher of the deaf in the United States. A view from the field.

PubMed

Rittenhouse, B; Kenyon-Rittenhouse, P

1997-03-01

This study explored the strengths and weaknesses of first year teachers of the deaf through 2 randomly-distributed national surveys and interviews with randomly-selected respondents. The data were gathered over a 2-year period. Interviews were carried out on location in day and residential schools for the deaf and at university sites. Results indicate that there is much clearly focused dissatisfaction, but also some real satisfaction in the deaf education community. From the college-bound deaf students and those presently attending college, to the teachers in schools for deaf students and in the universities that prepare them, there are consistent concerns, a real desire to work together, and a commitment to the deaf students. Deaf students, schools, and their alumni sense that they are all part of the whole but too often at odds with each other. Students want to be involved in school decision making and school supervisors agree that this should happen. Teachers want to work with university programs and program directors value the teachers' work. Alumni retrospectively see ways to improve high school education and their high school contemporaries articulated similar suggestions.

Giving all children a chance: advantages of an antiracist approach to education for deaf children.

PubMed

Cohen, O P

1997-04-01

This paper begins with the assumption that racism exists and influences educational policy and curricula in American schools, including schools for deaf children, and discusses bow a multicultural approach to educating deaf children is often limited to the description of ethnic differences. What is also needed is an antiracist approach to education that addresses the social and political ramifications of ethnic differences. It is suggested that schools for the deaf are in a strategic position to respond to the inadequacy of American schools to educate deaf children of color.

Interpreter Roles and Transition for Public School Students Who Are Deaf: A Multiple Case Study

ERIC Educational Resources Information Center

Hinz, John T.

2012-01-01

This qualitative multiple case study research project examines interpreter use for students who are Deaf in the public school system and juxtaposes it with interpreter use found in the work sector after the school-to-work (STW) transition. Semi-structured interviews with 16 Deafness professionals and 6 study participants who are Deaf, as well as…

Health education curricula in residential schools for the deaf.

PubMed

Clark, J K

1995-12-01

The purpose of the present study was to determine the extent to which comprehensive (K-12) school health education was required. Permission to modify survey questions from the American School Health Association and the National School Board Association was obtained. As part of a larger study, ten items of the questionnaire were used to identify the status of health education in residential schools for the deaf. The questionnaire was mailed to institutions listed in a Reference Issue of the American Annals of the Deaf. Twenty-five institutions responded and results were tabulated using descriptive statistics. Twenty-two (88%) of the responding schools indicated a comprehensive health instruction program was in place, with 60% of respondents had specified time requirement for health instruction. The majority of responding institutions reported that teachers responsible for teaching the health curriculum to the deaf were not required to be certified in health education. Health education certification for educators of the deaf would assist in upgrading the quality of health education in residential schools for the deaf.

Cochlear implanted pupils in Scottish schools: 4-year school attainment data (2000-2004).

PubMed

Thoutenhoofd, Ernst

2006-01-01

The Achievements of Deaf Pupils in Scotland (ADPS) project has been tracking the educational attainment of deaf pupils in Scotland's schools since 2000. At the time of writing, the database contains records for 1,752 deaf pupils (2000-2005). Here 4-year aggregate educational attainment data are reported for a subset of 152 school-aged deaf pupils with cochlear implants notified to the ADPS database between June 2000 and June 2004. The data describe primary and secondary school results in reading, writing, and math for this subgroup, as well as placement and communication characteristics. The educational attainment of the group of deaf pupils with cochlear implants is clearly marked when the deaf pupil population is disaggregated for hearing loss, achieving comparatively higher average attainment in both 5-14 Curriculum National Tests (Mathematics in particular) and Standard Grades. Therefore the gap in performance relative to the national population data is reduced for those deaf pupils, although it still widens at higher levels of achievement for the National Tests. Although most pupils with cochlear implants are placed in the mainstream, there is no pattern of migration toward mainstream schools. Some deaf pupils with cochlear implants moved out of mainstream to other types of placement, and this has implications for health-economic cost-utility assessments of cochlear implantation that favor mainstream education by drawing upon the relative cost of different placement types. These findings suggest that the ADPS program of research can contribute school outcome data as valuable real-life outcome measures in wider assessments of the benefit of cochlear implants to deaf children and deaf young people.

A Review of Progress: Model Secondary School for the Deaf; The First Five Years (1970-1975). Report.

ERIC Educational Resources Information Center

Model Secondary School for the Deaf, Washington, DC.

Presented is the report of a review panel made up of educators, deaf persons, and parents of deaf children on the first five years of the Model Secondary School for the Deaf operated by Gallaudet College. Sections of the report include observations and recommendations in the following areas: the school's mission; the concept of model; the…

The English-Language and Reading Achievement of a Cohort of Deaf Students Speaking and Signing Standard English: A Preliminary Study.

PubMed

Nielsen, Diane Corcoran; Luetke, Barbara; McLean, Meigan; Stryker, Deborah

2016-01-01

Research suggests that English-language proficiency is critical if students who are deaf or hard of hearing (D/HH) are to read as their hearing peers. One explanation for the traditionally reported reading achievement plateau when students are D/HH is the inability to hear insalient English morphology. Signing Exact English can provide visual access to these features. The authors investigated the English morphological and syntactic abilities and reading achievement of elementary and middle school students at a school using simultaneously spoken and signed Standard American English facilitated by intentional listening, speech, and language strategies. A developmental trend (and no plateau) in language and reading achievement was detected; most participants demonstrated average or above-average English. Morphological awareness was prerequisite to high test scores; speech was not significantly correlated with achievement; language proficiency, measured by the Clinical Evaluation of Language Fundamentals-4 (Semel, Wiig, & Secord, 2003), predicted reading achievement.

Locus of Control, Interest in Schooling and Science Achievement of Some Deaf and Typical Secondary School Students in Nigeria

ERIC Educational Resources Information Center

Olatoye, R. Ademola; Aanu, E. Mosunmola

2010-01-01

This study compared locus of control, interest in school and science achievement of typical and deaf secondary school students. The study also investigated influence of students' locus of control and interest in school on general science achievement. Seventy two (72) deaf and 235 typical children were purposively selected from eight secondary…

The christian's duty toward the deaf: differing christian views on deaf schooling and education in 19th-century Dutch society.

PubMed

Tijsseling, Corrie; Tellings, Agnes

2009-01-01

A historical study is conducted into the founding of three boarding schools for Deaf children in The Netherlands, in 1790, 1840, and 1888. The article focuses on how three different religious views inspired divergent perspectives on citizenship and the role of the state, the church, and charity in helping Deaf people to become well-integrated citizens. For each school, a brief general context and a brief description of its political and religious background is given. The founding of the school, with accompanying difficulties, is then described, as well as the fundamental ideas of the founders regarding the image of the Deaf person, Deaf children and their capacities, societal goals of the institution, subject matter considered important in the school, further relevant organizational aspects, and financing and the responsibilities of state, church, charity, and private enterprise. The views of the three institutions are compared and contrasted.

Deaf Children's Construction of Writing

ERIC Educational Resources Information Center

Massone, Maria Ignacia; Baez, Monica

2009-01-01

High illiteracy rates among the Argentine deaf population, even after long years of schooling, point to the need to revise certain approaches to deaf literacy, particularly in school settings. Qualitative change in deaf literacy requires the use of multiple conceptual tools if learners are to be able to tackle its complexity without reductionism…

Psychiatry and the Deaf.

ERIC Educational Resources Information Center

Rainer, John D., Ed.; Altshuler, Kenneth Z., Ed.

A compilation of presentations from a meeting on psychiatry and the deaf, the text includes the following discussions: background and history of the New York State mental health program for the deaf; an introduction to the program of the New York School for the Deaf; school psychiatric preventive programs; adjustment problems presented by a panel…

Deaf/LGBTQ Intersectional Invisibility in Schools: The Lived Experiences of Deaf Lesbian Students of Color at a School for the Deaf

ERIC Educational Resources Information Center

Dunne, Courtney M.

2013-01-01

Historically, American society has had conflicting views on the nature and nurture of Deaf people and Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) people. In the context of majority cultures and societies in history, the reality of Deaf and LGBTQ people's lives has often been summarized in general terms such as invisibility and oppression.…

Deaf Culture and Competing Discourses in a Residential School for the Deaf: "Can Do" versus "Can't Do"

ERIC Educational Resources Information Center

O'Brien, Catherine A.; Placier, Peggy

2015-01-01

From an ethnographic case study of a state-funded residential school for the Deaf, the authors employed Critical Discourse Analysis to identify competing discourses in the talk of educators. These discourses are embedded in the historical oppression and labeling of deaf people as disabled and the development of Deaf culture as a counter-discourse.…

Schools for the Deaf, 1917-18. Bulletin, 1919, No. 79

ERIC Educational Resources Information Center

Bureau of Education, Department of the Interior, 1920

1920-01-01

There are three types of schools for the deaf included in this bulletin: (1) Those controlled and supported by the State; (2) Those controlled and financed by private organizations; and (3) Those operated as a part of the city public-school systems. This bulletin provides information for the schools for the deaf from 1917 to 1918. Contents…

Deaf and Hard of Hearing Students' Perspectives on Bullying and School Climate

ERIC Educational Resources Information Center

Weiner, Mary T.; Day, Stefanie J.; Galvan, Dennis

2013-01-01

Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data…

"Confessing to Wilful Disobedience": An Ethnographic Study of Deaf People's Experience of Catholic Religious Schooling in the Republic of Ireland

ERIC Educational Resources Information Center

O'Connell, Noel Patrick

2018-01-01

This ethnographic study examines deaf people's experience of the Roman Catholic Sacrament of Confession in two Catholic schools for deaf children in the Republic of Ireland from 1950 to 1990. The article fills a gap in Catholic deaf education literature that fails to uncover the experiences of deaf children. It provides space for their storied…

Investigating Good Practice in Supporting Deaf Pupils in Mainstream Schools.

ERIC Educational Resources Information Center

Powers, Steve

2001-01-01

A survey of parents, teachers, therapists, psychologists, and deaf adults (n=628) and 15 case study sites were used to identify the following good practices supporting deaf students in mainstream schools: direct support for teachers of the deaf, joint planning by support and mainstream teachers, student involvement in decision making, and…

Research-Based Curriculum, Pedagogy, and Assessment in a Deaf Bilingual Program

ERIC Educational Resources Information Center

Peterson, Laura

2012-01-01

The California School for the Deaf (CSD), Fremont, is a deaf-centered bilingual program. CSD's approach to curriculum development, instructional pedagogy, and assessment integrates best practices in deaf education, bilingual education, and general education. The goals of the program are outlined in the Expected School-wide Learning Results which…

Using Graphic Novels in the High School Classroom: Engaging Deaf Students with a New Genre

ERIC Educational Resources Information Center

Smetana, Linda; Odelson, Darah; Burns, Heidi; Grisham, Dana L.

2009-01-01

Two high school teachers of Deaf students and two teacher educators present this article about the use of graphic novels as an important genre for teaching literacy and academic skills in the high school classroom. During a summer session for failing Deaf students at a state-sponsored school, two English teachers taught and documented their…

Schools for Deaf Confront Other Disabilities

ERIC Educational Resources Information Center

Samuels, Christina A.

2007-01-01

The California School for the Deaf's Fremont campus will soon start offering a day program for adolescents with a daunting set of educational challenges: autism or severe developmental disabilities, in addition to deafness. The new class is part of a legal settlement between the school and the parents of a 15-year-old student who believe their…

Health and Physical Education as an Important Part of School Curricula: A Comparison of Schools for the Deaf in the Czech Republic and the United States

ERIC Educational Resources Information Center

Kurkova, Petra; Scheetz, Nanci; Stelzer, Jiri

2010-01-01

The authors describe and compare how physical education classes and healthy lifestyle concepts are taught in selected Czech and U.S. schools for the deaf. Professionals who participated in the study included principals and teachers employed by 4 schools for the deaf. Data from schools were collected during the summer and fall semesters, and…

Science for Deaf Children. The Lexington School for the Deaf Education Series, Book V.

ERIC Educational Resources Information Center

Leitman, Allan

Intended for use by teachers and schools for the deaf, the booklet presents activities and units which may be used in planning and developing a science curriculum. A workshop classroom is described. Attention is given to teaching methods specifically applicable to the deaf. Suggested subject areas, materials, or activities for preschool programs…

An Examination of Home, School, and Community Experiences of High-Achieving Deaf Adults

ERIC Educational Resources Information Center

Tanner, Kara Kunst

2017-01-01

This qualitative study investigated the academic, community, and family experiences of adults who are profoundly deaf. The deaf adults were categorized as high-achieving by having attended college post-high school. The intent of this study is to give teachers, parents, and other deaf students, insight into the factors responsible for contributing…

TEACHING READING TO DEAF CHILDREN. THE LEXINGTON SCHOOL FOR THE DEAF EDUCATION SERIES, BOOK IV.

ERIC Educational Resources Information Center

HART, BEATRICE OSTERN

THE LEXINGTON SCHOOL FOR THE DEAF EDUCATIONAL SERIES CONSISTS OF A COLLECTION OF MONOGRAPHS, REPRESENTING THE THINKING OF SKILLED TEACHERS IN A PARTICULAR SUBJECT AREA. THIS MONOGRAPH PRESENTS TEACHERS OF THE DEAF WITH A DEVELOPMENTAL PROGRAM FOR TEACHING READING. THE PHILOSOPHY OF THIS PROGRAM IS EXPLAINED, AND VARIOUS TECHNIQUES FOR MOTIVATION…

Classroom management programs for deaf children in state residential and large public schools.

PubMed

Wenkus, M; Rittenhouse, B; Dancer, J

1999-12-01

Personnel in 4 randomly selected state residential schools for the deaf and 3 randomly selected large public schools with programs for the deaf were surveyed to assess the types of management or disciplinary programs and strategies currently in use with deaf students and the rated effectiveness of such programs. Several behavioral management programs were identified by respondents, with Assertive Discipline most often listed. Ratings of program effectiveness were generally above average on a number of qualitative criteria.

Teachers' perceptions and actions in carrying out communication policies in a public school for the deaf.

PubMed

Hsing, M H; Lowenbraun, S

1997-03-01

The purpose of this study was to investigate teachers' opinions on school communication policies in a public school for the Deaf in Taipei, Taiwan. Specifically, the authors examined how teachers carried out communication policies, and examined possible discrepancies between teachers' perceptions of their communication methods and the methods they actually used in the classroom. Questionnaires were distributed to all 120 teachers at Taipei Municipal School for the Deaf. Thirteen of the 85 respondents were selected as subjects for personal interviews followed by direct classroom observation and videotaping. Sixteen deaf high school seniors at the school were interviewed concerning their opinions about the teachers' communication modes and abilities, and about the communication modes the students experienced.

Building Bridges, Robots, and High Expectations

ERIC Educational Resources Information Center

Bennie, Fiona; Corbett, Charlotte; Palo, Angela

2015-01-01

This article describes an after-school program at the Horace Mann School for the Deaf (HMS), the oldest public day school for deaf students in the United States, where almost half of the student body imagined and created bridge and robotic machines. The Deaf Robotics Engineering and Math Team, or the DREAM Team club, included HMS students in…

Resources for Deaf and Hard-of-Hearing Students in Mainstream Schools in Sweden. A Survey

ERIC Educational Resources Information Center

Holmström, Ingela; Schönström, Krister

2017-01-01

Although once placed solely in deaf schools, a growing number of deaf students in Sweden are now enrolling in mainstream schools. In order to maintain a functional educational environment for these students, municipalities are required to provide a variety of supporting resources, e.g. technological equipment and specialized personnel. However,…

Schools for the Deaf, 1921-22. Bulletin, 1923, No. 52

ERIC Educational Resources Information Center

Phillips, Frank M.

1924-01-01

There are three types of schools for the Deaf included in this bulletin: (1) Those controlled and supported by the State; (2) Those controlled and financed by private organizations; and (3) Those operated as a part of the city public-school systems. This document provides an overview of Deaf Education through statistics and tables. The following…

Socio-Emotional Problems Experienced by Deaf and Hard of Hearing Students in Ethiopia

ERIC Educational Resources Information Center

Mekonnen, Mulat; Hannu, Savolainen; Elina, Lehtomäki; Matti, Kuorelahti

2015-01-01

This study compares the socio-emotional problems experienced by deaf and hard of hearing (DHH) students with those of hearing students in Ethiopia. The research involved a sample of 103 grade 4 students attending a special school for the deaf, a special class for the deaf and a regular school. Socio-emotional problems were measured using Goodman's…

Access to English Language Acquisition in Ghana Schools for the Deaf: Are the Deaf Students Handicapped?

ERIC Educational Resources Information Center

Obosu, Gideon Kwesi; Opoku-Asare, Nana Afia; Deku, Prosper

2016-01-01

This paper primarily discusses the challenges deaf students in Ghana are likely to grapple with as they access education provided for them in English language. The arguments discussed in this paper are supported by findings from a multiple site case study of five Schools for the Deaf purposively sampled from four regions of Ghana. Observations…

The Support of Deaf Students in the Transition between Further Education and School into Higher Education

ERIC Educational Resources Information Center

Saunders, Jo

2012-01-01

The purpose of this study was to investigate the support that exists for deaf students in the transition between further education and school into higher education in the UK. Deaf students make applications to higher education from a variety of educational institutions, such as Specialist Colleges for the Deaf, hearing impaired units within…

HIV/AIDS Knowledge and Health-Related Attitudes and Behaviors among Deaf and Hearing Adolescents in Southern Brazil

ERIC Educational Resources Information Center

Bisol, Claudia Alquati; Sperb, Tania Mara; Brewer, Toye H.; Kato, Sergio Kakuta; Shor-Posner, Gail

2008-01-01

HIV/AIDS knowledge and health-related attitudes and behaviors among deaf and hearing adolescents in southern Brazil are described. Forty-two deaf students attending a special nonresidential public school for the deaf and 50 hearing students attending a regular public school, ages 15-21 years, answered a computer-assisted questionnaire. (There was…

Do You See What I See? School Perspectives of Deaf Children, Hearing Children and Their Parents

ERIC Educational Resources Information Center

Marschark, Marc; Bull, Rebecca; Sapere, Patricia; Nordmann, Emily; Skene, Wendy; Lukomski, Jennifer; Lumsden, Sarah

2012-01-01

Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular…

Supporting Deaf Students with Intellectual Disabilities through a Specialized Literacy Curriculum

ERIC Educational Resources Information Center

Berchin-Weiss, Janice; Falk, Jodi L.; Cunningham, Katherine Egan

2016-01-01

The incidence of d/Deaf students with intellectual disabilities in schools for the d/Deaf has increased; however, the development of curricula for this population has not kept up with this trend. A literacy curriculum was developed at St. Joseph's School for the Deaf (SJSD) to address the special needs of these students using a reading and writing…

Risk Factors of Deaf Males at the Alabama School for the Deaf

ERIC Educational Resources Information Center

Jernigan, John Orr

2010-01-01

The purpose of this study was to examine the behavioral and demographic characteristics of deaf males enrolled at state school for the Deaf. An analysis of student, family, and educational variables was conducted in order to provide a composite description of both the type and frequency of the offenses and of the offender. Participants were 90…

Theatre and Dance with Deaf Students: Researching Performance Practices in a Brazilian School Context

ERIC Educational Resources Information Center

Berselli, Marcia; Lulkin, Sergio A.

2017-01-01

The article presents performance practices created with deaf students in the project "Theater and dance with deaf students," an outreach activity of the Federal University of Rio Grande do Sul (UFRGS). The project took place in the Bilingual Deaf Municipal Elementary School Salomão Watnick in Porto Alegre, Brazil from 2013 to 2015. The…

Comparing Motor Development of Deaf Children of Deaf Parents and Deaf Children of Hearing Parents

ERIC Educational Resources Information Center

Lieberman, Lauren J.; Volding, Lori; Winnick, Joseph P.

2004-01-01

Deaf children of Deaf parents perform better academically (Ritter-Brinton & Stewart, 1992), linguistically (Courtin, 2000; M. Harris, 2001; Vaccari & Marschark, 1997), and socially (Hadadian & Rose, 1991; M. Harris, 2001) than Deaf children of hearing parents. Twenty-nine Deaf children in residential schools were assessed to determine if a…

"Bad Things": Child Abuse and the Nineteenth-Century Spanish National School for the Deaf and Blind

ERIC Educational Resources Information Center

Plann, Susan

2008-01-01

This article draws on contemporary insights from the fields of psychology, sociology, and social welfare to analyze the potential threats of abuse posed by residential schools for deaf and blind children. It also examines an alleged episode of sexual abuse at the nineteenth century Spanish National School for deaf and blind children; the alleged…

A Tale of Two Schools: Educating Catholic Female Deaf Children in Ireland, 1846-1946

ERIC Educational Resources Information Center

O'Connell, Noel Patrick

2016-01-01

This paper discusses the contributions of the Dominican Sisters and Sisters of Mercy in running schools for female deaf children in Ireland during the period 1846 to 1946. The schools were established as part of an attempt to educate Catholics in the Catholic faith and provide literacy to female deaf children. In assuming the challenge of…

Itinerant Deaf Educator and General Educator Perceptions of the D/HH Push-in Model

ERIC Educational Resources Information Center

Rabinsky, Rebecca J.

2013-01-01

A qualitative case study using the deaf and hard of hearing (D/HH) push-in model was conducted on the perceptions of 3 itinerant deaf educators and 3 general educators working in 1 school district. Participants worked in pairs of 1 deaf educator and 1 general educator at 3 elementary schools. Open-ended research questions guided the study, which…

PROCEEDINGS OF INTERNATIONAL CONFERENCE ON ORAL EDUCATION OF THE DEAF. VOLUME I. (WASHINGTON, D.C., NOVEMBER 1, 1967).

ERIC Educational Resources Information Center

Alexander Graham Bell Association for the Deaf, Inc., Washington, DC.

THE PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON ORAL EDUCATION OF THE DEAF ARE THE WRITTEN RECORD OF A CONFERENCE HELD AT CLARKE SCHOOL FOR THE DEAF AND LEXINGTON SCHOOL FOR THE DEAF IN JUNE 1967. VOLUME I CONTAINS THE PAPERS FROM FIVE PLENARY SESSIONS AND SEVERAL SECTIONAL MEETINGS PRESENTED BY REPRESENTATIVES FROM 16 COUNTRIES. SUBJECTS…

The Christian's Duty toward the Deaf: Differing Christian Views on Deaf Schooling and Education in 19th-Century Dutch Society

ERIC Educational Resources Information Center

Tijsseling, Corrie; Tellings, Agnes

2009-01-01

A historical study is conducted into the founding of three boarding schools for Deaf children in the Netherlands, in 1790, 1840, and 1888. The article focuses on how three different religious views inspired divergent perspectives on citizenship and the role of the state, the church, and charity in helping Deaf people become well-integrated…

Deaf pupils' reasoning about scientific phenomena: school science as a framework for understanding or as fragments of factual knowledge.

PubMed

Molander, B O; Pedersen, S; Norell, K

2001-01-01

Many studies have been conducted on hearing pupils' understanding of science. Findings from these studies have been used as grounds for planning instruction in school science. This article reports findings from an interview study of how deaf pupils in compulsory school reason about phenomena in a science context. The results reveal that there is variation in the extent to which pupils use scientific principles for reasoning about science phenomena. For some pupils, school science seems to have little to offer as a framework for reasoning. The results also generate questions about the need in school instruction of deaf and hard-of-hearing pupils to consider the specific teaching and learning situations in a deaf environment.

Skynet Junior Scholars: Bringing Astronomy to Deaf and Hard of Hearing Youth

NASA Astrophysics Data System (ADS)

Meredith, Kate; Williamson, Kathryn; Gartner, Constance; Hoette, Vivian L.; Heatherly, Sue Ann

2016-01-01

Skynet Junior Scholars (SJS), funded by the National Science Foundation, aims to engage middle school youth from diverse audiences in investigating the universe with research quality robotic telescopes. SJS project development goals include: 1) Online access to optical and radio telescopes, data analysis tools, and professional astronomers, 2) An age-appropriate web-based interface for controlling remote telescopes, 3) Inquiry-based standards-aligned instructional modules. From an accessibility perspective, the goal of the Skynet Junior Scholars project is to facilitate independent access to the project by all youth including those with blindness or low vision and those who are Deaf or Hard of Hearing.Deaf and Hard of Hearing (DHH) students have long been an underserved population within STEM fields, including astronomy. Two main barriers include: (1) insufficient corpus of American Sign Language (ASL) for astronomy terminology, and (2) DHH education professionals who lack astronomy background. A suite of vocabulary, accessible hands-on activities, and interaction with trained professionals, are critical for enhancing the background experiences of DHH youth, as they may come to an astronomy lesson lacking the basic "incidental learning" that is often taken for granted with hearing peers (for example, from astronomy in the media).A collaboration between the Skynet Junior Scholars (SJS) project and the Wisconsin School for the Deaf is bringing astronomy to the DHH community in an accessible way for the first time. We follow a group of seven DHH youth over one semester as they interact with the SJS tools and curriculum to understand how they assimilate astronomy experiences and benefit from access to telescopes both directly (on school campus and at Yerkes Observatory) and through Skynet's robotic telescope network (optical and radio telescopes, inquiry-based modules, data analysis tools, and professional astronomers). We report on our first findings of resources and best practices for engaging DHH youth in astronomy in the future.

Alterations of grey matter asymmetries in adolescents with prelingual deafness: a combined VBM and cortical thickness analysis.

PubMed

Li, Wenjing; Li, Jianhong; Xian, Junfang; Lv, Bin; Li, Meng; Wang, Chunheng; Li, Yong; Liu, Zhaohui; Liu, Sha; Wang, Zhenchang; He, Huiguang; Sabel, Bernhard A

2013-01-01

Prelingual deafness has been shown to lead to brain reorganization as demonstrated by functional parameters, but anatomical evidences still remain controversial. The present study investigated hemispheric asymmetry changes in deaf subjects using MRI, hypothesizing auditory-, language- or visual-related regions after early deafness. Prelingually deaf adolescents (n = 16) and age- and gender-matched normal controls (n = 16) were recruited and hemispheric asymmetry was evaluated with voxel-based morphometry (VBM) from MRI combined with analysis of cortical thickness (CTh). Deaf adolescents showed more rightward asymmetries (L < R) of grey matter volume (GMV) in the cerebellum and more leftward CTh asymmetries (L > R) in the posterior cingulate gyrus and gyrus rectus. More rightward CTh asymmetries were observed in the precuneus, middle and superior frontal gyri, and middle occipital gyrus. The duration of hearing aid use was correlated with asymmetry of GMV in the cerebellum and CTh in the gyrus rectus. Interestingly, the asymmetry of the auditory cortex was preserved in deaf subjects. When the brain is deprived of auditory input early in life there are signs of both irreversible morphological asymmetry changes in different brain regions but also signs of reorganization and plasticity which are dependent on hearing aid use, i.e. use-dependent.

The Power of Implicit Teaching Practices: Continuities and Discontinuities in Pedagogical Approaches of Deaf and Hearing Preschools in Japan

ERIC Educational Resources Information Center

Hayashi, Akiko; Tobin, Joseph

2014-01-01

Meisei Gakuen, a private school for the deaf in Tokyo, is the only school for the deaf in Japan that uses Japanese Sign Language (JSL) as the primary language of instruction and social interaction. We see Meisei as a useful case for bringing out core issues in Japanese deaf and early childhood education, as well as for making larger arguments…

INTERPRETING FOR DEAF PEOPLE, A REPORT OF A WORKSHOP ON INTERPRETING (GOVERNOR BAXTER STATE SCHOOL FOR THE DEAF, PORTLAND, MAINE, JULY 7-27, 1965).

ERIC Educational Resources Information Center

QUIGLEY, STEPHEN P.; YOUNGS, JOSEPH P.

THIS MANUAL, A RESULT OF THE WORKSHOP ON INTERPRETING FOR THE DEAF WHICH WAS HELD AT THE GOVERNOR BAXTER STATE SCHOOL FOR THE DEAF IN MAINE, JULY, 1965, IS DESIGNED TO (1) DEFINE INTERPRETING PROBLEMS AND PROCEDURES, (2) PROVIDE CURRICULUM GUIDELINES, AND (3) PROVIDE INFORMATION FOR INSTRUCTORS AND STUDENTS IN CLASSES ON INTERPRETING. THE…

The Cultural Construction of Linguistic Incompetence through Schooling: Deaf Education and the Transformation of the Linguistic Environment in Bali, Indonesia

ERIC Educational Resources Information Center

Branson, Jan; Miller, Don

2004-01-01

This article is based on field research that we conducted in a north Bali school (SLB Bagian B) for deaf students. The study involves documentation of the linguistic environments within which deaf people operate, focusing on the use of sign languages by deaf and hearing people. The following material on policies and practices oriented toward the…

Social Adjustment of Deaf Early Adolescents at the Start of Secondary School: The Divergent Role of Withdrawn Behavior in Peer Status

ERIC Educational Resources Information Center

Wolters, Nina; Knoors, Harry; Cillessen, Antonius H. N.; Verhoeven, Ludo

2014-01-01

This study examined the peer relationships and social behaviors of deaf adolescents in the first 2 years of secondary school. Peer nominations and ratings of peer status and behavior were collected longitudinally with 74 deaf and 271 hearing adolescents from Grade 7 to Grade 8. The predictions of deaf adolescents' peer status in Grade 8 from Grade…

The Views, Verdict and Recommendations for School and Home Sex and Relationships Education by Young Deaf and Hearing People

ERIC Educational Resources Information Center

Suter, Sarah; McCracken, Wendy; Calam, Rachel

2012-01-01

The purpose of this survey study was to explore the views of young deaf and hearing people (16-25 years old) on school and home sex and relationships education (SRE). The study addressed a critical knowledge gap in the research literature on deaf youth's perception of SRE. The small-scale study explored young deaf people's experiences of SRE and…

"All Methods--and Wedded to None": The Deaf Education Methods Debate and Progressive Educational Reform in Toronto, Canada, 1922-1945

ERIC Educational Resources Information Center

Ellis, Jason A.

2014-01-01

This article is about the deaf education methods debate in the public schools of Toronto, Canada. The author demonstrates how pure oralism (lip-reading and speech instruction to the complete exclusion of sign language) and day school classes for deaf schoolchildren were introduced as a progressive school reform in 1922. Plans for further oralist…

The Prevalence of Boredom Proneness and Depression among Profoundly Deaf Residential School Adolescents.

ERIC Educational Resources Information Center

Watt, John D.; Davis, Faith E.

1991-01-01

Fifty profoundly deaf residential school adolescents were administered the Boredom Proneness scale and a modified version of the Beck Depression Inventory. Deaf students had a significantly higher incidence of depression and were more boredom prone than were hearing subjects. (Author/JDD)

Level of Educational Attainment among Deaf Adults Who Attended Bilingual-Bicultural Programs

ERIC Educational Resources Information Center

Dammeyer, Jesper; Marschark, Marc

2016-01-01

In Scandinavia and some other countries, a bilingual-bicultural approach to deaf education was celebrated in national programs from the mid-1980s until the broad popularity of cochlear implantation in middle 2000s created a shift back to an emphasis on spoken language for many deaf children. At the same time, only a few studies evaluated the…

The Morale of Teachers of Multihandicapped and Nonhandicapped Children in a Residential School for the Deaf.

ERIC Educational Resources Information Center

Stedt, Joe D.; Palermo, David S.

1983-01-01

Sixty-nine teachers of deaf and multihandicapped deaf children in a school were administered the Purdue Teacher Opinionaire, a standardized device used to measure teacher morale. Among results was that teachers of younger multihandicapped students had significantly higher morale than other groups. (Author)

Longitudinal Receptive American Sign Language Skills Across a Diverse Deaf Student Body

PubMed Central

2016-01-01

This article presents results of a longitudinal study of receptive American Sign Language (ASL) skills for a large portion of the student body at a residential school for the deaf across four consecutive years. Scores were analyzed by age, gender, parental hearing status, years attending the residential school, and presence of a disability (i.e., deaf with a disability). Years 1 through 4 included the ASL Receptive Skills Test (ASL-RST); Years 2 through 4 also included the Receptive Test of ASL (RT-ASL). Student performance for both measures positively correlated with age; deaf students with deaf parents scored higher than their same-age peers with hearing parents in some instances but not others; and those with a documented disability tended to score lower than their peers without disabilities. These results provide longitudinal findings across a diverse segment of the deaf/hard of hearing residential school population. PMID:26864689

Professional development for teachers of students who are deaf or hard of hearing: facing the assessment challenge.

PubMed

Cawthon, Stephanie

2009-01-01

Teachers of students with low-incidence disabilities, such as students who are deaf or hard of hearing, face unique challenges in putting education policy into practice. The present article presents professional development findings from the Third Annual National Survey of Accommodations and Assessment for Students Who Are Deaf or Hard of Hearing (Cawthon, Hersh, Kim, & Online Research Lab, in press). A total of 391 participants described professional development they had experienced related to assessment of students who are deaf or hard of hearing. Teachers reported greater exposure to topics in school/district sessions and discussion with their colleagues than in their preparation programs. Teaching at a school for the deaf or teaching students in high school were significant predictors of an increased prevalence of professional development opportunities on assessment-related topics for students who are deaf or hard of hearing.

Inclusive education and personal development.

PubMed

Leigh, I

1999-01-01

Open-ended questionnaires covering mainstream educational experiences and personal development of deaf and hard-of-hearing adults were analyzed. Half of the 34 deaf and hard-of-hearing respondents altered self-labels based on changes in personal definitions rather than audiological changes. Supportive school environments and coping skills contributed to positive perceptions; nonsupportive school environments and being treated as 'different' were viewed negatively. Everyone valued contact with hearing peers. Contact with deaf peers depended on finding those with similar values. Identification with Deaf culture was nonexistent. Most noteworthy, 24 of 34 participants felt caught between the deaf and hearing worlds, indicating the need for niches in both. Implications for educators are that development of self-confidence and comfort with identity may be enhanced by validating the deafness dimension through opportunities for contact with deaf adults and positive relationships with both deaf and hearing peers.

Engaging Deaf and Hard of Hearing Students in the School Library: A Handbook for Teacher-Librarians

ERIC Educational Resources Information Center

Eisner, Nadene

2012-01-01

Over seventy percent of students who are deaf or hard of hearing will attend a public school and enroll in a classroom with their hearing peers or in a self-contained classroom with other deaf and hard of hearing students. Teacher-librarians who work in these schools can improve their instruction by understanding not only what it means to be…

Diversity in Education: Kenyan Sign Language as a Medium of Instruction in Schools for the Deaf in Kenya

ERIC Educational Resources Information Center

Mweri, Jefwa G.

2014-01-01

In Kenya, the only official document that deals with the use of mother tongue (MT) in Schools is the 1967 Gachathi report. The report has clear-cut guidance and policy regarding MT use by the hearing children. However, for deaf children, no such policy exists; therefore, the use of the deaf child's MT (Kenyan Sign Language (KSL)) in schools for…

What is your prediction? Teaching the metacognitive skill of prediction to a class of sixth- and seventh-grade students who are deaf.

PubMed

Brigham, Molly; Hartman, Maria C

2010-01-01

The development of the metacognitive skill of prediction in deaf students in a middle school social studies classroom was explored in an action research study (Riel, 2006). After observation of this group of learners and assessment of current skills, a unit was developed that integrated the teaching of prediction into their study of the American Revolution. It was found that these students were already using some metacognitive skills in their social studies class, but through direct instruction they were able to make more and better predictions related to the content being studied. The study demonstrates how the social studies curriculum provided an opportunity for students to learn and implement metacognitive skills that helped them to understand the cause-and-effect relationships in history and eventually to become more active readers during a reading task.

The prevalence of boredom proneness and depression among profoundly deaf residential school adolescents.

PubMed

Watt, J D; Davis, F E

1991-12-01

We investigated boredom proneness and depression among 50 profoundly deaf residential school adolescents using the Boredom Proneness (BP) scale and a version of the Beck Depression Inventory (BDI) that has been modified for use with deaf subjects. Consistent with previous research, the deaf students had a significantly higher incidence of depression than the hearing students. In addition, the deaf students were found to be significantly more boredom prone than the hearing subjects. The results suggest that deafness not only increases a person's vulnerability to mild levels of depression, but also tends to augment one's tendency toward experiencing boredom. Implications for educational settings and areas for future research are discussed.

Supporting Deaf and Hard-of-Hearing Students in the Schools

ERIC Educational Resources Information Center

Gibbons, Elizabeth M.

2015-01-01

Deafness represents an educational disability that is fundamentally tied to a student's sense of cultural and linguistic identity. In addition to contributing to educational planning and programming for deaf-and-hard of hearing (D/HH) students, school psychologists have the responsibility to foster and affirm identity development among this…

Sports and the Deaf Child

ERIC Educational Resources Information Center

Stewart, David A.; Ellis, M. Kathleen

2005-01-01

The increasingly sedentary American lifestyle has resulted in a growing number of overweight and out-of-shape school-age children. Deaf children are not exempt from this trend, yet there is little evidence that public school programs for these children are doing anything to counter it. Much can be done to assist deaf students, not only in becoming…

Descriptions of the American Deaf Community, 1830-2000: Epistemic Foundations

ERIC Educational Resources Information Center

Rosen, Russell S.

2008-01-01

Prior to the formation of schools for the deaf in America in the early 19th century, with rare exceptions, deaf people lived under largely solitary conditions. After the formation of such schools they became a community with their own language, organizations and cultural traditions. Several social theorists have proffered various descriptions of…

Examining the Relationship between Letter Processing and Word Processing Skills in Deaf and Hearing Readers

ERIC Educational Resources Information Center

Guldenoglu, Birkan; Miller, Paul; Kargin, Tevhide

2014-01-01

The present study aimed to examine the relationship between letter processing and word processing skills in deaf and hearing readers. The participants were 105 students (51 of them hearing, 54 of them deaf) who were evenly and randomly recruited from two levels of education (primary = 3rd-4th graders; middle = 6th-7th graders). The students were…

American Sign Language Syntax and Analogical Reasoning Skills Are Influenced by Early Acquisition and Age of Entry to Signing Schools for the Deaf

PubMed Central

Henner, Jon; Caldwell-Harris, Catherine L.; Novogrodsky, Rama; Hoffmeister, Robert

2016-01-01

Failing to acquire language in early childhood because of language deprivation is a rare and exceptional event, except in one population. Deaf children who grow up without access to indirect language through listening, speech-reading, or sign language experience language deprivation. Studies of Deaf adults have revealed that late acquisition of sign language is associated with lasting deficits. However, much remains unknown about language deprivation in Deaf children, allowing myths and misunderstandings regarding sign language to flourish. To fill this gap, we examined signing ability in a large naturalistic sample of Deaf children attending schools for the Deaf where American Sign Language (ASL) is used by peers and teachers. Ability in ASL was measured using a syntactic judgment test and language-based analogical reasoning test, which are two sub-tests of the ASL Assessment Inventory. The influence of two age-related variables were examined: whether or not ASL was acquired from birth in the home from one or more Deaf parents, and the age of entry to the school for the Deaf. Note that for non-native signers, this latter variable is often the age of first systematic exposure to ASL. Both of these types of age-dependent language experiences influenced subsequent signing ability. Scores on the two tasks declined with increasing age of school entry. The influence of age of starting school was not linear. Test scores were generally lower for Deaf children who entered the school of assessment after the age of 12. The positive influence of signing from birth was found for students at all ages tested (7;6–18;5 years old) and for children of all age-of-entry groupings. Our results reflect a continuum of outcomes which show that experience with language is a continuous variable that is sensitive to maturational age. PMID:28082932

American Sign Language Syntax and Analogical Reasoning Skills Are Influenced by Early Acquisition and Age of Entry to Signing Schools for the Deaf.

