Yuknis, Christina; Santini, Joseph; Appanah, Thangi
Two faculty members and a Ph.D. student at Gallaudet University, the world's only university for the deaf, explain the concept of Deaf-Gain, which reframes the idea of hearing loss into one of gaining deafness and recognizes the contributions that deaf people make to society. This narrative assumes that deaf students and all students bring…
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
Marchetti, Carol; Foster, Susan; Long, Gary; Stinson, Michael
Teachers of introductory technical courses such as statistics face numerous challenges in the classroom, including student motivation and mathematical background, and difficulties in interpreting numerical results in context. Cooperative learning through small groups addresses many such challenges, but students for whom spoken English is not their…
... syndrome (0.6%) and Ushers syndrome (0.6%). Refractive error was the most common (7.9%). Conclusion: Since these deaf students use their sight to compensate for the deafness, routine ophthalmologic examination should be carried out on them so that ophthalmologic abnormalities are detected early and treatment ...
Wooten, Patricia Michelle
This qualitative phenomenological study investigated the effects of online learning for deaf college students as opposed to the mainstream classroom setting. This study specifically analyzed the writing and reading skills of deaf students in general and the development of English literacy of prelingually deaf students and those from non-English…
Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de
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.
Alamargot, Denis; Morin, Marie-France; Simard-Dupuis, Érika
We set out to (i) assess the handwriting skills of signing deaf students, and (ii) examine the extent to which their text composition and spelling performances are linked to their handwriting efficiency. We asked 15 prelingually and profoundly deaf middle-school students (M = 15.18 years), all sign-language users, and a group of hearing students…
Fung Tsui, Hing; Rodda, Michael
Memory and metamemory abilities of 24 severely to profoundly deaf students between the ages of 9 and 20 years old were studied. Results did not suggest spatial bias in encoding. Semantic knowledge was correlated with metamemory and free recall, and rehearsal mechanisms correlated with temporal position recall and paired-associate nonprototypic…
Albertini, John A; Kelly, Ronald R; Matchett, Mary Karol
Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the Noel-Levitz College Student Inventory Form B and the Learning and Study Strategies Inventory, second edition (LASSI). Entering students in 3 successive cohorts (total n =437) participated in this study. Results show that in addition to entry measurements of reading and mathematic skills, personal factors contributed to the academic performance of students in their first quarter in college. The Noel-Levitz provided the comparatively better predictive value of academic performance: Motivation for Academic Study Scale (e.g., desire to finish college). The LASSI also showed statistically significant predictors, the Self-Regulation Component (e.g., time management) and Will Component (e.g., self-discipline), but accounted for relatively less variability in the students' initial grade point averages. For this group of underprepared students, results show that personal factors can play a significant role in academic success. Deaf students' personal factors are discussed as they relate to other first-year college students and to their subsequent academic performance and persistence.
Full Text Available Background and Aim: Deaf children face several compatibility issues because of their hearing impairment. The present study aims to investigate the effectiveness of psychodrama using pantomime on the social adjustment of 12-15-year-old deaf female students in Isfahan.Methods: For this study, an experimental design was used with a pre-test and post-test and a control group. Thirty deaf subjects (12-15-year-olds in Isfahan were selected randomly and allocated to experimental and control groups. To gather information, Rao’s Social Maturity Scale was used. The data were analyzed by the multivariate analysis of covariance s tatistical method (SPSS version 21.Results: Our findings revealed that there was a significant difference between the performances of deaf students of both the groups in the post-test on social adjustment (p=0.0001.Conclusion: The use of psychodrama increased the rate of social adjustment in deaf students.
Obosu, Gideon Kwesi; Opoku-Asare, Nana Afia; Deku, Prosper
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…
Foster, S; Long, G; Snell, K
This article explores how students who are deaf and their instructors experience mainstream college classes. Both quantitative and qualitative procedures were used to examine student access to information and their sense of belonging and engagement in learning. Instructors were asked to discuss their approach to teaching and any instructional modifications made to address the needs of deaf learners. Results indicate that deaf students viewed classroom communication and engagement in a similar manner as their hearing peers. Deaf students were more concerned about the pace of instruction and did not feel as much a part of the 'university family' as did their hearing peers. Faculty generally indicated that they made few if any modifications for deaf students and saw support service faculty as responsible for the success or failure of these students. We discuss results of these and additional findings with regard to barriers to equal access and strategies for overcoming these barriers.
Inclusive education for Deaf students: Literacy practices and South African Sign Language. ... Southern African Linguistics and Applied Language Studies ... of inclusive education for Deaf students in a mainstream Further Education and Training (FET) classroom through the use of a South African Sign Language interpreter.
Marchut, Amber E.
Diversifying the student population and workforce under science, technology, engineering, and mathematics (STEM) is a necessity if innovations and creativity are to expand. There has not been a lot of literature regarding Deaf students in STEM especially regarding understanding how they persist in STEM undergraduate programs to successfully become STEM Bachelor of Science degree recipients. This study addresses the literature gap by investigating six students' experiences as they navigate their STEM undergraduate programs. The investigation uses narrative inquiry methodology and grounded theory method through the lens of Critical Race Theory and Critical Deaf Theory. Using videotaped interviews and observations, their experiences are highlighted using narratives portraying them as individuals surviving in a society that tends to perceive being deaf as a deficit that needs to be treated or cured. The data analysis also resulted in a conceptual model providing a description of how they persist. The crucial aspect of the conceptual model is the participants learned how to manage being deaf in a hearing-dominated society so they can reach their aspirations. The essential blocks for the persistence and managing their identities as deaf undergraduate STEMs include working harder, relying on familial support, and affirming themselves. Through the narratives and conceptual model of the six Deaf STEM undergraduates, the goal is to contribute to literature to promote a better understanding of the persistence of Deaf students, members of a marginalized group, as they pursue their dreams.
This study evaluated the effect of an AIDS education program on deaf secondary school students' knowledge, attitude and perceived susceptibility to AIDS using peer education. Two secondary schools matched for ownership (government), composition (mixture of hearing and deaf) and teaching arrangement (separate ...
Teruggi, Lilia A.; Gutiérrez-Cáceres, Rafaela
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?")…
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.
Full Text Available This paper presents an investigation on deaf students' interests in spending their leisure times. We design a questionnaire and distribute among all deaf students who are enrolled in high schools in two provinces of Iran. The questionnaire consists of three parts, in the first part, we ask female and male deaf students about their interests in various entertainment activities in Likert scale. In terms of gender, we find out that walking inside or outside house is number one favorite exercise for female students while male students mostly prefer to walk on the streets. Although male students prefer to go biking or running activities, female students prefer to go for picnic or similar activities. This could be due to limitations on female for running or biking inside cities. While going to picnic with members of family or friends is the third popular activity for male students, stretching exercises is third most popular activity among female students. Breathing exercise is the fourth most popular activity among both male and female students. The second part of the survey is associated with the barriers for having no exercise among deaf students. According to our survey, while lack of good attention from public and ordinary people on exercising deaf students is believed to be number one barrier among male students, female students blame lack of transportation facilities as the most important barrier. However, both female and male students believe these two items are the most important factors preventing them to exercise. Lack of awareness for exercising deaf students and lack of good recreational facilities are the third most important barriers among male and female students. The last part of the survey attempted to detect important entertainment activities. Watching TV, entertaining with mobile devices, chatting with friends and watching DVD or movies were the most important items influencing deaf students' free times.DOI: 10.5267/j.msl.2012
Convertino, Carol M; Marschark, Marc; Sapere, Patricia; Sarchet, Thomastine; Zupan, Megan
For both practical and theoretical reasons, educators and educational researchers seek to determine predictors of academic success for students at different levels and from different populations. Studies involving hearing students at the postsecondary level have documented significant predictors of success relating to various demographic factors, school experience, and prior academic attainment. Studies involving deaf and hard-of-hearing students have focused primarily on younger students and variables such as degree of hearing loss, use of cochlear implants, educational placement, and communication factors-although these typically are considered only one or two at a time. The present investigation utilizes data from 10 previous experiments, all using the same paradigm, in an attempt to discern significant predictors of readiness for college (utilizing college entrance examination scores) and classroom learning at the college level (utilizing scores from tests in simulated classrooms). Academic preparation was a clear and consistent predictor in both domains, but the audiological and communication variables examined were not. Communication variables that were significant reflected benefits of language flexibility over skills in either spoken language or American Sign Language.
Cannon, Joanna E; Hubley, Anita M; Millhoff, Courtney; Mazlouman, Shahla
The aim of the current study was to gather validation evidence for the Comprehension of Written Grammar (CWG; Easterbrooks, 2010) receptive test of 26 grammatical structures of English print for use with children who are deaf and hard of hearing (DHH). Reliability and validity data were collected for 98 participants (49 DHH and 49 hearing) in Grades 2-6. The objectives were to: (a) examine 4-week test-retest reliability data; and (b) provide evidence of known-groups validity by examining expected differences between the groups on the CWG vocabulary pretest and main test, as well as selected structures. Results indicated excellent test-retest reliability estimates for CWG test scores. DHH participants performed statistically significantly lower on the CWG vocabulary pretest and main test than the hearing participants. Significantly lower performance by DHH participants on most expected grammatical structures (e.g., basic sentence patterns, auxiliary "be" singular/plural forms, tense, comparatives, and complementation) also provided known groups evidence. Overall, the findings of this study showed strong evidence of the reliability of scores and known group-based validity of inferences made from the CWG. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: email@example.com.
Thai, Liong; Yasin, Mohd. Hanafi Mohd
Deaf students face problems in mastering multiplication facts. This study aims to identify the effectiveness of Magic Finger Teaching Method (MFTM) and students' perception towards MFTM. The research employs a quasi experimental with non-equivalent pre-test and post-test control group design. Pre-test, post-test and questionnaires were used. As…
Bauman, Sheri; Pero, Heather
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…
Rafaela Fava de Quevedo
Full Text Available This experience report describes a group phenomenon, based upon a case study of a group of hearing mothers of deaf children. The weekly group, in operation for over three years, provides support for families with deaf children. At first, observations were made in the group for a subsequent analysis of the data and act on interventions. Categories containing the main features that emerged in the group were created in order to discuss the content found. The categories addressed by mothers included: independence/autonomy of the child; adolescence and sexuality; discovery of deafness and reorganization of family dynamics; and matters beyond the group goal. As for the categories related to the group process there are: resistance; containing function of the coordinator; transfer; interventions in the group field. The results lead to understanding the group as a facilitator and as a necessary support for the participants. Before that, interventions were carried out to expand the space for reflection offered by the group, which provides adaptations to the different situations experienced by the participants.
Vermeulen, Jorine A.; Denessen, Eddie; Knoors, Harry
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…
Can we effectively integrate Deaf students into our post-secondary classes before recognizing and listening to them? Studies indicate that Deaf students continue to struggle, be silenced, and experience isolation when mainstreamed. Deaf students, or second-language students, inevitably develop new identities once included; however, we cannot…
Imagine being in college and being deaf-blind. What opportunities might you have? What types of challenges would you face? This publication describes a study that begins to answer these questions. During the study, 11 college students with deaf-blindness were interviewed about their college experiences. They were like most college students in many…
Cannon, Joanna E.; Hubley, Anita M.; Millhoff, Courtney; Mazlouman, Shahla
The aim of the current study was to gather validation evidence for the "Comprehension of Written Grammar" (CWG; Easterbrooks, 2010) receptive test of 26 grammatical structures of English print for use with children who are deaf and hard of hearing (DHH). Reliability and validity data were collected for 98 participants (49 DHH and 49…
Mohammad A'shouri; Seyyedeh Somayyeh Jalil-Abkenar; Ma'soumeh Pourmohammadreza-Tajrishi
Objective: The purpose of the present research was to investigation of the effectiveness of emotional intelligence training on the self-esteem of deaf students in Tehran province. Materials & Methods: The present research was an experimental study by pre-test, post-test design with control group. The study population included of boys deaf students from secondary schools (2ed grade) in Tehran province. Subjects were selected randomly by cluster sampling method. In this study were participa...
Makagon, Maja M.; Funayama, E. Sumie; Owren, Michael J.
Relatively few empirical data are available concerning the role of auditory experience in nonverbal human vocal behavior, such as laughter production. This study compared the acoustic properties of laughter in 19 congenitally, bilaterally, and profoundly deaf college students and in 23 normally hearing control participants. Analyses focused on degree of voicing, mouth position, air-flow direction, temporal features, relative amplitude, fundamental frequency, and formant frequencies. Results showed that laughter produced by the deaf participants was fundamentally similar to that produced by the normally hearing individuals, which in turn was consistent with previously reported findings. Finding comparable acoustic properties in the sounds produced by deaf and hearing vocalizers confirms the presumption that laughter is importantly grounded in human biology, and that auditory experience with this vocalization is not necessary for it to emerge in species-typical form. Some differences were found between the laughter of deaf and hearing groups; the most important being that the deaf participants produced lower-amplitude and longer-duration laughs. These discrepancies are likely due to a combination of the physiological and social factors that routinely affect profoundly deaf individuals, including low overall rates of vocal fold use and pressure from the hearing world to suppress spontaneous vocalizations. PMID:18646991
Lesar, Irena; Smrtnik Vitulic, Helena
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…
Berselli, Marcia; Lulkin, Sergio A.
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…
Berchin-Weiss, Janice; Falk, Jodi L.; Cunningham, Katherine Egan
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…
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…
Tássia Pereira Alves
Full Text Available Inclusion is a social process in school aims to change attitudes and to build a position to cover everyone without distinction. Thus, the objective was to analyze the representations of deaf students on their inclusion in physical education classes. It is qualitative, descriptive and analytical, attended eight deaf students from 2 public schools in a city in the countryside of Bahia. For data production, it was used a semi -structured interview, through the aid of an interpreter of Brazilian Sign Language (Libras, at the same time, it was translated by the interpreter and transcribed by the researchers. Data analysis used the technique of categorical content analysis. The inclusion of deaf people in physical education classes still failed to materialize and in fact, even having found some teachers with pedagogical actions that proved to be inclusive, yet they still leave many gaps, regarding satisfactory learning of students because they simply just integrate deaf students in the classroom. It is necessary that the school and the teacher ensure that the curriculum is accessible to them, so that they can contribute to the construction of citizenship, motor development, cognitive and social-emotional student.
Kushalnagar, Poorna; Ryan, Claire; Smith, Scott; Kushalnagar, Raja
This study investigates the relationship between critical health literacy (CHL) and discussion of health information among college deaf students who use American Sign Language. CHL is crucial in making appropriate health-related decisions for oneself and aiding others in making good health-choices. Research on general youth population shows that frequent health-related discussions with both friends and family is associated with higher health literacy. However, for our sample of deaf college-aged students who might have had less access to communication at home, we hypothesize that health-related discussions with same-age peers may be more important for critical health literacy. We asked two questions to assess the frequency of health-related discussions with friends and families: "How often do you discuss health-related information with your friends" and "How often do you discuss your family medical history with your family?". Participants rated their experience on a scale from 1-5 (1=never, 5=always). To assess CHL, 38 deaf and 38 hearing participants were shown a short scenario that showed a woman confiding in her friend after finding a lump in her breast. Participants were then asked what the friend should say. Responses were scored by a team of 3 raters using a CHL rubric. As predicted, results showed a strong relationship between discussion of health-related information with friends and CHL in both deaf and hearing samples. Discussion with family was linked to CHL only for hearing participants, but not deaf participants in our study. These findings underscore the importance of socializing with health-literate, accessible peers to improve the health literacy and health outcomes of all deaf people. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please email: firstname.lastname@example.org.
Borders, Christina M.; Jones Bock, Stacey; Probst, Kristi M.
The population of students who are deaf/hard of hearing (D/HH) that have additional disabilities remains at over 40 per cent. One population of particular concern is the group of D/HH students with a comorbid diagnosis of autism spectrum disorders (ASD). The prevalence of ASD in the D/HH population is 1 in 59 (Szymanski et al., 2012. "Deaf…
Guarinello, Ana Cristina; Massi, Giselle; Berberian, Ana Paula; Tonocchi, Rita; Valentin, Silvana Mendonça Lopes
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…
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…
Cawthon, Stephanie W; Leppo, Rachel
Students who are d/Deaf or hard of hearing often receive accommodations that are intended to increase access to the educational environment. The authors provide the results of a large national study of accommodations use in secondary and postsecondary settings. The article focuses on three aspects of accommodations use: access, quality, and consistency. The participants were 1,350 professionals working with a diverse group of students who were d/Deaf or hard of hearing in a variety of roles, including educators, administrators, interpreters, vocational rehabilitation agency staff, and allied service providers. Data were collected from both a national survey and a series of focus groups conducted over a 1-year period. The authors discuss the results in light of the crucial nature of accommodations during the transition into a variety of educational, training, and employment options.
Mekonnen, Mulat; Hannu, Savolainen; Elina, Lehtomäki; Matti, Kuorelahti
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…
Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah
This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations.
Weiner, Mary T; Day, Stefanie J; Galvan, Dennis
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.
Toofaninejad, Ehsan; Zaraii Zavaraki, Esmaeil; Dawson, Shane; Poquet, Oleksandra; Sharifi Daramadi, Parviz
The pedagogical benefits of the social media may be most pronounced when they impact groups of learners who are at a disadvantage in conventional face-to-face contexts. Among such disadvantaged groups are the deaf or hard of hearing (DHH) students who may experience new opportunities with the help of the social media. This paper stems from the…
Ahmadi, Hamed; Daramadi, Parviz Sharifi; Asadi-Samani, Majid; Givtaj, Hamed; Sani, Mohammad Reza Mahmoudian
The present study was conducted to compare the effectiveness of assertiveness group training on social anxiety (SAD) between deaf and hearing impaired adolescents. Forty eight (24 deaf and 24 hearing impaired) people participated in this study. First, participants with SAD, i.e. attaining the scores above 40 for Connor's Social Inventory Scale 2000 (SPIN), were selected according to convenience sampling and randomly assigned to two groups, i.e. intervention and control. Then, assertiveness group training was conducted for intervention group within 10 sessions, and immediately after completion of the training sessions, SPIN was re-administered to the two groups. ANCOVA showed that the effectiveness of assertiveness group training on SAD is different between deaf and hearing impaired participants, i.e. assertiveness group training was effective on improvement of SAD in hearing impaired participants but not deaf ones. Therefore, it is recommended to incorporate assertiveness group training in the educational programs developed for adolescents with ear disorders especially hearing impairment.