PubMed

Henner, Jon; Caldwell-Harris, Catherine L; Novogrodsky, Rama; Hoffmeister, Robert

2016-01-01

Failing to acquire language in early childhood because of language deprivation is a rare and exceptional event, except in one population. Deaf children who grow up without access to indirect language through listening, speech-reading, or sign language experience language deprivation. Studies of Deaf adults have revealed that late acquisition of sign language is associated with lasting deficits. However, much remains unknown about language deprivation in Deaf children, allowing myths and misunderstandings regarding sign language to flourish. To fill this gap, we examined signing ability in a large naturalistic sample of Deaf children attending schools for the Deaf where American Sign Language (ASL) is used by peers and teachers. Ability in ASL was measured using a syntactic judgment test and language-based analogical reasoning test, which are two sub-tests of the ASL Assessment Inventory. The influence of two age-related variables were examined: whether or not ASL was acquired from birth in the home from one or more Deaf parents, and the age of entry to the school for the Deaf. Note that for non-native signers, this latter variable is often the age of first systematic exposure to ASL. Both of these types of age-dependent language experiences influenced subsequent signing ability. Scores on the two tasks declined with increasing age of school entry. The influence of age of starting school was not linear. Test scores were generally lower for Deaf children who entered the school of assessment after the age of 12. The positive influence of signing from birth was found for students at all ages tested (7;6-18;5 years old) and for children of all age-of-entry groupings. Our results reflect a continuum of outcomes which show that experience with language is a continuous variable that is sensitive to maturational age.

34 CFR 396.5 - What activities may the Secretary fund?

Code of Federal Regulations, 2010 CFR

2010-07-01

... deaf and as interpreters for individuals who are deaf-blind in public and private agencies, schools... INDIVIDUALS WHO ARE DEAF AND INDIVIDUALS WHO ARE DEAF-BLIND General § 396.5 What activities may the Secretary...

Social Maturity and Executive Function among Deaf Learners

ERIC Educational Resources Information Center

Marschark, Marc; Kronenberger, William G.; Rosica, Mark; Borgna, Georgianna; Convertino, Carol; Durkin, Andreana; Machmer, Elizabeth; Schmitz, Kathryn L.

2017-01-01

Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and…

Science teachers in deaf education: A national survey of K-8 teachers

NASA Astrophysics Data System (ADS)

Shaw, Cynthia

A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique was employed. Utilizing a non-experimental, basic research design and survey methodology, the researcher reviewed both quantitative and qualitative data. The majority of science teachers in this survey at the elementary school level are female and hearing. More than half have deaf education masters degrees. Few have science degrees. The majority of teachers had less than 10 years teaching experience with deaf students. Sixty percent were highly qualified in science; only forty percent were certified in science. They were equally employed at either a state residential school or a public day school. Two-way chi-square analyses were carried out. Hearing teachers preferred to observe other teachers teaching science compared to deaf teachers chi2 (1, N = 67) = 5.39, p < .05, deaf teachers were more familiar than hearing teachers with the ASL/English Bilingual Star School program (chi2 (1, N = 67) = 8.49, p < .01). Deaf teachers participated more in the Star Schools training compared to hearing teachers (chi2 (1, N = 67) = 14.15, p < .001). Deaf teachers compared to hearing teachers were more likely to use the bilingual strategy, translanguaging than hearing teachers (chi2 (1, N = 67) = 4.54, p < .05). Hearing teachers used the computer more often in the classroom than deaf teachers (chi 2 (1, N = 67) = 4.65, p < .01). Hearing teachers had their students use the computer more regularly than deaf teachers (chi2 (1, N = 67) = 11.49, p < .01). Teachers who worked in residential schools compared to working in public schools attended more state department of education science workshops chi2 (1, N = 67) = 6.83, p < .01, attended national or state science meetings chi2 (1, N = 67) = 7.96, p < .01, were familiar with the Star Schools program chi2 (1, N=67) = 13.23, p < .01, and participated more in Star Schools programs chi 2 (1, N = 67) = 15.96, p < .01. Compared to hearing teachers, the deaf teachers used web-based science materials (chi2 (1, N = 67) = 4.65, p < .01), used codeswitching chi2 (1, N = 67) = 10.78, p < .001, used concurrent translation chi2 (1, N = 67) = 11.30, p. < .001, used the Cummins BICS model chi 2 (1, N = 67) = 5.71, p < .01, and used problem based learning chi 2 (1, N = 67) = 4.14, p < .01. Survey response revealed that science teachers in the elementary school lacked training in science, used technology infrequently and did not have access to in-service science workshops. Recommendations are made to provide higher quality science preparation at the pre-service and in-service levels. More research was also suggested to investigate the use of bilingual strategies in the teaching of science as many of the deaf teachers reported they used these strategies often.

Literacy in a Bag: Colorado School for the Deaf Sends Reading Home

ERIC Educational Resources Information Center

Branch, Deborah

2009-01-01

To assist parents with deaf or hard of hearing children who may need help supporting their child's learning, the Colorado School for the Deaf and the Blind developed Family Literacy Packs. These literacy packs, available to families within the state of Colorado, provide fun, interactive activities that help parents support their children's…

An Investigation into the Skill Set of Speech-Language Pathologists Working with Profoundly Deaf Children: A Study in Context

ERIC Educational Resources Information Center

Veyvoda, Michelle

2013-01-01

This study explored the skill sets possessed by speech-language pathologists working with profoundly deaf children in three types of settings (state-funded "4201" schools for the deaf, Board of Cooperative Educational Services programs, and local school districts) throughout New York State. The phenomenological method of inquiry was…

The Experiences of Cypriot Hearing Adults with Deaf Parents in Family, School, and Society

ERIC Educational Resources Information Center

Hadjikakou, Kika; Christodoulou, Despina; Hadjidemetri, Eleni; Konidari, Maria; Nicolaou, Nicoletta

2009-01-01

This paper investigates the personal experiences of hearing adults with signing Deaf parents in their families, school, and society. In order to obtain relevant information, in-depth semi-structured interviews were conducted with 10 Cypriot hearing adults with Deaf parents between the ages of 21 and 30 years with different occupation, sex, and…

"Behind the Teacher's Back": An Ethnographic Study of Deaf People's Schooling Experiences in the Republic of Ireland

ERIC Educational Resources Information Center

O'Connell, Noel Patrick; Deegan, Jim

2014-01-01

Historically, the valuing of deaf children's voices on their own schooling has been underrepresented in educational policies, curriculum frameworks and discursive practices and, in particular, in the debates and controversies surrounding oralism and Irish Sign Language in deaf education in Ireland. This article discusses children's everyday lived…

Social Work with Students Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Sinnott, Cheri; Looney, Deirdre; Martin, Susan

2012-01-01

Students who are deaf and hard of hearing are being mainstreamed in their neighborhood schools more frequently, and many school social workers feel unprepared to deal with the unique needs of this low-incidence population. This article describes the various social/emotional issues impacting students who are deaf or hard of hearing and provides…

Building and Maintaining Connection: Supporting Transition in a Rural State

ERIC Educational Resources Information Center

Flannery, Ann; Mason, Paula; Dunagan, Janna

2016-01-01

Deaf and hard of hearing students at Rocky Mountain High School (RMHS), a public school in Meridian, Idaho--and other deaf and hard of hearing students throughout the state, needed skills for the workplace. The demand was critical, and administrators knew change was needed. Co-authors Janna Dunagan, who teaches deaf and hard of hearing students,…

Development and Testing of an Antitobacco School-Based Curriculum for Deaf and Hard of Hearing Youth

ERIC Educational Resources Information Center

Berman, Barbara A.; Guthmann, Debra S.; Crespi, Catherine M.; Liu, Weiqing

2011-01-01

A tobacco use prevention curriculum tailored for deaf/hard of hearing youth was tested using a quasi-experimental design. Two schools for the deaf received the curriculum; two served as noncurriculum controls. Surveys assessed changes in tobacco use, tobacco education exposure, and tobacco-related attitudes and knowledge among students in grades…

A Cross-Cultural Study: Deaf Students in a Public Mainstream School Setting

ERIC Educational Resources Information Center

Slobodzian, Jean T.

2011-01-01

The 1000 primary school students in this study included a minority population of nine deaf children. The underlying foundation of this mainstream environment allowed for accommodations, but only to the extent that the non-deaf majority was not overtly impacted. Explicit messages of equality and implicit notions of normal were often in conflict.…

A Progress Report on a Thinking Laboratory for Deaf Children.

ERIC Educational Resources Information Center

Wolff, Sydney

A study was undertaken at the West Virginia School for the Deaf to test the assumption that the modes of thought of deaf children could be improved, and that improvement in concept formation would result in improvement in testable areas. Sixteen primary school children of approximately equal ability were selected and paired to form the control and…

Motor Skill Performance and Sports Participation in Deaf Elementary School Children

ERIC Educational Resources Information Center

Hartman, Esther; Houwen, Suzanne; Visscher, Chris

2011-01-01

This study aimed to examine motor performance in deaf elementary school children and its association with sports participation. The population studied included 42 deaf children whose hearing loss ranged from 80 to 120 dB. Their motor skills were assessed with the Movement Assessment Battery for Children, and a questionnaire was used to determine…

Plan for the Future Direction of DORS' Schools: Illinois Children's School and Rehabilitation Center, Illinois School for the Deaf, and Illinois School for the Visually Impaired.

ERIC Educational Resources Information Center

Illinois State Dept. of Rehabilitation Services, Springfield.

The report is an outgrowth of a study of three residential schools operated by the Illinois Department of Rehabilitation Services (DORS). The schools are the Illinois Children's School and Rehabilitation Center (ICSRC), for severely physically handicapped or health-impaired, the Illinois School for the Deaf, and the Illinois School for the…

Deaf Education in China: History, Current Issues, and Emerging Deaf Voices

ERIC Educational Resources Information Center

Lytle, R. R.; Johnson, K. E.; Hui, Y. J.

2005-01-01

An overview is provided of (a) deaf education in China, (b) views of deaf Chinese, and (c) recent empowering international collaborations. China's national policy focuses on oral/aural education and hearing rehabilitation. However, everyday practice in schools for deaf children includes various forms of Chinese Sign Language. Early childhood…

Longitudinal Receptive American Sign Language Skills Across a Diverse Deaf Student Body.

PubMed

Beal-Alvarez, Jennifer S

2016-04-01

This article presents results of a longitudinal study of receptive American Sign Language (ASL) skills for a large portion of the student body at a residential school for the deaf across four consecutive years. Scores were analyzed by age, gender, parental hearing status, years attending the residential school, and presence of a disability (i.e., deaf with a disability). Years 1 through 4 included the ASL Receptive Skills Test (ASL-RST); Years 2 through 4 also included the Receptive Test of ASL (RT-ASL). Student performance for both measures positively correlated with age; deaf students with deaf parents scored higher than their same-age peers with hearing parents in some instances but not others; and those with a documented disability tended to score lower than their peers without disabilities. These results provide longitudinal findings across a diverse segment of the deaf/hard of hearing residential school population. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Parental training and involvement in sexuality education for students who are deaf.

PubMed

Gabriel, K O; Getch, Y Q

2001-07-01

The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low.

Mental health and self-image among deaf and hard of hearing children.

PubMed

Mejstad, Lena; Heiling, Kerstin; Svedin, Carl Göran

2009-01-01

Mental health and self-image among deaf and hard of hearing children (ages 11-18 years) in southern Sweden was investigated. The children (N = 111) attended special schools for the deaf (n = 28), special schools for the hard of hearing (n = 23), and regular schools where hard of hearing children were mainstreamed (n = 60). The Strengths and Difficulties Questionnaire (Goodman, 1997) was used to screen mental health and the "I Think I Am" questionnaire Ouvinen-Birgerstam (1982, 1984) to measure self-esteem. The study shows that hard of hearing children seem to do as well, as a group, as other children in Swedish society. Mean SDQ and ITIA scores indicated that the mainstreamed students and the students in special schools for the hard of hearing had higher levels of rated mental health and self-image than the students in schools for the deaf.

Developing a Satellite Educational Program for Deaf and Hard of Hearing Students Residing in a Rural Setting.

ERIC Educational Resources Information Center

Witt, Sheree; Howell, Ruth

The Allegany County School System and the Maryland School for the Deaf (MSD) have collaborated to develop a satellite program that brings MSD educational services to hard-of-hearing and deaf elementary students in rural western Maryland. In the past 5 years, the number of hearing-impaired preschoolers in Allegany and Garrett Counties increased…

Evaluating the Effects of Function-Based Interventions with Deaf or Hard-of-Hearing Students

ERIC Educational Resources Information Center

Gann, Candace J.; Gaines, Sarah E.; Antia, Shirin D.; Umbreit, John; Liaupsin, Carl J.

2015-01-01

This study examined the effectiveness of function-based interventions with students who are deaf or hard of hearing (D/HH). The participants were 3 elementary-aged males attending a center school for the deaf who exhibited chronic off-task behaviors throughout the school day. This study was conducted across 2 phases: (a) a descriptive functional…

Exploring Letters in a Bimodal, Bilingual Nursery School with Deaf and Hearing Children

ERIC Educational Resources Information Center

Kristoffersen, Ann-Elise; Simonsen, Eva

2014-01-01

For young deaf children a co-enrolment setting with hearing children in nursery school is recognised as a useful provision for inclusive education. The aim of the study reported in this article was to gain knowledge about pathways into literacy for young deaf children in a co-enrolment setting. The questions raised in this article are: How are…

The Development and Use of Cheremic, Graphemic, and Phonological Coding in Deaf High School-Aged Readers.

ERIC Educational Resources Information Center

O'Connor, Katherine; Taylor, Linda S.

This report outlines the a study that investigated the reading skills of high school students (ages 14-19) with severe or profound prelingual deafness, including 6 skilled readers with parents with deafness, 6 skilled readers with hearing parents, and 6 average readers with hearing parents. The study determined short-term memory strategies used by…

Quality of life of deaf and hard of hearing students in Ibadan metropolis, Nigeria

PubMed Central

2018-01-01

Quality of Life encompasses an individual’s well-being and health, social participation and satisfaction with functional daily living. Disabilities such as deafness can impact on the quality of life with spatial variance to the environment. Deafness causes communicative problems with significant consequences in cognitive, social, and emotional well-being of affected individuals. However, information relating to the quality of life of deaf and hard of hearing individuals, especially students in developing countries like Nigeria, which could be used to design special health-related interventions is sparse. This study examined the quality of life of deaf and hard of hearing students in Ibadan metropolis, Nigeria. One hundred and ten deaf and hard of hearing students participated in this cross-sectional study. Participants were drawn from all four secondary schools for the Deaf in Ibadan metropolis. The 26 item Brief version of the WHO Quality of Life questionnaire was used for data collection. The data was analyzed using descriptive and inferential statistics at statistical significance of p<0.05. Majority (57.8%) of the deaf and hard of hearing students had poor quality of life. Attending the special school for the Deaf, upper socio-economic status and age (≥17years) are significantly associated with better quality of life. However, gender and age at onset of hearing loss had no significant influence on the quality of life. The Deaf community available in the special school appeared to protect against stigma and discrimination, while also promoting social interactions between deaf and hard of hearing individuals. PMID:29293560

Quality of life of deaf and hard of hearing students in Ibadan metropolis, Nigeria.

PubMed

Jaiyeola, Mofadeke T; Adeyemo, Adebolajo A

2018-01-01

Quality of Life encompasses an individual's well-being and health, social participation and satisfaction with functional daily living. Disabilities such as deafness can impact on the quality of life with spatial variance to the environment. Deafness causes communicative problems with significant consequences in cognitive, social, and emotional well-being of affected individuals. However, information relating to the quality of life of deaf and hard of hearing individuals, especially students in developing countries like Nigeria, which could be used to design special health-related interventions is sparse. This study examined the quality of life of deaf and hard of hearing students in Ibadan metropolis, Nigeria. One hundred and ten deaf and hard of hearing students participated in this cross-sectional study. Participants were drawn from all four secondary schools for the Deaf in Ibadan metropolis. The 26 item Brief version of the WHO Quality of Life questionnaire was used for data collection. The data was analyzed using descriptive and inferential statistics at statistical significance of p<0.05. Majority (57.8%) of the deaf and hard of hearing students had poor quality of life. Attending the special school for the Deaf, upper socio-economic status and age (≥17years) are significantly associated with better quality of life. However, gender and age at onset of hearing loss had no significant influence on the quality of life. The Deaf community available in the special school appeared to protect against stigma and discrimination, while also promoting social interactions between deaf and hard of hearing individuals.

The experiences of Cypriot hearing adults with Deaf parents in family, school, and society.

PubMed

Hadjikakou, Kika; Christodoulou, Despina; Hadjidemetri, Eleni; Konidari, Maria; Nicolaou, Nicoletta

2009-01-01

This paper investigates the personal experiences of hearing adults with signing Deaf parents in their families, school, and society. In order to obtain relevant information, in-depth semi-structured interviews were conducted with 10 Cypriot hearing adults with Deaf parents between the ages of 21 and 30 years with different occupation, sex, and educational background. It was found that most of the participants developed a bicultural identity, undertook the interpreter and protector role in their family, and interacted well with their parents, despite the lack of in-depth communication that they noted. The positive role of the extended family was acknowledged. The prejudices of Cypriot hearing people against the Deaf people were identified, as well as the lack of state support toward the Deaf community. This study has implications for Deaf parents, and professionals working, planning, and implementing social, psychological, and educational support services to Deaf-parented families.

Social Factors Influencing Participation in Sport for the Deaf.

ERIC Educational Resources Information Center

Stewart, David A.

1987-01-01

The article looks at social factors influencing participation in sport by the deaf including communication mode and value orientations of community, family, school, and peers of both the hearing and deaf world. A model for integration of the deaf into sports is offered. (DB)

Social Maturity and Executive Function Among Deaf Learners

PubMed Central

Marschark, Marc; Kronenberger, William G.; Rosica, Mark; Borgna, Georgianna; Convertino, Carol; Durkin, Andreana; Machmer, Elizabeth; Schmitz, Kathryn L.

2017-01-01

Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on sign language reported significantly more immature behaviors than deaf peers who used spoken language. EF difficulties again were associated with social maturity. The present results indicate that EF and social maturity are interrelated, but those relations vary in different deaf subpopulations. As with academic achievement, CI use appears to have little long-term impact on EF or social maturity. Results are discussed in terms of their convergence with findings related to incidental learning and functioning in several domains. PMID:27686092

Education, employment, and independent living of young adults who are deaf and hard of hearing.

PubMed

Appelman, Karen I; Callahan, Judy Ottren; Mayer, Margaret H; Luetke, Barbara S; Stryker, Deborah S

2012-01-01

Little information is available on the education, employment, and independent living status of young deaf and hard of hearing adults who have transitioned from high school. The present article reports postsecondary outcomes of 46 young adults who had attended for at least 4 years a non-public agency school in the northwestern United States specializing in deaf education. School administrators had developed a specific philosophy and operationalized it in an academic and literacy-based curriculum incorporating a grammatically accurate signing system. The researchers found that most or all participants had finished high school, had earned a college degree, were employed, and were living independently. Findings are discussed in terms of the available literature and the study's contribution to a limited body of recent research on young postsecondary deaf and hard of hearing adults.

A SURVEY OF VISUAL AIDS IN SCHOOLS AND CLASSES FOR THE DEAF IN THE UNITED STATES.

ERIC Educational Resources Information Center

KUBIS, JOHN J.; SCHEIN, JEROME D.

INFORMATION CONCERNING VISUAL PRESENTATION DEVICES, THEIR USE IN THE EDUCATION OF THE DEAF, AND THEIR SPECIAL PROBLEMS WERE SURVEYED. QUESTIONNAIRES WERE SENT TO ALL SCHOOLS AND CLASSES FOR THE DEAF IN THE UNITED STATES DURING THE FALL SEMESTER OF 1961-62. THE RESPONSE WAS 55.9 PERCENT OF THE QUESTIONNAIRES MAILED. INTERVIEWS WERE HELD WITH A…

Cyborgization: Deaf Education for Young Children in the Cochlear Implantation Era

ERIC Educational Resources Information Center

Valente, Joseph Michael

2011-01-01

The author, who was raised oral deaf himself, recounts a visit to a school for young deaf children and discovers that young d/Deaf children and their rights are subverted by the cochlear implantation empire. The hypercapitalist, techno-manic times of cochlear implantation has wreaked havoc to the lives of not only young children with deafness but…

The Church of Deaf Sociality: Deaf Churchgoing Practices and "Sign Bread and Butter" in Bangalore, India

ERIC Educational Resources Information Center

Friedner, Michele

2014-01-01

This article ethnographically analyzes the practices of deaf young adults in Bangalore, India. As sign language is not used by families, schools, or other institutions, the church is a crucial educational space. Churchgoing provides deaf young adults with opportunities to orient themselves toward other deaf young adults, to develop new ideas of…

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

ERIC Educational Resources Information Center

Hendar, Ola; O'Neill, Rachel

2016-01-01

Over the past two decades there have been major developments in deaf education in many countries. Medical and technical advances have made it possible for more deaf children to hear and speak successfully. Most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore patterns of achievements of deaf pupils to see if…

Career Development Programs in Residential Schools for the Deaf: A Survey

ERIC Educational Resources Information Center

Twyman, Lee H.; Ouellette, Sue E.

1978-01-01

Sixty-four residential schools for the deaf were surveyed regarding ten aspects of career education programs, including objectives, details of program implementation, program content, special needs, environmental factors, and occupational choices. (DLS)

A Curriculum Guide for Atypical Deaf Adolescents.

ERIC Educational Resources Information Center

Pawelski, Christine E., Ed.; Groveman, Alan B., Ed.

Based on the program known as the Secondary Individualized Learning Center developed at the Lexington School for the Deaf (Jackson Heights, New York), the resource guide provides a curriculum for severely handicapped deaf adolescents, who, because of their deafness and added learning or physical problems, are unable to successfully function in the…

Sociological Aspects of Deafness.

ERIC Educational Resources Information Center

World Federation of the Deaf, Rome (Italy).

Nine conference papers treat the sociological aspects of deafness. Included are "Individuals Being Deaf and Blind and Living with a Well Hearing Society" by A. Marx (German Federal Republic), "A Deaf Man's Experiences in a Hearing World" by A. B. Simon(U.S.A.), "Problem of Text Books and School Appliances for Vocational…

Development of Deaf Identity: An Ethnographic Study

ERIC Educational Resources Information Center

McIlroy, Guy; Storbeck, Claudine

2011-01-01

This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural…

Understanding Deaf Readers: An Interpretative Phenomenological Analysis

ERIC Educational Resources Information Center

Kelstone, Aaron Weir

2013-01-01

The development of reading skills, beyond a functional level, is difficult for most deaf readers. Standardized testing demonstrates a median 4th grade reading level that remains consistent even after national norming of the Stanford Achievement test on the population of deaf school children. Deaf education continues to generate various educational…

Causes of Deafness: Retrospection and Omens.

ERIC Educational Resources Information Center

Champie, Joan

1996-01-01

This study reviewed records of several American schools for the deaf in the 19th century concerning the stated causes of deafness given by parents. The high rate of adventitious deafness is noted. Stated causes are categorized into: fevers, inflammations, medicines/poisons, trauma, heat/cold, ear problems, nervous system problems, head/neck…

Potentials of Rubella Deaf-Blind Children.

ERIC Educational Resources Information Center

Smith, Benjamin F.

Potentials of three classifications of rubella deaf blind children are discussed. Potentials for children at the middle trainable level and below are discussed for the areas of communication skills, daily living skills, mobility and orientation, vocational effort, and self-control and social interaction. For children in the upper trainable through…

Deaf Education: Costs and Student Characteristics at Federally Assisted Schools. Briefing Report to the Chairman, Subcommittee on the Handicapped, Committee on Labor and Human Resources, United States Senate.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC.

The report examines data from Gallaudet College, the National Technical Institute for the Deaf (NTID) and four centers in the Regional Postsecondary Education Program for the Deaf. Data are analyzed in terms of student characteristics, per-student costs, student academic achievment and subsequent employment, and the schools' abilities to serve…

Sign Language and the Learning of Swedish by Deaf Children (Project TSD).

ERIC Educational Resources Information Center

Jansson, Karin, Ed.

1982-01-01

A project in Sweden focuses on the early linguistic development of preschool deaf children in families where the parents are also deaf. The School for the Deaf in Sweden is involved with describing the Swedish language as it appears to a deaf learner, a description to be used as a basis for teacher training and inservice in the teaching of the…

Science Education for the Deaf: Comparison of Ideal Resource and Mainstream Settings.

ERIC Educational Resources Information Center

Linn, Marcia C.

1979-01-01

Investigates the cognitive and social aspects of a mainstreamed setting for deaf children. Twelve mainstreamed deaf subjects, placed with nonhandicapped children in an elementary school, were compared with nine resource deaf subjects. The reactions of nonhandicapped to handicapped children was also assessed. Results of cognitive tests showed no…

Training and Qualifications (Teachers and Workers for the Deaf).

ERIC Educational Resources Information Center

World Federation of the Deaf, Rome (Italy).

Three papers consider the training and qualifications of teachers and workers for the deaf. H. Okopinski describes "Training Teachers for Deaf Children's Schools in Poland" and A. F. Mackenzie defines "The Qualifications of Workers for the Adult Deaf" in the United Kingdom. E. S. Levine reports on New York University's…

Deaf Lives: Nineteenth-Century Spanish Deaf Girls and Women

ERIC Educational Resources Information Center

Plann, Susan

2007-01-01

This article is about the lives of nineteenth-century Spanish deaf girls and women. The research presented is contained in a larger work, a book titled "Portraits from the Spanish National Deaf-Mute School," to be published by Gallaudet University Press. These "portraits" are in fact biographical essays on nineteenth-century…

Advancing English Literacy by Improving ASL Skills: A Residential School's Quest

ERIC Educational Resources Information Center

Dolman, David; Rook, Laurie

2017-01-01

This article describes and evaluates one residential school for the deaf and hard of hearing, Eastern North Carolina School for the Deaf (ENCSD), and their experience in implementing the Fairview Learning program. The program consists of five components (Schimmel & Edwards, 2003). Two of the components--phonemic awareness and literature-based…

Communication with Deaf Pre-School Children Using Cochlear Implants.

ERIC Educational Resources Information Center

Tvingstedt, A. L.; Preisler, G.; Ahlstrom, M.

This study evaluated the communicative, social, and emotional development of 22 deaf Swedish pre-school children with cochlear implants over a 2-year period. Video-recordings (every 3 months) and observations of the children in natural interactional settings at home and school as well as interviews with parents and teachers provided the study…

Measuring Academic Competencies of Students Who Are Deaf or Hard of Hearing: What Parents Need to Know about Test Equity in Schools. Test Equity Considerations: Parents

ERIC Educational Resources Information Center

PEPNet-West, 2010

2010-01-01

Many children find school tests difficult, but children who are deaf or hard of hearing may find them especially so. Reports from the 2008 Test Equity Summit indicate that disproportionate numbers of students who are deaf or hard of hearing at all grade levels are failing critically important tests even though their classroom work may show that…

Impact of Peer and Teacher Relations on Deaf Early Adolescents' Well-Being: Comparisons before and after a Major School Transition

ERIC Educational Resources Information Center

Wolters, Nina; Knoors, Harry; Cillessen, Antonius H. N.; Verhoeven, Ludo

2012-01-01

This study focused on the peer and teacher relationships of deaf children and the effects of these relationships on well-being in school during the transition from elementary school to junior high school. Differences due to gender and educational context were also considered. In Study 1, the predictive effects of peer acceptance, popularity, and…

A Descriptive Analysis of Pointing and Oral Movements in a Home Sign System.

ERIC Educational Resources Information Center

Torigoe, Takashi; Takei, Wataru

2002-01-01

Discussed a social survey on communication among deaf people who had no formal schooling. Participants were deaf individuals who lived in the Okinawa Islands of Japan. Reveals many elderly deaf people had no formal education, no access to conventional sign languages during childhood, and no contact with a Deaf community. Despite this, most…

An Investigation of the Need for Sign Language Assessment in Deaf Education

ERIC Educational Resources Information Center

Mann, Wolfgang; Prinz, Philip M.

2006-01-01

The attitudes of educators of the deaf and other professionals in deaf education concerning assessment of the use of American Sign Language (ASL) and other sign systems was investigated. A questionnaire was distributed to teachers in a residential school for the deaf in California. In addition to questions regarding the availability of sign…

Memoir Upon the Formation of a Deaf Variety of the Human Race.

ERIC Educational Resources Information Center

Bell, Alexander Graham

A compilation of data on the hereditary aspects of deafness presented at a conference in 1883 by Alexander Graham Bell, the document contains records of familial occurences of deafness and marriage statistics. Tables indicate that within schools for the deaf many students had the same family name; it was considered highly probable that a…

Issues in the Sexual Molestation of Deaf Youth.

ERIC Educational Resources Information Center

Vernon, McCay; Miller, Katrina R.

2002-01-01

Discussion of issues involved in sexual abuse of deaf youth in schools considers characteristics of pedophiles and hebephiles and how sexual offenders are dealt with in the criminal justice system. It suggests ways to prevent sexual abuse of children who are deaf and what to look for in identifying deaf children who are being victimized. (Contains…

Motor skill performance and sports participation in deaf elementary school children.

PubMed

Hartman, Esther; Houwen, Suzanne; Visscher, Chris

2011-04-01

This study aimed to examine motor performance in deaf elementary school children and its association with sports participation. The population studied included 42 deaf children whose hearing loss ranged from 80 to 120 dB. Their motor skills were assessed with the Movement Assessment Battery for Children, and a questionnaire was used to determine their active involvement in organized sports. The deaf children had significantly more borderline and definite motor problems than the normative sample: 62% (manual dexterity), 52% (ball skills), and 45% (balance skills). Participation in organized sports was reported by 43% of the children; these children showed better performance on ball skills and dynamic balance. This study demonstrates the importance of improving deaf children's motor skill performance, which might contribute positively to their sports participation.

Arkansas School for the Deaf Student Handbook.

ERIC Educational Resources Information Center

Arkansas School for the Deaf, Little Rock.

This handbook is designed for students who attend the Arkansas School for the Deaf. It explains the rules of the school and some of the possible consequences for infractions. A Violence Prevention and Control Plan outlines the rules of conduct in three major categories: Level 1, Level 2, and Level 3. Information is also provided on sexual…

A Case of Specific Language Impairment in a Deaf Signer of American Sign Language

ERIC Educational Resources Information Center

Quinto-Pozos, David; Singleton, Jenny L.; Hauser, Peter C.

2017-01-01

This article describes the case of a deaf native signer of American Sign Language (ASL) with a specific language impairment (SLI). School records documented normal cognitive development but atypical language development. Data include school records; interviews with the child, his mother, and school professionals; ASL and English evaluations; and a…

A Case Study of Academic Growth in Schools for the Deaf: The Convergence of Educational Policy and Organizational Theory

ERIC Educational Resources Information Center

Virnig, Sean M.

2013-01-01

In this age of educational accountability, public schools are presumed to have the innate organizational capability to meet academic achievement benchmarks. Fair or not, this presumption also extends to schools serving students who are deaf, a population whose academic achievement continues to be unsatisfactory. This dissertation investigated how…

Report of the Proceedings of the Forty-Sixth Meeting of the Convention of American Instructors of the Deaf; Indiana School for the Deaf, Indianapolis, Indiana. Convention Theme: "Educational Crossroads for Deaf Children". June 24-29, 1973.

ERIC Educational Resources Information Center

Davis, Ferne E., Ed.

Presented are proceedings of the 46th (1973) meeting of the Convention of American Instructors of the Deaf. Included are numerous papers and discussions on auditory training, career development, continuing education, reading and language, counseling, curriculum, deaf-blind children, diagnostic assessment, early education, total communication,…

Policy and Practice in Deaf Education: Views and Experiences of Teachers, and of Young People Who Are Deaf in Northern Ireland and Sweden

ERIC Educational Resources Information Center

Doherty, Marie

2012-01-01

Due to the fact that the outcomes of education for most school leavers who are deaf in Northern Ireland are weak literacy skills and below average reading ages, a study was undertaken to investigate this situation. The views and experiences of teachers of children who are deaf, and of young people who are deaf in Northern Ireland, where oral and…

The pedagogical effect of a health education application for deaf and hard of hearing students in elementary schools.

PubMed

Abbasi, Masoumeh; Eslami, Saeid; Mohammadi, Mahdi; Khajouei, Reza

2017-09-01

Deaf or hard-of-hearing children experience difficulties in learning health principles. But technology has significantly improved their ability to learn. The challenge in e-learning is to design attractive applications while having an educational aspect. The aims of this study were to determine the pedagogical effectiveness of a health education application for deaf and hard of hearing students in elementary schools, and to investigate the student's perceptions in different educational grades about the educational effectiveness of the text, graphics, video clips, and animation in the application. The study design was quasi experimental and was conducted in Mashhad in 2016. Study population were deaf or hard-of-hearing students in elementary schools. The intervention included health application training to deaf and hard-of-hearing students in Mashhad. A questionnaire was used for data gathering. The pedagogical effectiveness was determined by measuring the modified Adapted Pedagogical Index. This index was created based on the characteristics of the application and study population. Statistical analysis was performed using the Kruskal-Wallis and Mann-Whitney tests with Bonferroni adjustment by SPSS 22. Eighty-two students participated in the intervention. The value of modified Adapted Pedagogical Index was 0.669, indicating that the application was effective. The results of Kruskal-Wallis H and Mann-Whitney U test showed significant differences in different educational grades. (p<0.008). Using information technology can improve the education of deaf and hard-of-hearing students. Modified Adapted Pedagogical Index can be used for evaluation of non-interactive applications for elementary school children who are deaf or hard of hearing.

Testicular cancer knowledge among deaf and hearing men.

PubMed

Sacks, Loren; Nakaji, Melanie; Harry, Kadie M; Oen, Marcia; Malcarne, Vanessa L; Sadler, Georgia Robins

2013-09-01

Testicular cancer typically affects young and middle-aged men. An educational video about prostate and testicular cancer was created in American Sign Language, with English open captioning and voice overlay, so that it could be viewed by audiences of diverse ages and hearing characteristics. This study recruited young Deaf (n = 85) and hearing (n = 90) adult males to help evaluate the educational value of the testicular cancer portion of this video. Participants completed surveys about their general, testicular, and total cancer knowledge before and after viewing the video. Although hearing men had higher pre-test scores than Deaf men, both Deaf and hearing men demonstrated significant increases in General, Testicular, and Total Cancer Knowledge scores after viewing the intervention video. Overall, results demonstrate the value of the video to Deaf and hearing men.

1981 Follow-Up Study of Students Enrolled and Previously Enrolled in the Michigan School for the Blind and the Michigan School for the Deaf.

ERIC Educational Resources Information Center

Livingston-White, Deborah J. H.

A followup study of currently and previously enrolled students of the Michigan School for the Blind (MSB) and the Michigan School for the Deaf (MSD) is reported. Eligibility guidelines, services, enrollment, costs, and nature of the student body at each institution are described. Development and use of four questionnaires to evaluate eight…

Moving Beyond GDP: Cost Effectiveness of Cochlear Implantation and Deaf Education in Latin America.

PubMed

Emmett, Susan D; Tucci, Debara L; Bento, Ricardo F; Garcia, Juan M; Juman, Solaiman; Chiossone-Kerdel, Juan A; Liu, Ta J; de Muñoz, Patricia Castellanos; Ullauri, Alejandra; Letort, Jose J; Mansilla, Teresita; Urquijo, Diana P; Aparicio, Maria L; Gong, Wenfeng; Francis, Howard W; Saunders, James E

2016-09-01

Cochlear implantation (CI) and deaf education are cost effective management strategies of childhood profound sensorineural hearing loss in Latin America. CI has been widely established as cost effective in North America and Europe and is considered standard of care in those regions, yet cost effectiveness in other economic environments has not been explored. With 80% of the global hearing loss burden existing in low- and middle-income countries, developing cost effective management strategies in these settings is essential. This analysis represents the continuation of a global assessment of CI and deaf education cost effectiveness. Brazil, Colombia, Ecuador, Guatemala, Paraguay, Trinidad and Tobago, and Venezuela participated in the study. A Disability Adjusted Life Years model was applied with 3% discounting and 10-year length of analysis. Experts from each country supplied cost estimates from known costs and published data. Sensitivity analysis was performed to evaluate the effect of device cost, professional salaries, annual number of implants, and probability of device failure. Cost effectiveness was determined using the World Health Organization standard of cost effectiveness ratio/gross domestic product per capita (CER/GDP)<3. Deaf education was very cost effective in all countries (CER/GDP 0.07-0.93). CI was cost effective in all countries (CER/GDP 0.69-2.96), with borderline cost effectiveness in the Guatemalan sensitivity analysis (Max CER/GDP 3.21). Both cochlear implantation and deaf education are widely cost effective in Latin America. In the lower-middle income economy of Guatemala, implant cost may have a larger impact. GDP is less influential in the middle- and high-income economies included in this study.

Welcoming Students Who Are Deaf-Blind into Typical Classrooms: Facilitating School Participation, Learning, and Friendships.

ERIC Educational Resources Information Center

Haring, Norris G., Ed.; Romer, Lyle T., Ed.