Silvestre, Nuria; Ramspott, Anna; Pareto, Irenka D.
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…
Donne, Vicki; Briley, Margaret L.
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…
Gibbons, Elizabeth M.
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…
Virtual worlds are used in many educational and business applications. At the National Technical Institute for the Deaf at Rochester Institute of Technology (NTID/RIT), deaf college students are introduced to the virtual world of Second Life, which is a 3-D immersive, interactive environment, accessed through computer software. NTID students use…
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.…
Jaiyeola, Mofadeke T; Adeyemo, Adebolajo A
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 pdeaf 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.
Bauman, Sheri; Pero, Heather
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.
Oredugba, Folakemi A
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.
Full Text Available Objective: The purpose of the present research was to investigation of the effectiveness of emotional intelligence training on the self-esteem of deaf students in Tehran province. Materials & Methods: The present research was an experimental study by pre-test, post-test design with control group. The study population included of boys deaf students from secondary schools (2ed grade in Tehran province. Subjects were selected randomly by cluster sampling method. In this study were participated 40 students. Subjects were divided into two groups by randomly (experimental and control group, each of which was consisted of 20 students. Experimental group received emotional intelligence training in 12 sessions while control group did not. The instruments of present research were Wechsler intelligence scale for children and Cooper Smith self-esteem questionnaire. The obtained data were statistically analyzed by MANCOVA. Results: The findings of this research showed that there was significant increase in self-esteem scores mean of experimental group in the post intervention in comparison with control group (P<0.05. Also scores mean of experimental group increased significantly in ego self-esteem, social self-esteem, family self-esteem and academic self-esteem (P<0.05. Conclusion: The emotional intelligence training program led to improvement the self-esteem and their subscales of deaf students. Therefore, planning for providing of emotional intelligence training is a particular importance.
Scheetz, Nanci A; Martin, David S
THE STUDY was designed to identify specific components of teacher excellence, focusing initially on the characteristics of the small number of teachers of the deaf who are certified by the National Board for Professional Teaching Standards (NBPTS), then comparing those with the characteristics of other teachers identified as master teachers by university faculty in teacher preparation in deafness. Classroom observation, written lesson plans, teacher questionnaires on beliefs, and content analysis of interactive electronic focus groups were used to compare the two groups of teachers. Results indicated similarities between Board-certified and non-Board-certified master teachers in regard to teacher behaviors and commitment to well-founded pedagogical principles. Differences were found in classroom priorities and in the greater level of interconnectivity expressed by Board-certified teachers as the result of becoming Board certified. Recommendations are made for preparing teachers of deaf students.
Lee, ChongMin; Pott, Scot A.
Although the attitudes of hearing people towards deaf people have been studied for several years, most of these studies have focused on medical professionals or children in K-12 classrooms. Limited research has examined the attitudes of hearing university students towards deaf people in sign language courses. This study aimed to investigate and…
Stanzione, Christopher M.; Perez, Susan M.; Lederberg, Amy R.
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…
Silvestre, Nuria; Cambra, Cristina
This study examines the relationship between drawing and oral language acquisition in deaf students aged three to five. The sample is made up of one hundred participants: fifty deaf and fifty hearing children. Goodenough's Human Figure Drawing Test and the WPPSI Scale of Intelligence geometric design subtest have been used to evaluate graphic…
Hosono, Naotsune; Inoue, Hiromitsu; Tomita, Yutaka
This paper discusses co-creation learning procedures of second language lessons for deaf students, and sign language lessons by a deaf lecturer. The analyses focus on the learning procedure and resulting assessment, considering the disability. Through questionnaires ICT-based co-creative learning technologies are effective and efficient and promote spontaneous learning motivation goals.
As a teacher of the deaf as well as the classroom teacher, Kimberly Mockler works very closely with the teacher of the visually impaired. This involves sharing ideas, resources, and lesson plans for the deaf/blind students. Their lessons and goals are very similar and overlap in several areas. A major challenge for both of them is maintaining high…
Full Text Available Background: The main aim of this research was to assess the differences of visual memory in deaf and normal students according to plasticity of cortical brain.Materials and Methods: This is an ex-post factor research. Benton visual test was performed by two different ways on 46 students of primary school. (22 deaf and 24 normal students. The t-student was used to analysis the data. Results: The visual memory in deaf students was significantly higher than the similar normal students (not deaf.While the action of visual memory in deaf girls was risen in comparison to normal girls in both ways, the deaf boys presented the better action in just one way of the two performances of Benton visual memory test.Conclusion: The action of plasticity of brain shows that the brain of an adult is dynamic and there are some changes in it. This brain plasticity has not limited to sensory somatic systems. Therefore according to plasticity of cortical brain theory, the deaf students due to the defect of hearing have increased the visual the visual inputs which developed the procedural visual memory.
Jambor, Edina; Elliott, Marta
Research studies on the determinants of self-esteem of deaf individuals often yield inconsistent findings. The current study assessed the effects on self-esteem of factors related to deafness, such as the means of communication at home and severity of hearing loss with hearing aid, as well as the coping styles that deaf people adopt to cope with…
Stanzione, Christopher M; Perez, Susan M; Lederberg, Amy R
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.
Zevenbergen, Robyn; Hyde, Merv; Power, Des
There has been limited examination of the intersection between language and arithmetic in the performance of deaf students, although some previous research has shown that deaf and hearing-impaired1 students are delayed in both their language acquisition and arithmetic performance. This paper examines the performance of deaf and hearing-impaired students in South-East Queensland, Australia, in solving arithmetic word problems. It was found that the subjects' solutions of word problems confirmed trends for hearing students, but that their performance was delayed in comparison. The results confirm other studies where deaf and hearing-impaired students are delayed in their language acquisition and this impacts on their capacity to successfully undertake the resolution of word problems.
Mofadeke T Jaiyeola
Full Text Available 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.
Kelly, Ronald R; Gaustad, Martha G
This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.
Ross, Annemarie D.
As a Deaf individual, it is important to ensure the growth of the Deaf community as science-literate members of society. While many predecessors have contributed to the body of research in Deaf pedagogy, there is still much to be done in safeguarding Deaf learners' equitable access to science education. One area of concern is in narrowing the statistically significant gap in Climate Change knowledge between Deaf students' and Hearing students' at the Rochester Institute of Technology. It is within this topic that the writing-to-learn-science framework is practiced and Deaf students in the Laboratory Science Technology program at the National Technical Institute for the Deaf participate in a study to assess whether or not the use of writing-to-learn-science strategies help them become better scientists, writers and learners. In this study, the social constructivist framework (Vygotsky, 1987) is used to study the impact of the use of the Berland and Reiser (2009) argumentation framework, so that they write-to-learn-science through the steps of sense-making, articulation and persuasion.
Farideh Tangestani Zadeh
Full Text Available Background and Aim: The hearing defects in deaf and hearing-impaired students also affect their cognitive skills such as memory in addition to communication skills. Hence, the aim of this study was to compare visual working memory in deaf and hearing-impaired students with that in normal counterparts.Method: In the present study, which was a causal-comparative study using the André Rey test, 30 deaf and 30 hearing-impaired students were compared with 30 students in a normal group, and they were matched based on gender, intelligence, educational grade, and socioeconomic status.Findings: Findings show that there is significant difference between the three groups’ subjects (p0.05.Conclusion: Function of deaf or hard-of-hearing students in the visual working memory task was weaker in comparison with the normal counterparts, while the two deaf and hard-of-hearing groups have similar functions. With a better identification and understanding of the factors that affect the development of this cognitive ability, we can offer new methods of teaching and reduce many of the disadvantages of this group of people in the different fields of cognitive science.
Butler, Michelle A.; Katayama, Andrew D.; Schindling, Casey; Dials, Katherine
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…
Hearing loss can be a major detriment to academic achievement among students. The present comparative study examines the differences in mathematics motivation, anxiety, and performance in female students with hearing loss and their hearing peers. A total of 63 female students with hearing loss (deaf and hard-of-hearing) and 63 hearing female…
Burton, Sarah K; Withrow, Kara; Arnos, Kathleen S; Kalfoglou, Andrea L; Pandya, Arti
Progress in identifying genes for deafness together with implementation of universal audiologic screening of newborns has provided the opportunity for more widespread use of molecular tests to detect genetic forms of hearing loss. Efforts to assess consumer attitudes toward these advances have lagged behind. Consumer focus groups were held to explore attitudes toward genetic advances and technologies for hearing loss, views about newborn hearing screening, and reactions to the idea of adding molecular screening for hearing loss at birth. Focus group discussions were recorded, transcribed and analyzed. Five focus groups with 44 participants including hearing parents of deaf children, deaf parents and young deaf adults were held. Focus group participants supported the use of genetic tests to identify the etiology of hearing loss but were concerned that genetic information might influence reproductive decisions. Molecular newborn screening was advocated by some; however, others expressed concern about its effectiveness. Documenting the attitudes of parents and other consumers toward genetic technologies establishes the framework for discussions on the appropriateness of molecular newborn screening for hearing loss and informs specialists about potential areas of public education necessary prior to the implementation of such screening.
Full Text Available Scientific undergraduate research in higher education often yields positive outcomes for student and faculty member participants alike, with underrepresented students often showing even more substantial gains (academic, professional, and personal as a result of the experience. Significant success can be realized when involving deaf and hard-of-hearing (d/hh undergraduate students, who are also vastly underrepresented in the sciences, in interdisciplinary research projects. Even d/hh Associate degree level students and those in the first two years of their postsecondary careers can contribute to, and benefit from, the research process when faculty mentors properly plan/design projects. We discuss strategies, including the dissemination/communication of research results, for involving these students in research groups with different communication dynamics and share both findings of our research program and examples of successful chemical and biological research projects that have involved d/hh undergraduate students. We hope to stimulate a renewed interest in encouraging diversity and involving students with disabilities into higher education research experiences globally and across multiple scientific disciplines, thus strengthening the education and career pipeline of these students.
Mosier, Anthony G.
The purpose of this study was to assess similarities and differences in marital adjustment between Deaf-Deaf and Deaf-hearing married couples. In examining marital adjustment, Spanier's Revised Dyadic Adjustment Scale (RDAS) was translated from English to American Sign Language (ASL) and administered to 30 Deaf-Deaf and 22 Deaf-hearing couple respondents. Although there were no statistically significant differences between the two groups. Deaf-Deaf couples tended to have higher marital adj...
Dammeyer, Jesper Herup
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 writing difficulties (i.e. they were no more than 1 year behind in school). Regression analysis models show that language abilities (either aural-oral or signed) and additional disabilities were explaining factors. Neither the level of hearing loss nor...
Full Text Available This study examines Deaf/hard of hearing college students' implicit and explicit self-esteem, with thirty-six 18 to 21 year old (Age ± SD, 19.4±0.9 subjects. Following are the results of this study: Just as hearing students, Deaf/hard of hearing students also have significant implicit self-esteem effect; none of the observed correlations with explicit esteem is significant for either attributive IAT or the affective IAT; Implicit self-esteem of males is higher than that of females; No significant correlation exists between implicit self-esteem and the level of depression. Social comparisons and negative evaluations and attitudes of others always tend to damage explicit self-esteem of Deaf/hard of hearing students. However, positive self-attitude characterizations still exist in their self-schema.
In group settings, background noise and an obstructed view of the speaker are just a few of the issues that can make workplace communication difficult for an individual who is deaf or hard of hearing. Accommodation strategies such as amplification of the speaker's voice or the use of text-based alternatives exist to address these issues. However, recent studies have shown that there are still unmet needs related to workplace communication in group settings for individuals who are deaf or hard of hearing. Identify the most common strategies used by individuals who are deaf or hard of hearing to improve communication in group settings and gauge the perceived effectiveness of those strategies. An online survey was conducted with individuals who self-identified as deaf or hard of hearing. The survey presented specific communication strategies based on three functional approaches (aural/oral, text, visual). The strategies applied to both receptive and expressive communication in five different meeting types ranging in size and purpose. 161 adults (age 22-90 yrs.) with limited hearing ability completed the survey. Text-based strategies were typically the least frequently used strategies in group settings, yet they ranked high in perceived effectiveness for receptive and expressive communication. Those who used an interpreter demonstrated a strong preference for having a qualified interpreter present in the meeting rather than an interpreter acting remotely. For expressive communication, participants in general preferred to use their own voice or signing abilities and ranked those strategies as highly effective. A more accessible workplace for individuals who are deaf or hard of hearing would incorporate more ubiquitous text-based strategy options. Also, qualified interpreters, when used, should be present in the meeting for maximum effectiveness.
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.
Lang, Harry G; Biser, Eileen; Mousley, Keith; Orlando, Richard; Porter, Jeff
Seventy-three deaf college students completed a survey examining perceptions about tutoring outcomes and emphases, characteristics of tutors, and responsibilities associated with learning through tutoring. The comparisons revealed that while baccalaureate and sub-baccalaureate students have many similar perceptions about tutoring, there are also some striking differences. In particular, as compared to the sub-baccalaureate students, baccalaureate students have a stronger preference for focusing on course content and for working with tutors who actively involve them during the tutoring sessions. In addition, baccalaureate students prefer to decide the focus of the tutoring themselves while sub-baccalaureate students tend to leave the decision to the tutor. The results of the analyses with three scales measuring perceptions of tutoring dimensions are summarized and recommendations for the selection and preparation of tutors, as well as for future research, are provided.
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…
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…
In this article, the author describes technology used with children or students who are deaf or hard-of-hearing. Specifically, three technological developments are highlighted: cochlear implants, universal newborn infant hearing screening, and telepractice. The positive impact of each type of technology on students who are deaf or hard-of-hearing…
Olatoye, R. Ademola; Aanu, E. Mosunmola
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…
Brown, P. Margaret; Byrnes, Linda J.
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…
Donne, Vicki; Rugg, Natalie
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…
Mousley, Keith; Kelly, Ronald R.
Research has shown that fraction magnitude and whole number division are important precursors to learning and understanding fractions. Deaf and hard-of-hearing (DHH) students are consistently challenged with learning fractions from K-12 through college. Sixty DHH college students were tested for both their understanding of magnitude between two…
Pizzo, Lianna; Bruce, Susan M.
This article investigates the relationships between play and language development in students with multiple disabilities and visual impairments or deaf-blindness. The findings indicate that students with higher levels of communication demonstrate more advanced play skills and that the use of play-based assessment and exposure to symbolic play are…
Beal-Alvarez, Jennifer S.
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…
Texas School for the Deaf, Austin.
This student booklet, designed to teach deaf adolescents about human sexuality, is written for students with a second- to fourth-grade reading level. Topics include: (1) relationships; (2) adolescent growth and development; (3) female and male anatomy; (4) conception, fetal development, and birth; (5) contraception; and (6) sexual intercourse and…
Dostal, Hannah; Gabriel, Rachael; Weir, Joan
Students who are deaf or hard of hearing present unique opportunities and challenges for literacy instruction in mainstream classrooms. By addressing the specific needs of this diverse student community, teachers are given the chance to sharpen instruction and create learning opportunities for the entire class. The authors discuss two…
Understanding how deaf and hard-of-hearing (DHH) international students transition to post-secondary institutions is important for ensuring their academic and personal success. In this grounded theory study, five Saudi Arabian students who are DHH and enrolled at Gallaudet University were interviewed about their transition experience. Participants…
In spite of the fact that services for deaf people have been provided since Victorian times, there is no "philosophy of deafness" and services are based upon the subjective observation of deaf people by "hearing" people. This study seeks to formulate such a philosophy, for those unable to hear spoken communication from birth or early childhood, based upon acceptance of the social limitations of being unable to hear in a society where the ready use of that sense is taken for granted.\\ud \\ud In...
Kelly, Ronald R; Berent, Gerald P
This research contrasted deaf and hearing students' interpretive knowledge of English sentences containing numeral quantifier phrases and indefinite noun phrases. A multiple-interpretation picture task methodology was used to assess 305 participants' judgments of the compatibility of sentence meanings with depicted discourse contexts. Participants' performance was assessed on the basis of hearing level (deaf, hearing) and grade level (middle school, high school, college). The deaf students were predicted to have differential access to specific sentence interpretations in accordance with the relative derivational complexity of the targeted sentence types. Hypotheses based on the pressures of derivational economy on acquisition were largely supported. The results also revealed that the deaf participants tended to overactivate pragmatic processes that yielded principled, though non-target, sentence interpretations. Collectively, the results not only contribute to the understanding of English acquisition under conditions of restricted access to spoken language input, they also suggest that pragmatic factors may play a broad role in influencing, and compromising, deaf students' reading comprehension and written expression.
Srisorachatr, Suwat; Huadong, Yotsinee; Hudthagosol, Chatrapa; Danthanavanich, Suksiri
Deaf students are of a number of under privilege group for whom there are limited resources for their use, related to health including nutrition. The purpose of this research was to create computer-assisted instruction for "nutrition flags" for 5 and 6th grade students. The content of nutrition included the concept of a healthy balance diets and portion sizes of each food group. The content and pictures for computer-assisted instruction came from existing curriculum, and focused on nutritional content. The contents in this instruction were divided into three units according to students' learning capacity. The story boards were developed by staff including nutritionists, Thai sign language interpreters, and deaf students. Then, the contents and nutrition vocabulary were translated into Thai sign language. After recording the sign language on video, this material was merged with the contents and converted into a computer program. The computer assisted instruction was tested with students from Nakon Pathom School for the Deaf The first trial was conducted with three students, the second with five students, and the third with 15 students during the academic year 2009. The computer- assisted instruction was revised until it met the standard criteria of 80/80. Effectiveness testing was carried out with 36 students for five consecutive days. On the first day, the pre-test was completed, and on days 2-4, the students performed self-study and completed the exercises for units 1-3, with 50 minutes spent on each unit. The post-test was completed on the last day. The study was conducted during the 2010 academic year Data analysis was performed using the t-test. The results showed an effectiveness of 81.85/82.22, which was higher than the standard criteria of 80/80. The post-test average score was higher than the pre-test average score with a statistical significance level at p < 0.0001. Suggestions for instruction for the deaf are that the length of the instruction in each
The purpose of this research study was to identify common instructional practices described by teachers of the deaf with students who are deaf with autism that increase both student engagement and instructional outcomes. As the diversity of students increase within deaf/hard of hearing programs, research is emerging in the area of deaf autism.…
Bullis, Michael; Davis, Cheryl; Bull, Bruce; Johnson, Brian
Studies the congruence of transition plans of deaf adolescents (N=34) and hearing peers (N=59) to their parents' transition plans for them. Results indicate clear differences between each group, with hearing students exhibiting higher agreement of plans with experiences than did the deaf group. Deaf students exhibited low agreement indexes,…
Malloy, Peggy, Ed.
These three issues of "Deaf-Blind Perspectives" feature the following articles: (1) "A Group for Students with Usher Syndrome in South Louisiana" (Faye Melancon); (2) "Simply Emily," which discusses a budding friendship between a girl with deaf-blindness and a peer; (3) "Intervener Update" (Peggy Malloy and…
Davis, Cheryl D.
Discusses developments in technology that provide high-quality visual access to transition information and multimedia instruction for learners with deafness. Identifies a variety of considerations in using multimedia products and describes the pros and cons of different media in the context of several multimedia projects. (Author/CR)
Gogate, Parikshit; Bhusan, Shashi; Ray, Shantanu; Shinde, Amit
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 vision pre- and post-intervention was statistically significant (P 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.
Scott, Jessica Armytage
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…
Qi, Sen; Mitchell, Ross E.
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…
This article draws on some of the existing literature on the politics of identity and representation as related to minority group formation. It applies this to constructions of Deaf identity from a cultural and linguistic perspective and contrasts this with dominant constructions of Deaf people as disabled. It highlights a number of ways in which…
Scott, Jessica A.; Hoffmeister, Robert J.
Academic English is an essential literacy skill area for success in post-secondary education and in many work environments. Despite its importance, academic English is understudied with deaf and hard of hearing (DHH) students. Nascent research in this area suggests that academic English, alongside American Sign Language (ASL) fluency, may play an…
Emerson, Judith; Bishop, John
Introduction: Seeing the Possibilities with Videophone Technology began as research project funded by the National Center for Technology Innovation. The project implemented a face-to-face social networking program for students with deaf-blindness to investigate the potential for increasing access and communication using videophone technology.…
Provides information on noteworthy web pages of schools for deaf and hard-of-hearing students that show off their schools with style. Five web pages are evaluated on content, visual appeal, attention to technical details, and ease of finding information. Web addresses are provided. (CR)
Bowers, Lisa M.; Dostal, Hannah; McCarthy, Jillian H.; Schwarz, Ilsa; Wolbers, Kimberly
Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh), and most do not develop age appropriate spelling skills. Spelling errors from 29 middle school d/hh students were analyzed from writing samples that were gathered at the beginning, middle, and end of a year-long writing…
Morrow, Lonny W.
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)
Beal-Alvarez, Jennifer S.
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.,…
Ibrahim, Zainuddin; Alias, Norlidah; Nordin, Abu Bakar
The field of Information Communication Technology has offered a promising future for deaf students. Web design, animation, and multimedia application design are a branch of graphic design area, which aim to aid their learning visually. However, most of the technical terms cannot be interpreted in Malaysian sign language. Moreover, the development…
Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer Model of Teaching, for deaf students are examined. Ausubel believes that complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on…
Luft, Pamela; Bonello, Mary; Zirzow, Nichole K
To BE COMPETITIVE in the workplace, deaf and hard of hearing students must not only possess basic computer literacy but also know how to use and care for personal assistive and listening technology. An instrument was developed and pilot-tested on 45 middle school and high school deaf and hard of hearing students in 5 public school programs, 4 urban and 1 suburban, to assess these students' current technology skills and to prepare them for post-high school expectations. The researchers found that the students' computer skills depended on their access to technology, which was not always present in the schools. Many students also did not know basic care practices or troubleshooting techniques for their own personal hearing aids (if worn), or how to access or use personal assistive technology.
Kustusch, Mary Bridget; Ptak, Corey; Sayre, Eleanor C.; Franklin, Scott V.
It is increasingly common in physics classes for students to work together to solve problems and perform laboratory experiments. When students work together, they need to negotiate the roles and decision making within the group. We examine how a large group of students negotiates authority as part of their two week summer College Readiness Program at Rochester Institute of Technology. The program is designed to develop metacognitive skills in first generation and Deaf and hard-of-hearing (DHH) STEM undergraduates through cooperative group work, laboratory experimentation, and explicit reflection exercises. On the first full day of the program, the students collaboratively developed a sign for the word ``metacognition'' for which there is not a sign in American Sign Language. This presentation will focus on three aspects of the ensuing discussion: (1) how the instructor communicated expectations about decision making; (2) how the instructor promoted student-driven decision making rather than instructor-driven policy; and (3) one student's shifts in decision making behavior. We conclude by discussing implications of this research for activity-based physics instruction.
Gabriel, K O; Getch, Y Q
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.
Al-Hilawani, Y A
The purpose of this study was to examine the influence of using the Cognitive Behaviour Modification (CBM) technique on the subtraction skills of third grade hearing and deaf/hard-of-hearing students. The results indicated that the CBM deaf/hard-of-hearing students and the CBM and non-CBM hearing students made more progress in solving the subtraction problems than the non-CBM deaf/hard-of-hearing students. The results also showed that there were no significant differences between the CBM deaf/hard-of-hearing and the non-CBM hearing students; and there were no significant differences between the CBM and non-CBM hearing students. The results revealed that the CBM hearing students achieved significantly higher post-test scores than the CBM deaf/hard-of-hearing students. However, the CBM deaf/hard-of-hearing students obtained a significantly higher gain score compared to the CBM and non-CBM hearing students. Implications for teachers and suggestions for future research are discussed in this paper.
Andrei, Stefan; Osborne, Lawrence; Smith, Zanthia
The current learning process of Deaf or Hard of Hearing (D/HH) students taking Science, Technology, Engineering, and Mathematics (STEM) courses needs, in general, a sign interpreter for the translation of English text into American Sign Language (ASL) signs. This method is at best impractical due to the lack of availability of a specialized sign…
Paula Cristina Cristina de Oliveira Vons
Full Text Available Inclusive educational workshops can be used as teaching strategies for deaf students to integrate into society, allowing who are beneficiaries of diversified teaching methods, encouraging them to become active citizens in their rights and duties according to their potential. In order to build knowledge collectively, inclusive educational workshops were developed as the project methodology "The Natural Science Museum Goes to School: a proposal for inclusive education", which aimed to raise awareness among deaf students of the School of Special Education Helen Keller Caxias do Sul / RS on the importance of environmental preservation. The workshops allowed autonomy in the construction of knowledge as related theory with practice, creating situations where students stopped being only learning receivers. Workshops were held as hanging garden, environmental commitment, sensory garden, animals in origami, green puppet, puppet fish and terrarium. Participated in these activities students from 1st to 9th grades of elementary school and adult education, covering 102 participants. During the workshops inquiries were carried out, encouraging students to share prior knowledge with colleagues and enabling these acquire new environmental information, making meaningful learning. Pedagogical workshops should be used as support tools in the classroom, and worked in continuous and interdisciplinary way. As a result, deaf students feel valued and producers of their knowledge and will experience different activities recognizing the importance of learning to their daily lives.
Dunne, Courtney M.
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.…
Wei, Hong; Wang, Yan-Ling; Cong, Xiao-Na; Tang, Wan-Qin; Wei, Ping-Min
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…
Full Text Available Background and Objectives: While all students are vulnerable to injuries, such vulnerability may even be higher in the deaf and hard-of-hearing students. Therefore, this study evaluated a health belief model-based educational program to prevent school injuries among deaf and hard-of-hearing high school students. Materials and Methods: This quasi-experimental study was conducted on all deaf and hard-of-hearing students who attended two special schools in Hamadan (Iran during 2014. They were randomly assigned to either the intervention group (n = 23 or the control group (n = 27. Data were collected using a self-report questionnaire containing items on demographic characteristics, constructs of the health belief model, and knowledge and preventive behaviors. In both groups, the questionnaires were filled out through interviews before and two months after the intervention. The intervention included distributing booklets and holding five educational sessions. Data were analyzed with paired t, independent t, chi square, and Fisher’s exact tests in SPSS16. Results: After the educational intervention, the mean scores of knowledge (P=0.002, preventive behaviors (P=0.001, and constructs of the health belief model, i.e. perceived severity (P=0.001, perceived benefits (P=0.001, self-efficacy (P=0.001, and cues to action (P=0.001, were significantly higher in the intervention group than in the control group. Conclusion: According to our findings, an educational intervention based on the health belief model can promote behaviors to prevent school injuries among deaf and hard-of-hearing students.
Ana Cristina Guarinello
Full Text Available Com o objetivo de debater a problemática que envolve a inclusão do aluno surdo no ensino regular, esse estudo se propõe a analisar aspectos envolvidos em tal problemática a partir da visão de um grupo de professores. Para tanto, foi aplicado questionário junto a 36 professores inseridos na Rede Pública do Ensino Fundamental e Médio do Estado do Paraná. A análise dos dados evidencia que as principais dificuldades citadas ora relacionam-se aos próprios professores - à falta de conhecimento acerca da surdez, à dificuldade de interação com o surdo, ao desconhecimento de LIBRAS -, ora aos sujeitos surdos - a própria surdez e a dificuldade de compreensão que tais sujeitos apresentam na ótica dos professores. Cabe ressaltar que os professores, sujeitos dessa pesquisa, não relacionam as suas dificuldades para ensinar com as dificuldades de seus alunos para aprender, como se o desconhecimento dos professores acerca da surdez, por exemplo, não tivesse implicações diretas na aprendizagem dos surdos. Conclui-se que a inclusão de surdos no ensino regular significa mais do que apenas criar vagas e proporcionar recursos materiais, é necessário que a escola e a sociedade sejam inclusivas, assegurando igualdade de oportunidades a todos os alunos e contando com professores capacitados e compromissados com a educação de todos.Since this study aims to discuss the placement of deaf students in regular schools, we intend to analyze various aspects pertaining to such issues from the perspective of a group of teachers of deaf students. We applied a questionnaire to 36 teachers working in public schools in elementary, middle and high school levels in the state of Paraná. The data analysis showed that the main difficulties mentioned were related either to the teachers themselves or to their students. Teacher related issues ranged from the teachers' lack of knowledge about deafness, or to problems concerning interaction with the deaf and lack
Wang, Ye; Trezek, Beverly J; Luckner, John L; Paul, Peter V
The article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills such as the use of speechreading, articulatory feedback, Visual Phonics, and Cued Speech. Finally, they present recent intervention studies and proposed procedures to employ phonics-based instruction with students who are deaf or hard of hearing. The authors conclude with the assertion that the teaching of phonologically related skills by means of instructional tools such as Visual Phonics and Cued Speech can and should be incorporated into reading instruction for students who are deaf or hard of hearing. The authors recommend additional research in this important area.
Vernon, McCay; Hicks, Wanda
Group counseling for secondary students with Usher's syndrome, a genetic condition resulting in hearing impairment at birth and gradual loss of vision, was intended to provide information and opportunities for expression. Results included practical changes in school environment, increased information about deaf-blindness for the students, and help…
Turner, Oliver; Windfuhr, Kirsten; Kapur, Navneet
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
Ahmadi, Maryam; Abbasi, Masoomeh; Bahaadinbeigy, Kambiz
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.
Vongsawad, Cameron T.; Berardi, Mark L.; Whiting, Jennifer K.; Lawler, M. Jeannette; Gee, Kent L.; Neilsen, Tracianne B.
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.
Pagliaro, Claudia M; Ansell, Ellen
The use of problem-solving strategies by 59 deaf and hard of hearing children, grades K-3, was investigated. The children were asked to solve 9 arithmetic story problems presented to them in American Sign Language. The researchers found that while the children used the same general types of strategies that are used by hearing children (i.e., modeling, counting, and fact-based strategies), they showed an overwhelming use of counting strategies for all types of problems and at all ages. This difference may have its roots in language or instruction (or in both), and calls attention to the need for conceptual rather than procedural mathematics instruction for deaf and hard of hearing students.
Li, Degao; Zhang, Fan; Zeng, Xihong
An affective priming task was used with two cohorts of college students, one deaf or hard of hearing (D/HH), the other hearing, in two experiments. The same set of affective-word targets, preceded by "※※" in Experiment 1 but by affective-word primes of the same valence as the targets in Experiment 2, were presented vertically above or below the screen center. Stimuli that preceded the targets were shown at the screen center. D/HH participants generally performed more poorly than hearing participants, but both groups performed similarly in that both did better on the positive targets than on the negative in both experiments, and on supporting metaphorical associations between valence and vertical positions (Meier & Robinson, 2004), as indicated by reaction times, in Experiment 2. The researchers concluded that D/HH and hearing college students perform similarly in developing cognition-grounded representations of affective words in written language.
Cheng, Sanyin; Zhang, Li-fang
This study explores how university students' thinking styles changed over a single academic year by twice administering the Thinking Styles Inventory-Revised II to 256 deaf or hard-of-hearing (DHH) students and 286 hearing students from art and design academic disciplines in China. Results showed that after having studied at the university for one academic year, hearing students showed increased use of Type I thinking styles (more creativity generated, less structured, and more complex) and less use of Type II thinking styles (more norm favoring, more structured, and more simplistic), whereas DHH students demonstrated increased use of both Type I and Type II thinking styles. Moreover, students' changes in thinking styles differed across university class levels. The contributions, limitations, and implications of the present research are discussed. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: email@example.com.
Full Text Available Deaf or hard-of-hearing individuals usually face a greater challenge to learn to write than their normal-hearing counterparts, because sign language is the primary communicative skills for many deaf people. The current body of research only covers the detailed linguistic features of deaf or hard-of-hearing students. Due to the limitations of traditional research methods focusing on microscopic linguistic features, a holistic characterization of the writing linguistic features of these language users is lacking. This study attempts to fill this gap by adopting the methodology of linguistic complex networks. Two syntactic dependency networks in order to compare the macroscopic linguistic features of deaf or hard-of-hearing students and those of their normal-hearing peers. One is transformed from a treebank of writing produced by Chinese deaf or hard-of-hearing students, and the other from a treebank of writing produced by their Chinese normal-hearing counterparts. Two major findings are obtained through comparison of the statistical features of the two networks. On the one hand, both linguistic networks display small-world and scale-free network structures, but the network of the normal-hearing students’ exhibits a more power-law-like degree distribution. Relevant network measures show significant differences between the two linguistic networks. On the other hand, deaf or hard-of-hearing students tend to have a lower language proficiency level in both syntactic and lexical aspects. The rigid use of function words and a lower vocabulary richness of the deaf or hard-of-hearing students may partially account for the observed differences.
Luiz Renato Martins da Rocha
Full Text Available This paper aims at describing some results from the investigation on how deaf students from the Federal University of Santa Maria, according to their own perception, have been assisted in their linguistic and pedagogical needs in the graduation courses. Their choice of this institution is due to the fact that it has a selection test for the Brazilian Sign Language (Libras, Brazilian Portuguese abbreviation using video recording. This makes the institution have a greater number of deaf students when compared to other universities and creates an environment which is different from other university contexts. The study comprised descriptive and exploratory research; data collection was carried out through the application of an electronic questionnaire (online to 18 deaf students. The results revealed that despite the differentiated access to this university, there are still many similarities when compared to other university contexts. The conclusions point out to the maintenance of precarious conditions for the permanence of these students in the classroom.
Qi, Sen; Mitchell, Ross E
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.
Jin, Huiyuan; Liu, Haitao
Deaf or hard-of-hearing individuals usually face a greater challenge to learn to write than their normal-hearing counterparts. Due to the limitations of traditional research methods focusing on microscopic linguistic features, a holistic characterization of the writing linguistic features of these language users is lacking. This study attempts to fill this gap by adopting the methodology of linguistic complex networks. Two syntactic dependency networks are built in order to compare the macroscopic linguistic features of deaf or hard-of-hearing students and those of their normal-hearing peers. One is transformed from a treebank of writing produced by Chinese deaf or hard-of-hearing students, and the other from a treebank of writing produced by their Chinese normal-hearing counterparts. Two major findings are obtained through comparison of the statistical features of the two networks. On the one hand, both linguistic networks display small-world and scale-free network structures, but the network of the normal-hearing students' exhibits a more power-law-like degree distribution. Relevant network measures show significant differences between the two linguistic networks. On the other hand, deaf or hard-of-hearing students tend to have a lower language proficiency level in both syntactic and lexical aspects. The rigid use of function words and a lower vocabulary richness of the deaf or hard-of-hearing students may partially account for the observed differences.
Luetke-Stahlman, Barbara; Nielsen, Diane Corcoran
This study was planned with the knowledge that the tasks of reading require the same acquisition of skills, whether a child is hearing or deaf, monolingual, or bilingual. Reading and language research literature was reviewed. Subjects were 31 deaf students (7.9-17.9 years of age) who attended one of three U.S. programs. Performance on 15 language and literacy measures was analyzed. Results were that students who scored highest on a passage-comprehension measure also were more able (a) to provide synonyms, antonyms, and analogies of read words and phrases, (b) to read more listed words, and (c) to substitute one phoneme more correctly for another to create new words than were readers with lower scores. Two groups of students also were compared: a Longer Exposure to English Group (n = 22) who used Signing Exact English (SEE) for 5 years or more and a Shorter Exposure Group (n = 8) exposed to SEE for less than 2 years. A correlational analysis revealed that there were no significant relationships among 14 background variables with the exception of "age of identification of hearing loss," a variable then covaried in subsequent analysis of covariance. Students in the Longer Exposure Group scored higher on all measures. Significant differences were found between groups for short-term memory, receptive and expressive English, and five phonological subtests. Mini-case studies and the performance of eight students in the Longer Exposure Group who scored lowest on the comprehension measure also are discussed.