This collection of 18 papers focuses on the inclusion of students who are deaf-blind in regular classrooms. Papers include: (1) "Inclusion of Students Who Are Deaf-Blind: What Does the Future Hold?" (Lori Goetz); (2) "A History of Federal Support for Students with Deaf-Blindness" (R. Paul Thompson and Charles W. Freeman); (3)…

Ensuring the Success of Deaf Students in Inclusive Physical Education

ERIC Educational Resources Information Center

Schultz, Jessica L.; Lieberman, Lauren J.; Ellis, M. Kathleen; Hilgenbrinck, Linda C.

2013-01-01

Approximately 85% of all deaf and hard-of-hearing students in the United States are educated in public school programs. This high percentage makes it very likely that physical educators will at some point have to teach a student who is deaf or hard-of-hearing. It is considered best practice for all educators to be aware of Deaf culture,…

Alexander Graham Bell: Teacher of the Deaf.

ERIC Educational Resources Information Center

Bruce, Robert V.

The lecture on Alexander Graham Bell by Dr. Robert V. Bruce, the author of a biography of Bell, focuses on Bell's association with the Clarke School for the Deaf in Massachusetts. Noted are Bell's employment by the school at 25 years of age and the preceding period during which Bell taught elocution at a boys' school in Scotland and used his…

Executive functions and behavioral problems in deaf and hard-of-hearing students at general and special schools.

PubMed

Hintermair, Manfred

2013-01-01

In this study, behavioral problems of deaf and hard-of-hearing (D/HH) school-aged children are discussed in the context of executive functioning and communicative competence. Teachers assessed the executive functions of a sample of 214 D/HH students from general schools and schools for the deaf, using a German version of the Behavior Rating Inventory of Executive Functions (BRIEF-D). This was complemented by a questionnaire that measured communicative competence and behavioral problems (German version of the Strengths and Difficulties Questionnaire; SDQ-D). The results in nearly all the scales show a significantly higher problem rate for executive functions in the group of D/HH students compared with a normative sample of hearing children. In the D/HH group, students at general schools had better scores on most scales than students at schools for the deaf. Regression analysis reveals the importance of executive functions and communicative competence for behavioral problems. The relevance of the findings for pedagogical work is discussed. A specific focus on competencies such as self-efficacy or self-control in educational concepts for D/HH students seems to be necessary in addition to extending language competencies.

Empowering the deaf. Let the deaf be deaf

PubMed Central

Munoz-Baell, I.; Ruiz, M

2000-01-01

Deafness is often regarded as just a one and only phenomenon. Accordingly, deaf people are pictured as a unified body of people who share a single problem. From a medical point of view, we find it usual to work with a classification of deafness in which pathologies attributable to an inner ear disorder are segregated from pathologies attributable to an outer/middle ear disorder. Medical intervention is thus concerned more with the origin, degree, type of loss, onset, and structural pathology of deafness than with communicative disability and the implications there may be for the patient (mainly dependency, denial of abnormal hearing behaviour, low self esteem, rejection of the prosthetic help, and the breakdown of social relationships). In this paper, we argue that hearing loss is a very complex phenomenon, which has many and serious consequences for people and involves many factors and issues that should be carefully examined. The immediate consequence of deafness is a breakdown in communication whereby the communicative function needs to be either initiated or restored. In that sense, empowering strategies—aimed at promoting not only a more traditional psychological empowerment but also a community one—should primarily focus on the removal of communication barriers.


Keywords: deafness PMID:10692961

A national perspective on teachers' efficacy beliefs in deaf education.

PubMed

Garberoglio, Carrie Lou; Gobble, Mark E; Cawthon, Stephanie W

2012-01-01

Teachers' sense of efficacy, or the belief that teachers have of their capacity to make an impact on students' performance, is an unexplored construct in deaf education research. This study included data from 296 respondents to examine the relationship of teacher and school characteristics with teachers' sense of efficacy in 80 different deaf education settings in the US. Deaf education teachers reported high overall efficacy beliefs but significantly lower efficacy beliefs in the area of student engagement than in instructional strategies and classroom management. Teachers' years of experience showed a significant relationship with efficacy beliefs, yet it was the teachers' perceived collective efficacy of their educational setting that ultimately predicted teachers' sense of efficacy. These findings lend credence to the need for further examination of school processes that influence teacher beliefs and attitudes in deaf education settings.

Use of Dual Communication Boards with Students Who Are Deaf-Blind.

ERIC Educational Resources Information Center

Heller, K. W.; And Others

1994-01-01

This study examined the use of dual communication boards for teaching appropriate communication responses to three deaf-blind high school students. Students were able to use the boards with 100% accuracy in three communication routines in both school and community environments. (Author/DB)

Development and testing of an antitobacco school-based curriculum for deaf and hard of hearing youth.

PubMed

Berman, Barbara A; Guthmann, Debra S; Crespi, Catherine M; Liu, Weiqing

2011-01-01

A tobacco use prevention curriculum tailored for deaf/hard of hearing youth was tested using a quasi-experimental design. Two schools for the deaf received the curriculum; two served as noncurriculum controls. Surveys assessed changes in tobacco use, tobacco education exposure, and tobacco-related attitudes and knowledge among students in grades 7-12 over 3 school years (n = 511-616). Current (past month) smoking decreased significantly at one intervention school (23% to 8%,p = .007), and current smokeless tobacco use at the other (7.5% to 2.5%, p = .03). Tobacco education exposure and antitobacco attitudes and knowledge increased significantly at one or both intervention schools. At one control school, reported tobacco education exposure decreased (p < .001) and antitobacco attitudes increased (p = .01). The results indicate that the curriculum increased perceived tobacco education exposure and significantly affected tobacco-related practices, attitudes, and knowledge.

The role of music in deaf culture: deaf students' perception of emotion in music.

PubMed

Darrow, Alice-Ann

2006-01-01

Although emotional interpretation of music is an individual and variable experience, researchers have found that typical listeners are quite consistent in associating basic or primary emotions such as happiness, sadness, fear, and anger to musical compositions. It has been suggested that an individual with a sensorineural hearing loss, or any lesion in auditory perceptors in the brain may have trouble perceiving music emotionally. The purpose of the present study was to investigate whether students with a hearing loss who associate with the deaf culture, assign the same emotions to music as students without a hearing loss. Sixty-two elementary and junior high students at a Midwestern state school for the deaf and students at neighboring elementary and junior high schools served as participants. Participants at the state school for the deaf had hearing losses ranging from moderate to severe. Twelve film score excerpts, composed to depict the primary emotions-happiness, sadness, and fear, were used as the musical stimuli. Participants were asked to assign an emotion to each excerpt. Results indicated a significant difference between the Deaf and typical hearing participants' responses, with hearing participants' responses more in agreement with the composers' intent. No significant differences were found for age or gender. Analyses of the Deaf participants' responses indicate that timbre, texture, and rhythm are perhaps the musical elements most influential in transmitting emotion to persons with a hearing loss. Adaptive strategies are suggested for assisting children who are deaf in accessing the elements of music intended to portray emotion.

A Key to Evaluation: The Transition Competence Battery for Deaf Adolescents and Young Adults

ERIC Educational Resources Information Center

Davis, Cheryl; Leonard, Annette

2007-01-01

Guiding deaf and hard of hearing students in making important decisions about their adult careers can be a difficult task. Twenty years after its inception, the TCB, as adapted for deaf and hard of hearing students, may help. The TCB is a unique assessment tool designed to measure the transition skills of deaf high school adolescents and young…

The Status of Deaf Women: A Comparative Look at the Labor Force, Educational and Occupational Attainments of Deaf Female Secondary Graduates.

ERIC Educational Resources Information Center

MacLeod-Gallinger, Janet

This study examined the relative status of 4,917 deaf male and female respondents (mean age of 25) on the Secondary School Graduate Followup Program for the Deaf survey from the years 1982 through 1989. Graduates were asked questions pertaining to their labor force participation, continuing education activities, occupations, income, and job…

Schooling in American Sign Language: A Paradigm Shift from a Deficit Model to a Bilingual Model in Deaf Education

ERIC Educational Resources Information Center

Humphries, Tom

2013-01-01

Deaf people have long held the belief that American Sign Language (ASL) plays a significant role in the academic development of deaf children. Despite this, the education of deaf children has historically been exclusive of ASL and constructed as an English-only, deficit-based pedagogy. Newer research, however, finds a strong correlation between…

In the Face of Force: Helping Deaf Children Cope

ERIC Educational Resources Information Center

Tresh, Jennifer

2004-01-01

Bullying happens everywhere--in residential settings, schools, neighborhoods, and even at home with siblings or relatives. Bullying can occur within the deaf school community as well. Students can be victimized in the hallways and playgrounds, and residential students can be victimized in the dormitories. Bullies typically target children they see…

Evaluation of the Alberta School for the Deaf.

ERIC Educational Resources Information Center

Clarke, S. C. T.; Nyberg, V. R.

The report summarized a formative evaluation of the Alberta (Canada) School for the Deaf (ASD). Data were collected via observations by 12 consultants; interviews; and questionnaires completed by parents, teachers, students, and administrators. The evaluation was designed to focus on such aspects as instruction (including curriculum) and total…

The pedagogical effect of a health education application for deaf and hard of hearing students in elementary schools

PubMed Central

Abbasi, Masoumeh; Eslami, Saeid; Mohammadi, Mahdi; khajouei, Reza

2017-01-01

Background Deaf or hard-of-hearing children experience difficulties in learning health principles. But technology has significantly improved their ability to learn. The challenge in e-learning is to design attractive applications while having an educational aspect. Objective The aims of this study were to determine the pedagogical effectiveness of a health education application for deaf and hard of hearing students in elementary schools, and to investigate the student’s perceptions in different educational grades about the educational effectiveness of the text, graphics, video clips, and animation in the application. Methods The study design was quasi experimental and was conducted in Mashhad in 2016. Study population were deaf or hard-of-hearing students in elementary schools. The intervention included health application training to deaf and hard-of-hearing students in Mashhad. A questionnaire was used for data gathering. The pedagogical effectiveness was determined by measuring the modified Adapted Pedagogical Index. This index was created based on the characteristics of the application and study population. Statistical analysis was performed using the Kruskal-Wallis and Mann–Whitney tests with Bonferroni adjustment by SPSS 22. Results Eighty-two students participated in the intervention. The value of modified Adapted Pedagogical Index was 0.669, indicating that the application was effective. The results of Kruskal-Wallis H and Mann–Whitney U test showed significant differences in different educational grades. (p<0.008) Conclusion Using information technology can improve the education of deaf and hard-of-hearing students. Modified Adapted Pedagogical Index can be used for evaluation of non-interactive applications for elementary school children who are deaf or hard of hearing. PMID:29038697

Planes of phenomenological experience: The psychology of deafness as an early example of American Gestalt psychology, 1928-1940.

PubMed

Schmidt, Marion A

2017-11-01

When, in 1928, the Clarke School for the Deaf in Northampton, Massachusetts, opened a psychological research division, it was nothing unusual in a time fascinated with the sciences of education. Yet with its longstanding ties to Northampton's Smith College, the school was able to secure the collaboration of eminent Gestalt psychologist Kurt Koffka, who, in turn, engaged 2 more German-speaking emigrants, Margarete Eberhardt and social psychologist Fritz Heider, and Heider's American wife Grace Moore Heider. This collaboration has seen little attention from historians, who have treated Koffka's and Heider's time in Northampton as a transitory phase. I argue, however, that their research on deafness adds to the history of emigration and knowledge transfer between European and American Schools of psychology, and to historical understanding of the interrelation of Gestalt, child, and social psychology. Professionals in child studies and developmental psychology were keenly interested in the holistic and introspective approach Gestalt psychology offered. Deaf children were considered a particularly fascinating research population for exploring the relationship between thought and language, perception and development, Gestalt, and reality. At the Clarke School, Grace Moore Heider was among the first Americans to apply Gestalt principles to child psychology. In a time in which pejorative eugenic beliefs dominated professional perceptions of disability, the Heiders' groundbreaking work defined the deaf as a social and phenomenological minority. This was in opposition to dominant beliefs in deaf education, yet it points to early roots of a social model of deafness and disability, which historians usually locate in 1960s and '70s activism. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Count Us In. Achieving Success for Deaf Pupils. Practical Examples from Primary, Secondary, and Special Schools

ERIC Educational Resources Information Center

Her Majesty's Inspectorate of Education, 2007

2007-01-01

"Count Us in: Achieving Success for Deaf Pupils" is a timely report. It comes when schools are becoming more confident in dealing with a wide range of additional support for learning needs. Schools are also more aware that they need to personalise experiences in order to meet pupils' learning needs. The report does point to strengths…

Survey and Analysis of Dental Caries in Students at a Deaf-Mute High School

ERIC Educational Resources Information Center

Wei, Hong; Wang, Yan-Ling; Cong, Xiao-Na; Tang, Wan-Qin; Wei, Ping-Min

2012-01-01

The present cross-sectional study was conducted to assess and compare the prevalence of dental caries of 229 deaf adolescents in a special senior high school and to identify factors related to dental caries, with a match group of 196 healthy adolescents in a normal senior high school, in Jiangsu province of East China. In this study the prevalence…

Using Data to Ensure High Standards--And Standards to Ensure High Expectations

ERIC Educational Resources Information Center

Lane-Outlaw, Susan; Lange, Cheryl; Sherwood, Dyan

2014-01-01

Metro Deaf School (MDS), located in Saint Paul, Minnesota, is one of the first charter schools in the nation. MDS, provides a bilingual environment in ASL and English for deaf and hard of hearing students, ages 3-21, in pre-K through high school. In its 20 years of operation, MDS has seen its students become more diverse, and with the diversity…

College and Career Readiness: Course Taking of Deaf and Hard-of-Hearing Secondary School Students

ERIC Educational Resources Information Center

Nagle, Katherine; Newman, Lynn A.; Shaver, Debra M.; Marschark, Marc

2016-01-01

As schools work to raise the number of students who leave secondary school ready for college and career by increasing both the number of academic courses required and the overall rigor of the curriculum, they must ensure that students with disabilities, including those who are deaf or hard of hearing (DHH), are not left behind. They can do this by…

An Examination of Web-Based Information on the Transition to School for Children Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Curle, Deirdre M.

2015-01-01

Both prior to and during the transition from early intervention (EI) to school, parents of children who are deaf or hard of hearing (d/hh) need crucial information about the transition process and school services. Given the ubiquitous nature of computers and Internet access, it is reasonable to assume that web-based dissemination of information…

The Law of Unexpected Consequences.

ERIC Educational Resources Information Center

Moores, Donald F.

2002-01-01

This article explores three controversial issues in the deaf community: genetic engineering, cochlear implants, and high stakes testing for students. It is argued that while some argue high stakes testing raises the expectations for students with deafness, it may leave many students with deafness without high school diplomas. (Contains…

Food Preferences and Nutrition Knowledge of Deaf Children

ERIC Educational Resources Information Center

Garton, Nina B.; Bass, Mary A.

1974-01-01

In a study of food preferences of deaf teenagers in a school for the deaf, students preferred meats, fruits, and desserts over vegetables. They had fewer "correct" and more "incorrect" and "don't know" responses to food and nutrition knowledge statements than hearing students. (Editor/JR)

Educational Programs and Services.

ERIC Educational Resources Information Center

American Annals of the Deaf, 1989

1989-01-01

Listed are over 1,000 programs for the deaf including preschool through secondary schools and classes in the U.S. and Canada, postsecondary programs, teacher training programs, programs for professional specialists, programs for training interpreters for the deaf, programs for the deaf-blind, the Helen Keller National Center, and programs for…

Setting the stage for school health-promoting programmes for deaf children in Spain.

PubMed

Munoz-Baell, Irma M; Alvarez-Dardet, Carlos; Ruiz, M Teresa; Ferreiro-Lago, Emilio; Aroca-Fernandez, Eva

2008-12-01

Implementing health-promoting programmes for the most excluded and at-risk social groups forms a key part of any efforts to address underserved populations and reduce health inequalities in society. However, many at-risk children, particularly children in deaf communities, are not reached, or are poorly served, by health-promoting programmes within the school setting. This is so because schools are effective as health-promoting environments for d/Deaf children only to the extent that they properly address their unique communication needs and ensure they are both able and enabled to learn in a communication-rich and supportive psycho-social environment. This article examines how the usually separate strands of school health promotion and d/Deaf education might be woven together and illustrates research with deaf community members that involves them and gives their perspective. The primary objective of this study was to map deaf pilot bilingual education programmes in Spain-one of the first countries to ratify the Convention on the Rights of Persons with Disabilities (United Nations. (2006) Convention on the Rights of Persons with Disabilities, Resolution A/RES/61/106.)-with particular attention to their compliance to the Convention's article 24. Following pre-testing, 516 key informants were surveyed by mail (response rate: 42.08%) by using a snow-ball key-informant approach, within a Participatory Action Research framework, at a national, regional and local level. The results show that although some schools have achieved recommended standards, bilingual programmes are in various stages of formulation and implementation and are far from being equally distributed across the country, with only four regions concentrating more than 70% of these practices. This uneven geographical distribution of programmes probably reflects more basic differences in the priority given by regions, provinces, and municipalities to the deaf community's needs and rights as an important policy objective and may reinforce or widen inequalities by favouring or discriminating rather than achieving access and equity for this noticeably overlooked community.

A Reversed-Typicality Effect in Pictures but Not in Written Words in Deaf and Hard of Hearing Adolescents

ERIC Educational Resources Information Center

Li, Degao; Gao, Kejuan; Wu, Xueyun; Xong, Ying; Chen, Xiaojun; He, Weiwei; Li, Ling; Huang, Jingjia

2015-01-01

Two experiments investigated Chinese deaf and hard of hearing (DHH) adolescents' recognition of category names in an innovative task of semantic categorization. In each trial, the category-name target appeared briefly at the screen center followed by two words or two pictures for two basic-level exemplars of high or middle typicality, which…

The Effect of Social Skills Training on Perceived Competence of Female Adolescents with Deafness

PubMed Central

Soleimanieh Naeini, Tahereh; Keshavarzi Arshadi, Farnaz; Hatamizadeh, Nikta; Bakhshi, Enayatollah

2013-01-01

Background Although there are considerable researches on effectiveness of social skills training, little information is available on the effects of such training on perceived competence of adolescents with deafness. Objectives This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. Patients and Methods A prepost quasi-experimental design was used to perform the study. Sixty nine female students with deafness who were enrolled in all of the four different special secondary schools in Tehran, Iran, between 2010 and 2011 participated in this research. Two of four secondary schools were randomly allocated to the intervention group (33 students), and the other two to the control group (36 students). The participants were between 11 and 21 years (Mean = 15.43; SD = 1.89), and more than three fourth of each groups ( i.e. 28 students in each groups) were affected by profound hearing impairment . The intervention group participated in twelve bi-weekly sessions. Pretest and posttest data were collected using the ‘Hearing Impaired Children Self-Image Test’. The questionnaire was filled by an interviewer. This questionnaire asks students about their feeling toward their own competence in domains of cognitive, physical, socio-emotional and communication competence and school adjustment. The data was analyzed by using SPSS software, version 16. Results The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P < 0.001) as well as in three domains of socio-emotional competence (P = 0.003), communication competence (P < 0.001), and school adjustment (P = 0.018). Conclusions It is likely that learning social skills in adolescents with deafness would improve their sense of competence, and emotional well being. PMID:24693408

Survey of literacy environments and practices in residences at schools for the deaf.

PubMed

Gillespie, C W; Twardosz, S

1996-07-01

The purpose of this study was to add to the sparse knowledge about literacy environments and practices in children's residences at schools for the deaf by conducting a nationwide survey. Twenty-six residential schools for the deaf throughout the country responded by mail. Results revealed that all of the responding schools made reading and writing materials available to children in their residences. Counselors read to children individually and supervised homework, and children wrote letters and read independently. However in half of the residences, materials were not regularly rotated and in most residences time was not set aside for group storybook reading. Implications for practice include focusing on providing interesting and stimulating literacy materials for children, rotating materials regularly, and planning group literacy-related events such as storybook reading or storytelling.

Guide to Working with Deaf and Hard of Hearing Students

ERIC Educational Resources Information Center

PEPNet, 2009

2009-01-01

This handbook was created for professors, high school teachers and vocational teachers new to interacting with Deaf and Hard of Hearing students. Topics include a general understanding of deafness, classroom accommodations, and communication tips. Appendices include: (1) A Professor Shares His Experience; (2) A Vocational Rehabilitation Counselor…

Process and Product: Creating Stories with Deaf Students

ERIC Educational Resources Information Center

Enns, Catherine; Hall, Ricki; Isaac, Becky; MacDonald, Patricia

2007-01-01

This article describes the implementation of one element of an adapted language arts curriculum for Deaf students in a bilingual (American Sign Language and English) educational setting. It examines the implementation of writing workshops in three elementary classrooms in a school for Deaf students. The typical steps of preparing/planning,…

Deafness Simulation: A Model for Enhancing Awareness and Sensitivity among Hearing Educators.

ERIC Educational Resources Information Center

Sevigny-Skyer, Solange C.; Dagel, Delbert D.

1990-01-01

The National Technical Institute for the Deaf developed and implemented a school-based deafness simulation project for hearing faculty members called "Keeping in Touch." Faculty members wore tinnitus maskers which produced a moderate-to-severe hearing loss and subsequently discussed their experiences, feelings, and communication…

Deaf Life on Isolated Japanese Islands.

ERIC Educational Resources Information Center

Torigoe, Takashi; And Others

1995-01-01

Interviewed 38 adults with deafness and little schooling in Okinawa concerning their social and language environment. Many of the individuals used an indigenous gestural system shared with hearing people that enabled them to participate in the hearing community. Most had only limited contact with the deaf community and Japanese Sign Language.…

Identity Development in Deaf Adolescents

ERIC Educational Resources Information Center

Kunnen, E. Saskia

2014-01-01

We studied identity development during 5 years in seven deaf adolescents who attended a school for deaf children in the highest level of regular secondary education (age between 14 and 18 years), administering identity interviews every year. Identity development is conceptualized as the processes of exploration and commitment formation (Bosma,…

Alabama Institute for Deaf and Blind Biodiesel Project Green

DOE Office of Scientific and Technical Information (OSTI.GOV)

Edmiston, Jessica L

2012-09-28

Through extensive collaboration, Alabama Institute for Deaf and Blind (AIDB) is Alabama's first educational entity to initiate a biodiesel public education, student training and production program, Project Green. With state and national replication potential, Project Green benefits local businesses and city infrastructures within a 120-mile radius; provides alternative education to Alabama school systems and to schools for the deaf and blind in Appalachian States; trains students with sensory and/or multiple disabilities in the acquisition and production of biodiesel; and educates the external public on alternative fuels benefits.

Anti-Tobacco School-Based Programming for Deaf Youth

ERIC Educational Resources Information Center

Berman, Barbara A.; Guthmann, Debra S.

2007-01-01

As part of the effort to reduce cigarette smoking--the single most preventable cause of death in the society--researchers have tried for over half a century to identify effective school-based anti-tobacco education that can discourage tobacco use among children and adolescents. Unfortunately, deaf and hard of hearing young people have been largely…

Contesting Visions at a Japanese School for the Deaf

ERIC Educational Resources Information Center

Hayashi, Akiko; Tobin, Joseph

2015-01-01

This paper tells the story of the struggle to introduce a Japanese sign language program in a school for the deaf in Japan that until recently had followed the government's approach that emphasizes oral communication. Our method and conceptual framework is ethnographic, as we emphasize the cultural beliefs that underlie the three competing…

Handbook for Staff Development in Residential Schools for Deaf Children.

ERIC Educational Resources Information Center

Naiman, Doris W.; Mashikian, Hagop S.

The handbook is intended to aid residential schools for deaf children in establishing comprehensive staff development programs. Stressed is the importance of involving all staff members including administrators, teachers, and dormitory counselors in the provision of an integrated 24-hour-a-day learning environment. The handbook is said to be…

Communication Interventions for Families of Pre-School Deaf Children in the UK

ERIC Educational Resources Information Center

Rees, Rachel; Mahon, Merle; Herman, Rosalind; Newton, Caroline; Craig, Gordon; Marriage, Josephine

2015-01-01

UK professionals use a range of intervention approaches to promote communication development in pre-school deaf children by influencing the familys' interaction style. This investigation surveyed the approaches used and explored how these translated into specific practices. An online questionnaire was developed and reviewed by a panel of experts.…

Self-Esteem of Deaf and Hard of Hearing Students in Regular and Special Schools

ERIC Educational Resources Information Center

Lesar, Irena; Smrtnik Vitulic, Helena

2014-01-01

The study focuses on the self-esteem of deaf and hard of hearing (D/HH) students from Slovenia. A total of 80 D/HH students from regular and special primary schools (grades 6-9) and from regular and special secondary schools (grades 1-4) completed the Self-Esteem Questionnaire (Lamovec 1994). For the entire group of D/HH students, the results of…

Working Together: Communication between Stakeholders during the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Curle, Deirdre; Jamieson, Janet; Poon, Brenda T.; Buchanan, Marla; Norman, Nancy; Zaidman-Zait, Anat

2017-01-01

The transition to school can be a complicated process for families of children with exceptionalities (Janus, Lefort, Cameron, & Kopechanski, 2007). Little is known about the transition to school specifically for children who are deaf or hard of hearing (D/HH). The aim of this study was to examine the communication that occurred among early…

Design and Implementation of a Software for Teaching Health Related Topics to Deaf Students: the First Experience in Iran

PubMed Central

Ahmadi, Maryam; Abbasi, Masoomeh; Bahaadinbeigy, Kambiz

2015-01-01

Introduction: Deaf are not able to communicate with other community members due to hearing impaired. Providing health care for deaf is more complex because of their communication problems. Multimedia tools can provide multiple tangible concepts (movie, subtitles, and sign language) for the deaf and hard of hearing. In this study, identify the priority health needs of deaf students in primary schools and health education software has been created. Method: Priority health needs and software requirements were identified through interviews with teachers in primary schools in Tehran. After training videos recorded, videos edited and the required software has been created in stages. Results: As a result, health care needs, including: health, dental, ear, nails, and hair care aids, washing hands and face, the corners of the bathroom. Expected Features of the software was including the use of sign language, lip reading, pictures, animations and simple and short subtitles. Discussion: Based on the results of interviews and interest of educators and students to using of educational software for deaf health problems, we can use this software to help Teachers and student’s families to education and promotion the health of deaf students for learn effectively. PMID:26005271

Design and implementation of a software for teaching health related topics to deaf students: the first experience in iran.

PubMed

Ahmadi, Maryam; Abbasi, Masoomeh; Bahaadinbeigy, Kambiz

2015-04-01

Deaf are not able to communicate with other community members due to hearing impaired. Providing health care for deaf is more complex because of their communication problems. Multimedia tools can provide multiple tangible concepts (movie, subtitles, and sign language) for the deaf and hard of hearing. In this study, identify the priority health needs of deaf students in primary schools and health education software has been created. Priority health needs and software requirements were identified through interviews with teachers in primary schools in Tehran. After training videos recorded, videos edited and the required software has been created in stages. As a result, health care needs, including: health, dental, ear, nails, and hair care aids, washing hands and face, the corners of the bathroom. Expected Features of the software was including the use of sign language, lip reading, pictures, animations and simple and short subtitles. Based on the results of interviews and interest of educators and students to using of educational software for deaf health problems, we can use this software to help Teachers and student's families to education and promotion the health of deaf students for learn effectively.

The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students.

PubMed

Mekonnen, Mulat; Hannu, Savolainen; Elina, Lehtomäki; Matti, Kuorelahti

2016-10-01

The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the children's self-concept. The study results indicated that, in comparison with their hearing peers, DHH students had a lower self-concept in the areas of general self, general school, reading, and parental relations. The DHH students in the special school showed a higher self-concept in regard to their physical appearance than the hearing and DHH students in the special class. There were no statistically significant differences between the groups in the self-concept dimensions of peer relations, mathematics, and physical abilities. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Prevalence of Overweight among Deaf Children

ERIC Educational Resources Information Center

Dair, Jessica; Ellis, M. Kathleen; Lieberman, Lauren J.

2006-01-01

The study examined the prevalence of overweight cases in a sample of 151 deaf children aged 6-11 years. Participants were deaf students attending six elementary schools, both regular and special, in four states. Body mass index (BMI) was calculated using height and weight, plotted on the Center for Disease Control and Prevention (CDC) U.S.…

Great Expectations: Perspectives on Cochlear Implantation of Deaf Children in Norway

ERIC Educational Resources Information Center

Simonsen, Eva; Kristoffersen, Ann-Elise; Hyde, Mervyn B.; Hjulstad, Oddvar

2009-01-01

The authors describe the use of cochlear implants with deaf children in Norway and examine how this intervention has raised new expectations and some tensions concerning the future of education for deaf students. They report on two studies of communication within school learning environments of young children with implants in Norwegian preschools…

Person to Person: A Collection of Life History Stories.

ERIC Educational Resources Information Center

Fraenkel, Brenda; Hadfield, Sara

1988-01-01

An oral history project paired deaf high school students with deaf senior citizens for five meetings over a two-month period. The students then wrote up life history stories. The experience gave students experience in interviewing skills, notetaking, and writing as well as developing friendships and increased understanding of deaf older people.…

A Comparison of the Majors of Deaf and Hearing Students at California State University, Northridge

ERIC Educational Resources Information Center

Murphy, Harry J.; Jacobs, L. Ronald

1978-01-01

Academic majors (by school) are compared for deaf and hearing students registered at California State University, Northridge, for the Fall semester of 1976. A greater proportion of deaf than hearing students study liberal arts at the undergraduate level and education at the graduate level. (SW)

Adjustment and Other Factors Related to High School Aged Students Identified as Hearing Impaired

ERIC Educational Resources Information Center

Milano, Charlene; Upshire, Tara; Scarazzo, Sara; Schade, Benjamin P.; Larwin, Karen H.

2016-01-01

Healthy social, emotional and cognitive development of deaf children depends upon complex interactions between the many individual and environmental factors associated with deafness. Deaf children and adolescents have been reported to possess greater rates of mental health problems than hearing children and adolescents. Dysfunction in one or more…

WAIS-R Verbal and Performance Profiles of Adolescents Referred for Atypical Learning Styles.

ERIC Educational Resources Information Center

Rush, Pamela; And Others

This study investigated Wechsler Adult Intelligence Scale-Revised (WAIS-R) profiles of deaf adolescents referred for academic difficulties. In addition, differences between referral deaf students and non-referral deaf peers were explored. The sample consisted of 28 severely-to-profoundly hearing impaired students enrolled in the School of…

Assessing Aspects of Creativity in Deaf and Hearing High School Students

ERIC Educational Resources Information Center

Stanzione, Christopher M.; Perez, Susan M.; Lederberg, Amy R.

2013-01-01

To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also…

Defects in middle ear cavitation cause conductive hearing loss in the Tcof1 mutant mouse.

PubMed

Richter, Carol A; Amin, Susan; Linden, Jennifer; Dixon, Jill; Dixon, Michael J; Tucker, Abigail S

2010-04-15

Conductive hearing loss (CHL) is one of the most common forms of human deafness. Despite this observation, a surprising gap in our understanding of the mechanisms underlying CHL remains, particularly with respect to the molecular mechanisms underlying middle ear development and disease. Treacher Collins syndrome (TCS) is an autosomal dominant disorder of facial development that results from mutations in the gene TCOF1. CHL is a common feature of TCS but the causes of the hearing defect have not been studied. In this study, we have utilized Tcof1 mutant mice to dissect the developmental mechanisms underlying CHL. Our results demonstrate that effective cavitation of the middle ear is intimately linked to growth of the auditory bulla, the neural crest cell-derived structure that encapsulates all middle ear components, and that defects in these processes have a profoundly detrimental effect on hearing. This research provides important insights into a poorly characterized cause of human deafness, and provides the first mouse model for the study of middle ear cavity defects, while also being of direct relevance to a human genetic disorder.

Development of deaf identity: an ethnographic study.

PubMed

McIlroy, Guy; Storbeck, Claudine

2011-01-01

This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural "dialogue model." This postmodern theoretical framework is used to examine the diversity of identities of deaf learners. The inclusion of the researcher's own fluid cross-cultural identity as a bicultural "DeaF" participant in this study provides an auto-ethnographic gateway into exploring the lives of other deaf, Deaf, or bicultural DeaF persons. The findings suggest that deaf identity is not a static concept but a complex ongoing quest for belonging, a quest that is bound up with the acceptance of being deaf while "finding one's voice" in a hearing-dominant society. Through the use of dialogue and narrative tools, the study challenges educators, parents, and researchers to broaden their understanding of how deaf identity, and the dignity associated with being a deaf person is constructed.

Trends Impacting One Public School Program for Students Who Are Deaf or Hard-of-Hearing

ERIC Educational Resources Information Center

Miller, Kevin J.

2014-01-01

This article reflects on the author's experience supervising a public school program for students who are deaf or hard-of-hearing, specifically addressing national, regional, and local trends affecting it. These trends included teacher efficacy, changes in educational service delivery, advances in technology, the selection of the listening and…

Tobacco Prevention Education in Schools for the Deaf: The Faculty Perspective

ERIC Educational Resources Information Center

Berman, Barbara A.; Guthmann, Debra S.; Liu, Weiqing; Streja, Leanne

2011-01-01

We report results of a survey of tobacco education practices and perspectives among faculty at four Schools for the Deaf participating in the trial of a tailored tobacco prevention curriculum. Few faculty (20.4%) included tobacco use among the three most important health problems facing their students, although 88.8% considered tobacco education…

Evidence and Evolution: Research and Teachers' Intuition Lead to a Bilingual Program

ERIC Educational Resources Information Center

Rhoten, Cathy

2012-01-01

A visit to any classroom at the Western Pennsylvania School for the Deaf (WPSD) or The Scranton School for Deaf and Hard of Hearing Children reveals a host of amazing things--all at the same time. Visitors see dedicated and passionate teachers presenting engaging and relevant material. They see an all-inclusive communication environment, where…

Sign Language as Medium of Instruction in Botswana Primary Schools: Voices from the Field

ERIC Educational Resources Information Center

Mpuang, Kerileng D.; Mukhopadhyay, Sourav; Malatsi, Nelly

2015-01-01

This descriptive phenomenological study investigates teachers' experiences of using sign language for learners who are deaf in the primary schools in Botswana. Eight in-service teachers who have had more than ten years of teaching deaf or hard of hearing (DHH) learners were purposively selected for this study. Data were collected using multiple…

"Foundations for Literacy": An Early Literacy Intervention for Deaf and Hard-of-Hearing Children

ERIC Educational Resources Information Center

Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.; Connor, Carol McDonald

2014-01-01

The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented "Foundations for Literacy" with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used…

Teacher Preparation Programs and District/School Supports for Deaf Education Teachers: A Survey of Beginning Teachers

ERIC Educational Resources Information Center

Peneston, Dee Anne

2012-01-01

The purpose of this study is to examine the relationship between deaf education teachers' perceptions of preparedness and their learning experiences in preparation programs and districts' and schools' supports they receive during beginning years of teaching. Additionally, this study provides suggestions regarding what colleges and…

Mainstream Teachers about Including Deaf or Hard of Hearing Students

ERIC Educational Resources Information Center

Vermeulen, Jorine A.; Denessen, Eddie; Knoors, Harry

2012-01-01

This study is aimed at teachers' classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students' needs in their teaching…

Higher educational attainment but not higher income is protective for cardiovascular risk in Deaf American Sign Language (ASL) users.

PubMed

McKee, Michael M; McKee, Kimberly; Winters, Paul; Sutter, Erika; Pearson, Thomas

2014-01-01

Higher educational attainment and income provide cardiovascular protection in the general population. It is unknown if the same effect is seen among Deaf American Sign Language (ASL) users who face communication barriers in health care settings. We sought to examine whether educational attainment and/or annual household income were inversely associated with cardiovascular risk in a sample of Deaf ASL users. This cross-sectional study included 302 Deaf respondents aged 18-88 years from the Deaf Health Survey (2008), an adapted and translated Behavioral Risk Factor Surveillance System (BRFSS) administered in sign language. Associations between the self-reported cardiovascular disease equivalents (CVDE; any of the following: diabetes, myocardial infarction (MI), cerebral vascular attack (CVA), and angina) with educational attainment (≤high school [low education], some college, and ≥4 year college degree [referent]), and annual household income (<$25,000, $25,000-<$50,000, or ≥$50,000 [referent]) were assessed using a multivariate logistic regression adjusting for age, sex, race/ethnicity, and smoking history. Deaf respondents who reported ≤high school education were more likely to report the presence of a CVDE (OR = 5.76; 95% CI = 2.04-16.31) compared to Deaf respondents who reported having ≥4 year college degree after adjustment. However, low-income Deaf individuals (i.e., household incomes <$25,000) were not more likely to report the presence of a CVDE (OR = 2.24; 95% CI = 0.76-6.68) compared to high-income Deaf respondents after adjustment. Low educational attainment was associated with higher likelihood of reported cardiovascular equivalents among Deaf individuals. Higher income did not appear to provide a cardiovascular protective effect for Deaf respondents. Copyright © 2014 Elsevier Inc. All rights reserved.

Higher Educational Attainment but not Higher Income is Protective for Cardiovascular Risk in Deaf American Sign Language (ASL) Users

PubMed Central

McKee, Michael M.; McKee, Kimberly; Winters, Paul; Sutter, Erika; Pearson, Thomas

2013-01-01

Background Higher educational attainment and income provide cardiovascular protection in the general population. It is unknown if the same effect is seen among Deaf American Sign Language (ASL) users who face communication barriers in healthcare settings. Objective We sought to examine whether educational attainment and/or annual household income were inversely associated with cardiovascular risk in a sample of Deaf ASL users. Methods This cross-sectional study included 302 Deaf respondents aged 18-88 years from the Deaf Health Survey (2008), an adapted and translated Behavioral Risk Factor Surveillance System (BRFSS) administered in sign language. Associations between the self-reported cardiovascular disease equivalents (CVDE; any of the following: diabetes, myocardial infarction (MI), cerebral vascular attack (CVA), and angina) with educational attainment (≤high school [low education], some college, and ≥4 year college degree [referent]), and annual household income (<$25,000, $25,000-<$50,000, or ≥$50,000 [referent]) were assessed using a multivariate logistic regression adjusting for age, sex, race/ethnicity, and smoking history. Results Deaf respondents who reported ≤high school education were more likely to report the presence of a CVDE (OR 5.92; 95% CI 2.12-16.57) compared to Deaf respondents who reported having ≥4 year college degree after adjustment. However, low-income Deaf individuals (i.e. household incomes <$25,000) were not more likely to report the presence of a CVDE (OR=2.24; 95% CI 0.76-6.68) compared to high-income Deaf respondents after adjustment. Conclusion Low educational attainment was associated with higher likelihood of reported cardiovascular equivalents among Deaf individuals. Higher income did not appear to provide a cardiovascular protective effect for Deaf respondents. PMID:24411507

Reading motivation, reading amount, and text comprehension in deaf and hearing adults.