Cawthon, Stephanie W.; Wurtz, Keith A.
The purpose of this paper is to present findings on alternate assessments for students who are deaf or hard of hearing (SDHH). Drawn from the results of the "Second National Survey of Assessments and Accommodations for Students Who Are Deaf or Hard of Hearing," this study investigated three alternate assessment formats: portfolio, checklists, and…
Reed, Susanne; Antia, Shirin D; Kreimeyer, Kathryn H
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.
André Luis Balan
Full Text Available O presente recorte (adaptado apresenta uma análise das entrevistas feitas com três sujeitos surdos acerca das suas percepções sobre suas experiências educativas escolares no contexto das instituições especiais de ensino. Confirma-se, por meio do presente estudo, que os alunos estão cientes de algumas dificuldades das escolas especiais e sentem-se prejudicados por essas falhas. As análises das entrevistas realizadas, acerca das percepções dos alunos surdos sobre suas experiências educativas escolares nas escolas especiais, possibilitaram-nos reconhecer, por meio dos relatos dos próprios surdos, fatos recorrentes no espaço da escola especial, que influenciam ou mesmo delimitam a qualidade da educação destes estudantes.This excerpt (adapted presents an analysis of interviews performed with three (3 deaf students about their perceptions and educational experiences in the context of educational institutions and special education. Through this study it is confirmed that students are aware of some difficulties of special schools, besides feeling prejudiced because of these flaws. The analysis of the interviews about some perceptions of deaf students on their educational experiences in special schools allowed identifying, through their reports, recurring events within the special school, which nfluence or even limit the quality of education for these students.
Full Text Available This study evaluated benefits toward Captioned Online Courses (COC among American, International, and Deaf/Hard of Hearing students from two California universities. As a result, COC were not just viewed as accommodations for DHH students, but also as providing benefits for American and International students. Study results indicated that international students showed higher individual value for COC than the other groups, while American students had the smallest individual value but presented the larger total value toward COC than the other groups due to their comprising the largest population at both universities. The aggregate total value for all groups was approximately $2,000,000.00, which would represent the cost of conducting 370 classes at the lowest price of $2.00 per minute. These results indicate the possibility of expanding future COC as Universal Design model for postsecondary educational institutions.
Cheng, Sanyin; Zhang, Li-Fang
The authors explored how thinking styles relate to quality of university life among deaf or hard of hearing (DHH) and hearing university students in mainland China. The first of two studies affirmed the validity and reliability of a modified version of the Quality of University Life Measure (QULM; Sirgy, Grezskowiak, & Rahtz, 2007) among 833 university students (366 DHH, 467 hearing). The second investigated relationships between thinking styles and quality of university life; the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) and modified QULM were administered to 542 students (256 DHH, 286 hearing). Students scoring higher on Type I styles (i.e., more creativity-generating, less structured, cognitively more complex) tended toward greater satisfaction with university life; those scoring higher on Type II (i.e., more norm-favoring, more structured, cognitively more simplistic) tended toward less satisfaction. Contributions, limitations, and implications of the research are discussed.
Abbasi, Masoumeh; Eslami, Saeid; Mohammadi, Mahdi; Khajouei, Reza
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. (pinformation 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.
Luckner, John L; Sebald, Ann M
Self-determination is a combination of attitudes, knowledge, and skills that enables individuals to make choices and engage in goal-directed, self-regulated behavior. Research in special education has demonstrated the benefits of promoting self-determination in achieving positive adult outcomes. However, to date, very little has been written about self-determination as it relates to the education of students who are deaf or hard of hearing. This article provides an overview of self-determination, suggestions for instructional planning, and guidance on resources that can be used to gather additional information.
Parton, Becky Sue; Hancock, Robert; Crain-Dorough, Mindy; Oescher, Jeff
Tangible computing combines digital feedback with physical interactions - an important link for young children. Through the use of Radio Frequency Identification (RFID) technology, a real-world object (i.e. a chair) or a symbolic toy (i.e. a stuffed bear) can be tagged so that students can activate multimedia learning modules automatically. The…
Cooke, M. L.
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
Allen, Thomas E; Anderson, Melissa L
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.
Thew, Denise; Smith, Scott R; Chang, Christopher; Starr, Matt
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.
Luckner, John L; Dorn, Brittany
The pressure that educators are experiencing to educate more students, with more challenges, to higher levels of learning than any time in the past is significantly changing their working conditions. The purpose of this study was to examine the perceptions of a national sample of teachers of students who are deaf or hard of hearing to ascertain their overall job satisfaction as well as to identify the specific factors that positively and negatively affect their ability to do their jobs well. In addition, responses of different subsets of teachers (e.g., itinerant, elementary, and secondary) were compared. Responses from 495 deaf educators are reported. Collectively, 89% of participants stated that they were satisfied to very satisfied with their overall job. Specific aspects of the job that respondents indicated that they were most satisfied or most dissatisfied with are presented and suggestions for addressing some of the identified challenges as well as recommendations for future research are provided. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: firstname.lastname@example.org.
Ayantoye, Catherine Adekemi; Luckner, John L
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.
Marshall, Matthew M; Carrano, Andres L; Dannels, Wendy A
Individuals who are deaf and hard-of-hearing (DHH) are underrepresented in science, technology, engineering, and mathematics (STEM) professions, and this may be due in part to their level of preparation in the development and retention of mathematical and problem-solving skills. An approach was developed that incorporates experiential learning and best practices of STEM instruction to give first-year DHH students enrolled in a postsecondary STEM program the opportunity to develop problem-solving skills in real-world scenarios. Using an industrial engineering laboratory that provides manufacturing and warehousing environments, students were immersed in real-world scenarios in which they worked on teams to address prescribed problems encountered during the activities. The highly structured, Plan-Do-Check-Act approach commonly used in industry was adapted for the DHH student participants to document and communicate the problem-solving steps. Students who experienced the intervention realized a 14.6% improvement in problem-solving proficiency compared with a control group, and this gain was retained at 6 and 12 months, post-intervention. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: email@example.com.
Edwards, Sandra G.
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…
Blom, Helen; Segers, Eliane; Hermans, Daan; Knoors, Harry; Verhoeven, Ludo
This paper provides insight into the reading comprehension of hierarchically structured hypertexts within D/HH students and students with SLI. To our knowledge, it is the first study on hypertext comprehension in D/HH students and students with SLI, and it also considers the role of working memory. We compared hypertext versus linear text comprehension in D/HH students and students with SLI versus younger students without language problems who had a similar level of decoding and vocabulary. The results demonstrated no difference in text comprehension between the hierarchically structured hypertext and the linear text. Text comprehension of D/HH students and students with SLI was comparable to that of the students without language problems. In addition, there was a similar positive predictive value of visuospatial and not verbal working memory on hypertext comprehension for all three groups. The findings implicate that educational settings can make use of hierarchically structured hypertexts as well as linear texts and that children can navigate in the digital world from young age on, even if language or working memory problems are present. Copyright © 2016 Elsevier Ltd. All rights reserved.
Mather, Susan M.; Clark, M. Diane
One of the ongoing challenges teachers of students who are deaf or hard of hearing face is managing the visual split attention implicit in multimedia learning. When a teacher presents various types of visual information at the same time, visual learners have no choice but to divide their attention among those materials and the teacher and…
This manuscript reviews 28 studies of reading research on deaf and hard-of-hearing (DHH) students published since 2000 that used correlational analyses. The examination focused on assessment issues affecting measurement and analysis of relationships between early phonological or orthographic skills and reading comprehension. Mixed outcomes…
Bennett, Jessica G.; Gardner, Ralph, III; Rizzi, Gleides Lopes
Strong correlations exist between signed and/or spoken English and the literacy skills of deaf and hard of hearing students. Assessments that are both valid and reliable are key for researchers and practitioners investigating the signed and/or spoken English skills of signing populations. The authors conducted a literature review to explore which…
Aseery, Fahad. A.
This study investigated teachers attitudes toward including Deaf and hard of hearing (D/hh) students in regular education classrooms in Saudi Arabia. In addition, the study analyzed how the teachers' attitudes toward inclusion were influenced by the following variables: teaching position, training on inclusion the teachers had received, years of…
Ronaldo Santos Santana
Full Text Available This study aimed to highlight the state-of-the-art in research on Science teaching for deaf students from 2012 to 2017, in order to outline an overview of the latest studies in the area, as well as their trends and main considerations. For that, a state-of-the-art research was carried out and, for the construction of the data corpus, abstracts of papers published in scientific journals, course conclusion papers, Masters thesis and Doctoral dissertations were used. From the data analysis, categories were elaborated and trends and challenges in the field were made explicit. The results demonstrate that research in this field is in imminent growth and they are being articulated to the theoretical frameworks that underpin the teaching of Science for hearing students.
Higgins, Michael; Lieberman, Amy M.
Deaf children have traditionally been perceived and educated as a special needs population. Over the past several decades, many factors have converged to enable a shift in perspective to one in which deaf children are viewed as a cultural and linguistic minority, and the education of deaf children is approached from a bilingual framework. This…
Power, Des; Hyde, Merv
A national randomly selected survey of a sample of deaf and hard-of-hearing students included in regular classes from kindergarten to high school in Australian preschools and schools was conducted via a questionnaire to itinerant teachers working with such students. This article reports the analysis of a questionnaire that surveyed the demographic characteristics of such students and a set of characteristics of their behavior in their placement in terms of "participation" in aspects of regular class activities. These aspects were level of integration, academic participation, level of independence, and social participation. Data are reported and analyzed in terms of the above demographic and participatory characteristics of the students. We consider comparisons with comparable reports from the United States and Great Britain and discuss implications for deaf and hard-of-hearing students included in regular classes.
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.
Gann, Candace J; Gaines, Sarah E; Antia, Shirin D; Umbreit, John; Liaupsin, Carl J
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: firstname.lastname@example.org.
DE Filippo, Carol Lee
Quality of life is an area of nonacademic influence to which college programs can contribute significantly. It is proposed that a satisfying quality of life can enhance college success by increasing degree of academic engagement, regardless of a student's hearing status. A study of the quality of life of 200 deaf and hard-of-hearing students on a mainstream college campus is summarized as an example of how to define and measure baseline wellness using paper surveys and interviews. Life domain...
Xu, Bai-Cheng; Bian, Pan-Pan; Liu, Xiao-Wen; Zhu, Yi-Ming; Yang, Xiao-Long; Ma, Jian-Li; Chen, Xing-Jian; Wang, Yan-Li; Guo, Yu-Fen
The GJB2 gene mutation characteristic of Dongxiang was the interaction result of ethnic background and geographical environment, and Yugur exhibited the typical founder effect. The SLC26A4 gene mutation characteristic of Dongxiang was related to caucasian backgrounds and selection of purpose exons, i.e. ethnic background and the penetrance of ethnic specificity caused the low mtDNA1555A>G mutation frequency in Dongxiang. To determine the prevalence of GJB2 and SLC26A4 genes and mtDNA1555A>G mutations and analyze the ethnic specificity in the non-syndromic sensorineural hearing loss (NSHL) of unique ethnic groups in Gansu Province. Peripheral blood samples were obtained from Dongxiang, Yugur, Bonan, and ethnic Han groups with moderately severe to profound NSHL in Gansu Province. Bidirectional sequencing (or enzyme digestion) was applied to identify the sequence variations. The pathogenic allele frequency of the three gene mutations was different. The frequency of the GJB2 gene among the Dongxiang, Yugur, Bonan, and ethnic Han groups was 9.03%, 12.5%, 5.88%, and 12.17%, respectively. No difference was found between the ethnic groups. The frequencies of the SLC26A4 genes were 3.23%, 8.33%, 0%, and 9.81%, respectively. The mutation frequency of mtDNA1555A>G was 0%, 0%, 0%, and 6.03%, respectively. No difference was found between the ethnic groups, except for the Dongxiang and ethnic Han groups, both in SLC26A4 gene and mtDNA1555A>G.
Lang, Harry; Pagliaro, Claudia
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- over low-familiarity and signability. Concrete terms were recalled significantly better than abstract terms. Geometry terms that could be represented with single signs were recalled significantly better than those that are usually fingerspelled or those represented by compound signs. Teachers with degrees and/or certification in mathematics had significantly higher self-ratings for the strongest predictor variables, imagery (visualization), and familiarity, as compared with those without such formal training. Based on these findings, implications for mathematics instruction, teacher education, and research are provided.
Full Text Available Generally, deaf and hard of hearing (D/HH children have fewer friends than hearing peers and their friendships are of a lower quality. The research hypothesis was that using the computer to communicate with new online friends through social network sites or playing games with offline friends is associated with D/HH friendship qualities, because it removes certain communication barriers D/HH face in offline communication settings. With online questionnaires the relation between computer use and online, mixed (offline friend who you also speak in online settings, and offline friendship quality of D/HH and hearing students (18-25 years was compared in both the Netherlands (n = 100 and the United States (n = 122. In addition, the study examined whether the different friendship qualities were related to the participants' well-being. Results showed that, in general, D/HH students' friendship qualities and levels of well-being were similar to their hearing peers. The quality of the mixed friendships was positively related to well-being. Furthermore, the frequency of pc use with both online and offline friends was positively related to friendships qualities in both hearing and D/HH students. A combination of the online and offline friendship seems to be the most important friendship type for both hearing and D/HH students and it is worthwhile to encourage this friendship type.
Brown, P Margaret; Cornes, Andrew
This study investigated the mental health problems of 89 deaf and hard-of-hearing (DHH) adolescents in New South Wales, Tasmania, and Western Australia. Participants completed the written (for oral students) or signed version for competent Australian Sign Language (Auslan) users version of the Youth Self Report (YSR). Students were educated in a range of educational settings, had varying degrees of hearing loss, and used a range of communication modes. Results showed that, overall, DHH students reported increased levels of mental health problems compared with hearing peers. The broadband syndromes were more than 3 times more likely to be reported, while the narrowband syndromes were between 2 and 7 times more likely. A binary logistic regression analysis showed that the language used at home was a significant predictor of mental health problems. The implications of these findings for the social, emotional, and mental well-being of DHH students and the training of professionals are discussed. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: email@example.com.
Blom, Helen; Marschark, Marc; Vervloed, Mathijs P J; Knoors, Harry
Generally, deaf and hard of hearing (D/HH) children have fewer friends than hearing peers and their friendships are of a lower quality. The research hypothesis was that using the computer to communicate with new online friends through social network sites or playing games with offline friends is associated with D/HH friendship qualities, because it removes certain communication barriers D/HH face in offline communication settings. With online questionnaires the relation between computer use and online, mixed (offline friend who you also speak in online settings), and offline friendship quality of D/HH and hearing students (18-25 years) was compared in both the Netherlands (n = 100) and the United States (n = 122). In addition, the study examined whether the different friendship qualities were related to the participants' well-being. Results showed that, in general, D/HH students' friendship qualities and levels of well-being were similar to their hearing peers. The quality of the mixed friendships was positively related to well-being. Furthermore, the frequency of pc use with both online and offline friends was positively related to friendships qualities in both hearing and D/HH students. A combination of the online and offline friendship seems to be the most important friendship type for both hearing and D/HH students and it is worthwhile to encourage this friendship type.
Engelman, Alina; Ivey, Susan L; Tseng, Winston; Neuhauser, Linda
The authors explored the factors influencing risk perception and perceived self-efficacy before and during an emergency for deaf and hard-of-hearing (Deaf/HH) seniors and young adults. The authors collected demographic survey data and conducted four focus groups with 38 Deaf/HH residents of the San Francisco Bay Area; two groups were with young adults (ages 18-35), including one group of college students and one group of young professionals, and two were with older adults (ages 50-90). Significant differences were found between Deaf/HH young adults and seniors in both the sources of self-efficacy and risk perception and their attitudes toward preparedness. All groups demonstrated high resilience. Deaf/HH young professionals expressed more concern about their risk in an emergency than Deaf/HH college students. Alternately, the risk perception of Deaf/HH older adults was often rooted in their past experiences (survival of past emergencies, inaccessibility of communications during drills). Policy implications include the need to dedicate more resources to increasing accessibility and relevance of emergency communications technology for Deaf/HH populations. This could help increase adaptability before, during, and after emergencies among all groups of Deaf/HH people, particularly among young Deaf/HH professionals.
Full Text Available English is a compulsory subject for the students in Indonesia including students of SMPLB. The SMPLB students are found to have difficulties in reaching the standard grade to pass the National evaluation (UN. This might happen since they have limitation in vocabulary mastery due to their hearing impairment. This study is to recognize the characteristic of DH students, implement SDH to teach English vocabulary for DH students and find out its strengths. It is a Classroom Action Research, involving 6 students of SLB-B YRTRW Surakarta. It is recognized that physically, the students have severely to profoundly pre-lingual deafness. They cannot hear conversational speech, but they may still hear loud sound. Vision is their primary modality for communication. Their individual speech is not easy to understand. Psychological characteristics are seen from their spoken language development, communication ability, academic achievement, social adaptation, and intelligence. To solve their limitation in acquiring vocabulary through hearing, SDH is offered. SDH is a media that can be used to introduce a concept of word by visualizing the concept audio-visually as well as literally. The visual context on the subtitled video made the students easy to comprehend the vocabulary. Thus, it helps the students understand the story structure of the video. It encouraged other language activity to take place in the class. Thus, after the implementation of SDH, the students demonstrated increased vocabulary mastery. In the interview, it was revealed that the students have valuable classroom activity with SDH. They showed their attractiveness toward the class.
Reesman, Jennifer; Pineda, Jill; Carver, Jenny; Brice, Patrick J; Zabel, T Andrew; Schatz, Philip
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.