PubMed

Parault, Susan J; Williams, Heather M

2010-01-01

The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants.

Girl in the Looking Glass: A Historical Study of the Life of a Deaf Teacher in 19th-Century Ireland

ERIC Educational Resources Information Center

O'Connell, Noel

2017-01-01

The author explicates the life story of Anne Smyth, a deaf teacher in 19th-century Ireland. The story was written and published in 1858 by another deaf teacher, Charlotte Mary Kelly, who traced Anne Smyth's life trajectory from her birth to the day she began life in a deaf school until her untimely death at the age of 18 years. The study examines…

Deaf Students, Teachers, and Interpreters in the Chemistry Lab

NASA Astrophysics Data System (ADS)

Seal, Brenda C.; Wynne, Dorothy H.; MacDonald, Gina

2002-02-01

This report describes an undergraduate research program at James Madison University that includes deaf and hard-of-hearing students from Gallaudet University, deaf teachers from schools for the Deaf, and both professional interpreters and students engaged in sign language interpreter training. Methods used over a three-year period to maximize participation and expand research opportunities for the students, teachers, and interpreters are shared with the hope that similar projects might be encouraged and replicated in other programs.

Education of deaf students in Spain: legal and educational politics developments.

PubMed

Fernández-Viader, María del Pilar; Fuentes, Mariana

2004-01-01

This article examines the legal instruments and educational politics affecting deaf persons' educational rights in Spain. We present a historical view of deaf education in Spain before and after the Congress of Milan (1880) and then introduce educational legislation and practices in recent decades. At present, Spanish legislation is moving toward recognition of sign languages and the suitability of bilingual education for deaf students at all educational levels. This is a consequence of taking into account the low academic achievement of two generations of deaf students educated in a monolingual model. Bilingual projects are now run throughout Spain. We emphasize that efforts must be made in the legal sphere to regulate the way in which professionals who know sign language and Deaf culture-teachers, interpreters, deaf adult models-are incorporated in bilingual deaf schools.

Who is where? Characteristics of deaf and hard-of-hearing students in regular and special schools.

PubMed

Shaver, Debra M; Marschark, Marc; Newman, Lynn; Marder, Camille

2014-04-01

To address the needs and abilities of deaf and hard-of-hearing (DHH) students in different educational settings, it is important to understand who is in which setting. A secondary analysis of the National Longitudinal Transition Study 2 database was conducted to examine differences in the characteristics of students who attended special schools, such as schools for the deaf, and those who attended regular schools serving a wide variety of students, such as neighborhood, alternative, and charter schools. The study included a nationally (U.S.) representative sample of about 870 DHH secondary school students. Findings from parent interviews and surveys revealed that students who attended only special secondary schools had greater levels of hearing loss, were more likely to use sign language, had more trouble speaking and conversing with others, and were more likely to have low functional mental scores than students who had attended only regular secondary schools. There were no differences in the presence of additional disabilities or cochlear implants between students in the different settings. In many ways, student characteristics did not vary by school type, suggesting that both types of secondary schools serve students with a wide range of needs and abilities.

Prevalence and causes of hearing impairment in Africa.

PubMed

Mulwafu, W; Kuper, H; Ensink, R J H

2016-02-01

To systematically assess the data on the prevalence and causes of hearing impairment in Africa. Systematic review on the prevalence and causes of hearing loss in Africa. We undertook a literature search of seven electronic databases (EMBASE, PubMed, Medline, Global Health, Web of Knowledge, Academic Search Complete and Africa Wide Information) and manually searched bibliographies of included articles. The search was restricted to population-based studies on hearing impairment in Africa. Data were extracted using a standard protocol. We identified 232 articles and included 28 articles in the final analysis. The most common cut-offs used for hearing impairment were 25 and 30 dB HL, but this ranged between 15 and 40 dB HL. For a cut-off of 25 dB, the median was 7.7% for the children- or school-based studies and 17% for population-based studies. For a cut-off of 30 dB HL, the median was 6.6% for the children or school-based studies and 31% for population-based studies. In schools for the deaf, the most common cause of hearing impairment was cryptogenic deafness (50%) followed by infectious causes (43%). In mainstream schools and general population, the most common cause of hearing impairment was middle ear disease (36%), followed by undetermined causes (35%) and cerumen impaction (24%). There are very few population-based studies available to estimate the prevalence of hearing impairment in Africa. Those studies that are available use different cut-offs, making comparison difficult. However, the evidence suggests that the prevalence of hearing impairment is high and that much of it is avoidable or treatable. © 2015 John Wiley & Sons Ltd.

Program Evaluation and Strategic Language Planning at the Caribbean Christian Centre for the Deaf

ERIC Educational Resources Information Center

Dacres, Kristen Jackson

2011-01-01

The purpose of this study was to formulate and conduct a needs assessment identifying which present factors may contribute to the implementation of a bilingual education program using Jamaican Sign Language and Jamaican Standard English (JEBE) at The Caribbean Christian Centre for the Deaf, a non-governmental school serving deaf children in…

Text Revision in Deaf and Hearing Bilingual Students

ERIC Educational Resources Information Center

Teruggi, Lilia A.; Gutiérrez-Cáceres, Rafaela

2016-01-01

In this study we explored the revision process and strategies implemented by deaf and hearing students who attend the same bilingual school context (LIS and Italian). For that we analysed and compared the types and quality of revisions made by deaf and hearing participants to their first draft of a narrative text ("Frog, Where Are You?")…

ASL Handshape Stories, Word Recognition and Signing Deaf Readers: An Exploratory Study

ERIC Educational Resources Information Center

Gietz, Merrilee R.

2013-01-01

The effectiveness of using American Sign Language (ASL) handshape stories to teach word recognition in whole stories using a descriptive case study approach was explored. Four profoundly deaf children ages 7 to 8, enrolled in a self-contained deaf education classroom in a public school in the south participated in the story time five-week…

Hearing, deaf, and hard-of-hearing Israeli adolescents' evaluations of deaf men and deaf women's occupational competence.

PubMed

Weisel, Amatzia; Cinamon, Rachel Gali

2005-01-01

This study examined 74 deaf and hard-of-hearing (D/HH) and 91 hearing high school students regarding their own occupational aspirations and their evaluations of occupational competence (EOCs) for deaf adults. In the EOC, participants rated the suitability of 25 occupations (varying according to prestige and required level of communication) for deaf men and women. The results showed that occupations requiring intensive communication levels, regardless of their prestige, were evaluated as much less suitable for deaf individuals than were those requiring less communication. D/HH adolescents did not find highly prestigious occupations as suitable for deaf adults even when communication barriers were irrelevant. Both D/HH and hearing participants expressed biased evaluations of deaf women's competence, but no further evidence emerged for stereotypic attitudes. Higher educational aspirations among hearing adolescents, especially hearing males, correlated with a higher EOC of deaf adults. No such associations emerged for D/HH participants. No gender effects emerged. Implications of these outcomes for career development, especially for females, were discussed.

Deaf persons' english reading levels and associations with epidemiological, educational, and cultural factors.

PubMed

Zazove, Philip; Meador, Helen E; Reed, Barbara D; Gorenflo, Daniel W

2013-01-01

One hundred six Michigan d/Deaf persons, part of a study evaluating how to improve d/Deaf persons' understanding of cancer prevention recommendations, had reading levels determined using the Test of Reading Comprehension, Syntactic Sentences. Respondents averaged 52 years old, 59% female, 84% Caucasian, 58% married, and 75% Deaf community members. The mean Test of Reading Comprehension, Syntactic Sentences score was 6.1 (women: 6.2, men: 6.0). Higher scores were associated with greater income (p = .02), employment (p = .01), education (high school p = .002, some college p < .001), English use (child at home, teacher in school, at home now: all p < .001), a hearing spouse (p = .003), hard of hearing/d/Deaf father (p = .02), losing hearing after age 20 years, believing smoking is bad (p < .001), speaking with and satisfaction with physicians and nurses (p < .001), good communication with (p = .01), and comfort discussing cancer with doctors (p < .001). Lower scores were associated with using American Sign Language with physicians and nurses (.019) and Deaf community membership (p = .02). In multivariate analysis, higher scores were associated with higher income, college degree, and teacher using English. Reading levels of a predominantly Deaf population were low. Higher income, college degree, and teacher using English were associated with higher reading levels.

Bullying and Cyberbullying among Deaf Students and Their Hearing Peers: An Exploratory Study

ERIC Educational Resources Information Center

Bauman, Sheri; Pero, Heather

2011-01-01

A questionnaire on bullying and cyberbullying was administered to 30 secondary students (Grades 7-12) in a charter school for the Deaf and hard of hearing and a matched group of 22 hearing students in a charter secondary school on the same campus. Because the sample size was small and distributions non-normal, results are primarily descriptive and…

Visual Access in Interpreter-Mediated Learning Situations for Deaf and Hard-of-Hearing High School Students Where an Artifact Is in Use

ERIC Educational Resources Information Center

Berge, Sigrid Slettebakk; Thomassen, Gøril

2016-01-01

This article highlights interpreter-mediated learning situations for deaf high school students where such mediated artifacts as technical machines, models, and computer graphics are used by the teacher to illustrate his or her teaching. In these situations, the teacher's situated gestures and utterances, and the artifacts will contribute…

AN EVALUATION OF HIGH SCHOOL MATHEMATICS PROGRAMMED TEXTS WHEN USED WITH DEAF STUDENTS.

ERIC Educational Resources Information Center

BORNSTEIN, HARRY

A COMPARISON WAS MADE OF THE RATE AND LEVEL OF ACHIEVEMENT OF 150 DEAF STUDENTS RESULTING FROM THE USE OF PROGRAMED TEXTS AS AGAINST THE USUAL LECTURE METHODS IN HIGH SCHOOL MATHEMATICS. EACH OF FOUR MATHEMATICS TEACHERS HAD TWO COMPARABLE CLASSES. THE CONTROL GROUP RECEIVED INFORMATION BY SIMULTANEOUS LECTURE AND THE EXPERIMENTAL GROUPS USED THE…

Deaf Pupils' Reasoning about Scientific Phenomena: School Science as a Framework for Understanding or as Fragments of Factual Knowledge.

ERIC Educational Resources Information Center

Molander, B. O.; Pedersen, Svend; Norell, Kia

2001-01-01

A Swedish interview study of how deaf pupils reason about phenomena in a science context revealed significant variation in the extent to which pupils used scientific principles for reasoning about science phenomena, which suggests that for some pupils, school science offers little as a framework for reasoning. (Contains references.) (DB)

When You Go to Work. A Book for the Needle Trades.

ERIC Educational Resources Information Center

Hillinger, Yvonne M.

Instructional materials for student use were developed by the author and a state-level committee of teachers to be used in a vocational school for the deaf, slow learner, or near illiterate. The program was tested at the State School for the Deaf. The book presents the non-technical information that the students will need to have as employees.…

Longitudinal Receptive American Sign Language Skills across a Diverse Deaf Student Body

ERIC Educational Resources Information Center

Beal-Alvarez, Jennifer S.

2016-01-01

This article presents results of a longitudinal study of receptive American Sign Language (ASL) skills for a large portion of the student body at a residential school for the deaf across four consecutive years. Scores were analyzed by age, gender, parental hearing status, years attending the residential school, and presence of a disability (i.e.,…

Education, Employment, and Independent Living of Young Adults Who Are Deaf and Hard of Hearing

ERIC Educational Resources Information Center

Appelman, Karen I.; Callahan, Judy Ottren; Mayer, Margaret H.; Luetke, Barbara S.; Stryker, Deborah S.

2012-01-01

Little information is available on the education, employment, and independent living status of young deaf and hard of hearing adults who have transitioned from high school. The present article reports post-secondary outcomes of 46 young adults who had attended for at least 4 years a non-public agency school in the northwestern United States…

Welcome to the real world: reflections on teaching and administration.

PubMed

Miller, K J

2000-12-01

The author compares his former position as an assistant professor in a program preparing future teachers of deaf and hard of hearing students with his present position as an administrator of a public school program serving these students. He maintains that in some ways, teacher training programs in deafness and the public school settings hiring these graduates are separate worlds. The emphasis in teacher training programs appears to be on preparing graduates to work with deaf students in self-contained or residential school settings even though most teaching positions are with hard of hearing students mainstreamed in public schools. Other important areas, such as collaboration with general education teachers, litigation, parental relationships, and individualized education programs, seem to be overlooked by teacher training programs. The author employs the mockingbird metaphor from the novel To Kill A Mockingbird (Lee, 1960) to highlight differences between teacher training programs and public school settings, while making recommendations for strengthening connections between the two.

Multimedia Storybooks: Supporting Vocabulary for Students Who Are Deaf/Hard-of-Hearing

ERIC Educational Resources Information Center

Donne, Vicki; Briley, Margaret L.

2015-01-01

A single case study examined the use of multimedia storybooks on the vocabulary acquisition of 7 preschool students who are deaf/hard of hearing in two classrooms at a school for the deaf in the U.S. Participants also included 3 speech-language pathologists. Students spent an average of 7.1 minutes daily working with the multimedia storybooks and…

The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students

ERIC Educational Resources Information Center

Mekonnen, Mulat; Hannu, Savolainen; Elina, Lehtomäki; Matti, Kuorelahti

2016-01-01

The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the…

Effect of Caption Rate on the Comprehension of Educational Television Programmes by Deaf School Students

ERIC Educational Resources Information Center

Tyler, Michael D.; Jones, Caroline; Grebennikov, Leonid; Leigh, Greg; Noble, William; Burnham, Denis

2009-01-01

Television captioning has great potential to provide deaf children with access to the audio track of programmes. However, use of captions may be limited by the lower English literacy skills of the deaf population compared to the general population. Here, we investigate how the rate of caption delivery affects the comprehension of educational…

The Development and Use of Individual Learning Plans for Deaf and Hard of Hearing Students in Victoria, Australia

ERIC Educational Resources Information Center

Brown, P. Margaret; Byrnes, Linda J.

2014-01-01

This study investigated the Individual Learning Plans of eighty-eight students who were deaf and hard of hearing attending facilities and schools for the deaf in Victoria Australia. The students' assessment and planning portfolios were scrutinised for evidence of formal and informal assessment used to generate goals for the Individual Learning…

1. Photocopy of drawing (from newspaper clipping entitled 'Iowa State ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

1. Photocopy of drawing (from newspaper clipping entitled 'Iowa State Institution for the Education of the Deaf and Dumb,' located at Council Bluffs Free Library in scrapbook catalogued 'Iowa -- Deaf, School for the') Artist unknown approximately 1868-1887 MAIN FACADE - Iowa Institute for Education of the Deaf & Dumb, South Avenue & State Route 92 Vicinity, Council Bluffs, Pottawattamie County, IA

Beyond the Fourth Grade Glass Ceiling: Understanding Reading Comprehension among Bilingual/Bimodal Deaf and Hard of Hearing Students

ERIC Educational Resources Information Center

Scott, Jessica Armytage

2015-01-01

Research has found that, on average, deaf and hard of hearing (DHH) students graduate from high school reading at the fourth grade level (Allen, 1986). Additionally, DHH children of deaf parents (Charrow & Fletcher, 1974) and those with strong American Sign Language (ASL) proficiency (Strong & Prinz, 1997) tend to outperform DHH students…

Training Literacy Skills through Sign Language

ERIC Educational Resources Information Center

Rudner, Mary; Andin, Josefine; Rönnberg, Jerker; Heimann, Mikael; Hermansson, Anders; Nelson, Keith; Tjus, Tomas

2015-01-01

The literacy skills of deaf children generally lag behind those of their hearing peers. The mechanisms of reading in deaf individuals are only just beginning to be unraveled but it seems that native language skills play an important role. In this study 12 deaf pupils (six in grades 1-2 and six in grades 4-6) at a Swedish state primary school for…

Deaf Education in New Zealand: Where We Have Been and Where We Are Going

ERIC Educational Resources Information Center

Powell, Denise; Hyde, Merv

2014-01-01

Over the past 150 years in New Zealand, education of deaf and hearing impaired children has undergone a series of transformations. These have included shifts in the underlying philosophies and pedagogies, as well as modifications to how schools and deaf and hearing-impaired students are funded and supported. This article provides an overview of…

Success in Two Languages: Focused Programming Provides On-Target Development for Maine Preschoolers

ERIC Educational Resources Information Center

Hopkins, Karen

2017-01-01

On Mackworth Island, not far from Portland, the Mackworth Island Preschool Program at the Maine Educational Center for the Deaf and Hard of Hearing/Governor Baxter School for the Deaf (MECDHH/GBSD) helps deaf, hard of hearing, and hearing children flourish. At MECDHH/GBSD, instructors immerse students, 3-5 years old, in American Sign Language…

Career Education at O.S.S.D. A Study of Needs and Plan of Action for Career Education at Oregon State School for the Deaf.

ERIC Educational Resources Information Center

McKinlay, Bruce; And Others

Recognizing a need for improvement in their vocational education offerings, the administration of the program for the deaf appointed a study team representing backgrounds including education of the deaf, manpower research, public administration, and occupational analysis. This report presents their specific analysis and recommendations for a…

Deaf and Hard of Hearing Children and Adolescents in China: Their Fears and Anxieties

ERIC Educational Resources Information Center

Li, Huijun; Prevatt, Frances

2010-01-01

The study examined the fears and anxieties of Chinese deaf and hard of hearing children and adolescents, and the ability of parents and teachers to report the presence of these fears and anxieties. Chinese deaf youth are at risk due to a lack of trained teachers, an overemphasis on oral education in schools, negative stereotypes, and parental…

Language in the Workplace Project and Workplace Communication for Skilled Migrants Course at Victoria University of Wellington, New Zealand

ERIC Educational Resources Information Center

de Bres, Julia; Holmes, Janet; Joe, Angela; Marra, Meredith; Newton, Jonathan; Riddiford Nicky; Vine, Bernadette

2009-01-01

The School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington conducts research and teaching in Linguistics, Applied Linguistics, Writing and Deaf Studies. It incorporates a Deaf Studies Research Unit, which undertakes research on topics relating to deaf people and their language in New Zealand, and the New…

Assessment, Intervention, and Program Needs of Lower Achieving and Multiply Disabled Deaf People Requiring Extended Transition Support.

ERIC Educational Resources Information Center

Reiman, John; And Others

This paper begins with an overview of the population of adolescents and young adults with deafness. More detailed information is then provided on the characteristics of lower achieving deaf persons and those with multiple disabling conditions. School-to-community transition experiences of these groups are then discussed, with special focus on the…

Altering Practices to Include Bimodal-Bilingual (ASL-Spoken English) Programming at a Small School for the Deaf in Canada

ERIC Educational Resources Information Center

Priestley, Karen; Enns, Charlotte; Arbuckle, Shauna

2018-01-01

Bimodal-bilingual programs are emerging as one way to meet broader needs and provide expanded language, educational and social-emotional opportunities for students who are deaf and hard of hearing (Marschark, M., Tang, G. & Knoors, H. (Eds). (2014). "Bilingualism and Bilingual Deaf Education." New York, NY: Oxford University Press;…

[Reading characteristics of deaf and hard-of-hearing pupils].

PubMed

Karić, Jasmina; Ristić, Sinisa; Medenica, Snezana; Tadić, Vaska; Slavnić, Svetlana

2012-10-01

Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of spech production movements leading to speech formation (so-called kinesthesia in speach). The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Kostić and Vladisavljević test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. The triage-articulation test for assessing reading speed (Kostié and Vladisavljević's test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the three-dimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, i.e., if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard-of-hearing children. It is essential that in deaf and heard-of-hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

The deaf strong hospital program: a model of diversity and inclusion training for first-year medical students.

PubMed

Thew, Denise; Smith, Scott R; Chang, Christopher; Starr, Matt

2012-11-01

Recent research indicates that the cultural competence training students receive during medical school might not adequately address the issues that arise when caring for patients of different cultures. Because of their unique communication, linguistic, and cultural issues, incorporating deaf people who use sign language into cultural competence education at medical schools might help to bridge this gap in cross-cultural education. The Deaf Strong Hospital (DSH) program at the University of Rochester School of Medicine and Dentistry, started in 1998, exposes first-year medical students to the issues that are relevant to providing effective patient care and to establishing multicultural sensitivity early in their medical education. Because medical students better acquire cross-cultural competence through hands-on experience rather than through lectures, the DSH program, which includes a role-reversal exercise in which medical students play the role of the patients, provides such a model for other medical schools and health care training centers to use in teaching future health care providers how to address the relevant cultural, linguistic, and communication needs of both their deaf patients and their non-English-speaking patients. This article describes the DSH program curriculum, shares findings from both medical students' short-term and long-term postprogram evaluations, and provides a framework for the implementation of a broader cultural and linguistic sensitivity training program specific to working with and improving the quality of health care among deaf people.

Symposium on Research and Utilization of Educational Media for Teaching the Deaf: The Educational Media Complex (Nebraska Center for Continuing Education, Lincoln, Nebraska, April 10-12, 1967).

ERIC Educational Resources Information Center

Nebraska Univ., Lincoln. Dept. of Educational Administration.

Papers consider the problems of combining library science and audiovisual education into educational media complexes, or instructional materials centers (IMC's), in schools for the deaf. Areas covered include the concept of such centers, their relationship with the school library, and the personnel, equipment, materials, and production facilities…

GDP Matters: Cost Effectiveness of Cochlear Implantation and Deaf Education in Sub-Saharan Africa.

PubMed

Emmett, Susan D; Tucci, Debara L; Smith, Magteld; Macharia, Isaac M; Ndegwa, Serah N; Nakku, Doreen; Mukara, Kaitesi B; Kaitesi, Mukara B; Ibekwe, Titus S; Mulwafu, Wakisa; Gong, Wenfeng; Francis, Howard W; Saunders, James E

2015-09-01

Cochlear implantation and deaf education are cost effective in Sub-Saharan Africa. Cost effectiveness of pediatric cochlear implantation has been well established in developed countries but is unknown in low resource settings, where access to the technology has traditionally been limited. With incidence of severe-to-profound congenital sensorineural hearing loss 5 to 6 times higher in low/middle-income countries than the United States and Europe, developing cost-effective management strategies in these settings is critical. Costs were obtained from experts in Nigeria, South Africa, Kenya, Rwanda, Uganda, and Malawi using known costs and published data, with estimation when necessary. A disability adjusted life years (DALY) model was applied using 3% discounting and 10-year length of analysis. Sensitivity analysis was performed to evaluate the effect of device cost, professional salaries, annual number of implants, and probability of device failure. Cost effectiveness was determined using the WHO standard of cost-effectiveness ratio/gross domestic product per capita (CER/GDP) less than 3. Cochlear implantation was cost effective in South Africa and Nigeria, with CER/GDP of 1.03 and 2.05, respectively. Deaf education was cost effective in all countries investigated, with CER/GDP ranging from 0.55 to 1.56. The most influential factor in the sensitivity analysis was device cost, with the cost-effective threshold reached in all countries using discounted device costs that varied directly with GDP. Cochlear implantation and deaf education are equally cost effective in lower-middle and upper-middle income economies of Nigeria and South Africa. Device cost may have greater impact in the emerging economies of Kenya, Uganda, Rwanda, and Malawi.

DEVELOPMENT AND TESTING OF AN ANTI-TOBACCO SCHOOL-BASED CURRICULUM FOR DEAF AND HARD OF HEARING YOUTH

PubMed Central

Berman, Barbara A.; Guthmann, Debra S.; Crespi, Catherine M.; Liu, Weiqing

2010-01-01

Although school-based programming is an important element of the effort to curb tobacco use among young people, a comprehensive tailored curriculum has not been available for deaf and hard of hearing youth. The authors describe the drafting of such a program by expert educators, and findings from a test of the curriculum using a quasi-experimental non-equivalent control group design involving four schools for the deaf in three states. Two schools received the curriculum and two served as non-curriculum controls. Survey data were collected from students in grades 7–12 at baseline and at the start and end of three school years, from 511 to 616 students at each time point, to assess tobacco use, exposure to tobacco education, and tobacco-related knowledge, attitudes and practices. Changes within each school were assessed as the difference between the baseline survey and the average of the last four follow-up surveys. Current (past month) smoking declined significantly at one intervention school (22.7% baseline to 7.9% follow-up, p=.007) and current smokeless tobacco use at the other (7.5% baseline to 2.5% follow-up, p=.03). Exposure to tobacco prevention education, and anti-tobacco attitudes and knowledge each increased significantly at one or both schools. One control school experienced a significant decline in tobacco education exposure (p<.001) and an increase in anti-tobacco attitudes (p=.01). Despite limitations, this study supports that a tailored tobacco prevention curriculum can increase perceived exposure to anti-tobacco education and have a significant impact on tobacco-related practices, attitudes and knowledge among deaf and hard of hearing youth. PMID:21449256

In Search of "Best Practice": A Professional Journey

ERIC Educational Resources Information Center

Martin, Karen

2012-01-01

In this article, the author tells her professional journey as an educator of students who are deaf and hard of hearing. The author started her career in 1991, fresh out of college with her bachelor's degree in education of the deaf K-12. She took a job at the Delaware School for the Deaf (DSD) as a resident advisor in the dorm program. Here she is…

Considering the Sociolinguistic Impact of Instability of Educational Philosophy on Reading Achievement of Students Who Are Deaf and Hard of Hearing

ERIC Educational Resources Information Center

Edwards, Sandra G.

2012-01-01

The purpose of this study was to consider the sociolinguistic impact of philosophical instability on reading comprehension achievement of students who are deaf and hard of hearing at a state school for the deaf. The research conducted examined the sociolinguistic impact by investigating the following: (1) what non-malleable factors influenced…

Directory of Services for the Multiply Handicapped Deaf and/or Hearing Impaired. Resources for the Rubella Deaf Child.

ERIC Educational Resources Information Center

Gallaudet Coll., Washington, DC.

The directory contains information on centers, facilities, and schools which provide some services or programs suitable to the needs of the deaf or hearing impaired who have additonal handicaps (adults as well as children). A brief description of the facility, the clients served, and the services offered accompanies the listing of each facility's…

Speech Language Group Therapy in the Context of Written Language for Deaf Subjects in Southern Brazil

ERIC Educational Resources Information Center

Guarinello, Ana Cristina; Massi, Giselle; Berberian, Ana Paula; Tonocchi, Rita; Valentin, Silvana Mendonça Lopes

2017-01-01

This article aims to investigate deaf people's reasons to participate in a therapeutic group and to analyze some of their reflections on the use of written Portuguese language produced inside this group within a sociocultural perspective. It was carried out at a School for the deaf located in Curitiba, Paraná State/Brazil in a partnership with…

Modifying the Classroom Environment to Increase Engagement and Decrease Disruption with Students Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Guardino, Caroline; Antia, Shirind D.

2012-01-01

The goal of this study was to examine the effect of physical modifications on the academic engagement and disruptive behavior of Deaf or Hard-of-Hearing students in self-contained classrooms. Three classrooms at a school for the Deaf were modified after consultation with the classroom teachers. The modifications of the classroom environment…

Technology--and Colorado Early Education Staff--Helping Deaf and Hard of Hearing Children with Disabilities

ERIC Educational Resources Information Center

Shuler-Woodard, Dee

2009-01-01

The youngest deaf and hard of hearing children with disabilities in Colorado can now participate more fully in the world around them thanks to funding from grants solicited through the Early Education Department at the Colorado School for the Deaf and the Blind. The grants enable the children, from birth to age 3, to overcome their physical…

Literacy Skills among Deaf and Hard of Hearing Students and Students with Cochlear Implants in Bilingual/bicultural Education

ERIC Educational Resources Information Center

Dammeyer, Jesper

2014-01-01

Research has shown that many deaf students do not develop age-appropriate reading and writing abilities. This study evaluates the literacy skills of deaf students, hard of hearing students, and students with cochlear implants in bilingual/bicultural schools in Denmark. The results show that 45 per cent of the students did not have any reading and…

The Impact of Personal Educational Experiences and Communication Practices on the Construction of Deaf Identity in Cyprus

ERIC Educational Resources Information Center

Hadjikakou, Kika; Nikolaraizi, Magda

2007-01-01

The aim of the study was to investigate for the first time the impact of educational experiences on the development of Cypriot deaf people's identity. To obtain relevant information in depth, semistructured interviews were conducted with 24 Cypriot deaf individuals ages 19-54 years who had graduated from a variety of school settings. The findings…

Washington University School of Medicine: A Distinctive Program in Deaf Education Studies at the Program in Audiology and Communication Sciences (PACS)

ERIC Educational Resources Information Center

Hayes, Heather

2010-01-01

Developments in universal newborn hearing screening programs and assistive hearing technology have had considerable effects on the speech, language, and educational success of children who are deaf or hard of hearing. Several recent research studies of children who are deaf or hard of hearing and who use spoken language as their primary method of…

How Physical Education Teacher Education Majors Should Be Prepared to Teach Students with Hearing Loss: A National Needs Assessment

ERIC Educational Resources Information Center

Zaccagnini, K. J.

2005-01-01

A National needs Assessment Survey is described that gathered information on current practices in physical education in both center based schools for the deaf and mainstream programs serving deaf and hard of hearing students, grades K-12. The manner in which deaf and hard of hearing students are being served in physical education programs, the…

Veteran teachers' use of recommended practices in deaf education.

PubMed

Easterbrooks, Susan R; Stephenson, Brenda H; Gale, Elaine

2009-01-01

Deaf education teacher preparation programs face the likelihood that their graduates may not implement evidenced-based practices they were taught once they have graduated. The literature suggests that new teachers follow the school culture where they work rather than methods and strategies taught in their preparation programs. To investigate whether teachers of students who are deaf or hard of hearing (DHH) implement recommended practices, 23 teachers from three schools for the deaf were interviewed about their implementation and use of two recommended practices: independent reading and problem solving. The guiding questions were: Do teachers of students who are DHH use independent reading and problem solving after the enculturation process? If so, to what level? If not, can a review improve their level of use? Results demonstrated, at least regarding these two practices, that teachers of students who are DHH do implement evidence-based practices in their classrooms.

Itinerant deaf educator and general educator perceptions of the D/HH push-in model.

PubMed

Rabinsky, Rebecca J

2013-01-01

A qualitative case study using the deaf and hard of hearing (D/HH) push-in model was conducted on the perceptions of 3 itinerant deaf educators and 3 general educators working in 1 school district. Participants worked in pairs of 1 deaf educator and 1 general educator at 3 elementary schools. Open-ended research questions guided the study, which was concerned with teachers' perceptions of the model in general and with the model's advantages, disadvantages, and effectiveness. Data collected from observations, one-to-one interviews, and a focus group interview enabled the investigator to uncover 4 themes: Participants (a) had an overall positive experience, (b) viewed general education immersion as an advantage, (c) considered high noise levels a disadvantage, and (d) believed the effectiveness of the push-in model was dependent on several factors, in particular, the needs of the student and the nature of the general education classroom environment.

School Placement and Perceived Quality of Life in Youth Who Are Deaf or Hard of Hearing

PubMed Central

Schick, Brenda

2013-01-01

In the education of students who are deaf and hard of hearing (DHH), there is much debate about how placement affects educational outcomes and quality of life. This study examined the relationship between quality of life and educational placement that include and do not include other DHH youth. Participants included 221 DHH youth, ages 11–18 with bilateral hearing loss. Results showed that there were few differences in quality of life related to school placement (with age, gender, depression symptoms, and hearing level as covariates). For both participation and perceived stigma, there was an interaction between school placement and parent hearing status, with no single school placement showing the best results. DHH youth with hearing parents in schools specifically for DHH students scored lower than DHH with deaf parents in some domains (Participation and Perceived Stigma). When the DHH youth were compared with the general population, those in schools that included DHH students scored lower in some aspects of quality of life, particularly Self and Relationships. This study demonstrates that DHH students may not differ much in terms of quality of life across schools placements, but that there may be differences in subsets of DHH youth. PMID:23184867

Reforming deaf education. A paradigm shift from how to teach to what to teach.

PubMed

Lytle, R R; Rovins, M R

1997-03-01

The 1980s and 1990s have witnessed increased public attention to the quality of the education provided to America's students. Much of this attention has focused on the quality of the school curriculum and the teacher's knowledge and ability to teach this curriculum. This article reviews curriculum reform in regular education and the need for this field, the education of students who are deaf and hard of hearing, to address similar concerns. Education of deaf and hard of hearing students has long focused on the question of how we teach deaf students. Reforms in education demand that the question of what we teach deaf students should also be addressed. As in regular education, a major issue is whether teachers are knowledgeable of the subject matter and related pedagogy in the subjects they teach. This article reports on the results of a survey of school administrator's views on teacher's subject matter competencies. Implications for certification, standards in teacher education, and inservice strategies are discussed. Recommendations are made for curriculum reform and strategies for improving teachers' subject matter competencies.

An investigation of two-way text messaging use with deaf students at the secondary level.

PubMed

Akamatsu, C Tane; Mayer, Connie; Farrelly, Shona

2006-01-01

Deaf and hard-of-hearing students are often delayed in developing their independent living skills because of parental restrictions on activities outside the home due to worries about their child's inability to communicate, their whereabouts, and their general safety. Recent accounts of the use of two-way text messagers suggests that, like electronic mail, distance communication problems that have long plagued deaf people may be ameliorated--by the use of such technology (M. R. Power & D. Power, 2004; S. S. Rhone & Cox News Service, 2002). This project was designed as an initial foray into investigating the use of two-way text messaging technology as a way of increasing the independence of deaf adolescents and reducing their parents' anxiety about their safety and responsibility. All the deaf and hard-of-hearing students in the deaf and hard-of-hearing programs at two urban high schools (ages 13-19), the staff of the deaf departments at these two schools, and the parents/guardians of the students participated in this study. Preuse surveys, postuse surveys, and monthly statistics on the number of times each pager was used enabled us to chart how often the participants used the technology. The data were used to identify concerns that parents have about student independence and safety, the extent to which deaf students engage in independent activities, and expectations surrounding how two-way text messaging use might increase independence and literacy skills. The data collected on this project to date confirm that two-way text messaging technology is indeed useful for deaf adolescents and helps alleviate some of the concerns that have kept them from developing independence as quickly or readily as their hearing peers. The potential policy implications for this research are discussed.

Theory-of-mind development in oral deaf children with cochlear implants or conventional hearing aids.

PubMed

Peterson, Candida C

2004-09-01

In the context of the established finding that theory-of-mind (ToM) growth is seriously delayed in late-signing deaf children, and some evidence of equivalent delays in those learning speech with conventional hearing aids, this study's novel contribution was to explore ToM development in deaf children with cochlear implants. Implants can substantially boost auditory acuity and rates of language growth. Despite the implant, there are often problems socialising with hearing peers and some language difficulties, lending special theoretical interest to the present comparative design. A total of 52 children aged 4 to 12 years took a battery of false belief tests of ToM. There were 26 oral deaf children, half with implants and half with hearing aids, evenly divided between oral-only versus sign-plus-oral schools. Comparison groups of age-matched high-functioning children with autism and younger hearing children were also included. No significant ToM differences emerged between deaf children with implants and those with hearing aids, nor between those in oral-only versus sign-plus-oral schools. Nor did the deaf children perform any better on the ToM tasks than their age peers with autism. Hearing preschoolers scored significantly higher than all other groups. For the deaf and the autistic children, as well as the preschoolers, rate of language development and verbal maturity significantly predicted variability in ToM, over and above chronological age. The finding that deaf children with cochlear implants are as delayed in ToM development as children with autism and their deaf peers with hearing aids or late sign language highlights the likely significance of peer interaction and early fluent communication with peers and family, whether in sign or in speech, in order to optimally facilitate the growth of social cognition and language.

A Pilot Study of Deaf Trauma Survivors’ Experiences: Early Traumas Unique to Being Deaf in a Hearing World

PubMed Central

Wolf Craig, Kelly S.; Hall, Wyatte C.; Ziedonis, Douglas M.

2016-01-01

Conducting semi-structured American Sign Language interviews with 17 Deaf trauma survivors, this pilot study explored Deaf individuals’ trauma experiences and whether these experiences generally align with trauma in the hearing population. Most commonly reported traumas were physical assault, sudden unexpected deaths, and “other” very stressful events. Although some “other” events overlap with traumas in the general population, many are unique to Deaf people (e.g., corporal punishment at oral/aural school if caught using sign language, utter lack of communication with hearing parents). These findings suggest that Deaf individuals may experience developmental traumas distinct to being raised in a hearing world. Such traumas are not captured by available trauma assessments, nor are they considered in evidence-based trauma treatments. PMID:28138351

Minority and minority-deaf professionals. How many and where are they?

PubMed

Andrews, J F; Jordan, D L

1993-12-01

A survey of 6,043 professionals in 349 deaf education programs showed that 10.4% are from nonwhite or minority ethnic/cultural backgrounds. Of these minority professionals, 11.7% are deaf. Only 8 minority deaf administrators were found. Chi-square analyses showed that ethnic/cultural background and hearing loss were strongly associated with the type of program where the professionals were employed. More than half of the minority professionals worked in public schools. The District of Columbia, New York, and Maryland lead the country in the number of deaf professionals employed. More than half of all black deaf professionals work in either D.C. or New York. Texas leads the country in numbers of Hispanic professionals employed, and New Mexico has more Hispanic professionals than does California, New York, or Florida.

A Pilot Study of Deaf Trauma Survivors' Experiences: Early Traumas Unique to Being Deaf in a Hearing World.

PubMed

Anderson, Melissa L; Wolf Craig, Kelly S; Hall, Wyatte C; Ziedonis, Douglas M

2016-12-01

Conducting semi-structured American Sign Language interviews with 17 Deaf trauma survivors, this pilot study explored Deaf individuals' trauma experiences and whether these experiences generally align with trauma in the hearing population. Most commonly reported traumas were physical assault, sudden unexpected deaths, and "other" very stressful events. Although some "other" events overlap with traumas in the general population, many are unique to Deaf people (e.g., corporal punishment at oral/aural school if caught using sign language, utter lack of communication with hearing parents). These findings suggest that Deaf individuals may experience developmental traumas distinct to being raised in a hearing world. Such traumas are not captured by available trauma assessments, nor are they considered in evidence-based trauma treatments.

Assessment practices of professionals serving students who are deaf or hard of hearing: an initial investigation.