The Consequence Deafness has on the Psychological and Academic Development of deaf students. The case of Alpha special school for the deaf in Addis Ababa, Hermata and Mendera Junior School at Jimma Town.
Ullah, S.; Aslam, K.M.
To determine the existence of autosomal recessive deafness loci in different ethnic tribes of the Punjab. Study Design: Descriptive observational study. Place and Duration of Study: Department of Human Genetics and Centre of Excellence in Molecular Biology, University of Health Sciences, Lahore, from July 2009 to March 2012. Methodology: Healthy willing subjects with autosomal recessive deafness loci were studied for selected deafness loci. Those who were unhealthy and gave history of infectious disease were excluded. DNA extraction was carried out using the inorganic method. Fluorescently labeled microsatellite markers were used for amplification of desired regions by PCR (Polymerase Chain Reaction). Automated allele assignment was performed using the ABI PRISM GeneScan Analysis Software Version 3.7 for Windows NT Platform. Two-point LOD scores were calculated using the FASTLINK computer package (Schaffer 1996) and MLINK was used for calculation and 95% CI (confidence intervals) were calculated. Results: One hundred and thirty two individuals of 8 families were analyzed. Three families (SAPun-03, SAPun-10 and SAPun-15) were found linked to DFNB12; two families (SAPun-05 and SAPun-17) were found linked to DFNB8/10, while three families (SAPun-06, SAPun-13 and SAPun-19) were found linked to DFNB29, DFNB36 and DFNB37 respectively. Conclusion: The genotyping results revealed that DFNB12 locus was the most common followed by DFNB8/10 locus, while the Loci DFNB29, DFNB36 and DFNB37 were less common. (author)
Parental responses (N=125) to scaled items in home interviews were factor analyzed and family environment dimensions were employed as predictor variables. Parents of proficient readers were characterized as adapted to their children's deafness, involved in the deaf community, and permissive rather than overprotective. High achievers had parents…
This study explores how intertextuality influences the narrative practices of young deaf children in two classrooms. Specifically, the study examines how variations in what texts are made available to juxtapose and variations in how texts are juxtaposed influence the narratives young deaf children produce. A major premise underlying these two…
Baker, A.E.; van den Bogaerde, B.; Gertz, G.; Boudreault, P.
Deaf children with Deaf parents usually grow up in the Deaf community, that is if their parents offer them a sign language and are active members of the community. These Deaf children are similar to other children of linguistic and cultural minorities in many ways. They are also different in that
Hrastinski, Iva; Wilbur, Ronnie B
There has been a scarcity of studies exploring the influence of students' American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing students. Two subgroups, differing in ASL proficiency, were compared on the Northwest Evaluation Association Measures of Academic Progress and the reading comprehension subtest of the Stanford Achievement Test, 10th edition. Findings suggested that students highly proficient in ASL outperformed their less proficient peers in nationally standardized measures of reading comprehension, English language use, and mathematics. Moreover, a regression model consisting of 5 predictors including variables regarding education, hearing devices, and secondary disabilities as well as ASL proficiency and home language showed that ASL proficiency was the single variable significantly predicting results on all outcome measures. This study calls for a paradigm shift in thinking about deaf education by focusing on characteristics shared among successful deaf signing readers, specifically ASL fluency. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: firstname.lastname@example.org.
Full Text Available Abstract Background 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. Methods 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. Results 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
This version of "Improving the Language and Learning of Students Who Are Deaf. PEPNet Tipsheet," written in Spanish, offers some suggestions on improving the language and learning of students who are deaf. The saying "Good teaching is good teaching" holds considerable truth when thinking about exemplary practices used in educating students who are…
Silvia Teresinha Frizzarini
Full Text Available There are few researches with deeper reflections on the study of algebra with deaf students. In order to validate and disseminate educational activities in that context, this article aims at highlighting the deaf students’ prior knowledge, fluent in Brazilian Sign Language, referring to the algebraic language used in high school. The theoretical framework used was Duval’s theory, with analysis of the changes, by treatment and conversion, of different registers of semiotic representation, in particular inequalities. The methodology used was the application of a diagnostic evaluation performed with deaf students, all fluent in Brazilian Sign Language, in a special school located in the north of Paraná State. We emphasize the need to work in both directions of conversion, in different languages, especially when the starting record is the graphic. Therefore, the conclusion reached was that one should not separate the algebraic representation from other records, due to the need of sign language perform not only the communication function, but also the functions of objectification and treatment, fundamental in cognitive development.
Blom, H.C.; Segers, P.C.J.; Hermans, D.; Knoors, H.E.T.; Verhoeven, L.T.W.
This paper provides insight into the reading comprehension of hierarchically structured hypertexts within D/HH students and students with SLI. To our knowledge, it is the first study on hypertext comprehension in D/HH students and students with SLI, and it also considers the role of working memory.
Guardino, Caroline; Cannon, Joanna E
Students who are deaf with a disability or disabilities (DWD) constitute nearly half of the population of K-12 learners who are deaf or hard of hearing. However, there is a dearth of information on theory, research, and practice related to these learners. The authors present an overview of (a) how the field of education of students who are D/deaf and hard of hearing might refer to this unique population in a way that represents the learner, not the disability; (b) the demographic data that further define these learners; (c) a theoretical framework within which to guide research and practice; (d) prevalence and frequency of the existing research; and (e) the practices and resources available to guide practitioners and the parents of students who are DWD. Questions are posed to the field on how to continue to improve the theory, research, and pedagogy used with these students.
Full Text Available This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of students in the online and face-to-face (F2F sections of multiple courses. In the second study, an online survey was used to obtain student perceptions of course satisfaction, learning, and communication. These factors were then related, using binary logistic regression analysis, to the amount of interaction that occurred in the students’ respective online courses; information from the myCourses course management system was used to quantify the amount of interaction that occurred in online courses. In the final study, both datasets were used to examine the academic achievement of students in online courses based upon the amount of interaction that had actually occurred. Whenever possible, a subgroup of deaf and hard-of-hearing students was included in the study to increase our understanding of the role that communication plays in the teaching-learning process. Our findings indicate that students enrolled in online courses, especially those designed with high levels of online interaction, receive higher grades and report greater learning than students in comparable F2F courses. In addition, online courses appear to provide deaf and hard-of-hearing students with special benefits in terms of academic achievement through online discussion. Overall, the studies illuminate how the quantity of interaction in online discussions relates to important success factors. Students in online courses with more interaction outperformed students in online courses with less interaction.
Teller, Henry; Harney, Jillian
Arandom sample of directors of programs for the deaf in North America were surveyed to get their views about the skills that teacher education programs need to be teaching future teachers of students who are deaf or hard of hearing. The directors were queried about literacy practices, classroom management strategies, and communication strategies used in their programs, and were encouraged to comment freely on the questionnaire items presented to them. Program directors predicted a need for more itinerant and resource teachers. The survey also revealed that programs for the deaf are highly behaviorist (i.e., You do this and you'll get that) in the way they induce students to learn and in how they manage student behavior.
Myers, Candace; Clark, M. Diane; Musyoka, Millicent M.; Anderson, Melissa L.; Gilbert, Gizelle L.; Agyen, Selina; Hauser, Peter C.
Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family…
Vesel, J.; Hurdich, J.
TERC and Vcom3D used the SigningAvatar® accessibility software to research and develop a Signing Earth Science Dictionary (SESD) of approximately 750 standards-based Earth science terms for high school students who are deaf and hard of hearing and whose first language is sign. The partners also evaluated the extent to which use of the SESD furthers understanding of Earth science content, command of the language of Earth science, and the ability to study Earth science independently. Disseminated as a Web-based version and App, the SESD is intended to serve the ~36,000 grade 9-12 students who are deaf or hard of hearing and whose first language is sign, the majority of whom leave high school reading at the fifth grade or below. It is also intended for teachers and interpreters who interact with members of this population and professionals working with Earth science education programs during field trips, internships etc. The signed SESD terms have been incorporated into a Mobile Communication App (MCA). This App for Androids is intended to facilitate communication between English speakers and persons who communicate in American Sign Language (ASL) or Signed English. It can translate words, phrases, or whole sentences from written or spoken English to animated signing. It can also fingerspell proper names and other words for which there are no signs. For our presentation, we will demonstrate the interactive features of the SigningAvatar® accessibility software that support the three principles of Universal Design for Learning (UDL) and have been incorporated into the SESD and MCA. Results from national field-tests will provide insight into the SESD's and MCA's potential applicability beyond grade 12 as accommodations that can be used for accessing the vocabulary deaf and hard of hearing students need for study of the geosciences and for facilitating communication about content. This work was funded in part by grants from NSF and the U.S. Department of Education.
Full Text Available The aim of this paper is to explain the calendar systems and their role in teaching deaf-blind children. Deaf-blind persons belong to a group of multiple disabled persons. This disability should not be observed as a simple composite of visual and hearing impairments, but as a combination of sensory impairments that require special assistance in the development, communication and training for independent living. In our environment, deaf-blind children are being educated in schools for children with visual impairments or in schools for children with hearing impairments (in accordance with the primary impairment. However, deaf-blind children cannot be trained by means of special programs for children with hearing impairment, visual impairment or other programs for students with developmental disabilities without specific attention required by such a combination of sensory impairments. Deaf-blindness must be observed as a multiple impairment that requires special work methods, especially in the field of communication, whose development is severely compromised. Communication skills in deaf-blind people can be developed by using the calendar systems. They are designed in such a manner that they can be easily attainable to children with various sensory impairments. Calendars can be used to encourage and develop communication between adult persons and a deaf-blind child.
Full Text Available Objective: Handedness is the most prominent behavioral asymmetry in human. The term of hand preference points to prefer hand or functional asymmetry in manual tasks. The items were considered in this study were: the comparison of handedness between normal and congenitally deaf students the effects of age, sex, and pressure on using right hand for unimanual tasks on handedness the frequency of left-handers among student’s families, the influence of hand preference on English language capabilities, and the point of view of people rather to left-handers have been investigated. Materials & Methods: This cross-sectional comparative study was conducted on 760 students including 380 normal students and 380 deaf students with congenital severe or profound sensory-neural hearing loss from 12 to 18 years of age by that were selected purposefully, completing Edinburg handedness inventory in Tehran. The students didn’t have any confirmed diseases or neurological disorders, except hearing loss in deaf student. Data were gathered through the completion of the Edinburg Handedness Inventory by the students. The student’s aural records and also the confirmation of the audiologist in the deaf schools were considered in order to determine the kind and degree of hearing loss. Results: The prevalence of left-handedness among normal (9.7% and deaf (10.3% students were near to each other, and there was no significant difference between them (P=0.901, z=-1.24. The prevalence of left-handedness was higher in boys rather than girls, but there was no significant influence of sex and age on results (P>0.05. The family and/or teacher pressure for using right hand was 16.0% in normal students and 5.0% in deaf students, and they didn’t report any strict pressure or severity regard this mater. The frequency of left-handers was higher among family of normal students (22.6% than deaf students (13.2%, and the difference between them was significant statistically (P=0
With technology becoming more advanced and readily available in the classroom, an increasing number of teachers across the nation are seeking to flip their classrooms. That is, a flipped classroom moves lectures outside of the classroom via online videos, allowing more class time for student activities and projects. To be successful in a flipped classroom, students will need to be able to learn through instructional videos, to take notes while watching the videos, and to think aloud when work...
Anderson, Melissa L.; Kobek Pezzarossi, Caroline M.
Using a sample of Deaf female undergraduate students, the current study sought to investigate the prevalence, correlates, and characteristics of intimate partner violence victimization in hearing-Deaf and Deaf-Deaf relationships. Initial results suggest that similarities in hearing status and communication preference are associated with increased…
Ball, Brita; Brown, Lora Beth
Objective: To discover how college students conduct dinner groups and perceptions of the benefits and difficulties of participation. Design: Qualitative study conducted with 7 focus groups. Setting and Participants: A university campus, with 36 students participating in dinner groups, defined as a group of 3 people or more cooking for one another…
Approximately 30% of d/Deaf students are successfully completing college; the reasons for such a low graduation rate is unknown (Destler & Buckly, 2011). Most research on d/Deaf college students lack racial/ethnic diversity within the study; thus, it is unclear how d/Deaf Students of Color are faring in higher education or what experiences…
Mayer, Connie; Trezek, Beverly J.
The purpose of this paper is to examine the available peer-reviewed research regarding literacy achievement in deaf children with cochlear implants. A related goal is to identify gaps in the empirical literature and suggest directions for future research. Included in this review are studies that exclusively report reading and writing outcomes for…
Blom, H.C.; Marschark, M.; Vervloed, M.P.J.; Knoors, H.E.T.
Generally, deaf and hard of hearing (D/HH) children have fewer friends than hearing peers and their friendships are of a lower quality. The research hypothesis was that using the computer to communicate with new online friends through social network sites or playing games with offline friends is
Koo, Daniel; Crain, Kelly; LaSasso, Carol; Eden, Guinevere F
Previous work in deaf populations on phonological coding and working memory, two skills thought to play an important role in the acquisition of written language skills, have focused primarily on signers or did not clearly identify the subjects' native language and communication mode. In the present study, we examined the effect of sensory experience, early language experience, and communication mode on the phonological awareness skills and serial recall of linguistic items in deaf and hearing individuals of different communicative and linguistic backgrounds: hearing nonsigning controls, hearing users of ASL, deaf users of ASL, deaf oral users of English, and deaf users of cued speech. Since many current measures of phonological awareness skills are inappropriate for deaf populations on account of the verbal demands in the stimuli or response, we devised a nonverbal phonological measure that addresses this limitation. The Phoneme Detection Test revealed that deaf cuers and oral users, but not deaf signers, performed as well as their hearing peers when detecting phonemes not transparent in the orthography. The second focus of the study examined short-term memory skills and found that in response to the traditional digit span as well as an experimental visual version, digit-span performance was similar across the three deaf groups, yet deaf subjects' retrieval was lower than that of hearing subjects. Our results support the claim (Bavelier et al., 2006) that lexical items processed in the visual-spatial modality are not as well retained as information processed in the auditory channel. Together these findings show that the relationship between working memory, phonological coding, and reading may not be as tightly interwoven in deaf students as would have been predicted from work conducted in hearing students.
The aim of the article is to explore educational use of student-managed Facebook groups in upper secondary education (in Denmark). Much research on educational potentials of Facebook has studied groups managed by teachers. However, there is a lack of in-depth research on Facebook groups managed by students and without participation from teachers.…
Aaen, Janus Holst; Dalsgaard, Christian
-institutional, personal space of the Facebook network. The main study of the article examines six student-managed Facebook groups and provides an analysis of a total of 2247 posts and 12,217 comments. Furthermore, the study draws on group interviews with students from 17 Danish upper secondary schools and a survey......The paper examines educational potentials of Facebook groups that are created and managed by students without any involvement from teachers. The objective is to study student-managed Facebook groups as a ‘third space' between the institutional space of teacher-managed Facebook groups and the non...... answered by 932 students from 25 schools. Based on the survey and interviews, the paper concludes that Facebook is an important educational tool for students in Danish upper secondary schools to receive help on homework and assignments. Furthermore, on the basis of the analysis of Facebook groups...
Full Text Available The purpose of this study was to investigate the factors influencing the identity deaf adolescents. The study involved 67 deaf adolescents (38 boys and 29 girls aged 16 to 19 students of secondary school. Ninety-three hearing children constituted a comparison group. The structure of identity was explored on the basis of identification references given by the subjects who were to reply in writing, 20 times running, to the question: „Who Am I?” the test, adapted from M. H. Kuhn and T. S. McPartland by Martines and Silvestre (1995 given in written and signed mode.Results showed that the hearing status as well as mode of communication influence the description of personal identity. It was found that deaf adolescents used more descriptions especially in the following categories: Civil Status, Body and Physical Appearance, Tastes and Activities, Friendship and Relationships, Personal and Social Situation, Negative Personal Traits, and Neutral Personality Traits. Although this study could demonstrate impact independent variables on identity, the data raise the need for further, preferably longitudinal, research. This complex phenomenon has to be examined more closely.Combined self-descriptive processes lead to the development of an organized, learned and dynamic identity, and subjective description of an individual has strong emotional consequences for the individual in question.
Tucci, Stacey L.; Easterbrooks, Susan R.; Lederberg, Amy R.
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…
This version of "Serving Deaf Students Who Have Cochlear Implants. PEPNet Tipsheet," written in Spanish, describes how cochlear implants (CIs) work. CIs are complex electronic devices surgically implanted under the skin behind the ear. These devices utilize electrodes placed in the inner ear (the cochlea) to stimulate the auditory nerve of…
Luckner, John L; Handley, C Michele
The American Federation of Teachers (1999) has stated that "the most fundamental responsibility of schools is teaching students to read" (p. 7). The central purpose of reading is comprehension--constructing meaning from text. The purpose of the present study was to identify, review, and summarize the research published in professional peer-reviewed journals related to reading comprehension and school-age students who are deaf or hard of hearing between 1963 and 2005. Fifty-two studies were identified and reviewed. The results were summarized in a table and reported descriptively. The most frequently researched reading comprehension teaching strategies were identified and discussed. The need for more research in this critical area was noted.
João Carlos Lopes Fernandes
Full Text Available The learning of the deaf is a great challenge for educators, especially in Portuguese-speaking course. Brazilian schools are not prepared for suits with deaf, because they lack trained professionals. Current Brazilian educational policies, seeking socialize all deaf and not deaf students. The Brazilian deaf community uses LIBRAS, Brazilian sign language as their main form of communication between them. Integrating LBS and Portuguese is one of the main current challenges and the use of computers has helped a lot.
Oliveira, Alandeom W.; Boz, Umit; Broadwell, George A.; Sadler, Troy D.
Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry. Sample: Two small student groups investigating the burning of a candle under a jar participated in this study. Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions). Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement. Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration.