PubMed

Luckner, John L; Bowen, Sandy

2006-01-01

Assessment currently plays a critical role in American schools and society, in tasks ranging from ranking schools' effectiveness, to determining individual placement, to planning instruction. The purpose of the study was to gather data about the formal and informal assessment instruments and processes used by professionals in deaf education. Respondents indicated that statewide annual assessments are the most frequently used measures, followed by the Stanford Achievement Test series and the Woodcock-Johnson III Test of Achievement. Commonly used assessment instruments and procedures for each academic area are reported in rank order. Issues about current practices are raised, and suggestions for additional research related to assessment practices in deaf education are provided.

Genetics Home Reference: nonsyndromic hearing loss

MedlinePlus

... Centre for Genetics Education (Australia) Disease InfoSearch: Deafness Harvard Medical School Center for Hereditary Deafness Hereditary Hearing ... Available from http://www.ncbi.nlm.nih.gov/books/NBK1434/ Citation on ... Bulletins Genetics Home Reference Celebrates Its 15th Anniversary ...

[Assistance to the deaf in the health area as a factor of social inclusion].

PubMed

Chaveiro, Neuma; Barbosa, Maria Alves

2005-12-01

The purposes of this article are to discuss the assistance to deaf people in the health area as a factor of social inclusion; to investigate with the deaf how the link with health workers is established; and to verify the deaf people's perception of the presence of sign language interpreters when they get health assistance. This is a descriptive and analytical survey with a qualitative approach carried out at a special school in Goiânia. The sample was comprised of 20 deaf students, and semi-structured interviews were used to collect the data. It was verified that the link is established when health workers are able to communicate with the deaf. The inclusion of the deaf in the health services is an evidence of difficulties in communication. It was concluded that the professional-client relationship must be improved, that the link occurs when the client feels himself/ herself understood, and that the presence of an interpreter improves but is not enough to ensure the inclusion of the deaf.

Serving Deaf-Blind Children. Theme of the International Conference on Deaf-Blind Children (4th, 22-27 August 1971, Perkins School for the Blind).

ERIC Educational Resources Information Center

Perkins School for the Blind, Watertown, MA.

Presented are 30 papers given at a 5-day international conference on serving deaf-blind children. Additionally provided are the conference agenda, a review of the conference, reports of the nominations and resolutions committees, and a list of conference participants. Among the papers are the following titles: "Programs for Non-Verbal Children",…

Daily Stress, Hearing-Specific Stress and Coping: Self-Reports from Deaf or Hard of Hearing Children and Children with Auditory Processing Disorder

ERIC Educational Resources Information Center

Eschenbeck, Heike; Gillé, Vera; Heim-Dreger, Uwe; Schock, Alexandra; Schott, Andrea

2017-01-01

This study evaluated stressors and coping strategies in 70 children who are deaf or hard of hearing (D/HH) or with auditory processing disorder (APD) attending Grades 5 and 6 of a school for deaf and hard-of-hearing children. Everyday general stressors and more hearing-specific stressors were examined in a hearing-specific modified stress and…

Analyzing the Effects of a Mathematics Problem-Solving Program, Exemplars, on Mathematics Problem-Solving Scores with Deaf and Hard-of-Hearing Students

ERIC Educational Resources Information Center

Chilvers, Amanda Leigh

2013-01-01

Researchers have noted that mathematics achievement for deaf and hard-of-hearing (d/hh) students has been a concern for many years, including the ability to problem solve. This quasi-experimental study investigates the use of the Exemplars mathematics program with students in grades 2-8 in a school for the deaf that utilizes American Sign Language…

It's about Listening to Our Families and the Needs of Their Children: The Family Education and Early Childhood Department at the Maryland School for the Deaf

ERIC Educational Resources Information Center

Dowling, Cheri; Marquez, Deborah; Moers, Lori; Richmond, Mary Ann; Swann, Maryann

2011-01-01

Current trends and issues surrounding birth screening, early intervention services, and deaf children's varying access to language and literacy demonstrate a critical need to improve one's understanding of how to involve families as partners in their children's education. In the past decade, increasing numbers of deaf children have been identified…

Sociocultural and Academic Considerations for School-Age d/Deaf and Hard of Hearing Multilingual Learners: A Case Study of A Deaf Latina

ERIC Educational Resources Information Center

Baker, Sharon; Scott, Jessica

2016-01-01

For decades, research has focused on American Sign Language/English bilingual education for d/Deaf and hard of hearing students whose families used English or ASL. However, a growing population of d/Dhh children come from households where languages other than English (e.g., Spanish, Chinese, Vietnamese) are used. In a longitudinal case study, the…

Where "Sign Language Studies" Has Led Us in Forty Years: Opening High School and University Education for Deaf People in Viet Nam through Sign Language Analysis, Teaching, and Interpretation

ERIC Educational Resources Information Center

Woodward, James; Hoa, Nguyen Thi

2012-01-01

This paper discusses how the Nippon Foundation-funded project "Opening University Education to Deaf People in Viet Nam through Sign Language Analysis, Teaching, and Interpretation," also known as the Dong Nai Deaf Education Project, has been implemented through sign language studies from 2000 through 2012. This project has provided deaf…

Challenges and Opportunities for Testing Students Who Are Deaf or Hard of Hearing: Information for Educators on Creating Test Equity. Test Equity Considerations: Schools

ERIC Educational Resources Information Center

PEPNet-West, 2010

2010-01-01

For most students, test taking is a challenge. For students who are deaf or hard of hearing, classroom quizzes, tests, and exams are even more challenging. Standardized tests--The SAT, ACT, state proficiency tests, No Child Left Behind annual tests, and psychoeducational evaluations--present additional challenges for students who are deaf or hard…

Deafness and Diversity: Reflections and Directions.

PubMed

Guardino, Caroline; Cannon, Joanna E

2016-01-01

Concluding a two-part American Annals of the Deaf special issue on deafness and diversity (DAD), the editors provide reflections and guidance to the field regarding d/Deaf and hard of hearing (d/Dhh) children with a disability (DWD; e.g., learning or intellectual disability, autism) and d/Dhh children from homes where parents use a language other than English or American Sign Language (d/Dhh Multilingual Learners; DMLs). Contributing authors addressed the application of theory, research, and practice to five topics: (a) early intervention, (b) communication/language, (c) assessment, (d) transition, (e) teacher preparation. An overview of the main recommendations of the contributors and editors is presented in an effort to advance research and pedagogy with these learners. In conclusion, the editors discuss the "Radical Middle" approach (Easterbrooks & Maiorana-Basas, 2015) to working with students who are DAD: providing learners with all options for academic, social, and emotional success.

Two-Way Text Messaging Solves Key Socialization Issues for Deaf and Hard of Hearing Teens and Their Parents

ERIC Educational Resources Information Center

Akamatsu, C. Tane; Mayer, Connie; Farrelly, Shona

2008-01-01

This article describes a pilot project that examined the use of a two-way text messenger for deaf and hard of hearing teens and their parents. The study took place at two large inner-city public high schools and in grade 8 of their feeder school. The vast majority of the students in the study had severe to profound congenital hearing loss and were…

Neural Correlates of Human Action Observation in Hearing and Deaf Subjects

PubMed Central

Corina, David; Chiu, Yi-Shiuan; Knapp, Heather; Greenwald, Ralf; Jose-Robertson, Lucia San; Braun, Allen

2007-01-01

Accumulating evidence has suggested the existence of a human action recognition system involving inferior frontal, parietal, and superior temporal regions that may participate in both the perception and execution of actions. However, little is known about the specificity of this system in response to different forms of human action. Here we present data from PET neuroimaging studies from passive viewing of three distinct action types, intransitive self-oriented actions (e.g., stretching, rubbing one’s eyes, etc.), transitive object-oriented actions (e.g., opening a door, lifting a cup to the lips to drink), and the abstract, symbolic actions–signs used in American Sign Language. Our results show that these different classes of human actions engage a frontal/parietal/STS human action recognition system in a highly similar fashion. However, the results indicate that this neural consistency across motion classes is true primarily for hearing subjects. Data from deaf signers shows a non-uniform response to different classes of human actions. As expected, deaf signers engaged left-hemisphere perisylvian language areas during the perception of signed language signs. Surprisingly, these subjects did not engage the expected frontal/parietal/STS circuitry during passive viewing of non-linguistic actions, but rather reliably activated middle-occipital temporal-ventral regions which are known to participate in the detection of human bodies, faces, and movements. Comparisons with data from hearing subjects establish statistically significant contributions of middle-occipital temporal-ventral during the processing of non-linguistic actions in deaf signers. These results suggest that during human motion processing, deaf individuals may engage specialized neural systems that allow for rapid, online differentiation of meaningful linguistic actions from non-linguistic human movements. PMID:17459349

Achievement, Language, and Technology Use Among College-Bound Deaf Learners.

PubMed

Crowe, Kathryn; Marschark, Marc; Dammeyer, Jesper; Lehane, Christine

2017-10-01

Deaf learners are a highly heterogeneous group who demonstrate varied levels of academic achievement and attainment. Most prior research involving this population has focused on factors facilitating academic success in young deaf children, with less attention paid to older learners. Recent studies, however, have suggested that while factors such as early cochlear implantation and early sign language fluency are positively associated with academic achievement in younger deaf children, they no longer predict achievement once children reach high school age. This study, involving data from 980 college-bound high school students with hearing loss, examined relations between academic achievement, communication variables (audiological, language), and use of assistive technologies (e.g., cochlear implants [CIs], FM systems) and other support services (e.g., interpreting, real-time text) in the classroom. Spoken language skills were positively related to achievement in some domains, while better sign language skills were related to poorer achievement in others. Among these college-bound students, use of CIs and academic support services in high school accounted for little variability in their college entrance examination scores. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

"Do You Hear with Your Ears or with Your Eyes?": The Education of the Deaf Pupils at Casa Pia De Lisboa (c.1820-1950)

ERIC Educational Resources Information Center

Martins, Catarina S.

2009-01-01

This paper focuses on the education of the deaf pupils at Casa Pia de Lisboa, a Portuguese boarding-school, covering the period from 1820 to 1950. The intention is to show that a historical sedimentation of a scientific discourse about deafness is an effect of a new rationality of government begun by modernity and perfectly fitting a bio-political…

Acoustics outreach program for the deaf

NASA Astrophysics Data System (ADS)

Vongsawad, Cameron T.; Berardi, Mark L.; Whiting, Jennifer K.; Lawler, M. Jeannette; Gee, Kent L.; Neilsen, Tracianne B.

2016-03-01

The Hear and See methodology has often been used as a means of enhancing pedagogy by focusing on the two strongest learning senses, but this naturally does not apply to deaf or hard of hearing students. Because deaf students' prior nonaural experiences with sound will vary significantly from those of students with typical hearing, different methods must be used to build understanding. However, the sensory-focused pedagogical principle can be applied in a different way for the Deaf by utilizing the senses of touch and sight, called here the ``See and Feel'' method. This presentation will provide several examples of how acoustics demonstrations have been adapted to create an outreach program for a group of junior high students from a school for the Deaf and discuss challenges encountered.

Hearing Loss: Issues in the Deaf and Hard of Hearing Communities.

PubMed

Moreland, Christopher; Atcherson, Samuel R; Zazove, Philip; McKee, Michael M

2015-07-01

Hearing loss can lead to impairments in language and speech acquisition, educational attainment, social development, and reading achievement. More than 90% of deaf and hard of hearing (DHH) children are born to hearing parents who may lack the knowledge or experience to effectively care for a child with hearing loss. Family involvement is crucial for teaching self-advocacy and global communication skills, optimizing social development, and helping DHH individuals understand and manage external attitudes about deafness and hearing loss. American Sign Language is a naturally developed language with an always-expanding lexicon and grammatical structures different from those of English. Teaching spoken English and American Sign Language equally, often called bilingual bimodal education, can enhance academic and reading achievement as well as language and psychosocial development. Formal schooling options for a DHH child include enrollment in a public or private school system (often called inclusion, integration, or mainstreaming), a school for the deaf, or a bilingual school. Individuals with hearing loss experience stereotypes and biases that create disparities in health insurance coverage, health care access, and outcomes of mental and physical conditions. Family physicians should recognize and minimize biases to improve health care in the DHH community. Written permission from the American Academy of Family Physicians is required for reproduction of this material in whole or in part in any form or medium.

Feature Characteristics of Spontaneous Speech Production in Young Deaf Children.

ERIC Educational Resources Information Center

Geffner, Donna

1980-01-01

Sixty-five six-year-old deaf children from state supported schools were given an adaptation of the Goldman Fristoe test of articulation to assess their spontaneous speech production. Journal availability: Elsevier North Holland, Inc., 52 Vanderbilt Avenue, New York, NY 10017. (Author)

"Show-Me Bedtime Reading'" An Unusual Study of the Benefits of Reading to Deaf Children.

ERIC Educational Resources Information Center

Rogers, Deborah

1989-01-01

Nine primary-age children at a residential school for the deaf were read bedtime stories using a Total Communication approach. Every child subsequently demonstrated growth on each of several language assessments, including language comprehension and expressive language. (JDD)

Sociocultural and Academic Considerations for School-Age d/Deaf and Hard of Hearing Multilingual Learners: A Case Study of a Deaf Latina.

PubMed

Baker, Sharon; Scott, Jessica

2016-01-01

For decades , research has focused on American Sign Language/English bilingual education for d/Deaf and hard of hearing students whose families used English or ASL. However, a growing population of d/Dhh children come from households where languages other than English (e.g., Spanish, Chinese, Vietnamese) are used. In a longitudinal case study, the authors document the K-12 educational pathway of a deaf Latina student. Anecdotal records, semistructured interviews, assessment data, and document reviews of the participant's school and clinical records are used to develop the case study. The findings provide the basis for recommendations for future research and for critical factors to consider to improve the education of d/Dhh Multilingual Learners (DMLs). These include ensuring appropriate educational placements, addressing early communication and language needs, determining effective instructional techniques and assessments, strengthening the L1 to support L2 learning, and providing students with opportunities to learn their heritage language.

Waardenburg syndrome in the Turkish deaf population.

PubMed

Silan, F; Zafer, C; Onder, I

2006-01-01

Waardenburg Syndrome (WS) is an autosomal, dominantly inherited disorder that accounts for more than 2% cases of congenital deafness. The aim of this study is to determine the WS incidence among deaf pupils. Dysmorphological examination was performed on 720 children who were attending 7 special schools in Turkey and who had hearing disabilities. All subjects in the study were examined for WS diagnostic criteria. We detected 49 patients (6.8%) with WS among the 720 children examined. Six patients had WS type 1 (12.2%) and 43 had type 2 (87.8%). We observed 2 to 5 major diagnostic criteria for WS. Out of all the subjects in the study, only two patients have deaf first degree relatives. All subjects had been previously examined by physicians for deafness but none of them had been then diagnosed to have Waardenburg Syndrome. Instead, they were all misdiagnosed as to have nonsyndromic deafness. Awareness of WS diagnostic criteria by the physicans will provide accurate diagnosis for many deaf pupils and their first degree relatives who are able-to-hear WS patients and whose children are at risk for deafness.

Technical Standards and Deaf and Hard of Hearing Medical School Applicants and Students: Interrogating Sensory Capacity and Practice Capacity.

PubMed

Argenyi, Michael

2016-10-01

Applicants to medical schools who are deaf and hard of hearing (DHoH) or who have other disabilities face significant barriers to medical school admission. One commonly cited barrier to admission is medical schools' technical standards (TS) for admission, advancement, and graduation. Ethical values of diversity and equity support altering the technical standards to be more inclusive of people with disabilities. Incorporating these values into admissions, advancement, and graduation considerations for DHoH and other students with disabilities can contribute to the physician workforce being more representative of the diverse patients it serves and better able to care for them. © 2016 American Medical Association. All Rights Reserved.

Sharing Shakespeare: Integrating Literature, Technology, and American Sign Language.

ERIC Educational Resources Information Center

Cambridge, Theresa; Abdulezer, Susan

1998-01-01

The Sharing Shakespeare project at New York City's Public School for the Deaf developed a unique, elective, process-oriented literature class that combined teenage profoundly deaf students and culturally diverse, limited-English-proficient hearing students. Aided by multimedia technologies, these students collaborated in learning, reading, and…

The Deaf Acculturation Scale (DAS): Development and Validation of a 58-Item Measure

PubMed Central

Maxwell-McCaw, Deborah; Zea, Maria Cecilia

2011-01-01

This study involved the development and validation of the Deaf Acculturation Scale (DAS), a new measure of cultural identity for Deaf and hard-of-hearing (hh) populations. Data for this study were collected online and involved a nation-wide sample of 3,070 deaf/hh individuals. Results indicated strong internal reliabilities for all the subscales, and construct validity was established by demonstrating that the DAS could discriminate groups based on parental hearing status, school background, and use of self-labels. Construct validity was further demonstrated through factorial analyses, and findings resulted in a final 58-item measure. Directions for future research are discussed. PMID:21263041

Don’t Assume Deaf Students are Visual Learners

PubMed Central

Marschark, Marc; Paivio, Allan; Spencer, Linda J.; Durkin, Andreana; Borgna, Georgianna; Convertino, Carol; Machmer, Elizabeth

2016-01-01

In the education of deaf learners, from primary school to postsecondary settings, it frequently is suggested that deaf students are visual learners. That assumption appears to be based on the visual nature of signed languages—used by some but not all deaf individuals—and the fact that with greater hearing losses, deaf students will rely relatively more on vision than audition. However, the questions of whether individuals with hearing loss are more likely to be visual learners than verbal learners or more likely than hearing peers to be visual learners have not been empirically explored. Several recent studies, in fact, have indicated that hearing learners typically perform as well or better than deaf learners on a variety of visual-spatial tasks. The present study used two standardized instruments to examine learning styles among college deaf students who primarily rely on sign language or spoken language and their hearing peers. The visual-verbal dimension was of particular interest. Consistent with recent indirect findings, results indicated that deaf students are no more likely than hearing students to be visual learners and are no stronger in their visual skills and habits than their verbal skills and habits, nor are deaf students’ visual orientations associated with sign language skills. The results clearly have specific implications for the educating of deaf learners. PMID:28344430

Revision strategies of deaf student writers.

PubMed

Livingston, S

1989-03-01

Deaf high school students at different schools shared second drafts of their own narratives via an electronic bulletin board after conferencing with their repective teachers. This article characterizes the kinds of questions teachers asked during the conferences and the kinds of revisions the students made between first and second drafts. Results indicate that teachers most often ask questions that require student to provide more information; yet these questions do not affect revision as much as questions which require students to rephrase specific language. Students typically either added or substituted words or phrases that showed both similarities to and differences from the revision patterns of inexperienced writers with normal hearing. In the majority of cases, trained readers rated the deaf students' revised drafts better than their first attempts, signifying the central role revision plays in the composition process.

Science Teachers in Deaf Education: A National Survey of K-8 Teachers

ERIC Educational Resources Information Center

Shaw, Cynthia

2009-01-01

A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique…

Working with Students Who Are Late-Deafened. PEPNet Tipsheet

ERIC Educational Resources Information Center

Clark, Mary

2010-01-01

Late-deafness means deafness that happened postlingually, any time after the development of speech and language in a person who has identified with hearing society through schooling, social connections, etc. Students who are late-deafened cannot understand speech without visual aids such as speechreading, sign language, and captioning (although…

Motor Proficiency Traits of Deaf Children.

ERIC Educational Resources Information Center

Brunt, Denis; Broadhead, Geoffrey D.

1982-01-01

Children at the Louisiana State School for the Deaf were tested for motor proficiency using the Short Form of the Bruininks-Oseretsky Test of Motor Proficiency. The children appeared to lack balancing skills but scored better than hearing children in visual motor control. Sex and age differences are noted. (PP)

Services for Children with Deaf-Blindness in Louisiana. Final Performance Report.

ERIC Educational Resources Information Center

Teddlie, Charles

This final report describes activities and accomplishments of the Services for Children with Deaf-Blindness project, a 1-year federally supported project in Louisiana to improve identification and curriculum for these children by providing technical assistance and training to parents, school systems, and agency personnel. Project activities…

Family Therapy of Deaf Parents and Hearing Children: A New Dimension in Psychotherapeutic Intervention

ERIC Educational Resources Information Center

Robinson, Luther D.; Weathers, Olethia D.

1974-01-01

Severe weight loss, psychological problems, and failure in school of a hearing 10-year-old boy led to crisis intervention by a psychiatrist/social worker team during 6 months of successful conjoint family psychotherapy for the boy, his deaf parents, and hearing siblings. (LC)

Using Data to Set Goals: Collaborating for Success

ERIC Educational Resources Information Center

Barron, Luanne; Ray-Oyler, Stephanie; Lattin, Dana

2016-01-01

Representatives from the Kansas State Department of Education; the Kansas Commission for the Deaf and Hard of Hearing; the University of Kansas Transition Coalition; and the transition coordinator, parents, Independent Living Center, and administrators from the Kansas School for the Deaf formed a team to establish quality transition services and…

Teaching Self-Control to Dually Diagnosed Deaf Students: Promising Procedures.

ERIC Educational Resources Information Center

Morrow, Lonny W.

1985-01-01

Three pilot studies suggested that deaf multiply disabled students (ages 15-18) can learn and implement self-control strategies while becoming more independent and engaging in more age-appropriate prosocial behavior. Use of the skills was maintained and appeared to generalize to other school and nonschool environments. (CL)

Deaf Education: The Impact of Cochlear Implantation?

ERIC Educational Resources Information Center

Archbold, Sue; Mayer, Connie

2012-01-01

This paper reviews the impact that cochlear implantation has had on the practice of deaf education in terms of educational placement, communication choices, and educational attainments. Although there is variation in outcome, more children with implants are going to mainstream schools, and using spoken language as their primary means of…

Perception of Genetic Testing for Deafness and Factors Associated with Interest in Genetic Testing Among Deaf People in a Selected Population in Sub-Saharan Africa.

PubMed

Adedokun, Babatunde O; Yusuf, Bidemi O; Lasisi, J Taye; Jinadu, A A; Sunmonu, M T; Ashanke, A F; Lasisi, O Akeem

2015-12-01

Understanding the perceptions of genetic testing by members of the deaf community may help in planning deafness genetics research, especially so in the context of strong adherence to cultural values as found among native Africans. Among Yorubas in Nigeria, deafness is perceived to be caused by some offensive actions of the mother during pregnancy, spiritual attack, and childhood infections. We studied attitudes towards, and acceptance of genetic testing by the deaf community in Nigeria. Structured questionnaires were administered to individuals sampled from the Vocational Training Centre for the Deaf, the religious Community, and government schools, among others. The main survey items elicited information about the community in which the deaf people participate, their awareness of genetic testing, whether or not they view genetic testing as acceptable, and their understanding of the purpose of genetic testing. There were 150 deaf participants (61.3 % males, 38.7 % females) with mean age of 26.7 years ±9.8. A majority of survey respondents indicated they relate only with other members of the deaf community (78 %) and reported believing genetic testing does more good than harm (79.3 %); 57 % expressed interest in genetic testing. Interest in genetic testing for deafness or in genetic testing in pregnancy was not related to whether respondents relate primarily to the deaf or to the hearing community. However, a significantly higher number of male respondents and respondents with low education reported interest in genetic testing.

CNS activation and regional connectivity during pantomime observation: no engagement of the mirror neuron system for deaf signers.

PubMed

Emmorey, Karen; Xu, Jiang; Gannon, Patrick; Goldin-Meadow, Susan; Braun, Allen

2010-01-01

Deaf signers have extensive experience using their hands to communicate. Using fMRI, we examined the neural systems engaged during the perception of manual communication in 14 deaf signers and 14 hearing non-signers. Participants passively viewed blocked video clips of pantomimes (e.g., peeling an imaginary banana) and action verbs in American Sign Language (ASL) that were rated as meaningless by non-signers (e.g., TO-DANCE). In contrast to visual fixation, pantomimes strongly activated fronto-parietal regions (the mirror neuron system, MNS) in hearing non-signers, but only bilateral middle temporal regions in deaf signers. When contrasted with ASL verbs, pantomimes selectively engaged inferior and superior parietal regions in hearing non-signers, but right superior temporal cortex in deaf signers. The perception of ASL verbs recruited similar regions as pantomimes for deaf signers, with some evidence of greater involvement of left inferior frontal gyrus for ASL verbs. Functional connectivity analyses with left hemisphere seed voxels (ventral premotor, inferior parietal lobule, fusiform gyrus) revealed robust connectivity with the MNS for the hearing non-signers. Deaf signers exhibited functional connectivity with the right hemisphere that was not observed for the hearing group for the fusiform gyrus seed voxel. We suggest that life-long experience with manual communication, and/or auditory deprivation, may alter regional connectivity and brain activation when viewing pantomimes. We conclude that the lack of activation within the MNS for deaf signers does not support an account of human communication that depends upon automatic sensorimotor resonance between perception and action.

American Sign Language and Academic English: Factors Influencing the Reading of Bilingual Secondary School Deaf and Hard of Hearing Students.

PubMed

Scott, Jessica A; Hoffmeister, Robert J

2017-01-01

For many years, researchers have sought to understand the reading development of deaf and hard of hearing (DHH) students. Guided by prior research on DHH and hearing students, in this study we investigate the hypothesis that for secondary school DHH students enrolled in American Sign Language (ASL)/English bilingual schools for the deaf, academic English proficiency would be a significant predictor of reading comprehension alongside ASL proficiency. Using linear regression, we found statistically significant interaction effects between academic English knowledge and word reading fluency in predicting the reading comprehension scores of the participants. However, ASL remained the strongest and most consistent predictor of reading comprehension within the sample. Findings support a model in which socio-demographic factors, ASL proficiency, and word reading fluency are primary predictors of reading comprehension for secondary DHH students. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@.com.

Semantic categorization: a comparison between deaf and hearing children.

PubMed

Ormel, Ellen A; Gijsel, Martine A R; Hermans, Daan; Bosman, Anna M T; Knoors, Harry; Verhoeven, Ludo

2010-01-01

Learning to read is a major obstacle for children who are deaf. The otherwise significant role of phonology is often limited as a result of hearing loss. However, semantic knowledge may facilitate reading comprehension. One important aspect of semantic knowledge concerns semantic categorization. In the present study, the quality of the semantic categorization of both deaf and hearing children was examined for written words and pictures at two categorization levels. The deaf children performed better at the picture condition compared to the written word condition, while the hearing children performed similarly at pictures and written words. The hearing children outperformed the deaf children, in particular for written words. In addition, the results of the deaf children for the written words correlated to their sign vocabulary and sign language comprehension. The increase in semantic categorization was limited across elementary school grade levels. Readers will be able to: (1) understand several semantic categorization differences between groups of deaf and hearing children; (2) describe factors that may affect the development of semantic categorization, in particular the relationship between sign language skills and semantic categorization for deaf children. Copyright 2010 Elsevier Inc. All rights reserved.

Utility of the ImPACT test with deaf adolescents.

PubMed

Reesman, Jennifer; Pineda, Jill; Carver, Jenny; Brice, Patrick J; Zabel, T Andrew; Schatz, Philip

2016-02-01

The goals of the study included empirical examination of the utility of the Immediate and Post-Concussion Assessment and Cognitive Testing (ImPACT) test with adolescents who are deaf or hard-of-hearing and to investigate patterns of performance at baseline that may arise in the assessment of this population. Baseline assessment of student-athletes has been conducted on a widespread scale with focus on performance of typically developing student-athletes and some clinical groups, though to date no studies have examined adolescents who are deaf or hard-of-hearing. Retrospective and de-identified ImPACT baseline test used with deaf and hard-of-hearing high-school student-athletes (N = 143; 66% male, mean age = 16.11) was examined. Review indicated significant differences in some composite scores between the deaf and hard-of-hearing group and hearing normative comparisons. A possible marker of task misunderstanding was identified to occur more frequently within the deaf and hard-of-hearing sample (13% in deaf sample vs. .31% in hearing sample). Results may provide support for the consideration and use of additional measures to ensure comprehension of task demands when considering this tool for use with deaf and hard-of-hearing adolescents.

Speechreading development in deaf and hearing children: introducing a new Test of Child Speechreading (ToCS)

PubMed Central

Kyle, Fiona Elizabeth; Campbell, Ruth; Mohammed, Tara; Coleman, Mike; MacSweeney, Mairéad

2016-01-01

Purpose We describe the development of a new Test of Child Speechreading (ToCS) specifically designed for use with deaf and hearing children. Speechreading is a skill which is required for deaf children to access the language of the hearing community. ToCS is a deaf-friendly, computer-based test that measures child speechreading (silent lipreading) at three psycholinguistic levels: words, sentences and short stories. The aims of the study were to standardize ToCS with deaf and hearing children and investigate the effects of hearing status, age and linguistic complexity on speechreading ability. Method 86 severely and profoundly deaf and 91 hearing children aged between 5 and 14 years participated. The deaf children were from a range of language and communication backgrounds and their preferred mode of communication varied. Results: Speechreading skills significantly improved with age for both deaf and hearing children. There was no effect of hearing status on speechreading ability and deaf and hearing showed similar performance across all subtests on ToCS. Conclusions The Test of Child Speechreading (ToCS) is a valid and reliable assessment of speechreading ability in school-aged children that can be used to measure individual differences in performance in speechreading ability. PMID:23275416

Assessing aspects of creativity in deaf and hearing high school students.

PubMed

Stanzione, Christopher M; Perez, Susan M; Lederberg, Amy R

2013-04-01

To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also adjusting the instructional method in written format, sign language, or spoken English. Deaf students' performance was equal to, or more creative than, hearing students on the figural assessment of divergent thinking, but less creative on the verbal assessment. Additional studies should be conducted to determine whether this was an anomalous finding or one that might contribute to hypotheses yielding effective interventions.

A reversed-typicality effect in pictures but not in written words in deaf and hard of hearing adolescents.

PubMed

Li, Degao; Gao, Kejuan; Wu, Xueyun; Xong, Ying; Chen, Xiaojun; He, Weiwei; Li, Ling; Huang, Jingjia

2015-01-01

Two experiments investigated Chinese deaf and hard of hearing (DHH) adolescents' recognition of category names in an innovative task of semantic categorization. In each trial, the category-name target appeared briefly at the screen center followed by two words or two pictures for two basic-level exemplars of high or middle typicality, which appeared briefly approximately where the target had appeared. Participants' reaction times when they were deciding whether the target referred to living or nonliving things consistently revealed the typicality effect for the word, but a reversed-typicality effect for picture-presented exemplars. It was found that in automatically processing a category name, DHH adolescents with natural sign language as their first language evidently activate two sets of exemplar representations: those for middle-typicality exemplars, which they develop in interactions with the physical world and in sign language uses; and those in written-language learning.

Knowledge of display rules in prelingually deaf and hearing children.

PubMed

Hosie, J A; Russell, P A; Gray, C D; Scott, C; Hunter, N; Banks, J S; Macaulay, M C

2000-03-01

Deaf children of elementary and secondary school age participated in a study designed to examine their understanding of display rules, the principles governing the expression and concealment of emotion in social situations. The results showed that deaf children's knowledge of display rules, as measured by their reported concealment of emotion, was comparable to that of hearing children of the same age. However, deaf children were less likely to report that they would conceal happiness and anger. They were also less likely to produce reasons for concealing emotion and a smaller proportion of their reasons were prosocial, that is, relating to the feelings of others. The results suggest that the understanding of display rules (which function to protect the feelings of other people) may develop more gradually in deaf children raised in a spoken language environment than it does in hearing children.

Confronting the language barrier: Theory of mind in deaf children.

PubMed

Jones, Anna C; Gutierrez, Roberto; Ludlow, Amanda K

2015-01-01

The current study addressed deaf children's Theory of Mind (ToM) development as measured by a battery of first- and second-order belief tasks. Both a chronological age-matched control group and a younger group of pre-school aged hearing children were compared to a group of deaf children born to hearing parents. A hearing native signer enacted each of the tasks, which were pre-recorded in video clips in English (SSE), British Sign Language (BSL) and spoken English, in order to consider all communication preferences of the deaf children. Results revealed no differences in performance between the deaf and the young hearing children. However, despite the inclusion of ToM tasks based on their preferred mode of communication, the deaf children performed significantly worse at the unexpected-content and second-order belief task compared with their age-matched controls. These findings imply a delay rather than a deficit in ToM in deaf children that could be attributed to limited opportunities to converse and overhear conversations about mental states. None. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

State Scan--Residential Placements: Blind/VI and Deaf/HI. Information Research Cadre

ERIC Educational Resources Information Center

Blythe, Teresa

2013-01-01

In this Information Research Cadre, Teresa Blythe responds to the following research question: For those states that have residential schools for the Blind/VI and Deaf/HI students, have they developed policies and procedures for residential placement of these students? To develop this response Blythe conducted web research utilizing numerous…

Providing the Support Services Needed by Students Who Are Deaf or Hard of Hearing.

ERIC Educational Resources Information Center

Luetke-Stahlman, Barbara

1998-01-01

Discusses programmatic and curricular modifications often needed for students included in public school settings who are deaf or hard of hearing, such as adapting the mode/flow of classroom communication, linguistic-level changes, and adapting the listening and physical environment. Possible curricular modifications are suggested for…

Transition. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 4

ERIC Educational Resources Information Center

Malloy, Peggy; McGinnity, Betsy

2009-01-01

Finding a job, learning to live independently, and obtaining further education are important goals for all young adults as they leave high school. But achieving these goals is often extremely difficult for students who are deaf-blind. Limited or absent hearing and vision, difficulties with communication, and the frequent presence of additional…

Vocational Options for Deaf-Blind Youth Through Community-Based Training. Project ADVANCE.

ERIC Educational Resources Information Center

McGinnity, Betsy L.

Project ADVANCE currently provides vocational training to 26 deaf-blind adolescents and young adults attending Perkins School for the Blind in Watertown, Massachusetts. The project has developed community work sites in four different vocational options: (1) competitive employment, (2) a student operated small business, (3) sheltered enclave within…

New Hampshire: Collaboration Works for Professionals--and Students

ERIC Educational Resources Information Center

Chaplen, Michele; Fleese, Kelly

2016-01-01

In response to the unique needs of students who are deaf or hard of hearing, the New Hampshire Department of Education, Bureau of Special Education has funded the Deaf Education Initiative which supports New Hampshire's schools and families in improving the educational outcomes of the state's children and youth with hearing loss. The initiative…

The Effects of Psychotherapy on Behavior Problems of Sexually Abused Deaf Children.

ERIC Educational Resources Information Center

Sullivan, Patricia M.; And Others

1992-01-01

This study assessed the effectiveness of a broad-based psychotherapeutic intervention with about half of a group of 72 children sexually abused at a residential school for the deaf. Findings indicated a powerful treatment effect, with boys and girls differing in the specific areas of improvement following therapy. (Author/DB)

Focusing on Non-Traditional and Underserved Students.

ERIC Educational Resources Information Center

Kolvitz, Marcia, Ed.

These six conference papers from the Biennial Conference on Postsecondary Education for Persons who are Deaf or Hard of Hearing focus on serving nontraditional students with deafness or hard of hearing. The first paper, "Helping Minority Individuals Navigate through Successful School and Work Transitions" (Glenn B. Anderson and Susan K. McGee),…

Promoting Social and Emotional Development in Deaf Children. The PATHS Project.

ERIC Educational Resources Information Center

Greenberg, Mark T.; Kusche, Carol A.

This book explains the background and rationale for the PATHS (Promoting Alternative THinking Strategies) curriculum, reports the results of 4 years of research on its use with children who are deaf, and explores theoretical and practical concerns in the implementation of school-based mental health promotion programs. It emphasizes the crucial…

Increasing Children's ASL Classifier Production: A Multicomponent Intervention

ERIC Educational Resources Information Center

Beal-Alvarez, Jennifer S.; Easterbrooks, Susan R.

2013-01-01

The Authors examined classifier production during narrative retells by 10 deaf and hard of hearing students in grades 2-4 at a day school for the deaf following a 6-week intervention of repeated viewings of stories in American Sign Language (ASL) paired with scripted teacher mediation. Classifier production, documented through a…

Beliefs, Practices, and Expectations of Oral Teachers of the Deaf

ERIC Educational Resources Information Center

Brown, P. Margaret; Paatsch, Louise

2010-01-01

This study investigated the beliefs and practices of 28 teachers of the deaf about their practices. The teachers were all working in oral settings either as visiting teachers or teachers in a mainstream school facility supporting groups of students with hearing loss. Teachers who used an Auditory Verbal approach largely adopted a positivist…

Education for the Hearing Impaired (Auditorily Impaired).

ERIC Educational Resources Information Center

World Federation of the Deaf, Rome (Italy).

Education for the hearing impaired is discussed in nine conference papers. J. N. Howarth describes "The Education of Deaf Children in Schools for Hearing Pupils in the United Kingdom" and A.I.Dyachkov of the U.S.S.R. outlines Didactical Principles of Educating the Deaf in the Light of their Rehabilitation Goal." Seven papers from…

Teaching Spanish to the Deaf.

ERIC Educational Resources Information Center

Munoz-Strizver, Nancy

Conversational Spanish is taught to hearing-impaired adolescents at the Model Secondary School for the Deaf (MSSD) through the use of cued speech. This paper provides an explanation of this mode of instruction and a description of the Spanish program at MSSD. The students learn the four skills of listening, speaking, reading and writing. Cued…

ATM: Restructing Learning for Deaf Students.

ERIC Educational Resources Information Center

Keefe, Barbara; Stockford, David

Governor Baxter School for the Deaf is one of six Maine pilot sites chosen by NYNEX to showcase asynchronous transfer mode (ATM) technology. ATM is a network connection that allows high bandwidth transmission of data, voice, and video. Its high speed capability allows for high quality two-way full-motion video, which is especially beneficial to a…

Reading?...Pah! (I Got It!): Innovative Reading Techniques for Successful Deaf Readers.

ERIC Educational Resources Information Center

Schimmel, Connie (Ruth) S.; Edwards, Sandra G.; Prickett, Hugh T.

1999-01-01

A reading program utilizing five components (a shortcut to phonemic awareness, Adapted Dolch words, Bridge lists and the Bridging process, reading comprehension, and American Sign Language development/language experience stories) resulted in dramatic gains in the reading levels of 48 elementary students at a residential school for the deaf.…

Sensory Aids Research Project - Clarke School for the Deaf.

ERIC Educational Resources Information Center

Boothroyd, Arthur

Described is a program of research into sensory aids for the deaf, emphasizing research on factors involved in the effective use of sensory aids rather than evaluation of particular devices. Aspects of the program are the development of a programed testing and training unit, the control of fundamental voice frequency using visual feedback, and…

Diagnosis of Hearing Loss.

ERIC Educational Resources Information Center

World Federation of the Deaf, Rome (Italy).

Seven conference papers from the U.S.S.R., India, Poland, Czechoslovakia, and Yugoslavia consider the diagnosis of hearing loss. They are "Examination of Hearing of Children, Aged from 2 to 5, by Means of Playing Audiometry" by A. P. Kossacheva, "A Study of the Etiology and Pattern of Deafness in a School for the Deaf in Madras,…

The HyperSign Project.

ERIC Educational Resources Information Center

Abdulezer, Susan

This report describes ongoing activities and results of the HyperSign Immersion Project developed at the Public School for the Deaf in New York City, New York. The project's objectives were to: (1) provide a means to enable Deaf students to assume a self-directed role in education; (2) provide an on-site prototype of a technologically supportive…

Ensuring the safety of deaf children in residential schools.

PubMed

Brookhouser, P E

1987-10-01

In 1983, 75,000 to 90,000 children and youth in the United States had hearing impairments severe enough to warrant some sort of special education, and 28% of that total (i.e., 21,000 to 25,000) were in residential schools. Deaf youngsters in institutional settings are at risk for maltreatment by surrogate caretakers--foster parents or institutional child care workers. Attempts to report the abuse may produce denials by institutional administrators who do not want to believe that children under their care have been abused or who fear serious personal and/or institutional consequences should the abuse report become public. Clearly, steps must be taken to ensure the safety of deaf children being educated in residential institutions. Health providers must assume a special responsibility for detecting and preventing abuse/neglect of handicapped children for whom they are providing medical care on a continuing basis. This article will explore relevant aspects of the present system for delivery of health services to deaf children, as well as present specific strategies for detection, documentation, and prevention of maltreatment of these particularly vulnerable children.

Self-concept and ego development in deaf adolescents: a comparative study.

PubMed

van Gent, Tiejo; Goedhart, Arnold W; Knoors, Harry E T; Westenberg, P Michiel; Treffers, Philip D A

2012-01-01

Self-concept and ego development, two intertwined aspects of self-indicating well-being and social-cognitive maturation, respectively, were examined in a representative sample of deaf adolescents of normal intelligence (N = 68), using translated and adapted versions of Harter's (1988, Manual for the self-perception profile for adolescents. Denver, CO: University of Denver) multidimensional measure of self-concept and Loevinger's (1998, Technical foundations for measuring ego development. Mahwah, NJ: Lawrence Erlbaum) measure of ego development. Compared to hearing norm groups, deaf adolescents showed lower levels of self-perceived social acceptance, close friendships and ego development and higher physical appearance. Hierarchical multiple regression analyses controlling for sociodemographic variables showed positive associations of global self-worth with support for signing during childhood and quality of parent-child communication and of ego development with attending a regular school. Cluster analysis identified three social competence profiles: uniformly low competence, uniformly high competence, and low social acceptance with high physical appearance. Cluster membership was associated with school type, ego development, and (past) neurological disorder. The results are discussed in reference to interventions aimed at the well-being of deaf youth.

Visual Access in Interpreter-Mediated Learning Situations for Deaf and Hard-of-Hearing High School Students Where an Artifact Is in Use

PubMed Central

Thomassen, Gøril

2016-01-01

This article highlights interpreter-mediated learning situations for deaf high school students where such mediated artifacts as technical machines, models, and computer graphics are used by the teacher to illustrate his or her teaching. In these situations, the teacher’s situated gestures and utterances, and the artifacts will contribute independent pieces of information. However, the deaf student can only have his or her visual attention focused on one source at a time. The problem to be addressed is how the interpreter coordinates the mediation when it comes to deaf students’ visual orientation. The presented discourse analysis is based on authentic video recordings from inclusive learning situations in Norway. The theoretical framework consists of concepts of role, footing, and face-work (Goffman, E. (1959). The presentation of self in everyday life. London, UK: Penguin Books). The findings point out dialogical impediments to visual access in interpreter-mediated learning situations, and the article discusses the roles and responsibilities of teachers and educational interpreters. PMID:26681267

Self-concept and psychopathology in deaf adolescents: preliminary support for moderating effects of deafness-related characteristics and peer problems.

PubMed

van Gent, Tiejo; Goedhart, Arnold W; Treffers, Philip D A

2011-06-01

High rates of psychopathology were found amongst deaf adolescents, but little is known about the psychosocial risk factors. This study investigated whether (1) less severe deafness and/or acquired or otherwise complicated deafness, and (2) having mainly contacts with hearing people, each represent chronic stressful conditions that moderate the associations between self-esteem and emotional problems. In addition, the moderating effect of observed peer rejection on the association between social acceptance and behavioural problems was explored. Deaf adolescents of normal intelligence (N = 68) completed the Self Perception Profile for Adolescents. Psychopathology was assessed using a semi-structured interview with adolescents and reports by parents, teachers and expert ratings. Data on moderator variables were collected from school records, parental and teachers' reports. Emotional mental health problems were negatively associated with self-esteem and positively with peer rejection. The association between self-esteem and emotional problems was moderated by the deafness variable less severe deafness or acquired or otherwise complicated deafness. Behavioural mental health problems were positively associated with social acceptance and peer rejection but negatively with the amount of involvement with hearing people. Peer rejection moderated the association between social acceptance and behavioural problems. The findings emphasise the importance of considering self-concept dimensions, peer problems and deafness- and context-related characteristics when assessing and treating deaf adolescents. © 2011 The Authors. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health.

(Meta)communication strategies in inclusive classes for deaf students.

PubMed

Kelman, Celeste Azulay; Branco, Angela Uchôa

2009-01-01

How can an inclusive classroom for deaf students be successful? The use of metacommunication strategies by teachers and hearing peers seems promising. Schools that promote this approach tend to improve deaf students' psychosocial development and academic achievement. However, this is not a general rule. The present study identifies the elements of success, with the investigators basing their analysis on extensive observation of 4 bilingual classes conducted by regular education and specialized teachers. The study was conducted in 3 public elementary schools in Brasilia, Brazil. Data were collected through direct observation (156 hours) and video recording (34 hours). Results were qualitatively analyzed from a microgenetic perspective. The investigators devised 14 categories of social interaction, e.g., visual contact and responsivity, multimodal communication, co-construction of meanings, flexible use of space, and sign language instruction for hearing students.

Longitudinal patterns of emerging literacy in beginning deaf and hearing readers.

PubMed

Kyle, Fiona E; Harris, Margaret

2011-01-01

The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar progress in literacy in the beginning stages of reading development and then their trajectories began to diverge. The longitudinal correlates of beginning reading in the deaf children were earlier vocabulary, letter-sound knowledge, and speechreading. Earlier phonological awareness was not a longitudinal correlate of reading ability once earlier reading levels were controlled. Only letter name knowledge was longitudinally related to spelling ability. Speechreading was also a strong longitudinal correlate of reading and spelling in the hearing children. The findings suggested that deaf and hearing children utilize slightly different reading strategies over the first 2 years of schooling. © The Author 2011. Published by Oxford University Press. All rights reserved.

Personal reflections on the multichannel cochlear implant and a view of the future.

PubMed

Clark, Graeme M

2008-01-01

The multichannel cochlear implant is the first neural prosthesis to effectively and safely bring electronic technology into a direct physiological relation with the central nervous system and human consciousness. It is also the first cochlear implant to give speech understanding to tens of thousands of persons with profound deafness and spoken language to children born deaf in more than 80 countries. In so doing, it is the first major advance in research and technology to help deaf children communicate since Sign Language of the Deaf was developed at the Paris deaf school (L'Institut National de Jeunes Sourds de Paris) >200 years ago. Furthermore, biomedical research has been fundamental for ensuring that the multielectrode implant is safe as well as effective. More recent research has also shown that bilateral implants confer the benefits of binaural hearing. Future research using nanotechnology should see high-fidelity sound received, which would help deaf persons communicate in noise and enjoy music. Research should also lead to implants in ears with useful hearing.

Attitudes toward condom education amongst educators for Deaf and hard-of-hearing adolescents in South Africa.

PubMed

Mall, Sumaya; Swartz, Leslie

2014-08-13

Disabled adolescents are at a critical time in their psychosocial and sexual development. This study explores the attitudes of educators working in schools for Deaf and hard-of-hearing pupils in South Africa toward condom education for their pupils. We conducted a combination of individual in-depth and joint interviews with a total of 27 participants. The sample comprised educators, school psychologists, school nurses and teaching assistants. Results showed that educators were aware of the HIV risk for their pupils and reported the risk of sexual abuse or premature sexual activity as being risk factors for HIV infection. None of the schools had a written condom education policy. Whilst some schools were integrating condom education in existing school curricula, others faced moral or religious dilemmas in doing so. There were differences in attitudes, both amongst schools and amongst educators in the same schools. Given the context of a burgeoning HIV epidemic, it is vital to address adequate condom education in schools.

Designing a curriculum on Internet health resources for deaf high school students.

PubMed

Gregg, Amy L; Wozar, Jody A; Wessel, Charles B; Epstein, Barbara A

2002-10-01

This paper examines the integration of instruction about quality health resources on the Internet into the health curriculum of a specialized high school for students with hearing disabilities. The Health Sciences Library System (HSLS) at the University of Pittsburgh has formed a partnership with the Western Pennsylvania School for the Deaf (WPSD). This project was partially funded through a subcontract with the National Library of Medicine. As one component of its Health Information for the Public project, HSLS formed a partnership with the WPSD. This partnership allowed for a librarian to provide instruction to health education and learning center teachers and students at WPSD about health resources on the Internet. This paper describes the planning process, curriculum development, and challenges encountered. These challenges include student knowledge of English as a second language, the need for a sign language interpreter, students' third-to-fourth-grade reading levels, and the need for appropriate visual presentations to accompany the audio counterpart. The partnership formed between HSLS and WPSD improved deaf high school students' ability to locate quality health information on the Internet. A pre-class survey and post-class survey were used to determine the impact of the instruction.

The deaf and the classroom design: a contribution of the built environmental ergonomics for the accessibility.

PubMed

Martins, Laura Bezerra; Gaudiot, Denise Mariasimões Freire

2012-01-01

In any concept of school design, classroom occupies the central place. Dimensions, lighting, the equipment needed, ventilation are old questions already answered, even in form of laws and standards adopted. However, the best use of available materials and physical conditions of comfort is not sufficient for a classroom design guaranteed success. The classroom should provide deaf students elements to facilitate the learning process, eliminating as much as possible the obstacles created by lack of hearing and allowing them to have the same access to learning as a listener student. As users of a school building, teachers, students, parents and staff are the best evaluators of the physical environment of schools. The environmental comfort is a largest ally of pedagogy. The learning comes from the perception and the concentration of students in the classroom. The purpose of this study is to detect the role of direct perception (physical) and indirect (intangible) elements that informs and have symbolic value, and propose layouts for accessible classrooms to deaf students. The ergonomics of the built environment evaluation methods could use the participatory design method tools as basis to assessing how users perceive and use the school environment.

Unregulated Autonomy: Uncredentialed Educational Interpreters in Rural Schools.

PubMed

Fitzmaurice, Stephen

2017-01-01

Although many rural Deaf and Hard of Hearing students attend public schools most of the day and use the services of educational interpreters to gain access to the school environment, little information exists on what interpreters are doing in rural school systems in the absence of credentialing requirements. The researcher used ethnographic interviews and field observations of three educational interpreters with no certification or professional assessment to explore how uncredentialed interpreters were enacting their role in a rural high school. The findings indicate that uncredentialed interpreters in rural settings perform four major functions during their school day: preparing the environment, staff, and materials; interpreting a variety of content; interacting with numerous stakeholders; and directly instructing Deaf and Hard of Hearing students. Generally, educational interpreters in rural districts operate with unregulated autonomy, a situation that warrants further research and a national standard for all educational interpreters.

Pattern of disabilities in a residential school for the handicapped in Ilorin, Nigeria.

PubMed

Ologe, F E; Akande, T M

2003-12-01

As part of a wider study aimed at establishing baseline information (for planning purposes), the pattern of disabilities in a Residential School for the handicap was determined. Information on demographic data, nature of handicap, age of enrollment, present class and length of stay in the school were obtained. The study involved 82 pupils (28 females) aged 5-30 years (mean 16.9 + 5.08 years). Seventy nine percent (65) were deaf, 13.6%(11) blind and 6.2% (5) had mental retardation. The mean age of enrollment was 10.6 + 4.12 years. Only two (2.5%) of the pupils/students stayed in the school beyond the regulation time. These findings show that deafness was the commonest disability and strongly suggest that none of the disabilities observed had major impact on learning ability in this school system.

Discrete mathematics in deaf education: a survey of teachers' knowledge and use.

PubMed

Pagliaro, Claudia M; Kritzer, Karen L

The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education.

Discrete Mathematics in Deaf Education: A Survey of Teachers' Knowledge and Use

ERIC Educational Resources Information Center

Pagliaro, C.; Kritzer, K. L.

2005-01-01

The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United…

Teaching Instrumental Music to Deaf and Hard of Hearing Students

ERIC Educational Resources Information Center

Hash, Phillip M.

2003-01-01

Many Deaf/Hard of Hearing (D/HH) individuals have successfully participated in instrumental music programs for over 100 years. In spite of proven success, however, many directors are reluctant to involve students with hearing loss in school bands and orchestras. Reasons may include a lack of knowledge regarding the needs and capabilities of these…

The Future of Telepractice for Children Who Are Deaf and Hard of Hearing

ERIC Educational Resources Information Center

Stredler-Brown, Arlene

2012-01-01

Telepractice can be used to deliver early intervention, therapeutic, and educational services to children who are deaf and hard of hearing (DHH). For infants and toddlers, telepractice can provide early access to family-centered services that are delivered by experts in hearing loss, irrespective of where either party lives. For school-age…

Blended Outreach: Face-to-Face and Remote Programs

ERIC Educational Resources Information Center

Poeppelmeyer, Diana

2011-01-01

The Texas School for the Deaf (TSD) has two missions. One is to provide educational services to deaf and hard of hearing students and their families on the Austin campus--this is the traditional, face-to-face, center-based service model. The other is to serve as a resource center for the state, providing information, referral, programs, and…

Course Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students

ERIC Educational Resources Information Center

Newman, Lynn A.; Marschark, Marc; Shaver, Debra M.; Javitz, Harold

2016-01-01

Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course taking in high school on deaf or hard of hearing (DHH) youth's postsecondary enrollment in 2-year, 4-year, and career or technical education (CTE) institutions. The analyses included a nationally…

State and National Accreditation of One University Program: A Case Study

ERIC Educational Resources Information Center

Martindale, Maura; Bartell, Carol A.

2010-01-01

Programs preparing teachers of the deaf and hard of hearing are typically housed in schools of education and are subject to university requirements as well as state and national accreditation requirements. This article describes how one program to prepare teachers of the deaf, founded in 2007, navigated those requirements and became part of a…

College and Career Readiness: Course Taking of Deaf and Hard of Hearing Secondary School Students

ERIC Educational Resources Information Center

Nagle, Katherine; Newman, Lynn A.; Shaver, Debra M.; Marschark, Marc

2015-01-01

Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities…

Partnering, Collaborating, and Moving Ahead: Transition for Deaf and Hard of Hearing Students in Minnesota

ERIC Educational Resources Information Center

Knopf, Elise; Cashman-Bakken, Mary

2016-01-01

Minnesota leaders have worked hard to provide educational opportunities and employment services for people who are deaf or hard of hearing. The timely formation of pepnet 2 helped shape Minnesota's State Transition Team to "better prepare teachers, families, and students for transition from high school to independent living, employment,…

The Impact of High School Extracurricular Involvement on the Postsecondary Outcomes of Deaf and Hard-of-Hearing Youth

ERIC Educational Resources Information Center

Schoffstall, Sarah; Cawthon, Stephanie; Dickson, Duncan; Bond, Mark; Ocuto, Oscar; Ge, Jinjin

2016-01-01

Involvement in extracurricular activities provides youth with opportunities to develop important personal skills, abilities, and preferences, and to build meaningful social support networks. Historically, students who are deaf or hard of hearing (SDHH) have had limited access to opportunities for both academic and occupational development,…

Online Reading Practices of Students Who Are Deaf/Hard of Hearing

ERIC Educational Resources Information Center

Donne, Vicki; Rugg, Natalie

2015-01-01

This study sought to investigate reading perceptions, computer use perceptions, and online reading comprehension strategy use of 26 students who are deaf/hard of hearing in grades 4 through 8 attending public school districts in a tri-state area of the U.S. Students completed an online questionnaire and descriptive analysis indicated that students…

Attitudes of Children and Adolescents toward Persons Who Are Deaf, Blind, Paralyzed or Intellectually Disabled

ERIC Educational Resources Information Center

de Laat, Stijn; Freriksen, Ellen; Vervloed, Mathijs P. J.

2013-01-01

This study aimed to explore Dutch students' attitudes toward deaf, blind, paralyzed or intellectually disabled persons and to determine whether age, self-esteem, gender, religion and familiarity with a disabled person have a significant effect on these attitudes. The attitudes of 200 high school and 144 university students were determined with two…

Dr. Andrew Foster: A Literature Review

ERIC Educational Resources Information Center

Runnels, Joel

2017-01-01

Often compared to Laurent Clerc, Thomas Gallaudet, and Alexander Graham Bell, Dr. Andrew Foster was a deaf African American who founded 32 schools for the deaf in 13 African nations. The 60th anniversary of his arrival in Liberia and Ghana and the 30th anniversary of his tragic death in a Rwanda airplane accident both occur in 2017. Renewed…

The Development of Sensitivity to Grammatical Violations in American Sign Language: Native versus Nonnative Signers

ERIC Educational Resources Information Center

Novogrodsky, Rama; Henner, Jon; Caldwell-Harris, Catherine; Hoffmeister, Robert

2017-01-01

Factors influencing native and nonnative signers' syntactic judgment ability in American Sign Language (ASL) were explored for 421 deaf students aged 7;6-18;5. Predictors for syntactic knowledge were chronological age, age of entering a school for the deaf, gender, and additional learning disabilities. Mixed-effects linear modeling analysis…

The Silent North: A Case Study on Deafness in a Dene Community.

ERIC Educational Resources Information Center

Castleden, Heather

2002-01-01

In an isolated, northern Canadian, Indigenous community, interviews were conducted with family and community members connected to a young deaf boy, who finally was sent away to a residential school. Findings highlight the lack of culturally relevant services in northern communities, prevalence of otitis media and hearing loss in Native children,…

Interactions between Language and Mathematics with Deaf Students: Defining the "Language-Mathematics" Equation.

ERIC Educational Resources Information Center

Hillegeist, Eleanor; Epstein, Kenneth

The study examined the relationship between language and mathematics with 11 classes of deaf students taking Algebra 1 or Algebra 2 at the Gallaudet University School of Preparatory Studies. Specifically, the study attempted to predict the difficulty of a variety of relatively simple algebra problems based on the abstractness of the math and the…

Signing Avatars: Using Virtual Reality to Support Students with Hearing Loss

ERIC Educational Resources Information Center

Zirzow, Nichole K.

2015-01-01

Students who are deaf or hard of hearing (D/HH) need additional support to learn curricular content and achieve academic outcomes. Students who attend rural schools may face greater challenges since they may have more limited access to services provided specially trained deaf educators. Yet, they need specialized instruction in learning how to use…

Early Contact, Language Access, and Honoring Every Culture: A Framework for Student Success

ERIC Educational Resources Information Center

Gallegos, Rosemary

2017-01-01

Rosemary Gallegos is superintendent of the New Mexico School for the Deaf (NMSD). Her 30+ years of service to NMSD include teaching, instructional supervision, special education compliance, and cultivating NMSD's statewide Birth-3 and outreach programs. Gallegos's goal is to ensure all deaf and hard of hearing children in New Mexico have access to…

An Investigation of the Visual and Tactile Spatial Reasoning Abilities of the Hearing Impaired/Deaf Student.

ERIC Educational Resources Information Center

Hauptman, Anna R.

Two experiments involving 42 students from the Model Secondary School for the Deaf investigated both the visual and tactile components in the processing of spatial information. Test measures used were the Figures Rotations Test, Group Embedded Figures Test, and Tactile Rotations Test. The study suggested that spatial reasoning is a determining…

From the Field: Interview with Susan R. Easterbrooks and Ellen L. Estes

ERIC Educational Resources Information Center

Montgomery, Judy

2010-01-01

This article presents an interview with Susan R. Easterbrooks, a professor of deaf education in the Educational Psychology and Special Education Department at Georgia State University in Atlanta, and Ellen L. Estes, the coordinator of the Katherine Hamm Center at the Atlanta Speech School, on their new book "Helping Deaf and Hard of Hearing…

D-Man: Teacher's Guide [and] D-Man Deaf Super-Hero Fights for Good Nutrition!

ERIC Educational Resources Information Center

Miller, Nancy Q.; And Others

The comic book featuring a deaf super-hero and the accompanying teacher guide are designed to teach junior high school students about nutrition. Section 1 of the teacher's guide outlines student activities which are grouped according to nutritional concepts. Objectives, subject areas, and resources are identified. Seven nutritional concepts,…

Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children

ERIC Educational Resources Information Center

Kyle, Fiona E.; Harris, Margaret

2006-01-01

Seven-and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of…

Introduction to Sexuality Education for Individuals Who Are Deaf-Blind and Significantly Developmentally Delayed.

ERIC Educational Resources Information Center

Moss, Kate; Blaha, Robbie

The ten chapters of this book address sexuality issues in the lives of school age individuals who are deaf-blind or significantly developmentally delayed. It notes that these individuals usually do not experience sexuality through typical relationships and thus require a different type of instruction. Chapters have the following titles: (1)…

Demonstration of the Instantaneous Pitch Period Indicator in Classrooms of Deaf Children. Final Report.

ERIC Educational Resources Information Center

Dolansky, Ladislav; And Others

A visual rhythm-intonation-duration display called Instantaneous Pitch-period Indicator (Amplitude-Intonation, Duration) (IPPI-AID) was used in several classrooms in a school for the deaf to determine its usefulness as an electromechanical aid for classroom language instruction with speech/language materials. It was found in all classroom levels,…

Early Intervention: A Multicultural Perspective on d/Deaf and Hard of Hearing Multilingual Learners

ERIC Educational Resources Information Center

Bowen, Sandy K.

2016-01-01

Today's pluralistic society is characterized by families from many linguistic and cultural backgrounds, including families with infants and toddlers who are deaf or hard of hearing (d/Dhh). Taking a multicultural perspective, the author examines family-centered early intervention (FCEI) and the transition to school services for children who are…

Assessing Resilience in Students Who Are Deaf or Blind: Supplementing Standardized Achievement Testing

ERIC Educational Resources Information Center

Butler, Michelle A.; Katayama, Andrew D.; Schindling, Casey; Dials, Katherine

2018-01-01

Although testing accommodations for standardized assessments are available for students with disabilities, interpretation remains challenging. The authors explored resilience to see if it could contribute to the interpretation of academic success for students who are deaf or hard of hearing or blind or have low vision. High school students (30…

Suggestions and Guidelines for Development of Television Facilities in Schools for the Deaf.

ERIC Educational Resources Information Center

Goforth, E. Jack

The various combinations of television equipment suitable for use in deaf education are described in terms of the systems used. The classroom system would consist of two cameras, a videotape recorder, a special effects generator for captioning, and a monitor of sufficient size for classroom viewing. The campus system would have the same…

Integrated Educational/Leisure Time Model for Deaf-Blind Children and Youth. Final Report.

ERIC Educational Resources Information Center

Thompson, Marie

The report describes the accomplishments of a swimming project to teach instructional objectives to deaf blind, severely-to-profoundly retarded students, using nonhandicapped high school and college students who were trained and paid as peer tutors. Tutors recieved hands-on as well as didactic training and were evaluated by means of pretests and…

Impact of correcting visual impairment and low vision in deaf-mute students in Pune, India.

PubMed

Gogate, Parikshit; Bhusan, Shashi; Ray, Shantanu; Shinde, Amit

2016-12-01

The aim of this study was to evaluate visual acuity and vision function before and after providing spectacles and low vision devices (LVDs) in deaf-mute students. Schools for deaf-mute in West Maharashtra. Hearing-impaired children in all special schools in Pune district underwent detailed visual acuity testing (with teachers' help), refraction, external ocular examination, and fundoscopy. Students with refractive errors and low vision were provided with spectacles and LVD. The LV Prasad-Functional Vision Questionnaire consisting of twenty items was administered to each subject before and after providing spectacles, LVDs. Wilcoxon matched-pairs signed-ranks test. 252/929 (27.1%) students had a refractive error. 794 (85.5%) were profound deaf. Two-hundred and fifty students were dispensed spectacles and LVDs. Mean LogMAR visual acuity before introduction of spectacles and LVDs were 0.33 ± 0.36 which improved to 0.058 (P < 0.0001) after intervention. It was found that difference in functional vision pre- and post-intervention was statistically significant (P < 0.0001) for questions 1-19. The most commonly reported difficulties were for performing distance task like reading the bus destination (58.7%), making out the bus number (51.1%), copying from blackboard (47.7%), and seeing whether somebody is waving hand from across the road (45.5%). In response to question number 20, 57.4% of students felt that their vision was much worse than their friend's vision, which was reduced to 17.6% after dispensing spectacles and LVDs. Spectacle and LVD reduced visual impairment and improved vision function in deaf-mute students, augmenting their ability to negotiate in and out of school.

Facilitating access: what information do Texas postsecondary institutions provide on accommodations and services for students who are deaf or hard of hearing?

PubMed

Cawthon, Stephanie W; Nichols, Sarah K; Collier, Mike

2009-01-01

Students who are deaf or hard of hearing often require accommodations in order to participate in essential functions of college life. Although federal law mandates access to campus activities, real access for these students varies by site. The present study investigated the level of access of students who are deaf or hard of hearing at Texas postsecondary institutions. These schools' online accommodations policies were reviewed in fall 2006. A systematic review of published policies was used to summarize accommodations and services available for instruction, assessment, and campus life. About half of the 157 schools provided information online. Examples of classroom accommodations included note takers during class lectures and extra time for tests. Nonacademicservices included referrals to community resources and course registration assistance. Results are discussed in the context of information that prospective students may need to make informed choices regarding postsecondary education.

Successful Students Who Are Deaf or Hard of Hearing and Culturally and/or Linguistically Diverse in Inclusive Settings.

PubMed

Ayantoye, Catherine Adekemi; Luckner, John L

2016-01-01

The population of students who are deaf or hard of hearing is becoming more culturally and/or linguistically diverse. However, there is a paucity of practitioner literature and research available to professionals and families to guide decision making about daily practices with these students and their families. The study identified factors that contribute to the success of students who are deaf or hard of hearing and from culturally and/or linguistically diverse backgrounds who receive the majority of their education in inclusive settings. Students were recruited from two schools in two school districts in a western state. Students, educators, interpreters, and parents participated in individual in-depth, semi-structured interviews. Observations of the students were also done. Analysis of the data included coding the transcribed interviews and the field notes to identify common themes. Seven themes emerged and are reported. Recommendations for future research are provided.

Teachers' perceptions of promoting sign language phonological awareness in an ASL/English bilingual program.

PubMed

Crume, Peter K

2013-10-01

The National Reading Panel emphasizes that spoken language phonological awareness (PA) developed at home and school can lead to improvements in reading performance in young children. However, research indicates that many deaf children are good readers even though they have limited spoken language PA. Is it possible that some deaf students benefit from teachers who promote sign language PA instead? The purpose of this qualitative study is to examine teachers' beliefs and instructional practices related to sign language PA. A thematic analysis is conducted on 10 participant interviews at an ASL/English bilingual school for the deaf to understand their views and instructional practices. The findings reveal that the participants had strong beliefs in developing students' structural knowledge of signs and used a variety of instructional strategies to build students' knowledge of sign structures in order to promote their language and literacy skills.

Music and Deaf Culture: Images from the Media and Their Interpretation by Deaf and Hearing Students.

PubMed

Darrow; Loomis

1999-01-01

The purpose of the study was threefold: (a) to examine how the visual media have portrayed the subject of music and the deaf, (b) to verify the validity of these portrayals with members of the deaf community, and (c) to compare and contrast deaf and hearing audiences' impressions of these portrayals. An additional purpose of the research was to examine the results in light of possible misconceptions that may be construed by music therapists and music educators based upon the media's representation of the relationship between music and deaf culture. Since music therapists and music educators are the primary persons responsible for the music instruction of students in school programs for deaf and hard-of-hearing students, it is particularly important that they receive accurate messages about the relationship of music to deaf culture. Fifty deaf (n = 25) and hearing (n = 25) undergraduate college students individually viewed motion picture and television excerpts related to music and the deaf. Subjects were instructed to take notes as needed regarding the content of each excerpt and their impressions. Students were then interviewed in their native language, English or American Sign Language, as to their interpretations and perceptions regarding these excerpts and their accuracy. Interviews of the deaf students were translated into English from American Sign Language by trained interpreters. Written transcriptions were then made of the interpreters' English translations of the interviews with deaf students and of the verbal interviews with hearing students. Interview transcripts from both groups were coded and analyzed for recurring themes and patterns using content analysis. Data analysis revealed cultural patterns for the two groups, impressions specific to individual subjects, and trends in communication style and content for the two groups. Implications for music therapists and music educators are given regarding the influence of the media, characteristics of deaf culture, and teaching music to deaf students.

Course-Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students

ERIC Educational Resources Information Center

Newman, Lynn A.; Marschark, Marc; Shaver, Debra M.; Javitz, Harold

2017-01-01

Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth's postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or…

With Little Research out There It's a Matter of Learning What Works in Teaching Students with Deafness and Autism

ERIC Educational Resources Information Center

Bradley, Lee Ann; Krakowski, Brandi; Thiessen, Ann

2008-01-01

The development of language and literacy is the foundation for all other learning. This statement is the guiding philosophy at the Iowa School for the Deaf (ISD). Teachers at ISD believe that intensive, highly structured early intervention and education work best to support cognitive and communication development in their students. However, little…

Factors Predicting Recall of Mathematics Terms by Deaf Students: Implications for Teaching

ERIC Educational Resources Information Center

Lang, Harry; Pagliaro, Claudia

2007-01-01

In this study of deaf high school students, imagery and familiarity were found to be the best predictors of geometry word recall, whereas neither concreteness nor signability of the terms was a significant predictor variable. Recall of high imagery terms was significantly better than for low imagery terms, and the same result was found for high-…

Alcohol and Other Substance Use among Deaf and Hard of Hearing Youth

ERIC Educational Resources Information Center

Berman, Barbara A.; Streja, Leanne; Guthmann, Debra S.

2010-01-01

Little research has focused on alcohol and illicit drug use among deaf and hard of hearing youth. Findings are reported from survey data collected among high school students at two phases of a program of research primarily focusing on tobacco use [Phase 1: (1999/2000) n = 226, Phase 2: (2004) n = 618). Evidence of considerable ever (lifetime)…

The Guided Reading Approach: A Practical Method to Address Diverse Needs in the Classroom

ERIC Educational Resources Information Center

Schaffer, Laura M.; Schirmer, Barbara R.

2010-01-01

Many deaf students struggle with learning to read. This is the case nationally as well as at the Michigan School for the Deaf (MSD). In 2006, the elementary teaching staff began working together to implement a change in their reading instruction so their approach would be systematic and consistent across grade levels. With the diverse backgrounds…

Deaf Students' Receptive and Expressive American Sign Language Skills: Comparisons and Relations

ERIC Educational Resources Information Center

Beal-Alvarez, Jennifer S.

2014-01-01

This article presents receptive and expressive American Sign Language skills of 85 students, 6 through 22 years of age at a residential school for the deaf using the American Sign Language Receptive Skills Test and the Ozcaliskan Motion Stimuli. Results are presented by ages and indicate that students' receptive skills increased with age and…

Pre-College Deaf Students' Understanding of Fractional Concepts: What We Know and What We Do Not Know

ERIC Educational Resources Information Center

Mousley, Keith; Kurz, Christopher

2015-01-01

Mathematical knowledge and skills are crucial to success in academics and the workplace. The Common Core State Standards emphasizes fraction teaching and learning in elementary school. This mixed-method study explores fraction concept understanding among 14 deaf and hard of hearing participants between the ages of 8 and 16, as quantitatively…

Deaf Children Attending Different School Environments: Sign Language Abilities and Theory of Mind

ERIC Educational Resources Information Center

Tomasuolo, Elena; Valeri, Giovanni; Di Renzo, Alessio; Pasqualetti, Patrizio; Volterra, Virginia

2013-01-01

The present study examined whether full access to sign language as a medium for instruction could influence performance in Theory of Mind (ToM) tasks. Three groups of Italian participants (age range: 6-14 years) participated in the study: Two groups of deaf signing children and one group of hearing-speaking children. The two groups of deaf…

Scaffolded Writing and Early Literacy Development with Children Who Are Deaf: A Case Study

ERIC Educational Resources Information Center

Scott-Weich, Bridget; Yaden, David B., Jr.

2017-01-01

This case study examined the effects that the processes of private speech and materialization (using line underscores as word placeholders) had on the emergent writing behaviours of one, six-year-old student who was enrolled in an auditory--oral deaf or hard of hearing (DHH) first-grade classroom situated on a large urban public school campus.…

How Prepared Are Transition-Age Deaf and Hard of Hearing Students for Adult Living? Results of the Transition Competence Battery

ERIC Educational Resources Information Center

Luft, Pamela; Huff, Kelly

2011-01-01

One result of the Individuals With Disabilities Education Act and related legislation is that most deaf and hard of hearing (DHH) students attend local public schools. Although such placements may provide greater access to general education classrooms and curriculum, DHH students' specialized needs are less likely to be addressed. Using the…

Deaf Children's Judgments on Conservation Problems of Liquid, Matter, Weight and Volume: A Pilot Study.

ERIC Educational Resources Information Center

Rittenhouse, Robert K.

Twenty-four profoundly deaf children (7 to 13 years old) from a residential school were presented with conservation problems of liquid, matter, weight, and volume. Analyses of variance showed that age was significant beyond the .01 level and type of task (conservation) at the .25 level. No significant sex effect was found. Differences among means…

Visual Access in Interpreter-Mediated Learning Situations for Deaf and Hard-of-Hearing High School Students Where an Artifact Is in Use.

PubMed

Berge, Sigrid Slettebakk; Thomassen, Gøril

2016-04-01

This article highlights interpreter-mediated learning situations for deaf high school students where such mediated artifacts as technical machines, models, and computer graphics are used by the teacher to illustrate his or her teaching. In these situations, the teacher's situated gestures and utterances, and the artifacts will contribute independent pieces of information. However, the deaf student can only have his or her visual attention focused on one source at a time. The problem to be addressed is how the interpreter coordinates the mediation when it comes to deaf students' visual orientation. The presented discourse analysis is based on authentic video recordings from inclusive learning situations in Norway. The theoretical framework consists of concepts of role, footing, and face-work (Goffman, E. (1959). The presentation of self in everyday life. London, UK: Penguin Books). The findings point out dialogical impediments to visual access in interpreter-mediated learning situations, and the article discusses the roles and responsibilities of teachers and educational interpreters. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Reading comprehension of deaf students in regular education.

PubMed

Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de

2012-01-01

To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.

Self-esteem, family climate, and communication patterns in relation to deafness.

PubMed

Desselle, D D

1994-07-01

The purpose of the study presented in this article was to determine the effect that family communication patterns have on the self-esteem of deaf children. Deaf students at a southern residential school, ranging in age from 13 to 19, were administered the Modified Self-Esteem Inventory (MSEI) and the Subject Communication Questionnaire. The subjects' parents answered 10 questions about their communication patterns with their deaf child. The parents were not deaf themselves. Analysis of the data revealed that there is a positive relationship between the family's communication method and the deaf child's self-esteem such that parents who use total communication (speech, fingerspelling, and sign) have children whose self-esteem scores are higher than those of children whose parents use an oral-only method of communication (speech). The parents who were best able to communicate by using sign language had children whose self-esteem scores were higher than those of children whose parents were less skilled in sign language. Also, a positive relationship was found between student self-esteem and reading level.

A Case of Specific Language Impairment in a Deaf Signer of American Sign Language.

PubMed

Quinto-Pozos, David; Singleton, Jenny L; Hauser, Peter C

2017-04-01

This article describes the case of a deaf native signer of American Sign Language (ASL) with a specific language impairment (SLI). School records documented normal cognitive development but atypical language development. Data include school records; interviews with the child, his mother, and school professionals; ASL and English evaluations; and a comprehensive neuropsychological and psychoeducational evaluation, and they span an approximate period of 7.5 years (11;10-19;6) including scores from school records (11;10-16;5) and a 3.5-year period (15;10-19;6) during which we collected linguistic and neuropsychological data. Results revealed that this student has average intelligence, intact visual perceptual skills, visuospatial skills, and motor skills but demonstrates challenges with some memory and sequential processing tasks. Scores from ASL testing signaled language impairment and marked difficulty with fingerspelling. The student also had significant deficits in English vocabulary, spelling, reading comprehension, reading fluency, and writing. Accepted SLI diagnostic criteria exclude deaf individuals from an SLI diagnosis, but the authors propose modified criteria in this work. The results of this study have practical implications for professionals including school psychologists, speech language pathologists, and ASL specialists. The results also support the theoretical argument that SLI can be evident regardless of the modality in which it is communicated. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Academic status of deaf and hard-of-hearing students in public schools: student, home, and service facilitators and detractors.

PubMed

Reed, Susanne; Antia, Shirin D; Kreimeyer, Kathryn H

2008-01-01

We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors.

Designing a curriculum on Internet health resources for deaf high school students*

PubMed Central

Gregg, Amy L.; Wozar, Jody A.; Wessel, Charles B.; Epstein, Barbara A.

2002-01-01

Purpose: This paper examines the integration of instruction about quality health resources on the Internet into the health curriculum of a specialized high school for students with hearing disabilities. Setting/Participants/Resources: The Health Sciences Library System (HSLS) at the University of Pittsburgh has formed a partnership with the Western Pennsylvania School for the Deaf (WPSD). Brief Description: This project was partially funded through a subcontract with the National Library of Medicine. As one component of its Health Information for the Public project, HSLS formed a partnership with the WPSD. This partnership allowed for a librarian to provide instruction to health education and learning center teachers and students at WPSD about health resources on the Internet. This paper describes the planning process, curriculum development, and challenges encountered. These challenges include student knowledge of English as a second language, the need for a sign language interpreter, students' third-to-fourth-grade reading levels, and the need for appropriate visual presentations to accompany the audio counterpart. Results/Outcome: The partnership formed between HSLS and WPSD improved deaf high school students' ability to locate quality health information on the Internet. Evaluation Method: A pre-class survey and post-class survey were used to determine the impact of the instruction. PMID:12398249

[Musical hallucinosis following infarction of the right middle cerebral artery].