Trussell, Jessica W; Easterbrooks, Susan R
Deaf and hard-of-hearing (DHH) students have delayed morphographic knowledge that negatively affects their morphographic analysis and decoding abilities. Morphographic analysis instruction may improve DHH students' morphographic knowledge delay. The purpose of this study was to determine the effects of morphographic instruction on the morphographic analysis skills of reading-delayed, late-elementary DHH students. The research question was: What effect does morphographic instruction have on the morphographic analysis skills of DHH students who are reading below grade level? The study included 3 student participants and 1 teacher participant from a local school district. The researchers used a multiprobe multiple baseline across participants design. The intervention was implemented for 20 min a day, 5 days a week for 2-3 weeks. Visual analysis of the data revealed the requisite number of demonstrations of effect and replications. The intervention improved DHH students' ability to dissect words and determine affix meanings, which may in turn positively affect their decoding abilities. Implications of this study and future research are discussed. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: email@example.com.
Rieffe, C.J.; Meerum Terwogt, M.
In this study, we investigated how deaf children express their anger towards peers and with what intentions. Eleven-year-old deaf children (n = 21) and a hearing control group (n = 36) were offered four vignettes describing anger-evoking conflict situations with peers. Children were asked how they
Teller, Henry E.; And Others
Two graduate students in deaf education wore ear plugs for two months to simulate hearing loss, and recorded their experiences and feelings. Excerpts from their journals are presented, commenting on such daily activities as shopping at a mall, watching television, driving, babysitting, and attending a football game. (JDD)
Easterbrooks, Susan R; Scheetz, Nanci A
Students who are deaf or hard of hearing must learn to think critically. Character education (CE) refers to the effort to teach basic values and moral reasoning (Doyle & Ponder, 1977). Values clarification (VC) is the process of examining one's basic values and moral reasoning (Rokeach, 1973). Character education and values clarification as subject matter foster the development of critical thinking (CT), a tool used both to develop and to modify values and moral reasoning. These three areas mutually support one another. The development of a set of values and their underlying moral reasoning is the foundation for thinking critically about values. The authors examine the components of critical thinking, character education, and values clarification, summarize the literature, and provide a template for appropriate lesson plans. They also describe strategies that promote the development of critical thinking, character education, and values clarification.
This retrospective study compared the cochlear implantation outcomes of first- and second-generation deaf children. The study group consisted of seven deaf, cochlear-implanted children with deaf parents. An equal number of deaf children with normal-hearing parents were selected by matched sampling as a reference group. Participants were matched based on onset and severity of deafness, duration of deafness, age at cochlear implantation, duration of cochlear implantation, gender, and cochlear implant model. We used the Persian Auditory Perception Test for the Hearing Impaired, the Speech Intelligibility Rating scale, and the Sentence Imitation Test, in order to measure participants' speech perception, speech production and language development, respectively. Both groups of children showed auditory and speech development. However, the second-generation deaf children (i.e. deaf children of deaf parents) exceeded the cochlear implantation performance of the deaf children with hearing parents. This study confirms that second-generation deaf children exceed deaf children of hearing parents in terms of cochlear implantation performance. Encouraging deaf children to communicate in sign language from a very early age, before cochlear implantation, appears to improve their ability to learn spoken language after cochlear implantation.
Moores, Donald F
The study of Deaf epistemologies is in a nascent stage relative to, e.g., the study of feminist or African American epistemologies. It has only recently begun attracting the widespread attention it deserves. The present article addresses Deaf epistemologies as they relate to the sometimes conflicting trends in American society and education. In a relatively short period, the education of deaf students has gone from an independent enterprise under the aegis of special education to heavy influence by No Child Left Behind legislation that applies to virtually all American students. American education at one and the same time embraces and celebrates diversity, imposes uniform, rigid learning standards for all children, and mandates that all children be tested in the same way. An oxymoron exists of individualized educational planning and one-size-fits-all curricula and assessment of academic achievement. Implications for teaching and learning of deaf students are explored.
Swink, David F.
The article describes how psychodrama is used in group psychotherapy and in social skills groups with deaf persons. In addition, videotape replay is described as an adjunct to psychodramatic treatment. (Author/CL)
Nussbaum, Debra; Waddy-Smith, Bettie; Doyle, Jane
There is a core body of knowledge, experience, and skills integral to facilitating auditory, speech, and spoken language development when working with the general population of students who are deaf and hard of hearing. There are additional issues, strategies, and challenges inherent in speech habilitation/rehabilitation practices essential to the population of deaf and hard of hearing students who also use sign language. This article will highlight philosophical and practical considerations related to practices used to facilitate spoken language development and associated literacy skills for children and adolescents who sign. It will discuss considerations for planning and implementing practices that acknowledge and utilize a student's abilities in sign language, and address how to link these skills to developing and using spoken language. Included will be considerations for children from early childhood through high school with a broad range of auditory access, language, and communication characteristics. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.
How do we reach the summit in terms of supporting the best transition possible for each young deaf or hard of hearing individual in the United States? Should professionals who are hearing work alone to succeed with deaf and hard of hearing students? No matter how good the intention, if we want deaf and hard of hearing students to transition from…
Soleimanieh Naeini, Tahereh; Keshavarzi Arshadi, Farnaz; Hatamizadeh, Nikta; Bakhshi, Enayatollah
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. This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. 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. The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P social skills in adolescents with deafness would improve their sense of competence, and emotional well being.
Oliveira, Alandeom W.; Boz, Umit; Broadwell, George A.; Sadler, Troy D.
Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of…
also found that some of the positive and negative characteristics were linked to the students due to their gender. Through the argument that female students talk too much or are having difficulty in coping with criticism, male students refused to cooperate with the female students. Conversely, the male...... students, who were few in the educations I studied, were quite in demand. For me it was very surprising to find these stereotypical perceptions and reasoning among young people in contemporary (and quite progressive) Danish educations. And the question is what it means for the students’ possibilities...... of completing their education. In my presentation I will unfold and discuss the ways in which the students attributed and disclaimed legitimacy to each other qua gender and thus how gender was linked to the relationship between inclusion and exclusion in the student project groups....
Presents a brief overview of the sociological forces shaping the discourse of disability; examines the part that public libraries have played, or failed to play, in addressing issues of exclusion as they relate to people with disabilities. Focuses on Australia's deaf community and its particular informational needs. The low impact of the…
Bandurski, Marcin; Galkowski, Tadeusz
The purpose of this article is to analyze the results of a study of the development of analogical reasoning in deaf children coming from two different linguistic environments (deaf children of deaf parents--sign language, deaf children of hearing parents--spoken language) and in hearing children, as well as to compare two groups of deaf children…
A study compared intelligence scores of three groups of Israeli deaf children--23 with deaf parents/deaf siblings and manual communication (DpDs), 76 with hearing parents/deaf siblings, and 144 with hearing parents and siblings. The DpDs children were superior to other deaf children and comparable to hearing children on most intelligence measures.…
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.
Michele Ilana Friedner
Full Text Available This article qualitatively analyzes the ways that the discourse of "deaf universalism" circulates within two common deaf practices: tourism and engaging in interventions. Arguing that the largely Northern-situated discipline of Deaf Studies does not adequately examine how deaf bodies and discourses travel, ethnographic data compiled in India and Ghana during transnational encounters is employed to examine how claims of "sameness" and "difference" are enacted and negotiated. Similarly, this article examines how deaf individuals and groups deploy the concepts of deaf "heavens" and "hells" to analyze their travel experiences and justify interventions. We argue that deaf travelers and those engaging in interventions, mostly from Northern countries, employ teleological concepts that they attempt to impose on deaf "others." Adopting a critical approach, this article argues for the importance of carving out a space within Deaf Studies for allowing non-Northern concepts to come to the fore. Keywords: Deaf, Development, Universalism, Discourse, India, Ghana
Berge, Sigrid Slettebakk; Thomassen, Gøril
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: firstname.lastname@example.org.
Backenroth, G. A. M.
This study with 64 deaf employees working in either signing work groups or nonsigning workgroups found that employees' perceived empowerment was significantly higher in the signing work groups. Deaf associates in signing work groups experienced greater psychological stress and role conflicts, whereas deaf associates in nonsigning groups…
O papel da interação no processo de ensino-aprendizagem de português para alunos surdos em uma escola inclusiva The role of interaction in the teaching and learning of portuguese for deaf students at an inclusive school
work in a cooperative way. Besides, the sign language became more visible in this institution. On the other hand, the interaction between the teacher and her deaf students revealed to be of little significance to the learning process of this small group.
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
Bouchard, Lorraine L.
The application of mixed-age grouping at Rainard School (Houston, Texas), a private school for gifted students, is described. Discussed are advantages (such as encouraging cooperation instead of competition), the optimum age spread, the differentiated and individualized curriculum, parent reactions, teacher reactions, and difficulties. (DB)
The third edition of the 199415 Directory from the Council for the Advancement of Communication with Deaf People (CACDP) is now available. Information on 192 sign language interpreters, lipspeakers, interpreters for deafblind people and speech to text reporters is provided. Details from CACDP on 0191 374 3607.
Describes a British outdoor program in which 11- and 12-year-old students were placed in mixed groups containing several ethnic groups and hearing and deaf children. Includes children's comments on outdoor activities, their relationships with other children, and communication problems and their resolution. An adjacent page illustrates 12 British…
Clark, M. Diane; Hauser, Peter C.; Miller, Paul; Kargin, Tevhide; Rathmann, Christian; Guldenoglu, Birkan; Kubus, Okan; Spurgeon, Erin; Israel, Erica
Researchers have used various theories to explain deaf individuals' reading skills, including the dual route reading theory, the orthographic depth theory, and the early language access theory. This study tested 4 groups of children--hearing with dyslexia, hearing without dyslexia, deaf early signers, and deaf late signers (N = 857)--from 4…
Surian, Luca; Tedoldi, Mariantonia; Siegel, Michael
We investigated whether access to a sign language affects the development of pragmatic competence in three groups of deaf children aged 6 to 11 years: native signers from deaf families receiving bimodal/bilingual instruction, native signers from deaf families receiving oralist instruction and late signers from hearing families receiving oralist…
Hampton, Tarin T. D.
This article focuses on the challenges and triumphs of teachers who guide students with visual and auditory impairments to learn about and experience African-based dance as part of a healthy, active lifestyle. The teachers share insights they have gained in developing best practices by capturing the inherent nature of dance as kinesthetic…
Siple, Linda; Greer, Leslie; Holcomb, Barbra Ray
It often comes as a surprise to people that many deaf people refer to themselves as being members of Deaf culture. The American Deaf culture is a unique linguistic minority that uses American Sign Language (ASL) as its primary mode of communication. This tipsheet provides a description of Deaf culture and suggestions for effective communication.
FELLENDORF, GEORGE W.; AND OTHERS
APPROXIMATELY 3,200 REFERENCES ARE LISTED BY AUTHOR AND GROUPED ACCORDING TO SUBJECT. ALL REFERENCES ARE ARTICLES FROM "THE VOLTA REVIEW," 1899 TO 1965, OR "THE AMERICAN ANNALS OF THE DEAF," 1847 TO 1965. AN AUTHOR INDEX IS INCLUDED. THIS DOCUMENT WAS PUBLISHED BY THE ALEXANDER GRAHAM BELL ASSOCIATION FOR THE DEAF, INC., THE…
Full Text Available Background and Aim : Theory of mind refers to the ability to understand the others have mental states that can be different from one's own mental states or facts. This study aimed to investigate the relationship of theory of mind and executive functions in normal hearing, deaf, and cochlear-implanted children.Methods: The study population consisted of normal, deaf and cochlear-implanted girl students in Mashhad city, Iran. Using random sampling, 30 children (10 normal, 10 deaf and 10 cochlear-implanted in age groups of 8-12 years old were selected. To measure the theoty of mind, theory of mind 38-item scale and to assess executive function, Coolidge neuropsychological and personality test was used. Research data were analyzed using the Spearman correlation coefficient, analysis of variance and Kruskal-Wallis tests.Results: There was a significant difference between the groups in the theory of mind and executive function subscales, organization, planning-decision-making, and inhibition. Between normal and deaf groups (p=0.01, as well as cochlear-implanted and deaf groups (p=0.01, there was significant difference in planning decision-making subscale. There was not any significant relationship between the theory of mind and executive functions generally or the theory of mind and executive function subscales in these three groups independently.Conclusion: Based on our findings, cochlear-implanted and deaf children have lower performance in theory of mind and executive function compared with normal hearing children.
Nielsen, Diane Corcoran; Luetke, Barbara; McLean, Meigan; Stryker, Deborah
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.
Mousley, Keith; Kurz, Christopher
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…
Beal-Alvarez, Jennifer S.; Scheetz, Nanci A.
In deaf education, the sign language skills of teacher and interpreter candidates are infrequently assessed; when they are, formal measures are commonly used upon preparation program completion, as opposed to informal measures related to instructional tasks. Using an informal picture storybook task, the authors investigated the receptive and…
Pagliaro, Claudia M.; Ansell, Ellen
The use of problem-solving strategies by 59 deaf and hard of hearing children, grades K-3, was investigated. The children were asked to solve 9 arithmetic story problems presented to them in American Sign Language. The researchers found that while the children used the same general types of strategies that are used by hearing children (i.e.,…
Marshall, Matthew M.; Carrano, Andres L.; Dannels, Wendy A.
Individuals who are deaf and hard-of-hearing (DHH) are underrepresented in science, technology, engineering, and mathematics (STEM) professions, and this may be due in part to their level of preparation in the development and retention of mathematical and problem-solving skills. An approach was developed that incorporates experiential learning and…
Liu, Muxue; Hintz, E. G.; Jones, M.; Lawler, J.; Fisler, A.; Mumford, H.
Over the years we have struggled with the difficulty of giving a planetarium show to a deaf audience. This is especially true for a younger audience with limited reading abilities. You must illuminate the ASL signer which causes light splash onto the dome. You must slow the presentation down to allow for time to interpret and then point. A slower presentation can have an adverse impact on the learning of the hearing students if the presentation is made to a mixed audience. To address these issues, we are currently working on methods to improve deaf education in a planetarium environment. We will present an overview of the current project along with efforts to establish baselines comprehension levels for both deaf and hearing children. This work is partially funded by an NSF IIS-1124548 grant and funding from the Sorenson Foundation.
In April 1986, ONWI requested the ERG and GRG to jointly address the status of current knowledge of, and ONWI approach to further characterization of, the geohydrology of the candidate repository horizon of the potential site in Deaf Smith County, Texas. Specifically, the ERG-GRG was asked to evaluate the status of understanding of the hydrogeology of the Lower San Andres Unit 4 (LSA-4) evaporite section and identify any major gaps in the data; evaluate the current understanding of the chemistry and movement of brines in the LSA-4 salt and associated interbeds; develop recommendations for estimating the upper limit quantity of brines, and modeling the brine movement, with respect to the emplaced HLW packages; and identify questions concerning the chemistry of the brines and recommend a technical approach to addressing these questions. 19 refs
Paez, Doris; Fletcher-Carter, Ruth
Culturally diverse minority groups make up 40 percent of America's deaf and hearing-impaired school population but only 14 percent of special education teachers. In addition, 90 percent of deaf students have parents who can hear, and one-third reside in rural areas. Although they are primarily Euro-American, hearing, and untrained in deaf…
The Commission of Deaf, DeafBlind, and Hard of Hearing Minnesotans (MNCDHH) and the Minnesota Department of Education co-sponsored remote participation in two National Summits on Deaf Education in 2009 and 2010. The summits were focused on improved outcomes for deaf, deafblind, and hard of hearing students, partnerships, and collaboration. Summit…
Valente, Joseph Michael; Boldt, Gail
In this article, the authors examine deaf education as a "curious case" to prompt thinking about issues of language inequities. The authors argue that tying the fortunes of deaf students to those of other language minority students provides opportunities for new insights into policies and practices of deaf education as well the education…
Cannon, Joanna E; Guardino, Caroline; Antia, Shirin D; Luckner, John L
The field of education of deaf and hard of hearing (DHH) students has a paucity of evidence-based practices (EBPs) to guide instruction. The authors discussed how the research methodology of single-case design (SCD) can be used to build EBPs through direct and systematic replication of studies. An overview of SCD research methods is presented, including an explanation of how internal and external validity issues are addressed, and why SCD is appropriate for intervention research with DHH children. The authors then examine the SCD research in the field according to quality indicators (QIs; at the individual level and as a body of evidence) to determine the existing evidence base. Finally, future replication areas are recommended to fill the gaps in SCD research with students who are DHH in order to add to the evidence base in the field.
Forslund Frykedal, Karin; Hammar Chiriac, Eva
Group work is an educational mode that promotes learning and socialisation among students. In this study, we focused on the inclusive processes when students work in small groups. The aim was to investigate and describe students' inclusive and collaborative processes in group work and how the teacher supported or impeded these transactions. Social…
Héctor Florencio Martínez Pérez
Full Text Available The formation of the child has been made regularly and without many prejudices or tbacks, until this had some physical characteristic or perceptual, who twisted his attention. To those who were born with the inability to listen or hear properly, excluded in all respects. At the end of the 20th century, the deaf began to defend their identity and differed between Deafness (lack of hearing of deafness, with "S", which is a socio-anthropological perspective, which includes the use of sign language and the learning of reading and writing of the Spanish (bilingualism in their training. This research had as general objective to unveil bilingualism from an intercultural intersubjectivity of the deaf in Venezuela by applying a qualitative related paradigm with methodology fenomenologica-hermeneutica of Max Van Manen. The information collected observing and interviewing in depth (12 deaf students, parents or representatives (6, (3 researchers and educational specialists deaf and listeners (12. To analyze and triangulate information, obtained the following conclusions about the bilingual deaf: their physical and intellectual abilities are exactly the same to the listeners; they can achieve the necessary qualification for any job; is required the language of signs so that you can put into practice the language; those who have the organizational capacity to develop oral language, it should not hinder him this opportunity, without detriment to the learning of the language of signs and the systematic training of the deaf teachers and deaf family, educational managers, political and employer of the deaf is essentially required.
Wahidah, Farah Sukmawati
Teachers must be able to cooperate with their students in the class to make the teaching and learning activities enjoyable. A good teacher has to use appropriate strategies to make his or her students fluent readers. Teachers also have to make students feel comfortable so that they can achieve the objective of the teaching and learning activities. Responding to the problems and considering the factors causing them, the researcher taught that the best way to improve the students' reading abili...
Giving orphaned students abroad the chance to study in Japan While Ashinaga originally only supported Japanese students who had lost parents, as time passed it became increasingly clear that we had the experience and means to assist orphaned students outside Japan as well. This first took the shape of fundraising for international humanitarian crises, but eventually grew into various financial aid and scholarship opportunities to benefit orphaned students from around the world. Wh...
Wang, Ping; Zhao, Jia; Yu, Shu-yuan; Jin, Peng; Zhu, Wei; DU, Bo
To explored the significance of screening the gene mutations of deafness related in deaf-mute (deaf & dumb) family using DNA microarray. Total of 52 couples of deaf-mute were recruited from Changchun deaf-mute community. With an average age of (58.3 ± 6.7) years old (x(-) ± s). Blood samples were obtained with informed consent. Their genomic DNA was extracted from peripheral blood and PCR was performed. Nine of hot spot mutations in four most common deafness pathologic gene were examined with the DNA microarray, including GJB2, GJB3, PDS and mtDNA 12S rRNA genes. At the same time, the results were verified with the traditional methods of sequencing. Fifty of normal people served as a control group. All patients were diagnosed non-syndromic sensorineural hearing loss by subjective pure tone audiometry. Thirty-two of 104 cases appeared GJB2 gene mutation (30.7%), the mutation sites included 35delG, 176del16, 235delC and 299delAT. Eighteen of 32 cases of GJB2 mutations were 235delC (59.1%). Seven of 104 cases appeared SLC26A4 gene IVS7-2 A > G mutation. Questionnaire survey and gene diagnosis revealed that four of 52 families have deaf offspring (7.6%). When a couple carries the same gene mutation, the risk of their children deafness was 100%. The results were confirmed with the traditional methods of sequencing. There is a high risk of deafness if a deaf-mute family is planning to have a new baby. It is very important and helpful to avoid deaf newborns again in deaf-mute family by DNA microarray.
Prosen, Simona; Smrtnik Vitulić, Helena
The present study analyses the executive function (EF) skills of 369 students of primary education (n = 116), preschool education (n = 72), social pedagogy (n = 54), and biology (n = 128). It explores how the different groups of students use selected executive skills and whether there are any differences between the groups in this respect. Eleven EF skills were self-assessed using the Executive Skills Questionnaire for Students (Dawson & Guare, 2010). All of the groups of students experien...
Emery, Steven D.; Middleton, Anna; Turner, Graham H.
This article centers on the implications of genetic developments (as a scientific and technological discipline) for those Deaf people who identify as a cultural and linguistic minority group and are concerned with the preservation and development of sign language and Deaf culture. We explore the impact of one particular legislative initiative that…
Hendar, Nils Ola Ebbe; O'Neill, Rachel
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 these reforms had improved attainment outcomes. International surveys such as PISA do not include deaf pupils. This article describes two independent large-scale surveys about deaf pupils in Sweden and Scotland. The similar results from both countries show...... that deaf children, after two decades of social reform and technical advances, still lag behind their hearing peers. The results also show how large-scale surveys can contribute to a greater understanding of educational outcomes in a small, vulnerable group and make it possible to continue to reform...
Chae, Soo Eun; Kim, Soo Jin
Psychodrama was first introduced in the Korean literature in 1972, but its generalization to college students did not occur until the 1990s. Despite findings from psychodrama studies with Korean college students supporting psychodrama as effective for developing and maintaining good interpersonal relationships, as well as decreasing anxiety and…
Lendvay, Gregory C.
Even in a standards-based curriculum, teachers can apply constructivist practices such as structured learning teams. In this environment, students become invested in the learning aims, triggering the desire in students to awaken, get information, interpret, remix, share, and design scenarios.
Ferguson-Coleman, Emma; Keady, John; Young, Alys
This study concerns culturally Deaf people in the United Kingdom who use British Sign Language (BSL). Its objective was to explore how Deaf people's knowledge about dementia and access to services is mediated by their minoritised cultural-linguistic status. Twenty-six members of the Deaf community participated in one of three Deaf-led focus groups in BSL corresponding with the sample of: Deaf people over the age of 60 without dementia; Deaf people aged 18-60 working professional roles unconnected with dementia services; ordinary members of the Deaf community aged 18-60. Data were subjected to a thematic content analysis. Participants' concerns about their poor levels of knowledge and understanding of dementia were augmented by their awareness that without sustained social contact in BSL opportunities for earlier recognition of dementia would be lost. Although primary care services were identified as the first port of call for dementia-related concerns, there was widespread mistrust of their effectiveness because of failures in communication and cultural competence. Confirmed diagnosis of dementia was not viewed as a gateway to services and support because Deaf organisations, dementia-related organisations and mainstream adult services were perceived to be ill-equipped to respond to the needs of Deaf people with dementia. Locating problems of late diagnosis within the Deaf community's poor awareness and knowledge of dementia fails to recognise the structural barriers Deaf people face in timely access to services and accurate recognition of dementia-related changes.
Rabinsky, Rebecca J
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.
Heiman, Erica; Haynes, Sharon; McKee, Michael
Little is known about the sexual health behaviors of Deaf American Sign Language (ASL) users. We sought to characterize the self-reported sexual behaviors of Deaf individuals. Responses from 282 Deaf participants aged 18-64 from the greater Rochester, NY area who participated in the 2008 Deaf Health were analyzed. These data were compared with weighted data from a general population comparison group (N = 1890). We looked at four sexual health-related outcomes: abstinence within the past year; number of sexual partners within the last year; condom use at last intercourse; and ever tested for HIV. We performed descriptive analyses, including stratification by gender, age, income, marital status, and educational level. Deaf respondents were more likely than the general population respondents to self-report two or more sexual partners in the past year (30.9% vs 10.1%) but self-reported higher condom use at last intercourse (28.0% vs 19.8%). HIV testing rates were similar between groups (47.5% vs 49.4%) but lower for certain Deaf groups: Deaf women (46.0% vs 58.1%), lower-income Deaf (44.4% vs 69.7%) and among less educated Deaf (31.3% vs 57.7%) than among respondents from corresponding general population groups. Deaf respondents self-reported higher numbers of sexual partners over the past year compared to the general population. Condom use was higher among Deaf participants. HIV was similar between groups, though HIV testing was significantly lower among lower income, less well-educated, and female Deaf respondents. Deaf individuals have a sexual health risk profile that is distinct from that of the general population. Copyright © 2015 Elsevier Inc. All rights reserved.
Heiman, Erica; Haynes, Sharon; McKee, Michael
Background Little is known about the sexual health behaviors of Deaf American Sign Language (ASL) users. Objective We sought to characterize the self-reported sexual behaviors of Deaf individuals. Methods Responses from 282 Deaf participants aged 18–64 from the greater Rochester, NY area who participated in the 2008 Deaf Health were analyzed. These data were compared with weighted data from a general population comparison group (N=1890). We looked at four sexual health-related outcomes: abstinence within the past year; number of sexual partners within the last year; condom use at last intercourse; and ever tested for HIV. We performed descriptive analyses, including stratification by gender, age, income, marital status, and educational level. Results Deaf respondents were more likely than the general population respondents to self-report two or more sexual partners in the past year (30.9% vs 10.1%) but self-reported higher condom use at last intercourse (28.0% vs 19.8%). HIV testing rates were similar between groups (47.5% vs 49.4%) but lower for certain Deaf groups: Deaf women (46.0% vs. 58.1%), lower-income Deaf (44.4% vs. 69.7%) and among less educated Deaf (31.3% vs. 57.7%) than among respondents from corresponding general population groups. Conclusion Deaf respondents self-reported higher numbers of sexual partners over the past year compared to the general population. Condom use was higher among Deaf participants. HIV was similar between groups, though HIV testing was significantly lower among lower-income, less well-educated, and female Deaf respondents. Deaf individuals have a sexual health risk profile that is distinct from that of the general population. PMID:26242551
Csizér, Kata; Kontra, Edit H.; Piniel, Katalin
In recent years increased attention has been given in applied linguistics to the learning processes of various groups of special needs (SN) students, especially to those whose achievement is impeded by dyslexia or other learning difficulties. However, students with sensory impairment, particularly those who are Deaf or severely hard of hearing…
Wang, Ye; Williams, Cheri
In a qualitative meta-analysis, the researchers systematically reviewed qualitative and quantitative meta-analyses on reading research with PK-12 students published after the 2000 National Reading Panel (NRP) report. Eleven qualitative and 39 quantitative meta-analyses were reviewed examining reading research with typically developing hearing students, special education hearing students (including English Language Learners), and d/Deaf or hard of hearing (d/Dhh) students. Generally, the meta-analysis yielded findings similar to and corroborative of the NRP's. Contradictory results (e.g., regarding the role of rhyme awareness in reading outcomes) most often resulted from differing definitions of interventions and their measurements. The analysis provided evidence of several instructional approaches that support reading development. On the basis of the qualitative similarity hypothesis (Paul, 2010, 2012; Paul & Lee, 2010; Paul & Wang, 2012; Paul, Wang, & Williams, 2013), the researchers argue that these instructional strategies also should effectively support d/Dhh children's reading development.
Gregory Androushchak; Oleg Poldin; Maria Yudkevich
We estimate the influence of classmates’ ability characteristics on student achievement in exogenously formed student groups. The study uses administrative data on undergraduate students at a large selective university in Russia. The presence of high-ability classmates has a positive effect on individual academic performance, and students at the top of the ability distribution derive the greatest benefit from their presence. An increase in the proportion of less able students has an insignifi...
This article describes a group counseling intervention promoting academic achievement and ethnic identity development for twenty fifth grade African American elementary students. The Multigroup Ethnic Identity Measure (MEIM) scores of students participating in the treatment group improved significantly over those in the control group. Implications…
Arendt, Susan W.; Gregoire, Mary B.
No known studies have examined the perception of family and consumer science (FCS) students related to group work in the classroom and its relationship to leadership. In this qualitative study, two groups of FCS students--hospitality management and dietetics--viewed group projects as exercises in leadership skills that had many barriers.…
Tan, Ivy Geok-Chin; Sharan, Shlomo; Lee, Christine Kim-Eng
This study examines students' perceptions of the Group Investigation method of cooperative learning. A total of 142 students (62 low-achievers and 80 high-achievers) from two schools worked in cooperative learning groups during a period of over six weeks using the Group Investigation method. At the end of the study, they were asked to write their…
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…
Anderson, Melissa L; Kobek Pezzarossi, Caroline M
Using a sample of Deaf female undergraduate students, the current study sought to investigate the prevalence, correlates, and characteristics of intimate partner violence victimization in hearing-Deaf and Deaf-Deaf relationships. Initial results suggest that similarities in hearing status and communication preference are associated with increased levels of negotiation within these relationships. However, compatibility in these areas did not co-occur with significant decreases in physical, psychological, or sexual partner violence. Recommendations for future research as well as implications for clinical and educational practice are outlined. © The Author 2013. Published by Oxford University Press. All rights reserved. For Permissions, please email: email@example.com.
Today's radiologic technology students must learn to collaborate and communicate to function as part of the health care team. Innovative educational techniques such as cooperative learning (working collectively in small groups) and group testing (collaborating on tests) can foster these skills. Assess students' familiarity with and opinions about cooperative learning and group testing before and after participation in a semester-long course incorporating these methods. Twenty-eight students enrolled in a baccalaureate-level radiologic technology program in Louisiana were surveyed at the beginning and end of the semester. Results showed that students were more knowledgeable about and more accepting of cooperative learning and group testing after participating in the course. However, some students continued to prefer independent learning. Students are open to new learning methods such as cooperative learning and group testing. These techniques can help them develop the skills they will need to function collaboratively in the workplace.
Full Text Available ABSTRACT: The knowledge of LIBRAS – Brazilian Sign Language – is determining to the process of structuring the discursive formations and to the constitution of the deaf one. The present work aims to discuss the LIBRAS as an important tool of structuring the discursive of the deaf individual an as a facilitating factor in the description of his health problems. The data constitute two texts, one of them wrote by a deaf skilled in LIBRAS and the other wrote by a deaf who does not express himself in this kind of language. It was verified that the first text’s author is consistent, has mobility and moves easily through the discursive formations, but otherwise is the text belonging to the other patient. It can be stated that the Brazilian sign language – LIBRAS – is a decisive tool in the working out of the deaf discursive formations and the comprehension of his discourse by the health area professionals provide a larger understanding of the constitution of the deaf identity, a fundamental aspect for an improvement in the services offered in the health area. KEYWORDS: Deafness; Communication; Sign Language.
Ryan, Carey S.
Examined accuracy of black and of white students' in-group and out-group stereotypes by comparing judgments of stereotypicality and dispersion of black and of white first-year college students (N=100) with stereotypicality and dispersion of self-ratings provided by random samples of group members. Consistent with social identity theory,…
Channon, S. B.; Davis, R. C.; Goode, N. T.; May, S. A.
Group work forms the foundation for much of student learning within higher education, and has many educational, social and professional benefits. This study aimed to explore the determinants of success or failure for undergraduate student teams and to define a "good group" through considering three aspects of group success: the task, the…
Rogers, Katherine D.; Young, Alys M.
The experiences of being a deaf role model have been little explored in the literature. This paper explores the role of the deaf role model as perceived by d/Deaf adults who carried out this role, when working with deaf young people, parents of deaf children, and professionals who work with them. The data were collected from part of the evaluation…
Bebko, James M.
Tests 64 deaf students from oral and total communication settings to examine whether a deficiency in spontaneous strategy use accounts for their verbal short-term memory performance. Spontaneous rehearsal of both deaf samples seemed to emerge later than the hearing sample's and was inefficiently implemented and less effective in mediating recall…
Elizabeth Ann Hirshorn
Full Text Available The present work addresses the neural bases of sentence reading in deaf populations. To better understand the relative role of deafness and English knowledge in shaping the neural networks that mediate sentence reading, three populations with different degrees of English knowledge and depth of hearing loss were included – deaf signers, oral deaf and hearing individuals. The three groups were matched for reading comprehension and scanned while reading sentences. A similar neural network of left perisylvian areas was observed, supporting the view of a shared network of areas for reading despite differences in hearing and English knowledge. However, differences were observed, in particular in the auditory cortex, with deaf signers and oral deaf showing greatest bilateral superior temporal gyrus (STG recruitment as compared to hearing individuals. Importantly, within deaf individuals, the same STG area in the left hemisphere showed greater recruitment as hearing loss increased. To further understand the functional role of such auditory cortex re-organization after deafness, connectivity analyses were performed from the STG regions identified above. Connectivity from the left STG toward areas typically associated with semantic processing (BA45 and thalami was greater in deaf signers and in oral deaf as compared to hearing. In contrast, connectivity from left STG toward areas identified with speech-based processing was greater in hearing and in oral deaf as compared to deaf signers. These results support the growing literature indicating recruitment of auditory areas after congenital deafness for visually-mediated language functions, and establish that both auditory deprivation and language experience shape its functional reorganization. Implications for differential reliance on semantic vs. phonological pathways during reading in the three groups is discussed.
Choi, Kyoung Mi; Protivnak, Jake J.
This research study used qualitative phenomenological methodology to explore counseling graduate students' experiences leading support groups for international students. Participants included 6 master's-level counseling students. The following 4 themes emerged to describe the counseling students' experience as group leaders: (a) individualistic…
Cawthon, Stephanie W.; Wendel, Erica M.; Bond, Mark P.; Garberoglio, Carrie Lou
Individuals who are deaf have historically faced significant obstacles to equity in employment. This secondary analysis of data from the second National Longitudinal Transition Study (NLTS2) examined (a) intensive vocation-related courses taken by students who are deaf and (b) their impact on long-term employment outcomes. Deaf students in general…
Walmsley, A D; White, D A; Hobson, R; Ensor, S
In the current climate in dental education, many schools are re-evaluating the role of the student elective in the curriculum, with two schools no longer running elective programmes. In order to discuss the future of student electives in the dental curriculum, the Dental Academic Staff Group (DASG) of the British Dental Association organised a Student Elective Workshop, which attracted 42 delegates including nine student representatives. The following article is an account of the Workshop and its conclusions.
Wang, Ye; Silvestri, Julia A.; Jahromi, Laudan B.
The purpose of the study was to identify factors related to reading comprehension, and to compare similarities and differences in the reading processes of deaf and hearing adults. The sample included four groups, each consisting of 15 adults. The groups were identified as (a) deaf high-achieving readers, (b) deaf low-achieving readers, (c) hearing…
Pickering, Cyril E.
Student resiliency, or the internal resources that an individual possesses that enables success despite adversity, is a variable of interest, particularly for students who are at-risk for negative outcomes in school. This study examined the group counseling efforts of an alternative high school, looking at how group composition influenced the…
Oliver, Jason; Kowalczyk, Christine
Student presentations can often seem like a formality rather than a lesson in representing oneself or group in a professional manner. To improve the quality of group presentations, the authors modified the popular presentation style of Pecha Kucha (20 slides, 20 seconds per slide) for marketing courses to help students prepare and deliver…
Coers, Natalie; Lorensen, Marianne; Anderson, James C., II.
Working in groups and teams is a common practice in today's college classroom, partly in order to meet the growing demand by employers that students entering the workforce have leadership and group experience. This practice has many inherent benefits and challenges. The experiences created must meet the needs of both students and other…
Enu, Justice; Danso, Paul Amoah; Awortwe, Peter K.
An ideal group size is hard to obtain in small group settings; hence there are groups with more members than others. The purpose of the study was to find out whether group size has any effects on students' mathematics achievement in small group settings. Two third year classes of the 2011/2012 academic year were selected from two schools in the…
Jablan Branka; Stanimirov Ksenija
The aim of this paper is to explain the calendar systems and their role in teaching deaf-blind children. Deaf-blind persons belong to a group of multiple disabled persons. This disability should not be observed as a simple composite of visual and hearing impairments, but as a combination of sensory impairments that require special assistance in the development, communication and training for independent living. In our environment, deaf-blind children are being educated in schools for children...