PubMed

Augustin, J; Guegan-Massardier, E; Levillain, D; Lemarchand, M; Mihout, B; Hannequin, D

2001-03-01

A 44-year-old woman demonstrated a musical hallucinosis four months after a massive infarction in the territory of the right middle cerebral artery. This musical hallucinosis consisting of familiar tunes, was continuous and perceived by both ears. Magnetic Resonance Imaging, middle and late auditory evoked potentials suggested that right Heschl's gyrus and associative areas were imparied. Audiometry demonstrated a low right transmission deafness. The hallucinosis was persistent for seven months and stopped just after hemorrhage of the right ear. This case gives the opportunity to review the different mechanisms responsible for musical hallucinosis.

Current Screening Procedures for the Usher Syndrome at Residential Schools for the Deaf.

ERIC Educational Resources Information Center

Day, Creagh Walker

1982-01-01

The results indicated that 53 percent of the schools that responded are screening students for Usher syndrome. One-half of the schools with screening programs offered some support services: personal counseling, genetic counseling, curricular modifications, and vocational counseling. (Author)

Handbook on: Rights, Responsibilities, Procedures.

ERIC Educational Resources Information Center

Illinois State Dept. of Rehabilitation Services, Springfield.

This handbook presents policies and procedures that affect three schools operated by the Illinois Department of Rehabilitation Services to serve students with disabilities: the Illinois Center for Rehabilitation and Education-Roosevelt, Illinois School for the Deaf, and the Illinois School for the Visually Impaired. The handbook includes…

Adaptive psychological structure in childhood hearing impairment: audiological correlations.

PubMed

Serra, A; Spinato, G; Cocuzza, S; Licciardello, L; Pavone, P; Maiolino, L

2017-06-01

The present research deals with the clinical and social problems present during linguistic and cognitive development of deaf children. Currently, the development of Theory of Mind represents an important research field in deafness studies. These international studies highlighted a significant alteration in the development of Theory of Mind in deaf children compared to normal hearing children, especially in cases of congenital or preverbal hearing loss. In particular, the research focuses on the skills of deaf children in recognising emotions and desires, through both perceptive and cognitive methods, by evaluation of psycho-cognitive skills of children with severe hearing loss using a set of questions to be administered to hearing loss patients. The experiment was performed on a group composed of 10 children (5 males and 5 females) aged 4 to 9 years and 54 to 108 months, affected by bilateral congenital hearing loss (severe to total), or hearing loss that developed in preverbal children the year before entering elementary school, or during the fourth year of elementary school. The selection criteria were based on: audiologic evaluation, neuro-psychological tests administered to assess general, cognitive as well as praxis and perceptive abilities, and clinical observations performed to assess psychopathology using tests that assess development of both visual perceptive (Coloured Progressive Matrices) and graphic representational abilities (Test of Human Figure Drawings and the Family Drawing Test). The instrument "cognitive" was the "Deaf Children Series", arranged by us, that consists of a mental status examination (MSE) that evaluates: level of cognitive (knowledge-related) ability, emotional mood, and speech and thought patterns at the time of evaluation. Deaf children show a reduced responsiveness to the expressions of sadness on the perceptive side. Through the test, we observed a psychodynamic defense mechanism considering perceptive understanding performance. On the contrary, in normal hearing children, the emotion 'fear' is the most difficult to identify. Deaf children seem to be more susceptible to recognition of visual emotions. Furthermore, deaf children present significant problem-solving skills and emotional recognition skills, possibly as a result of their hearing impairment. © Copyright by Società Italiana di Otorinolaringologia e Chirurgia Cervico-Facciale, Rome, Italy.

Speaking of Tomatoes.

ERIC Educational Resources Information Center

Lee, Sherry

1983-01-01

High school students at the Texas School for the Deaf can participate in a horticulture class featuring both theoretical and practical knowledge of hydroponics. The course allows students to learn life cycle concepts while engaging in a new technology. (CL)

Mathematics reform in the education of deaf and hard of hearing students.

PubMed

Pagliaro, C M

1998-03-01

In response to increased demand for competent workers who possess skills in problem solving, cooperative work, and technology, education professionals have set out to reform mathematics education. The purpose of the present study was to determine the state of mathematics reform in the education of deaf and hard of hearing students. A national survey was sent to administrators and faculty at schools for the Deaf seeking information on mathematics programs and instruction. Data were analyzed by profession (i.e., administrator, teacher) and grade level (K-4, 5-8, 9-12). Results show that some aspects of reform (e.g., problem solving, use of concrete materials) have been incorporated into the deaf education mathematics curriculum but that many 'traditional' techniques (e.g., drill and practice, rote memorization) remain in use. Data support the need for increased attention to mathematics education reform within deaf education. Recommendations are provided to professionals in the field to better prepare students for the 21st century.

The Horace Mann Planning Project; A Design for a Comprehensive Center and Educational Program for Communicative Disorders.

ERIC Educational Resources Information Center

Pronovost, Wilbert L.; And Others

The purpose of this project was to develop recommendations and plans for program, personnel, and facilities for a new Horace Mann Center for the Deaf as a replacement for and an expansion of the present school. The project staff's initial proposal took into account the existing background, programs, and needs of the deaf in Massachusetts. The…

Developing Language and Writing Skills of Deaf and Hard of Hearing Students: A Simultaneous Approach

ERIC Educational Resources Information Center

Dostal, Hannah M.; Wolbers, Kimberly A.

2014-01-01

In school, deaf and hard of hearing students (d/hh) are often exposed to American Sign Language (ASL) while also developing literacy skills in English. ASL does not have a written form, but is a fully accessible language to the d/hh through which it is possible to mediate understanding, draw on prior experiences, and engage critical thinking and…

School Placement and Perceived Quality of Life in Youth Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Schick, Brenda; Skalicky, Anne; Edwards, Todd; Kushalnagar, Poorna; Topolski, Tari; Patrick, Donald

2013-01-01

In the education of students who are deaf and hard of hearing (DHH), there is much debate about how placement affects educational outcomes and quality of life. This study examined the relationship between quality of life and educational placement that include and do not include other DHH youth. Participants included 221 DHH youth, ages 11-18 with…

Deafness and Hard of Hearing in Childhood: Identification and Intervention through Modern Listening Technologies and Other Accommodations

ERIC Educational Resources Information Center

Collins, Jason; Goyne, Thomas R.; McCabe, Paul C.

2013-01-01

According to the 2010 "Gallaudet Research Institute Annual Survey of Deaf and Hard of Hearing Children and Youth," districts reported that over 75% of students who are D/HH were educated within regular school facilities, and 67% of those students spent at least part of their day within a general education classroom (GRI, 2011).…

Oral and Written Discourse Skills in Deaf and Hard of Hearing Children: The Role of Reading and Verbal Working Memory

ERIC Educational Resources Information Center

Arfé, Barbara

2015-01-01

This study examined the discourse skills of deaf and hard of hearing (DHH) children by comparing their oral and written narratives produced for the wordless picture book, "Frog, Where Are You?" (Mayer, 1969), with those of school-age-matched hearing peers. The written stories produced by 42 Italian 7- to 15-year-old children with…

A Co-Teaching Model: Committed Professionals, High Expectations, and the Inclusive Classroom

ERIC Educational Resources Information Center

Lindeman, Karen Wise; Magiera, Kathleen

2014-01-01

This article relates the story of a first grade teacher and a child who was the only deaf student in the entire school. Because he had no one who could communicate with him--not teachers, not students, no one, this situation tugged at the hearts of a committed team of professionals. A teacher of the deaf, a first grade general education teacher, a…

Literacy Outcomes for Primary School Children Who Are Deaf and Hard of Hearing: A Cohort Comparison Study

ERIC Educational Resources Information Center

Harris, Margaret; Terlektsi, Emmanouela; Kyle, Fiona E.

2017-01-01

Purpose: In this study, we compared the language and literacy of two cohorts of children with severe-profound hearing loss, recruited 10 years apart, to determine if outcomes had improved in line with the introduction of newborn hearing screening and access to improved hearing aid technology. Method: Forty-two children with deafness, aged 5-7…

Performance of a Group of Deaf and Hard-of-Hearing Students and a Comparison Group of Hearing Students on a Series of Problem-Solving Tasks.

ERIC Educational Resources Information Center

Luckner, John L.; McNeill, Joyce H.

1994-01-01

This study found that 43 school-age deaf and hard-of-hearing students did not perform as well as a matched group of hearing students on problem-solving tasks. As they got older, both groups made incremental gains in problem-solving ability, and the gap between groups narrowed. (Author/JDD)

"Ground Control to Deaf and Hard of Hearing Students...": Space Camp Provides Lessons in Science, Math, Teamwork, and Fun

ERIC Educational Resources Information Center

Perkins, Becky

2007-01-01

In this article, the author describes the Space Camp at the U.S. Space & Rocket Center in Huntsville, Alabama, where deaf and hard of hearing students can pilot spaceships, conduct experiments, and dodge meteorites. Each year in the spring, students from schools all over the United States attend a one-week, hands-on learning experience in…

The Effect of Education on the Occupational Status of Deaf and Hard of Hearing 26-to-64-Year-Olds

ERIC Educational Resources Information Center

Walter, Gerard G.; Dirmyer, Richard

2013-01-01

In the last quarter of the 20th century, federal legislation sought to eliminate disability-based discrimination by requiring reasonable accommodations in school and the workplace. One result of this legislation has been increased access to U.S. colleges and universities by deaf and hard of hearing persons. The present article reviews the…

Computer Aided Self-Instruction Training with Impulsive Deaf Students and Learning Disabled Students: A Study on Teaching Reflective Thought. Education and Technology Series.

ERIC Educational Resources Information Center

Campbell, Donald S.; And Others

Two studies examined the effectiveness of self-instruction training via a specially developed computer program to modify the impulsive problem-solving behavior of 16 deaf and 10 learning disabled (aphasic) adolescents attending two special residential schools in Canada. In the control condition, students learned the Apple LOGO computing language…

The Challenge for Deaf and Hard-of-Hearing Students to Learn Foreign Languages in Special Needs Schools

ERIC Educational Resources Information Center

Kontra, Edit H.; Csizér, Kata; Piniel, Katalin

2015-01-01

Deaf and hard-of-hearing (D/HH) learners have the right to equal access to knowledge and information which entails equal opportunities in learning foreign languages (FLs). As part of a larger project, the present study aims at exploring how students in eight specialised institutions across Hungary perceive the challenge of learning a FL. Following…

Unregulated Autonomy: Uncredentialed Educational Interpreters in Rural Schools

ERIC Educational Resources Information Center

Fitzmaurice, Stephen

2017-01-01

Although many rural Deaf and Hard of Hearing students attend public schools most of the day and use the services of educational interpreters to gain access to the school environment, little information exists on what interpreters are doing in rural school systems in the absence of credentialing requirements. The researcher used ethnographic…

High School Students with Cochlear Implants: Coming Together for Success

ERIC Educational Resources Information Center

Nussbaum, Debra; Chisholm, Genie; Galloway, Rebecca; Dzime-Assison, Venita; Doyle, Jane

2017-01-01

While many people assume that students with cochlear implants have placements in mainstream schools, almost 25 percent of the approximately 175 students at the Model Secondary School for the Deaf (MSSD), the residential high school on the campus of Gallaudet University in Washington, D.C., have an implanted listening device. Working with these…

Speechreading development in deaf and hearing children: introducing the test of child speechreading.

PubMed

Kyle, Fiona E; Campbell, Ruth; Mohammed, Tara; Coleman, Mike; Macsweeney, Mairéad

2013-04-01

In this article, the authors describe the development of a new instrument, the Test of Child Speechreading (ToCS), which was specifically designed for use with deaf and hearing children. Speechreading is a skill that is required for deaf children to access the language of the hearing community. ToCS is a deaf-friendly, computer-based test that measures child speechreading (silent lipreading) at 3 psycholinguistic levels: (a) Words, (b) Sentences, and (c) Short Stories. The aims of the study were to standardize the ToCS with deaf and hearing children and to investigate the effects of hearing status, age, and linguistic complexity on speechreading ability. Eighty-six severely and profoundly deaf children and 91 hearing children participated. All children were between the ages of 5 and 14 years. The deaf children were from a range of language and communication backgrounds, and their preferred mode of communication varied. Speechreading skills significantly improved with age for both groups of children. There was no effect of hearing status on speechreading ability, and children from both groups showed similar performance across all subtests of the ToCS. The ToCS is a valid and reliable assessment of speechreading ability in school-age children that can be used to measure individual differences in performance in speechreading ability.

The appropriateness of the NC state-mandated reading competency test for deaf students as a criterion for high school graduation.

PubMed

Lollis, Jana; LaSasso, Carol

2009-01-01

Deaf students consistently score lower on standardized measures of reading comprehension than their hearing peers. Most of the studies that have been conducted to explain this phenomenon have focused on variables within the reader, and important differences have been found between deaf and hearing readers. More recently, in the face of increasingly high-stakes consequences, researchers are looking "outside" the reader, at the tests themselves, to determine whether there are fairness issues for special populations, such as deaf students. The study reported here, the first of its kind with deaf students, examines the North Carolina (NC) reading comprehension test. The study employs the same method used originally by NC to determine its appropriateness of the test for the general population of NC students. The experts in this article, like those in the original construction of the NC test, are familiar with the content of the reading curriculum in NC; however, the raters in this article bring a special perspective related to teaching and testing reading of students who are deaf. Findings from this study raise questions about the appropriateness of the NC reading test for deaf students. Implications for future research and instructional practice are discussed.

Schools and Programs in Canada: Programs and Services Chart.

ERIC Educational Resources Information Center

American Annals of the Deaf, 2003

2003-01-01

This chart provides detailed information on the programs and services provided by Canadian schools for preschool, elementary, and secondary children who are deaf or hard of hearing. Schools are listed by province and information is provided on enrollment, age range, educational services, and communication options. (CR)

Deafness and autistic spectrum disorders.

PubMed

Vernon, McCay; Rhodes, Anthony

2009-01-01

An orientation to autistic spectrum disorders (ASD), also known as autism, is provided, and the specific syndrome of autism and deafness is addressed. The two conditions have in common a major problem: communication. Case histories are provided, the development of treatment for autism is discussed, and the separate disorders that make up ASD are defined. Important medical conditions often present in ASD are named, and their roles in treatment and diagnosis are described. Because autism is generally regarded as increasing in prevalence, some say to epidemic proportions, there is an increase in children who are both deaf and autistic. The resulting pressure on day and residential school programs for the Deaf to accept and educate these difficult, multiply disabled children is increasing. The parents of autistic children are a sophisticated, politically active group who are demanding services through legal and legislative means, among others.

Dr. Andrew Foster: A Literature Review.

PubMed

Runnels, Joel

2017-01-01

Often compared to Laurent Clerc, Thomas Gallaudet, and Alexander Graham Bell, Dr. Andrew Foster was a deaf African American who founded 32 schools for the deaf in 13 African nations. The 60th anniversary of his arrival in Liberia and Ghana and the 30th anniversary of his tragic death in a Rwanda airplane accident both occur in 2017. Renewed interest in Foster has spawned research and events to reexamine questions about his contributions to the expansion of deaf education in Africa. However, none of these activities have taken a full biographical approach. More in-depth, historical, and biographical research is needed to answer the many remaining questions about Foster's life and legacy. A literature review was conducted to investigate what are considered Foster's key contributions and the factors that might have motivated him to expand access to deaf education in Africa.

The influence of language deprivation in early childhood on L2 processing: An ERP comparison of deaf native signers and deaf signers with a delayed language acquisition.

PubMed

Skotara, Nils; Salden, Uta; Kügow, Monique; Hänel-Faulhaber, Barbara; Röder, Brigitte

2012-05-03

To examine which language function depends on early experience, the present study compared deaf native signers, deaf non-native signers and hearing German native speakers while processing German sentences. The participants watched simple written sentences while event-related potentials (ERPs) were recorded. At the end of each sentence they were asked to judge whether the sentence was correct or not. Two types of violations were introduced in the middle of the sentence: a semantically implausible noun or a violation of subject-verb number agreement. The results showed a similar ERP pattern after semantic violations (an N400 followed by a positivity) in all three groups. After syntactic violations, native German speakers and native signers of German sign language (DGS) with German as second language (L2) showed a left anterior negativity (LAN) followed by a P600, whereas no LAN but a negativity over the right hemisphere instead was found in deaf participants with a delayed onset of first language (L1) acquisition. The P600 of this group had a smaller amplitude and a different scalp distribution as compared to German native speakers. The results of the present study suggest that language deprivation in early childhood alters the cerebral organization of syntactic language processing mechanisms for L2. Semantic language processing instead was unaffected.

Early adolescent deaf boys: a biopsychosocial approach.

PubMed

Feinstein, C B

1983-01-01

In this chapter I have reviewed observations from clinical consultation and group-therapy work with early adolescent deaf boys in a special day school for the deaf. I have stressed how problems in communication exert a profound effect on the lives of these youngsters, both by virtue of their past and present influence on family life and by their ongoing effect on peer-group processes and academic adjustment. Primary consideration was given to certain "here and now" aspects of these boys' lives: ongoing problems in the social fabric of their home and school; narcissistic vulnerabilities and defenses against shame; and language-processing difficulties. The ways in which these problems undermine the supportive effect of the peer group at a time when it plays a particularly important role in development were reviewed. By emphasizing current sources of difficulty, using a biopsychosocial approach, I hope to point out fruitful opportunities for significant psychiatric intervention in a psychiatrically vulnerable population whose needs for professional service have never been met.

Oral health care knowledge and practices of a group of deaf adolescents in Lagos, Nigeria.

PubMed

Oredugba, Folakemi A

2004-01-01

This study sought to determine the oral health care knowledge and practices of a group of deaf adolescents in Lagos. The study involved 50 students of Wesley School 1 for the Deaf, Lagos (26 males and 24 females, aged 10-19 years, mean 13.3 +/- 2.8). Information about previous dental care, oral hygiene, and snacking habits were obtained through a questionnaire and sign language by the teachers. Only 12 percent of pupils had received dental care. Eight percent and 72 percent, respectively, gave correct answers to causes of tooth decay and bleeding gums. Ninety-four percent brushed their teeth once daily, with no significant sex difference (P > .05). Reported dental problems include bleeding gums (36%), tooth discoloration, and tooth decay. The majority of pupils (60%) preferred biscuits and soft drinks as snacks. More than 90 percent were willing to have a dental check-up. The oral health knowledge and practices of this group of children will improve through a controlled school-based oral health education program.

Auditory plasticity in deaf children with bilateral cochlear implants

NASA Astrophysics Data System (ADS)

Litovsky, Ruth

2005-04-01

Human children with cochlear implants represent a unique population of individuals who have undergone variable amounts of auditory deprivation prior to being able to hear. Even more unique are children who received bilateral cochlear implants (BICIs), in sequential surgical procedures, several years apart. Auditory deprivation in these individuals consists of a two-stage process, whereby complete deafness is experienced initially, followed by deafness in one ear. We studied the effects of post-implant experience on the ability of deaf children to localize sounds and to understand speech in noise. These are two of the most important functions that are known to depend on binaural hearing. Children were tested at time intervals ranging from 3-months to 24-months following implantation of the second ear, while listening with either implant alone or bilaterally. Our findings suggest that the period during which plasticity occurs in human binaural system is protracted, extending into middle-to-late childhood. The rate at which benefits from bilateral hearing abilities are attained following deprivation is faster for speech intelligibility in noise compared with sound localization. Finally, the age at which the second implant was received may play an important role in the acquisition of binaural abilities. [Work supported by NIH-NIDCD.

The question of sign-language and the utility of signs in the instruction of the deaf: two papers by Alexander Graham Bell (1898).

PubMed

Bell, Alexander Graham

2005-01-01

Alexander Graham Bell is often portrayed as either hero or villain of deaf individuals and the Deaf community. His writings, however, indicate that he was neither, and was not as clearly definite in his beliefs about language as is often supposed. The following two articles, reprinted from The Educator (1898), Vol. V, pp. 3-4 and pp. 38-44, capture Bell's thinking about sign language and its use in the classroom. Contrary to frequent claims, Bell does not demand "oral" training for all deaf children--even if he thinks it is the superior alternative--but does advocate for it for "the semi-deaf" and "the semi-mute." "In regard to the others," he writes, "I am not so sure." Although he clearly voices his support for oral methods and fingerspelling (the Rochester method) over sign language, Bell acknowledges the use and utility of signing in a carefully-crafted discussion that includes both linguistics and educational philosophy. In separating the language used at home from that in school and on the playground, Bell reveals a far more complex view of language learning by deaf children than he is often granted. (M. Marschark).

Schools and Programs in the U.S.: Programs and Services Chart.

ERIC Educational Resources Information Center

American Annals of the Deaf, 2003

2003-01-01

This chart provides detailed information on the programs and services provided by U.S. schools for preschool, elementary, and secondary children who are deaf or hard of hearing. Schools are listed by state and information is provided on enrollment, age range, educational services, and communication options. (CR)

The Effects of Theory of Mind Training on the False Belief Understanding of Deaf and Hard-of-Hearing Students in Prekindergarten and Kindergarten

ERIC Educational Resources Information Center

Tucci, Stacey L.; Easterbrooks, Susan R.; Lederberg, Amy R.

2016-01-01

Data from a growing number of research studies indicate that children with hearing loss are delayed in Theory of Mind (ToM) development when compared to their typically developing, hearing peers. While other researchers have studied the developmental trajectories of ToM in school-age students who are deaf, a limited number have addressed the need…

76 FR 12719 - Safe Schools/Healthy Students Program; Office of Safe and Drug-Free Schools; Safe Schools/Healthy...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-08

... official version of this document is the document published in the Federal Register. Free Internet access... DEPARTMENT OF EDUCATION Safe Schools/Healthy Students Program; Office of Safe and Drug- Free... telecommunications device for the deaf (TDD), call the Federal Relay Service (FRS), toll free, at 1-800-877-8339...

34 CFR 300.2 - Applicability of this part to State and local agencies.

Code of Federal Regulations, 2010 CFR

2010-07-01

... educational agencies (LEAs), educational service agencies (ESAs), and public charter schools that are not otherwise included as LEAs or ESAs and are not a school of an LEA or ESA. (iii) Other State agencies and schools (such as Departments of Mental Health and Welfare and State schools for children with deafness or...

Hands-on earth science with students at schools for the Deaf

NASA Astrophysics Data System (ADS)

Cooke, M. L.

2011-12-01

Earth science teachers at schools for the Deaf face a variety of challenges. This community of students has a wide range of language skills, teaching resources can be limited and often teachers are not trained in geosciences. An NSF CAREER grant provided an opportunity to make a difference to this community and foster earth science learning at 8 schools for the Deaf around the country. We designed hands-on deformational sandboxes for the teachers and provided accompanying curriculum materials. The sandbox is a physical model of crustal deformation that students can manipulate to test hypotheses. The visual nature of the sandbox was well-suited for the spatial grammar of American Sign Language used by these students. Furthermore, language skills were enhanced by scaffolded observation, sketch, annotation, discussion, interpretation assignments. Geoscience training of teachers was strengthened with workshops and three 5-day field trips for teachers and selected students to Utah, western New England and southern California. The field trips provided opportunity for students to work as geoscientists observing, interpreting, discussing and presenting their investigations. Between field trips, we set up videoconferences from the UMass experimental lab with the high school earth science classrooms. These sessions facilitated dialog between students and researchers at UMass. While the project set out to provide geoscience learning opportunities for students at Schools for the Deaf, the long lasting impact was the improved geoscience training of teachers, most of whom had limited post-secondary earth science training. The success of the project also rested on the dedication of the teachers to their students and their willingness to try new approaches and experiences. By tapping into a community of 6 teachers, who already shared curriculum and had fantastic leadership, the project was able to have significant impact and exceed the initial goals. The project has led to a manuscript in Science Teacher on the educational benefits of the deformational sandbox. At the 2009 GSA meeting, we ran a workshop on the deformational sandbox that included teachers from hearing schools. The project also highlights the potential for a cognitive science investigation on learning of 3D geologic concepts by people who use a language with spatial grammar, such as ASL.

Deaf Education Teacher Preparation: A Phenomenological Case Study of a Graduate Program With a Comprehensive Philosophy.

PubMed

Engler, Karen S; MacGregor, Cynthia J

2018-01-01

At a time when deaf education teacher preparation programs are declining in number, little is known about their actual effectiveness. A phenomenological case study of a graduate-level comprehensive deaf education teacher preparation program at a midwestern university explored empowered and enabled learning of teacher candidates using the Missouri Department of Elementary and Secondary Education educator pillars: (a) commitment to the profession, (b) proficiency in practice, and (c) learning impact, all deemed critical to developing quality teachers. A strong connection was found between the program's comprehensive philosophy and its practice. Embracing diversity of d/Deafness and differentiated instruction were the most prevalent themes expressed by participants. Teacher candidates displayed outstanding commitment to the profession and high proficiency in practice. The findings suggest that additional consideration should be given to classroom and behavior management, teacher candidate workload, teaching beyond academics, and preparation for navigating the public school system.

The effect of education on the occupational status of deaf and hard of hearing 26-to-64-year-olds.

PubMed

Walter, Gerard G; Dirmyer, Richard

2013-01-01

In the last quarter of the 20th century, federal legislation sought to eliminate disability-based discrimination by requiring reasonable accommodations in school and the workplace. One result of this legislation has been increased access to U.S. colleges and universities by deaf and hard of hearing persons. The present article reviews the literature on employment of persons who are deaf or hard of hearing and reports results of a recent analysis that used the 2010 American Community Survey (U.S. Census Bureau, 2010a). It was found that significant gains in college attendance and graduation occurred during the period, with individuals who attained a college degree realizing increased employment and earnings relative to individuals who had not graduated. It was also found that college graduation helps reduce the gap between the earnings of deaf persons with a college degree and those of comparably educated hearing persons.

Skynet Junior Scholars: From Idea to Enactment--Tales from the Trenches III. Implementing SJS in Out-of-School Time Settings

NASA Astrophysics Data System (ADS)

Heatherly, Sue Ann; Elyea, Charlene; Goodman, Joel; Gurton, Suzanne; Hoette, Vivian L.; Holt, Geoff; Sanchez, Rick; Skynet Robotic Telescope Network, University of North Carolina

2016-01-01

The creators of Skynet Junior Scholars were ambitious to say the least when they set out to:- Develop online tools that enable middle school and high school aged youth to use robotic optical and radio telescopes to do astronomy- Create an inquiry-based curriculum that promotes critical thinking and scientific habits of mind- Proactively incorporate Principles of Universal Design in all SJS development tasks to ensure access by blind/low vision and deaf/hard of hearing youth- Prepare 180 adult youth leaders from diverse backgrounds including 4-H leaders, museum educators, amateur astronomers and teachers to facilitate SJS activities in a variety of settings.So, after three years of development, how is SJS actually working? In this paper we describe what it takes for a successful implementation of Skynet Junior Scholars, from the viewpoint of adult leaders in the trenches who work with youth at schools but in free-choice learning environments. What are the lessons learned in recruiting and engaging youth in observational astronomy projects when academic incentives like grades are no longer part of the equation? Stories and ideas will be presented from classroom teachers, informal educators and amateur astronomers who work with youth in this environment.Skynet Junior Scholars is supported by the National Science Foundation under Grant Numbers 1223687, 1223235 and 1223345.

High Expectations Require Supporting New Teachers, Educating the School Community

ERIC Educational Resources Information Center

MacGlaughlin, Heidi M.; Mertens, Donna M.

2014-01-01

This article discusses the experience of recent graduates' part of a study from the master's program at Gallaudet University. New teachers for deaf students with disabilities report they simply were not prepared for the low expectations communicated by school principals or the exclusionary practices faced in the school community. They…

Bullying and cyberbullying among deaf students and their hearing peers: an exploratory study.

PubMed

Bauman, Sheri; Pero, Heather

2011-01-01

A questionnaire on bullying and cyberbullying was administered to 30 secondary students (Grades 7-12) in a charter school for the Deaf and hard of hearing and a matched group of 22 hearing students in a charter secondary school on the same campus. Because the sample size was small and distributions non-normal, results are primarily descriptive and correlational. No significant differences by hearing status were detected in rates of conventional or cyberbullying or both forms of victimization. Cyberbullying and cybervictimization were strongly correlated, as were conventional bullying and victimization. Moral disengagement was positively correlated only with conventional bullying. Implications for practice and future research are discussed.

Perceived physical appearance and life satisfaction: a moderated mediation model of self-esteem and life experience of deaf and hearing adolescents.

PubMed

Lu, Aitao; Hong, Xiuxiu; Yu, Yanping; Ling, Hong; Tian, Haiping; Yu, Zuwei; Chang, Lei

2015-02-01

In this study, we investigated the relationship between perceived physical appearance and life satisfaction, and the role of self-esteem as mediator and life experience as moderator of the relationship in deaf and hearing adolescents. 118 Chinese deaf adolescents (55.1% male; mean age = 15.12 years, standard deviation [SD] = 2.13) from 5 special education schools and 132 Chinese hearing adolescents (53.8% male; mean age = 13.11 years, SD = .85) completed anonymous questionnaires regarding perceived physical appearance, self-esteem, and life satisfaction. Perceived physical appearance, self-esteem, and life satisfaction were significantly and positively associated with each other. Moreover, self-esteem partially mediated the relationship between perceived physical appearance and life satisfaction; however, this indirect link was weaker for deaf adolescents than it was for hearing adolescents. Implications of the findings and future research directions are discussed, as are potential interventions that can be applied to increase subjective well-being in deaf adolescents. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Laryngologist Leon Zamenhof--brother of Dr. Esperanto.

PubMed

Wincewicz, Andrzej; Sulkowska, Mariola; Musiatowicz, Marcin; Sulkowski, Stanislaw

2009-06-01

To reconstruct the biography of the Polish otorhinolaryngologist Leon Zamenhof (1875-1934), a brother of Ludwik Zamenhof, who is famous for invention of the international language Esperanto. Biographical information was collected from pre-World War II resources. Zamenhof developed several important new forms of treatment to help the hearing impaired. Zamenhof was especially interested in the education of deaf children and the therapy necessary to facilitate their integration into society. His significant achievements were a phonetic method of therapy for the hearing impaired and an automatic device for ear insufflation that was considered indispensable in the management of pyorrhea. In addition, Zamenhof initiated various forms of social support among physicians within the medical community of Warsaw, Poland; made health care available to children with hearing impairments; and organized a Jewish school for deaf children. Zamenhof tried to change public attitudes toward deafness, working to promote the integration of the deaf into wider society. He also translated Polish literature into Esperanto. With similar aims to his brother Ludwik, Leon Zamenhof strived to enhance and broaden communication among people who could not hear and to persuade people to change their attitudes about deafness.

Deaf students and their classroom communication: an evaluation of higher order categorical interactions among school and background characteristics.

PubMed

Allen, Thomas E; Anderson, Melissa L

2010-01-01

This article investigated to what extent age, use of a cochlear implant, parental hearing status, and use of sign in the home determine language of instruction for profoundly deaf children. Categorical data from 8,325 profoundly deaf students from the 2008 Annual Survey of Deaf and Hard-of-Hearing Children and Youth were analyzed using chi-square automated interaction detector, a stepwise analytic procedure that allows the assessment of higher order interactions among categorical variables. Results indicated that all characteristics were significantly related to classroom communication modality. Although younger and older students demonstrated a different distribution of communication modality, for both younger and older students, cochlear implantation had the greatest effect on differentiating students into communication modalities, yielding greater gains in the speech-only category for implanted students. For all subgroups defined by age and implantation status, the use of sign at home further segregated the sample into communication modality subgroups, reducing the likelihood of speech only and increasing the placement of students into signing classroom settings. Implications for future research in the field of deaf education are discussed.

GJB2 Mutations in Mongolia: Complex Alleles, Low Frequency, and Reduced Fitness of the Deaf

PubMed Central

Tekin, Mustafa; Xia, Xia-Juan; Erdenetungalag, Radnaabazar; Cengiz, F. Basak; White, Thomas W.; Radnaabazar, Janchiv; Dangaasuren, Begzsuren; Tastan, Hakki; Nance, Walter E.; Pandya, Arti

2016-01-01

Summary We screened the GJB2 gene for mutations in 534 (108 multiplex and 426 simplex) probands with non-syndromic sensorineural deafness, who were ascertained through the only residential school for deaf in Mongolia and in 217 hearing controls. Twenty different alleles, including four novel changes, were identified. Biallelic GJB2 mutations were found in 4.5% of the deaf probands (8.3% in multiplex, 3.5% in simplex). The most common mutations were c.IVS1+1G>A (c.-3201G>A) and c.235delC with allele frequencies of 3.5% and 1.5%, respectively. The c.IVS1+1G>A mutation appears to have diverse origins based on its association with multiple haplotypes constructed using nearby SNP markers. The p.V27I and p.E114G variants were frequently detected in both deaf probands and hearing controls. The p.E114G variant was always associated with p.V27I, and haplotype analysis confirmed that it was always in cis with the p.V27I variant. Although in vitro experiments using Xenopus oocytes have suggested that p.[V27I;E114G] disturb the gap junction function of Cx26, the equal distribution of this complex allele in both deaf probands and hearing controls makes it a less likely cause of profound congenital deafness. We found a lower frequency of assortative mating (37.5%) and decreased genetic fitness (62%) of the deaf in Mongolia as compared to the western populations, which provides an explanation for lower frequency of GJB2 deafness in Mongolia. PMID:20201936

Altering Practices to Include Bimodal-bilingual (ASL-Spoken English) Programming at a Small School for the Deaf in Canada.

PubMed

Priestley, Karen; Enns, Charlotte; Arbuckle, Shauna

2018-01-01

Bimodal-bilingual programs are emerging as one way to meet broader needs and provide expanded language, educational and social-emotional opportunities for students who are deaf and hard of hearing (Marschark, M., Tang, G. & Knoors, H. (Eds). (2014). Bilingualism and bilingual Deaf education. New York, NY: Oxford University Press; Paludneviciene & Harris, R. (2011). Impact of cochlear implants on the deaf community. In Paludneviciene, R. & Leigh, I. (Eds.), Cochlear implants evolving perspectives (pp. 3-19). Washington, DC: Gallaudet University Press). However, there is limited research on students' spoken language development, signed language growth, academic outcomes or the social-emotional factors associated with these programs (Marschark, M., Tang, G. & Knoors, H. (Eds). (2014). Bilingualism and bilingual Deaf education. New York, NY: Oxford University Press; Nussbaum, D & Scott, S. (2011). The cochlear implant education center: Perspectives on effective educational practices. In Paludneviciene, R. & Leigh, I. (Eds.) Cochlear implants evolving perspectives (pp. 175-205). Washington, DC: Gallaudet University Press. The cochlear implant education center: Perspectives on effective educational practices. In Paludnevicience & Leigh (Eds). Cochlear implants evolving perspectives (pp. 175-205). Washington, DC: Gallaudet University Press; Spencer, P. & Marschark, M. (Eds.) (2010). Evidence-based practice in educating deaf and hard-of-hearing students. New York, NY: Oxford University Press). The purpose of this case study was to look at formal and informal student outcomes as well as staff and parent perceptions during the first 3 years of implementing a bimodal-bilingual (ASL and spoken English) program within an ASL milieu at a small school for the deaf. Speech and language assessment results for five students were analyzed over a 3-year period and indicated that the students made significant positive gains in all areas, although results were variable. Staff and parent survey responses indicated primarily positive perceptions of the program. Some staff identified ongoing challenges with balancing signed and spoken language use. Many parents responded with strong emotions, some stating that the program was "life-changing" for their children/families. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Skynet Junior Scholars: From Idea to Enactment--Tales from the Trenches II Implementation with Blind and Low Vision Youth

NASA Astrophysics Data System (ADS)

Beasley, Jeremiah; Fahlberg, Tim; Hoette, Vivian L.; Mekeel, Tina; Meredith, Kate; Williamson, Kathryn; Hoette, B. Charles; Skynet Robotic Telescope Network, University of North Carolina

2016-01-01

Skynet Junior Scholars is an ambitious program that aims to:--Develop online tools that enable middle school and high school aged youth to use robotic optical and radio telescopes to do astronomy--Create an inquiry-based curriculum that promotes critical thinking and scientific habits of mind--Proactively incorporate Principles of Universal Design in all SJS development tasks to ensure access by blind/low vision and deaf/hard of hearing youth--Prepare 180 adult youth leaders from diverse backgrounds including 4-H leaders, museum educators, amateur astronomers and teachers to facilitate SJS activities in a variety of settings.In this paper we describe the work of staff and volunteers at the Wisconsin School for the Blind and Visually Impaired who have implemented SJS activities in school and camp environments, as well as ways in which they have empowered their students to take on leadership roles. Students from the Wisconsin School for the Blind and Visually Impaired planned and co-hosted a Magic of Astronomy (Harry Potter Themed) star party that incorporated topics learned as part of the SJS program; filters, exposure time, locating objects in the sky, as well as, how to make an image request from the Skynet network. Their experiences in successfully doing active astronomy will provide insight into how anyone can engage everyone in programs like Skynet Junior Scholars.Skynet Junior Scholars is supported by the National Science Foundation under Grant Numbers 1223687, 1223235 and 1223345.

Large-scale academic achievement testing of deaf and hard-of-hearing students: past, present, and future.

PubMed

Qi, Sen; Mitchell, Ross E

2012-01-01

The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students.

Suicide in deaf populations: a literature review.

PubMed

Turner, Oliver; Windfuhr, Kirsten; Kapur, Navneet

2007-10-08

Studies have found that deaf individuals have higher rates of psychiatric disorder than those who are hearing, while at the same time encountering difficulties in accessing mental health services. These factors might increase the risk of suicide. However, the burden of suicidal behaviour in deaf people is currently unknown. The aim of the present review was to provide a summary of literature on suicidal behaviour with specific reference to deaf individuals. The objectives of the review were to establish the incidence and prevalence of suicidal behaviour in deaf populations; describe risk factors for suicidal behaviour in deaf populations; describe approaches to intervention and suicide prevention that have been used in deaf populations. A number of electronic databases (e.g. Medline, PsycINFO, CINAHL, EMBASE, Dissertation Abstracts International, Web of Science, ComDisDome, ASSIA, Education Sage Full Text, Google Scholar, and the grey literature databases FADE and SIGLE) were explored using a combination of key words and medical subject headings as search terms. Reference lists of papers were also searched. The Science and Social Sciences Citation Index electronic databases were used to identify studies that had cited key papers. We also contacted experts and organisations with an interest in the field. Very few studies focussed specifically on suicide in deaf populations. Those studies that were included (n = 13) generally involved small and unrepresentative samples. There were limited data on the rate of suicidal behaviour in deaf people. One study reported evidence of hearing impairment in 0.2% of all suicide deaths. Another found that individuals with tinnitus seen in specialist clinics had an elevated rate of suicide compared to the general population. The rates of attempted suicide in deaf school and college students during the previous year ranged from 1.7% to 18%, with lifetime rates as high as 30%. Little evidence was found to suggest that risk factors for suicide in deaf people differed systematically from those in the general population. However, studies did report higher levels of depression and higher levels of perceived risk among deaf individuals than hearing control groups. No firm evidence was found regarding the effectiveness of suicide prevention strategies in deaf people, but suggested strategies include developing specific screening tools, training clinical staff, promoting deaf awareness, increasing the availability of specialist mental health services for deaf people. There is a significant gap in our understanding of suicide in deaf populations. Clinicians should be aware of the possible association between suicide and deafness. Specialist mental health services should be readily accessible to deaf individuals and specific preventative strategies may be of benefit. However, further research using a variety of study designs is needed to increase our understanding of this issue.

The Effectiveness of a Phonics-Based Early Intervention for Deaf and Hard of Hearing Preschool Children and Its Possible Impact on Reading Skills in Elementary School: A Case Study

ERIC Educational Resources Information Center

Wang, Ye; Spychala, Heather; Harris, Regina S.; Oetting, Tara L.

2013-01-01

The study explored the effects of a phonics-based early intervention package on the early reading skills of three preschool students who were d/Deaf or hard of hearing who differed in regard to degree of hearing loss, use of amplification, and communication mode. The 40-week intervention (50-week in one case) was delivered through individual and…

A Support Program: Audiological Counseling.

ERIC Educational Resources Information Center

Grunblatt, Henna; Daar, Lisa

1994-01-01

A program was developed by a school audiologist and school counselor to provide information to children (ages 3-15) about their deafness. The program consists of informational classes addressing basic audiology, hearing aids, frequency modulation (FM) systems, audiograms, and student concerns; and individualized counseling sessions. (Author/JDD)

The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives.

PubMed

Curle, Deirdre; Jamieson, Janet; Buchanan, Marla; Poon, Brenda T; Zaidman-Zait, Anat; Norman, Nancy

2017-01-01

Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the perspective of program administrators. Using the Enhanced Critical Incident Technique methodology, 146 incidents were extracted from 10 interviews and sorted into 10 helping, 9 hindering, and 5 wish list categories. Findings are consistent with the Ecological and Dynamic Model of Transition (Rimm-Kaufman & Pianta, 2000), which conceptualizes the transition to school as being influenced by the pattern of interactions between the individuals, groups, and institutions connected to the child. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Tuning the Tin Ear: In Search of Fiscal Congruency

ERIC Educational Resources Information Center

Dragona, Anthony N.

2011-01-01

For 70 years, the Union City School District used a line-item budget system, a top down approach that was regarded by many as "deaf, dumb, and blind." This antiquated central administration process gave school leaders and staff little, if any, input into the distribution of resources for their schools, resulting in a redundancy of allocations,…

Bullying in Students with and without Hearing Loss

ERIC Educational Resources Information Center

Pinquart, Martin; Pfeiffer, Jens P.

2015-01-01

While bullying is a common phenomenon at schools in general, very few studies have addressed bullying in students with hearing impairment. This study assessed being bullied and bullying others in 181 adolescents from German schools for students who are deaf and hard of hearing, and in 259 hearing peers from regular schools. Students who are deaf…

Evaluating the Effects of Function-Based Interventions With Deaf or Hard-of-Hearing Students.

PubMed

Gann, Candace J; Gaines, Sarah E; Antia, Shirin D; Umbreit, John; Liaupsin, Carl J

2015-07-01

This study examined the effectiveness of function-based interventions with students who are deaf or hard of hearing (D/HH). The participants were 3 elementary-aged males attending a center school for the deaf who exhibited chronic off-task behaviors throughout the school day. This study was conducted across 2 phases: (a) a descriptive functional behavior assessment (FBA) was conducted for each participant and (b) individualized function-based interventions were developed based on the results of the FBAs, followed by the implementation of the interventions in each classroom using a single-subject, ABAB reversal design. The function-based interventions significantly improved each participant's on-task behavior in his classroom environment. Furthermore, social validity ratings by each teacher revealed that the interventions were effective, easy to implement, and appropriate for each participant. Implications for application of the procedures used in this study with the D/HH population, limitations, and directions for future research are discussed. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

How minute sooglossid frogs hear without a middle ear.

PubMed

Boistel, Renaud; Aubin, Thierry; Cloetens, Peter; Peyrin, Françoise; Scotti, Thierry; Herzog, Philippe; Gerlach, Justin; Pollet, Nicolas; Aubry, Jean-François

2013-09-17

Acoustic communication is widespread in animals. According to the sensory drive hypothesis [Endler JA (1993) Philos Trans R Soc Lond B Biol Sci 340(1292):215-225], communication signals and perceptual systems have coevolved. A clear illustration of this is the evolution of the tetrapod middle ear, adapted to life on land. Here we report the discovery of a bone conduction-mediated stimulation of the ear by wave propagation in Sechellophryne gardineri, one of the world's smallest terrestrial tetrapods, which lacks a middle ear yet produces acoustic signals. Based on X-ray synchrotron holotomography, we measured the biomechanical properties of the otic tissues and modeled the acoustic propagation. Our models show how bone conduction enhanced by the resonating role of the mouth allows these seemingly deaf frogs to communicate effectively without a middle ear.

Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers.

PubMed

Singleton, Jenny L; Morgan, Dianne; DiGello, Elizabeth; Wiles, Jill; Rivers, Rachel

2004-01-01

The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total number of words, use of words known to be highly frequent in children's writing, redundancy in writing, and use of English function words. All deaf writers showed significantly lower use of function words as compared to their hearing peers. Low-ASL-proficient students demonstrated a highly formulaic writing style, drawing mostly on high-frequency words and repetitive use of a limited range of function words. The moderate- and high-ASL-proficient deaf students' writing was not formulaic and incorporated novel, low-frequency vocabulary to communicate their thoughts. The moderate- and high-ASL students' performance revealed a departure from findings one might expect based on previous studies with deaf writers and their vocabulary use. The writing of the deaf writers also differed from the writing of hearing ESL speakers. Implications for deaf education and literacy instruction are discussed, with special attention to the fact that ASL-proficient, deaf second-language learners of English may be approaching English vocabulary acquisition in ways that are different from hearing ESL learners.

Constraints on communication in classrooms for the deaf.

PubMed

Matthews, T J; Reich, C F

1993-03-01

One explanation for the relatively low scholastic achievement of deaf students is the character of communication in the classroom. Unlike aural communication methods, line-of-sight methods share the limitation that the receiver of the message must look at the sender. To assess the magnitude of this constraint, we measured the amount of time signers were looked at by potential receivers in typical secondary school classes for the deaf. Videotaped segments indicated that on average the messages sent by teachers and students were seen less than half the time. Students frequently engaged in collateral conversations. The constraints of line-of-sight communication are profound and should be addressed by teaching techniques, classroom layout, and possibly, the use of computer-communication technology.

Science fair: Is it worth the work? A qualitative study on deaf students' perceptions and experiences regarding science fair in primary and secondary school

NASA Astrophysics Data System (ADS)

Smith, Vivian Lee

Science fairs have a long history in American education. They play an important role for establishing inquiry-based experiences in a science classroom. Students may be more motivated to learn science content when they are allowed to choose their own science fair topics. The purpose of this study was to examine Deaf college students' perceptions and experiences regarding science fair participation during primary and/or secondary school and determine the influence of science fair involvement on the development of language skills, writing skills, and higher order thinking skills as well as its impact on choice of a STEM major. This study examined responses from Deaf students attending Gallaudet University and National Technical Institute for the Deaf (NTID) majoring in a Science, Technology, Engineering, or Math (STEM) field. An electronic questionnaire and a semi-structured interview were used to collect data. The electronic questionnaire was divided into two strands: demographics and science fair experience. Twenty-one respondents participated in the questionnaire and ten participants were interviewed. A cross-case analysis revealed communication was the key to a successful science fair experience. Findings showed the educational background of participants influenced their perspective regarding the experience of a science fair. When communicating through American Sign Language, the science fair experience was more positive. When communicating through an interpreter or having no interpreter at all, the science fair experience was viewed in a negative light. The use of science fairs to enhance language development, writing skills, and higher order thinking skills was supported. Teachers and parents were strong influences for Deaf students participating in a science fair. Participation in a science fair did influence students to choose a STEM major but there were other considerations as well.

Teachers as Researchers: Supporting Professional Development.

ERIC Educational Resources Information Center

Gennaoui, Michele; Kretschmer, Robert E.

1996-01-01

Contrasts traditional professional development and a teacher-as-researcher project implemented at the Saint Francis de Sales School for the Deaf. Discusses ways the project influenced the professional development of teachers, the effects on the school community of group collaboration among diverse professional staff, support mechanisms required,…

Chasing Aleck: the story of a dorm.

PubMed

Edwards, R A R

2007-01-01

A student raised a hand in class and asked, "Why is this dorm named after Alexander Graham Bell?" On a deaf campus, this was a loaded question. Bell was an oralist, opposed to sign language. He was a eugenicist, opposed to deaf marriages. Indeed, the more I thought about it, the better this question got. Why did the school name a dormin after him? Unfortunately, I hadn't the foggiest idea. With apologies to that student, I offer this article as a belated answer.

The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction

ERIC Educational Resources Information Center

Wolbers, Kimberly A.; Dostal, Hannah M.; Graham, Steve; Cihak, David; Kilpatrick, Jennifer R.; Saulsburry, Rachel

2015-01-01

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive…

Exploring misinformation of family planning practices and methods among deaf people in Ghana.

PubMed

Mprah, Wisdom Kwadwo; Anafi, Patricia; Addai Yeaboah, Paul Yaw

2017-05-01

Having a good knowledge of family planning methods is vital for reducing maternal morbidity and mortality resulting from unintended pregnancies and unsafe abortions. In this paper, we highlight deaf people's ability to discern various misconceptions about pregnancy, with the aim of assessing their level of knowledge on pregnancy prevention methods. The article is derived from a sexual and reproductive health (SRH) needs assessment involving participants residing in two cities and a senior high school in Ghana. The needs assessment involved three focus groups with 26 participants, a survey with 152 respondents, and an interview with one health professional. Apart from the health professional, all the remaining participants were deaf people. Findings from the study indicated that more than half the participants lacked familiarity with pregnancy prevention methods. The findings of this study confirm other studies that there is a general lack of knowledge on SRH issues among deaf people in Ghana. Thus, although this study focused on prevention of unwanted pregnancy, which is just one component of SRH issues, the study provides insights into the broader SRH needs of the deaf community and calls for making these issues visible for policy-making.

Comparison of the Handy Eye Chart and the Lea Symbols Chart in a population of deaf children aged 7–18 years

PubMed Central

Gorham, John Paul; Bruce, Beau B.; Hutchinson, Amy K.

2016-01-01

Purpose To compare the results of visual acuity testing in a population of deaf children using the Handy Eye Chart versus the Lea Symbols Chart and to compare testability and preference between charts. Methods A total of 24 participants were recruited at the Atlanta Area School for the Deaf. Visual Acuity was evaluated using the Handy Eye Chart and the Lea Symbols Chart. Patient preference and duration of testing were measured. Results The mean difference between the visual acuity as measured by each chart was –0.02 logMAR (95% CI, −0.06 to 0.03). Testing with the Handy Eye Chart was an average of 13.79 seconds faster than testing with the Lea Symbols Chart (95% CI, 1.1–26.47; P = 0.03). Of the 24 participants, 17 (71%) preferred the Handy Eye Chart (95% CI: 49%–87%; P = 0.07). Conclusions The Handy Eye Chart is a fast, valid, and preferred tool for measuring visual acuity in deaf children age 7–18 years. Additional research is needed to evaluate the utility of the Handy Eye Chart in younger children and deaf adults. PMID:27164427

Social participation of children and adolescents with cochlear implants: a qualitative analysis of parent, teacher, and child interviews.

PubMed

Punch, Renée; Hyde, Merv

2011-01-01

Psychosocial factors, including socioemotional well-being, peer relationships, and social inclusion with hearing and deaf peers, are increasingly becoming a focus of research investigating children with cochlear implants. The study reported here extends the largely quantitative findings of previous research through a qualitative analysis of interviews with parents, teachers, and pediatric cochlear implant users themselves in three eastern states of Australia. We interviewed 24 parents, 15 teachers, and 11 children and adolescents. The findings displayed commonalities across the three groups of participants, indicating positive experiences around the children's psychosocial development with their cochlear implants, but also ongoing difficulties communicating in groups of people and problems related to social skills. Some children had little contact with other deaf children (with or without cochlear implants) despite parents and teachers perceiving such contact beneficial. Children attending schools where there were other deaf children valued friendships with both deaf and hearing peers. Adolescence was a particularly difficult time for some as they struggled with feelings of self-consciousness about their deafness and external cochlear implant equipment and worries around friendships, dating, and their future place in the world. Recommendations for practice and further research are made.

Nimble negotiators: How theory of mind (ToM) interconnects with persuasion skills in children with and without ToM delay.

PubMed

Peterson, Candida C; Slaughter, Virginia; Wellman, Henry M

2018-03-01

Persuasion is an essential social skill. Yet its development and underpinnings are poorly understood. In 2 studies, a total of 167 children aged 3 to 12 years took theory of mind (ToM) tests and participated in unscripted, seminaturalistic persuasive conversations. Children were typically developing (TD) or had deafness or autism spectrum disorder (ASD). High-level, informationally rich persuasive arguments increased with age in all groups in both studies, as did ToM. In both studies, ToM scores predicted persuasion skill over and above age, language ability, and deafness/ASD status. In Study 1, TD 8-year-olds outperformed age-matched deaf and autistic children in ToM but only equaled them in persuasive skill. Study 2 employed more challenging persuasion tasks and revealed superior persuasion performance by school-aged TD children compared with same-aged children with deafness or ASD. Deaf and ASD groups did better on Study 1's straightforward persuasion tasks than on Study 2's more challenging ones, whereas TD children rose to the added challenge without their persuasion performance suffering. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Conversational skills in a semistructured interview and self-concept in deaf students.

PubMed

Silvestre, Núria; Ramspott, Anna; Pareto, Irenka D

2007-01-01

The starting point for this study is the importance of linguistic competence in deaf students as part of their process of socialization and the formation of their self-concept. With the 56 deaf students who participated in the research, we consider the following sociodemographic variables: age, sex and degree of hearing loss, and the educational factor with respect to the mode of mainstream schooling. Self-concept was explored using the Spanish version of the Self Development Questionnaire (SDQ; I. Elexpuru, 1992) and the TST-Who Am I? test, adapted from M. H. Kuhn and T. S. McPartland (1954). To obtain the data for conversational competence, a conversation was held with a hearing adult. An explanation is given of the criteria for pragmatic analysis. The main results highlight the relationship between positive self-concept and most aspects of conversational competence. The study concludes with pedagogical procedures for integration, including specific strategies for teaching conversational skills to deaf pupils through nondeaf pupils and vice versa.

Helping Students toward Independence: The STEPS Program at USDB

ERIC Educational Resources Information Center

Smale, Kimberley P.

2010-01-01

Utah Schools for the Deaf and the Blind (USDB) serves students with varying abilities and needs. At the high school level, a range of transition services is required to help this diverse group of students prepare for life after high school. USDB established the STEPS program as part of this range of services. STEPS is a training and transition…

Role-taking ability and social behavior in deaf school children.

PubMed

Cates, D S; Shontz, F C

1990-07-01

This study assessed the relationship between role-taking skill and social-emotional adjustment in deaf children. Twenty-three prelingually deafened boys and girls between 7 and 14 years of age were administered a role-taking task, surreptitious behavioral measures of helping and altruism, and a measure of nonverbal intelligence. In addition, two professionals experienced in working with deaf children rated the social and emotional adjustment, language/communication skills and role-taking ability of the participants. Performance on the role-taking task correlated positively with ratings of emotional adjustment, self-image, communicative effectiveness and role-taking skill. Role-taking performance, however, was not reliably related to any of the measures of social behavior. The study also considered several factors which may account for the apparent independence of role-taking and social behavior.

Comprehension of texts by deaf elementary school students: The role of grammatical understanding.

PubMed

Barajas, Carmen; González-Cuenca, Antonia M; Carrero, Francisco

2016-12-01

The aim of this study was to analyze how the reading process of deaf Spanish elementary school students is affected both by those components that explain reading comprehension according to the Simple View of Reading model: decoding and linguistic comprehension (both lexical and grammatical) and by other variables that are external to the reading process: the type of assistive technology used, the age at which it is implanted or fitted, the participant's socioeconomic status and school stage. Forty-seven students aged between 6 and 13 years participated in the study; all presented with profound or severe prelingual bilateral deafness, and all used digital hearing aids or cochlear implants. Students' text comprehension skills, decoding skills and oral comprehension skills (both lexical and grammatical) were evaluated. Logistic regression analysis indicated that neither the type of assistive technology, age at time of fitting or activation, socioeconomic status, nor school stage could predict the presence or absence of difficulties in text comprehension. Furthermore, logistic regression analysis indicated that neither decoding skills, nor lexical age could predict competency in text comprehension; however, grammatical age could explain 41% of the variance. Probing deeper into the effect of grammatical understanding, logistic regression analysis indicated that a participant's understanding of reversible passive object-verb-subject sentences and reversible predicative subject-verb-object sentences accounted for 38% of the variance in text comprehension. Based on these results, we suggest that it might be beneficial to devise and evaluate interventions that focus specifically on grammatical comprehension. Copyright © 2016 Elsevier Ltd. All rights reserved.

Hearing after congenital deafness: central auditory plasticity and sensory deprivation.

PubMed

Kral, A; Hartmann, R; Tillein, J; Heid, S; Klinke, R

2002-08-01

The congenitally deaf cat suffers from a degeneration of the inner ear. The organ of Corti bears no hair cells, yet the auditory afferents are preserved. Since these animals have no auditory experience, they were used as a model for congenital deafness. Kittens were equipped with a cochlear implant at different ages and electro-stimulated over a period of 2.0-5.5 months using a monopolar single-channel compressed analogue stimulation strategy (VIENNA-type signal processor). Following a period of auditory experience, we investigated cortical field potentials in response to electrical biphasic pulses applied by means of the cochlear implant. In comparison to naive unstimulated deaf cats and normal hearing cats, the chronically stimulated animals showed larger cortical regions producing middle-latency responses at or above 300 microV amplitude at the contralateral as well as the ipsilateral auditory cortex. The cortex ipsilateral to the chronically stimulated ear did not show any signs of reduced responsiveness when stimulating the 'untrained' ear through a second cochlear implant inserted in the final experiment. With comparable duration of auditory training, the activated cortical area was substantially smaller if implantation had been performed at an older age of 5-6 months. The data emphasize that young sensory systems in cats have a higher capacity for plasticity than older ones and that there is a sensitive period for the cat's auditory system.

Frequency of Usher syndrome in two pediatric populations: Implications for genetic screening of deaf and hard of hearing children.

PubMed

Kimberling, William J; Hildebrand, Michael S; Shearer, A Eliot; Jensen, Maren L; Halder, Jennifer A; Trzupek, Karmen; Cohn, Edward S; Weleber, Richard G; Stone, Edwin M; Smith, Richard J H

2010-08-01

Usher syndrome is a major cause of genetic deafness and blindness. The hearing loss is usually congenital and the retinitis pigmentosa is progressive and first noticed in early childhood to the middle teenage years. Its frequency may be underestimated. Newly developed molecular technologies can detect the underlying gene mutation of this disorder early in life providing estimation of its prevalence in at risk pediatric populations and laying a foundation for its incorporation as an adjunct to newborn hearing screening programs. A total of 133 children from two deaf and hard of hearing pediatric populations were genotyped first for GJB2/6 and, if negative, then for Usher syndrome. Children were scored as positive if the test revealed > or =1 pathogenic mutations in any Usher gene. Fifteen children carried pathogenic mutations in one of the Usher genes; the number of deaf and hard of hearing children carrying Usher syndrome mutations was 15/133 (11.3%). The population prevalence was estimated to be 1/6000. Usher syndrome is more prevalent than has been reported before the genome project era. Early diagnosis of Usher syndrome has important positive implications for childhood safety, educational planning, genetic counseling, and treatment. The results demonstrate that DNA testing for Usher syndrome is feasible and may be a useful addition to newborn hearing screening programs.

Preservation of Auditory P300-Like Potentials in Cortical Deafness

PubMed Central

Cavinato, Marianna; Rigon, Jessica; Volpato, Chiara; Semenza, Carlo; Piccione, Francesco

2012-01-01

The phenomenon of blindsight has been largely studied and refers to residual abilities of blind patients without an acknowledged visual awareness. Similarly, “deaf hearing” might represent a further example of dissociation between detection and perception of sounds. Here we report the rare case of a patient with a persistent and complete cortical deafness caused by damage to the bilateral temporo-parietal lobes who occasionally showed unexpected reactions to environmental sounds despite she denied hearing. We applied for the first time electrophysiological techniques to better understand auditory processing and perceptual awareness of the patient. While auditory brainstem responses were within normal limits, no middle- and long-latency waveforms could be identified. However, event-related potentials showed conflicting results. While the Mismatch Negativity could not be evoked, robust P3-like waveforms were surprisingly found in the latency range of 600–700 ms. The generation of P3-like potentials, despite extensive destruction of the auditory cortex, might imply the integrity of independent circuits necessary to process auditory stimuli even in the absence of consciousness of sound. Our results support the reverse hierarchy theory that asserts that the higher levels of the hierarchy are immediately available for perception, while low-level information requires more specific conditions. The accurate characterization in terms of anatomy and neurophysiology of the auditory lesions might facilitate understanding of the neural substrates involved in deaf-hearing. PMID:22272260

Text generation from Taiwanese Sign Language using a PST-based language model for augmentative communication.

PubMed

Wu, Chung-Hsien; Chiu, Yu-Hsien; Guo, Chi-Shiang

2004-12-01

This paper proposes a novel approach to the generation of Chinese sentences from ill-formed Taiwanese Sign Language (TSL) for people with hearing impairments. First, a sign icon-based virtual keyboard is constructed to provide a visualized interface to retrieve sign icons from a sign database. A proposed language model (LM), based on a predictive sentence template (PST) tree, integrates a statistical variable n-gram LM and linguistic constraints to deal with the translation problem from ill-formed sign sequences to grammatical written sentences. The PST tree trained by a corpus collected from the deaf schools was used to model the correspondence between signed and written Chinese. In addition, a set of phrase formation rules, based on trigger pair category, was derived for sentence pattern expansion. These approaches improved the efficiency of text generation and the accuracy of word prediction and, therefore, improved the input rate. For the assessment of practical communication aids, a reading-comprehension training program with ten profoundly deaf students was undertaken in a deaf school in Tainan, Taiwan. Evaluation results show that the literacy aptitude test and subjective satisfactory level are significantly improved.

Colorado Department of Education Abbreviated Information Management Annual Plan (CDE IMAP).

ERIC Educational Resources Information Center

Laughlin, Richard

The Colorado Department of Education (CDE), including Access Colorado Library and Information Network (ACLIN) and the Colorado School for the Deaf and the Blind, provides state- level guidance and resources for Colorado's local school districts, local and regional libraries, and special populations. Technology is the enabler that offers basic,…

Education of Deaf and Hard of Hearing Students in Alberta: 1989-1990.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Education Response Centre.

Surveys of school administrators, teachers, and parents were used to gather data about students with impaired hearing in Alberta during the 1989-1990 school year. This survey report begins with an introductory section which highlights the findings. Section II then describes student characteristics of hearing impaired students, including the number…

Discovering and Meeting the Needs of Hispanic Hearing Impaired Children.

ERIC Educational Resources Information Center

Lerman, Alan; Cortez, Edmund

During the 1976-77 school year members of the Cooperative Research Endeavors in Education for the Deaf (CREED VII) project conducted a survey and analysis of the situation of Hispanic hearing impaired children in New York City. The demographic profile of this population, home background and language environment, the school environment, cultural…

Bilingual Students Publish Works in ASL and English

ERIC Educational Resources Information Center

Horn-Marsh, Petra M.; Horn-Marsh, Kester L.

2009-01-01

The Kansas State School for the Deaf (KSD) is a bilingual school where American Sign Language (ASL) and English are used equally in the classroom and dormitory as the languages of instruction and communication. As a result, KSD has been part of bilingual education training through the Center for ASL/English Bilingual Education and Research…

Residential Schools for Handicapped Children. Bulletin, 1939, No. 9

ERIC Educational Resources Information Center

Martens, Elise H.

1940-01-01

There are four groups of handicapped children for whom residential schools are generally considered indispensable. These are the blind, the deaf, the mentally deficient, and the socially maladjusted or juvenile delinquents. While each of these groups presents conditions and problems quite distinct from those of the other three, they are all marked…

Language Arts: Programming Suggestions for Hearing Impaired Students in Elementary Schools. Recommended Resources by the Alberta School for the Deaf.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

The monograph is designed to assist program planning teams in developing language arts programs for hearing-impaired students in regular classrooms. Topics discussed include promising instructional strategies, description and evaluation of materials, and effective assessment instruments. The first section on instructional strategies covers…

Hearing Aid Selection and Evaluation for Pre-school Children.

ERIC Educational Resources Information Center

Tachiiri, Hajime

1996-01-01

Focuses upon the selection and fitting of hearing aids for young children in Japan. Explains fitting methods and their evaluation. Suggests that although most of the schools for the deaf are making serious efforts to establish binaural fitting and use of residual hearing, lack of professional training hinders those efforts. (AA)

Schools and Programs in the United States.

ERIC Educational Resources Information Center

American Annals of the Deaf, 2000

2000-01-01

This annual directory lists U.S. schools and programs enrolling deaf and hard of hearing children and youth in two sections: (1) the directory listing including name, address, phone numbers, administrator or contact person, and e-mail/Web address and (2) program and services chart including whether day or residential, enrollment, services, and…

Guess Again: Will Changing the Grades Save Middle-Level Education?

ERIC Educational Resources Information Center

Beane, James; Lipka, Richard

2006-01-01

Blaming unsatisfactory student achievement on the middle school concept is a case of mistaken identity. Too many middle schools have failed to fully implement the middle school concept. Based on statements from the Carnegie Council and the National Middle School Association, the middle school concept calls for improved academic achievement for all…

The Usher's Syndrome Adolescent: Programming Implications for School Administrators, Teachers, and Residential Advisors.

ERIC Educational Resources Information Center

Hicks, Wanda M.; Hicks, Doin E.

1981-01-01

The article examines educational programing implications for adolescents with Usher's syndrome, a condition of congenital deafness accompanied by progressive loss of vision through retinitis pigmentosa. (DB)

From the Margins to the Spotlight: Diverse Deaf and Hard of Hearing Student Populations and Standardized Assessment Accessibility.

PubMed

Cawthon, Stephanie

2015-01-01

Designing assessments and tests is one of the more challenging aspects of creating an accessible learning environment for students who are deaf or hard of hearing (DHH), particularly for deaf students with a disability (DWD). Standardized assessments are a key mechanism by which the educational system in the United States measures student progress, teacher effectiveness, and the impact of school reform. The diversity of student characteristics within DHH and DWD populations is only now becoming visible in the research literature relating to standardized assessments and their use in large-scale accountability reforms. The purpose of this article is to explore the theoretical frameworks surrounding assessment policy and practice, current research related to standardized assessment and students who are DHH and DWD, and potential implications for practice within both the assessment and instruction contexts.

Attitudes of children and adolescents toward persons who are deaf, blind, paralyzed or intellectually disabled.

PubMed

de Laat, Stijn; Freriksen, Ellen; Vervloed, Mathijs P J

2013-02-01

This study aimed to explore Dutch students' attitudes toward deaf, blind, paralyzed or intellectually disabled persons and to determine whether age, self-esteem, gender, religion and familiarity with a disabled person have a significant effect on these attitudes. The attitudes of 200 high school and 144 university students were determined with two questionnaires, the CATCH and MAS. Only the CATCH was applicable with all four disabled groups. Two factors were found: behavior-positive affect and cognition-negative affect. With regard to the first factor respondents had more positive attitudes toward deaf, blind and paralyzed persons than toward intellectually disabled persons. The cognition and negative affect factor showed that respondents had more positive attitudes toward deaf and blind persons than toward paralyzed and intellectually disabled persons. Being older and familiarity with a disabled person had a significant positive effect on attitudes, while self-esteem and gender had only a partial effect and having religious beliefs was not a significant predictor in this study. Copyright © 2012 Elsevier Ltd. All rights reserved.

Traumatization in Deaf and Hard-of-Hearing Adult Psychiatric Outpatients.

PubMed

Øhre, Beate; Uthus, Mette Perly; von Tetzchner, Stephen; Falkum, Erik

2015-07-01

Deaf and hard-of-hearing persons are at risk for experiencing traumatic events and such experiences are associated with symptoms of mental disorder. We investigated the prevalence of traumatic events and subsequent traumatization in adults referred to specialized psychiatric outpatient units for deaf and hard-of-hearing patients. Sixty-two patients were diagnosed with mental disorders and assessed for potential traumatic experiences in their preferred language and mode of communication using instruments translated into Norwegian Sign Language. All patients reported traumatic events, with a mean of 6.2 different types; 85% reported subsequent traumatization not significantly associated with either residential school setting or communicative competence of childhood caregivers. Traumatization patterns in both sexes were similar to those in hearing clinical samples. Findings indicate that psychiatric intake interviews should routinely assess potentially traumatic events and their impacts, and that mental health professionals working with deaf and hard-of-hearing patients should be able to treat trauma-related disorders. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Middle Years. For Middle Level Educators.

ERIC Educational Resources Information Center

Hechinger, Fred M.; And Others

1992-01-01

This supplement offers 10 articles focusing on middle school education. Topics include remembering adolescence, resources and teaching tips, active middle school students, adolescent development, challenges in middle school education, integrated studies, planning middle school special events, a writing-science-consumerism miniunit on popcorn,…

Listening to Their Voices: Middle Schoolers' Perspectives of Life in Middle School

ERIC Educational Resources Information Center

Steinberg, Mary Anne; McCray, Erica D.

2012-01-01

This article examines middle schoolers' perspectives on their lives in middle school. Fifteen middle school students from three middle schools in the Southeast region of the United States participated in a basic qualitative study using focus groups at their schools where they were asked the central question, "If you could change one thing at…

Screening for Usher Syndrome: A Hands-On Guide for School Nurses.

ERIC Educational Resources Information Center

Houghton, Joan; Coonts, Teresa; Jordan, Beth; Schafer, Jacqueline, Ed.

This manual was written specifically to help school nurses conduct screenings for Usher syndrome, a genetic condition that involves deafness or hearing loss and the progressive loss of vision. It provides information on the step-by-step process of how to conduct a screening, the actual forms needed for a screening, and resources for referring…

Attainment of Developmental Tasks by Adolescents with Hearing Loss Attending Special Schools

ERIC Educational Resources Information Center

Pinquart, Martin; Pfeiffer, Jens P.

2014-01-01

The investigators compared the perceived attainment of developmental tasks by 181 German adolescents with hearing loss and 254 peers without hearing loss. The adolescents with hearing loss were attending special schools for students who are deaf or hard of hearing. On average, the two groups perceived similar levels of success across the assessed…

Causes and Prevalence of Antisocial Behaviour among Students with Hearing Impairment in Ibadan, Nigeria

ERIC Educational Resources Information Center

Ojo, Isaiah Olugbenga

2015-01-01

This study examined the causes and prevalence of antisocial behaviour among secondary school students with hearing impairment in Ibadan, Nigeria. Descriptive survey research design was adopted to carry out the study. Purposive sampling technique was used to select 60 students with hearing impairment from Methodist Grammar School (Deaf Unit),…

Inside Practice of Science Teachers for Students with Hearing Impairments in Botswana Primary Schools

ERIC Educational Resources Information Center

Mukhopadhyay, Sourav; Moswela, Emmanuel

2010-01-01

In this qualitative study the authors describe how students with severe to profound hearing impairments learn science subjects in primary school in Botswana. Twenty-two teachers from two centres of deaf education in Botswana were recruited purposively to take part in the current study. Multilayered data collection methods were utilized to gain an…

Being an adolescent with a cochlear implant in the world of hearing people: coping in school, in society and with self identity.

PubMed

Rich, Shanit; Levinger, Miriam; Werner, Shirli; Adelman, Cahtia

2013-08-01

The cochlear implant has revolutionized functioning with severe-to-profound sensori-neural loss. A deaf child implanted at an early age with good habilitation may have good language abilities and function well in daily life. As the implanted child grows up, managing in the world of hearing people may become more complex. During adolescence, the teenager copes with many issues, including identity, socialization with the peer group, and managing in the school setting. These issues may be even more challenging for the adolescents using a cochlear implant. This study was designed to shed light on how adolescents with cochlear implants experience coping with the issues mentioned. Twelve teenagers (14-18 years old), fairly similar to the entire adolescent implanted population at the center at which the study was conducted, participated in the study. They had been unilaterally or bilaterally implanted at differing ages. The participants filled out a questionnaire dealing with their functioning in the educational setting, their social preferences and functioning, and their identity as hearing or deaf. The results were analyzed using the principles of thematic analysis. At school, some reported better achievements than others but they all expressed some difficulty functioning in class mainly in situations involving several speakers. From a social point of view, some reported a preference for association with normal hearing peers, whereas others favored hard-of-hearing friends, and one had no preference. Of those who touched on the topic of self-identity, one referred to herself as deaf, eight defined themselves as hard-of-hearing, and two consider themselves hearing. From the responses of these teenagers, it is clear that adolescents with cochlear implants are a heterogeneous group. Parents and teachers should be aware that adolescents with implants, even when successful academically, may experience difficulties in the classroom setting. Most of the participants in this study learning in a mainstream setting, preferred social relationships with hearing peers (to hard of hearing/deaf). The responses of these adolescents with cochlear implants support the conjecture that they have both a hearing identity and a deaf identity, which may be expressed at varying intensities depending on the situation at the time. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Students to Race Solar-Powered Model Cars

Science.gov Websites

hotel and the NREL Visitors Center. The SERF is the silver-colored building one-eighth mile past the teams Eagle Valley Middle School Two teams Fountain Middle School One team Hayden Middle School Two teams Kunsmiller Middle School One team Little Elementary Two teams Lyons Middle School Two teams Maple

Latinos' Changing Ethnic Group Representation From Elementary to Middle School: Perceived Belonging and Academic Achievement.

PubMed

Morales-Chicas, Jessica; Graham, Sandra

2017-09-01

This study examined the association between change in ethnic group representation from elementary to middle school and Latino students' school belonging and achievement. The ethnic diversity of students' middle school was examined as a moderator. Participants were 1,825 Latino sixth graders from 26 ethnically diverse urban middle schools. Hierarchical regression analyses showed that a change in ethnic representation toward fewer Latinos in middle school than elementary school was related to less perceived belonging and lower achievement in schools with low ethnic diversity. There were no mean differences as a function of declining representation in more diverse middle schools, suggesting that greater school diversity was protective. Findings highlight the importance of examining school ethnic context, especially across the middle school transition. © 2016 The Authors. Journal of Research on Adolescence © 2016 Society for Research on Adolescence.

Mutation Spectrum of Common Deafness-Causing Genes in Patients with Non-Syndromic Deafness in the Xiamen Area, China.

PubMed

Jiang, Yi; Huang, Shasha; Deng, Tao; Wu, Lihua; Chen, Juan; Kang, Dongyang; Xu, Xiufeng; Li, Ruiyu; Han, Dongyi; Dai, Pu

2015-01-01

In China, approximately 30,000 babies are born with hearing impairment each year. However, the molecular factors causing congenital hearing impairment in the Xiamen area of Fujian province have not been evaluated. To provide accurate genetic testing and counseling in the Xiamen area, we investigated the molecular etiology of non-syndromic deafness in a deaf population from Xiamen. Unrelated students with hearing impairment (n = 155) who attended Xiamen Special Education School in Fujian Province were recruited for this study. Three common deafness-related genes, GJB2, SLC26A4, and mtDNA12SrRNA, were analyzed using all-exon sequencing. GJB2 mutations were detected in 27.1% (42/155) of the entire cohort. The non-syndromic hearing loss (NSHL) hotspot mutations c.109G>A (p.V37I) and c.235delC were found in this population, whereas the Caucasian hotspot mutation c.35delG was not. The allelic frequency of the c.109G>A mutation was 9.03% (28/310), slightly higher than that of c.235delC (8.39%, 26/310), which is the most common GJB2 mutation in most areas of China. The allelic frequency of the c.109G>A mutation was significantly higher in this Xiamen's deaf population than that in previously reported cohorts (P = 0.00). The SLC26A4 mutations were found in 16.77% (26/155) of this cohort. The most common pathogenic allele was c.IVS7-2A>G (6.13%, 19/310), and the second most common was the c.1079C>T (p.A360V) mutation (1.94%, 6/310) which has rarely been reported as a hotspot mutation in other studies. The mutation rate of mtDNA12SrRNA in this group was 3.87% (6/155), all being the m.A1555G mutation. These findings show the specificity of the common deaf gene-mutation spectrum in this area. According to this study, there were specific hotspot mutations in Xiamen deaf patients. Comprehensive sequencing analysis of the three common deaf genes can help portray the mutation spectrum and develop optimal testing strategies for deaf patients in this area.

[Information technology in learning sign language].

PubMed

Hernández, Cesar; Pulido, Jose L; Arias, Jorge E

2015-01-01

To develop a technological tool that improves the initial learning of sign language in hearing impaired children. The development of this research was conducted in three phases: the lifting of requirements, design and development of the proposed device, and validation and evaluation device. Through the use of information technology and with the advice of special education professionals, we were able to develop an electronic device that facilitates the learning of sign language in deaf children. This is formed mainly by a graphic touch screen, a voice synthesizer, and a voice recognition system. Validation was performed with the deaf children in the Filadelfia School of the city of Bogotá. A learning methodology was established that improves learning times through a small, portable, lightweight, and educational technological prototype. Tests showed the effectiveness of this prototype, achieving a 32 % reduction in the initial learning time for sign language in deaf children.

Desks, Dollars, and Deficits: Managing a Middle School during a Recession.

ERIC Educational Resources Information Center

Merrill, Adeline B.

1992-01-01

A brief history of East Ridge Middle School in Connecticut illustrates the strong economic and demographic pressures that can work against a middle school. The principal plays a crucial role in preserving both the structure and the programs of an effective middle school. Points out strategies to protect and develop middle schools in tough economic…