Ding, Ning; Bosker, Roel J.; Xu, Xiaoyan; Rugers, Lucie; van Heugten, Petra PAM
In business higher education, group project work plays an essential role. The purpose of the present study is to explore the relationship between the group heterogeneity of students' business project groups and their academic achievements at both group and individual levels. The sample consists of 536 freshmen from an International Business School…
This study, conducted in a US setting, examines the importance of group dynamics that emphasize cooperative team building through the proposed grouping strategy called Customized Assessment Group Initiative (CAGI). CAGI is a student grouping strategy designed to operationalize the mutual accountability concept central to the definition of teams by…
Little is known about how Deaf people perceive, access, and utilize interpersonal and media sources for health information. In light of the scarcity of research on health information management among this group, a two-phase study was conducted that included eight focus groups (N=39) and survey data (N=366) with Deaf participants to determine the…
Parault, Susan J; Williams, Heather M
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.
Micari, Marina; Pazos, Pilar; Streitwieser, Bernhard; Light, Gregory
Small-group learning in the science, technology, engineering, and mathematics (STEM) disciplines has been widely studied, and it is clear that this method offers many benefits to students. Less attention has been paid to the ways in which small learning groups differ from one another, and how these differences may affect student learning and…
Harris, Garth; Bristow, Dennis
When tasked with group projects, students often struggle with teamwork and tend to overlook the importance of group self-regulation and its role in effective collaborative work. The pedagogy was implemented in semester long university level new product development courses. The pedagogy illustrates how educators can use student generated weekly…
Shapiro, R J; Harris, R I
Deaf patients with psychological problems have developmental handicaps and clinical characteristics that reduce the effectiveness of traditional modes of psychotherapy. Attempts have been made to utilize individual and group therapy, but family therapy has been largely overlooked as a method of alleviating problems of the deaf. Clinical and research writings provide us with rich insights into the family dynamics of the deaf. These data suggest to the authors that the problems of deaf individuals are largely related to family problems, and therefore merit a family orientation as the focus for treatment. This paper describes an attempt to apply family therapy with a range of deaf patients over a period of two years. From a review of their work, the authors conclude that family therapy can be effective, particularly in the treatment of deaf adolescents and children.
The Engineering Review Group (ERG) and Geologic Review Group (GRG) were established by the Office of Nuclear Waste Isolation (ONWI) to help evaluate specific issues in the US Department of Energy's nuclear waste repository program. The December 1985 meeting and the February 1986 meeting dealt with the evaluation of the Fluor Technology, Inc., architect-engineer recommendation of the horizontal mode of waste package emplacement for the Site Characterization Plan Conceptual Design Report (SCP-CDR). The ONWI recommendation regarding horizontal and vertical modes of waste package emplacement and associated studies was reviewed. This report documents the ERG and GRG's comments and recommendations on this subject and ONWI responses to the specific points raised by these groups. The ERG and GRG joint review groups concurred with ONWI recommendations that additional studies are required in order to reach a decision on the method of emplacement to be used. In the opinion of these groups, both methods can be implemented; however, should the decision be reached today the vertical mode would be preferred
Adams, Jeffrey P.; Brissenden, Gina; Lindell, Rebecca S.; Slater, Timothy F.; Wallace, Joy
In an effort to determine how our students were responding to the use of collaborative learning groups in our large enrollment introductory astronomy (ASTRO 101) courses, we systematically observed the behavior of 270 undergraduate students working in 48 self-formed groups. Their observed behaviors were classified as: (i) actively engaged; (ii) watching actively; (iii) watching passively; and (iv) disengaged. We found that male behavior is consistent regardless of the sex-composition of the groups. However, females were categorized as watching passively and or disengaged significantly more frequently when working in groups that contained uneven numbers of males and females. This case study observation suggests that faculty who use collaborative learning groups might find that the level of student participation in collaborative group learning activities can depend on the sex-composition of the group.
This article provides an ethnographic analysis of "deaf sociality" in Adamorobe, a village in Ghana, where the relatively high prevalence of hereditary deafness has led to dense social and spatial connections. Deaf people are part of their hearing environment particularly through family networks, and produce deaf sociality through many…
Rodliyah, Rojab Siti
This study investigates how social media, in this case Facebook, can be incorporated in ELT through e-dialogue journal writing shared in a Facebook closed group. Fifteen EFL students participated in this case study. They were second, third, and fourth year students of English Education Department of a university in Bandung, who voluntarily joined…
Borges, Jose; Dias, Teresa Galvao; Cunha, Joao Falcao E.
In BSc/MSc engineering programmes at Faculty of Engineering of the University of Porto (FEUP), the need to provide students with teamwork experiences close to a real world environment was identified as an important issue. A new group-formation method that aims to provide an enriching teamwork experience is proposed. Students are asked to answer a…
Barton, David; And Others
Discusses dimensions which emerged in a multidisciplinary class of medical, nursing, social work, and theology students about dying and death. Group process was the most important aspect. Students evaluated their roles and transactions in caring for the dying. The recognition of solidarity of purpose, shared feeling, and mutual support emerged.…
National Information Center for Children and Youth with Disabilities, Washington, DC.
This brief overview provides information on the definition, incidence, and characteristics of children with hearing impairments and deafness. The federal definitions of hearing impairment and deafness are provided. The different types of hearing loss are noted, including: (1) conductive (caused by diseases or obstructions in the outer or middle…
Siple, Linda; Greer, Leslie; Holcomb, Barbara Ray
It often comes as a surprise to people that many deaf people refer to themselves as being members of Deaf culture. The American Deaf culture is a unique linguistic minority that uses American Sign Language (ASL) as its primary mode of communication. This tipsheet provides a description of Deaf culture and suggestions for effective communication.
Wolsey, Ju-Lee A.; Misener Dunn, Kim; Gentzke, Scott W.; Joharchi, Hannah A.; Clark, M. Diane
Deaf individuals typically are seen through the lens of the dominant hearing society's perception, i.e., that being deaf is an impairment. Today, a small but growing number of Deaf and hearing researchers are challenging this perception. The authors examined perceptions of what components are necessary for a successful Deaf/hearing research…
Lewis, Margaret S. Jelinek; Jackson, Dorothy W.
This study assessed deaf and hearing students' comprehension of captions with and without visuals/video. Results indicate that reading grade level is highly correlated with caption comprehension test scores. Comprehension of the deaf students was consistently below that of hearing students. The captioned video produced significantly better…
Teviotdale, Wilma; Clancy, David; Fisher, Roy; Hill, Pat
This study investigated students’ views and experiences of group work in a vocationally oriented undergraduate Accounting and Finance degree course in an English post-1992 university. In this context tutors prepare students for the profession and for the workplace, and the development of team-working skills is a core element in the curriculum. This presents a significant challenge to tutors given that students commonly report an aversion to aspects of group work, including a perceived loss of...
Nathan, Shelena Soosay; Hussain, Azham; Hashim, Nor Laily
Requirement for deaf mobile applications need to be analysed to ensure the disabilities need are instilled into the mobile applications developed for them. Universal design is understandable to comply every user needs, however specific disability is argued by the authors to have different need and requirements. These differences are among the reasons for these applications being developed to target for a specific group of people, however they are less usable and later abandoned. This study focuses on deriving requirements that are needed by the deaf in their mobile applications that are meant specifically for them. Studies on previous literature was conducted it can be concluded that graphic, text, multimedia and sign language interpreter are among mostly required features to be included in their mobile application to ensure the applications are usable for this community.
Smith, Mark; Polglase, Giles; Parry, Carolyn
Belbin team role self and observer perceptions were applied to a large cohort (145) of Geography, Earth and Environmental Sciences undergraduates in a module assessed through two separate group projects. Students self-selected groups for the first project; for the second, groups were more "balanced." Results show slight improvement in…
Gallego, Carlos; Martín-Aragoneses, M Teresa; López-Higes, Ramón; Pisón, Guzmán
Deaf students have traditionally exhibited reading comprehension difficulties. In recent years, these comprehension problems have been partially offset through cochlear implantation (CI), and the subsequent improvement in spoken language skills. However, the use of cochlear implants has not managed to fully bridge the gap in language and reading between normally hearing (NH) and deaf children, as its efficacy depends on variables such as the age at implant. This study compared the reading comprehension of sentences in 19 children who received a cochlear implant before 24 months of age (early-CI) and 19 who received it after 24 months (late-CI) with a control group of 19 NH children. The task involved completing sentences in which the last word had been omitted. To complete each sentence children had to choose a word from among several alternatives that included one syntactic and two semantic foils in addition to the target word. The results showed that deaf children with late-CI performed this task significantly worse than NH children, while those with early-CI exhibited no significant differences with NH children, except under more demanding processing conditions (long sentences with infrequent target words). Further, the error analysis revealed a preference of deaf students with early-CI for selecting the syntactic foil over a semantic one, which suggests that they draw upon syntactic cues during sentence processing in the same way as NH children do. In contrast, deaf children with late-CI do not appear to use a syntactic strategy, but neither a semantic strategy based on the use of key words, as the literature suggests. Rather, the numerous errors of both kinds that the late-CI group made seem to indicate an inconsistent and erratic response when faced with a lack of comprehension. These findings are discussed in relation to differences in receptive vocabulary and short-term memory and their implications for sentence reading comprehension. Copyright © 2015
Myers, Candace; Clark, M Diane; Musyoka, Millicent M; Anderson, Melissa L; Gilbert, Gizelle L; Agyen, Selina; Hauser, Peter C
Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family characteristics, reading experience, and education. (The descriptor Black is used throughout the present article, as Black Deaf individuals prefer this term to African American. For purposes of parallel construction, the term White is used instead of European American.) It was found that Black Deaf study participants scored lower on measures of both reading and ASL. These findings provide implications for possible interventions at the primary, secondary, and college levels of education.
Carolina Hessel Silveira
Full Text Available The paper, which provides partial results of a master’s dissertation, has sought to give contribute Sign Language curriculum in the deaf schooling. We began to understand the importance of sign languages for deaf people’s development and found out that a large part of the deaf are from hearing parents, which emphasises the significance of teaching LIBRAS (Brazilian Sign Language in schools for the deaf. We should also consider the importance of this study in building deaf identities and strengthening the deaf culture. We have obtained the theoretical basis in the so-called Deaf Studies and some experts in the curriculum theories. The main objective for this study has been to conduct an analysis of the LIBRAS curriculum at work in schools for the deaf in Rio Grande do Sul, Brazil. The curriculum analysis has shown a degree of diversity: in some curricula, content from one year is repeated in the next one with no articulation. In others, one can find preoccupation for issues of deaf identity and culture, but some of them include contents that are not related to LIBRAS, or the deaf culture, but rather to discipline for the deaf in general. By providing positive and negative aspects, the analysis data may help in discussions about difficulties, progress and problems in LIBRAS teacher education for deaf students.
Lieberman, Lauren J.; Volding, Lori; Winnick, Joseph P.
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…
Nathan, Vibeke Torpe; Poulsen, Stig
This article presents results from an interview study of psychology students' experiences from group-analytic groups conducted at the University of Copenhagen. The primary foci are the significance of differences in themotivation participants' personal aims of individual participantsfor particip......This article presents results from an interview study of psychology students' experiences from group-analytic groups conducted at the University of Copenhagen. The primary foci are the significance of differences in themotivation participants' personal aims of individual participantsfor...... participation in the group, the impact of the composition of participants on the group process, and the professional learning through the group experience. In general the interviews show a marked satisfaction with the group participation. In particular, learning about the importance of group boundaries...
The article reviews the current studies regarding language and cognitive development in children who are deaf. Deaf communicate orally and with sign language. 90 % of deaf children are born into hearing families and hearing parents in most cases do not know the sign language. Besides, hearing parents usually want for their child to become "normally" speaking. Most of the deaf children born into hearing families have very poor early communication. It is now well established that deaf children ...
Branson, Jan; Miller, Don
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…
This article presents the findings of a study measuring the classroom climates in collegiate interior design studios and considers these findings within the group dynamics theory framework. Three groups of students completed the College Classroom Environment Scales (CCES) questionnaire. Five of the six CCES subscale F ratios were statistically…
Rockwell, Sylvia; Guetzloe, Eleanor
This article addresses effective techniques for teaching students with emotional disturbances and/or behavior disorders in group settings. Three stages of group development are described with specific teaching strategies for each stage identified and related to Maslow's hierarchy of needs, including needs for safety and trust, belonging and…
Henner, Jon; Caldwell-Harris, Catherine L; Novogrodsky, Rama; Hoffmeister, Robert
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.
Postlethwait, Ariana E.
This study examined the impact of group size, group formation, group conflict, and division of labor on student outcomes in a group project for a sample of 112 BSW research seminar students at a large university in the Midwest. Students completed surveys on their experiences with the group project at the end of the semester. Multiple regression…
Rita Flórez Romero
Full Text Available El propósito de este estudio fue explorar el impacto de un programa de desarrollo de las habilidades en escritura en un estudiante sordo universitario. Los fundamentos teóricos del programa se basaron en el concepto de escritura como proceso. La investigación se desarrolló en tres fases: (1 caracterización inicial de la escritura del estudiante, (2 diseño y ejecución de un programa para afianzar las habilidades de escritura según lo observado en la primera fase y (3 valoración del texto final con los parámetros de la primera fase. A partir de la comparación entre texto inicial y final, se determinó el progreso que tuvo el estudiante. Dentro de los resultados se evidenció un mejoramiento de las habilidades de escritura en varios aspectos. En cuanto al nivel de conocimiento lingüístico sobre las categorías gramaticales del español que el estudiante empleó, se pudo observar que la manipulación y reflexión sobre estas no resultaron claras ni explícitas, es decir, que el estudiante llegó con dificultad a un nivel de redescripción. Este nivel se caracteriza por un dominio procedimental de dichas categorías y por la identificación de los usos irregulares de estas, sin poder llegar a explicar las razones de dichas irregularidades.The objective of this study was to explore the impact of a program aimed at developing writing skills in deaf university students. The theoretical foundation of the program was the concept of writing as a process. Research work was carried out in three stages: (1 initial characterization of the students' writing, (2 design and execution of a program aimed at strengthening writing skills on the basis of the first stage observations, and (3 assessment of the final text in relation to the parameters of the first stage. Student progress was determined on the basis of a comparison between the initial and final texts. Results showed improvement in several aspects of writing skills. Regarding the level of
Many clinicians are involved in medical education, with small group teaching (SGT) forming a significant part of their work. Most facilitate these sessions by experience and common sense: less than one-third of them have received formal training in SGT. Evidence suggests small group productivity depends on good facilitation rather than on topic knowledge. Applying the fundamental concepts of SGT will lead to improvements in the quality of clinicians' teaching and in student learning. Good SGT creates the perfect environment for learning and discussion, without the need for didactic teaching. SGT emphasises the role of students in sharing and discussing their ideas in a safe learning environment, without domination by the tutor. This article provides clinicians with basic requirements for effective session design and planning, explains how to encourage student participation, how to manage students as a group, how to manage student learning, and how to recognise and deal with problems. Active facilitation and group management is the key to success in SGT, and consequently better learning outcomes. Improving the facilitation skills of clinical teachers makes teaching more effective, stimulating, and enjoyable for both tutors and students. © Blackwell Publishing Ltd 2012.
Kemmery, Megan A.
Analyzing the self-identities of students with hearing loss and the perceptions of their caregivers/parents assist understanding of and affirming of one another and facilitate students' self-advocacy development. Caregivers/parents must be receptive to how the individual identifies him/herself (Cole & Edelmann, 1991; Jackson, Traub, &…
Full Text Available The present essay focuses on summarizing the key elements that should be considered wheneducators are in a position to manage and interact with a group of students from different culturesor social environments. In this respect, we consider that the challenge educators’ face inconnecting with students of diverse backgrounds is to develop a critical consciousness of the waysin which these larger discourses operate in their classrooms and to care enough to question them,to challenge them and to advocate for their students. To care for students who come fromhistorically marginalized populations educators need to remember that schooling can serve eithera liberating or marginalizing function. They can empower students to identify structures in societythat have contributed to marginalizing their perspective and seek to maintain inequitable structuresin society or even narrow communities.
Full Text Available Analysing the engagement of students in university-based Facebook groups can shed light on the nature of their learning experience and highlight leverage points to build on student success. While post-semester surveys and demographic participation data can highlight who was involved and how they subsequently felt about the experience, these techniques do not necessarily reflect real-time engagement. One way to gain insight into in-situ student experiences is by categorising the original posts and comments into predetermined frameworks of learning. This paper offers a systematic method of coding Facebook contributions within various engagement categories: motivation, discourse, cognition and emotive responses.
Kless, J R
Stress in nurse anesthesia programs may be excessive at times, especially in new students. While some degree of stress is necessary to motivate learning, excessive or prolonged stress can interfere with the normal learning process, thereby prolonging a student's clinical and academic progress. In the extreme, excessive stress may even preclude a student's successful completion of the educational program. Active faculty intervention through a student support group is advocated as a method for controlling stress levels and facilitating student learning. The positive effects of such intervention also increase the overall productivity of a program and better prepare nurse anesthesia students for their future careers.
Paper presented at the Summer Meeting of the Alexander Graham Bell Association (Philadelphia, June 24-27, 1970) in which the author reviews the research supported by The Deafness Research Foundation. (RD)
... enough to enjoy talking with friends or family. Hearing disorders make it hard, but not impossible, to ... often be helped. Deafness can keep you from hearing sound at all. What causes hearing loss? Some ...
Kurz, Kim B.; Schick, Brenda; Hauser, Peter C.
This research study compared learning of 6-9th grade deaf students under two modes of educational delivery--interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing…
Guldenoglu, Birkan; Miller, Paul; Kargin, Tevhide
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…
Mª Carmen Gómez Gómez
Full Text Available The education of deaf students normally begins to be studied from Ponce de Leon in a monastery of Burgos; but until this moment people with hearing loss or deafness have had moments in history with more or less acceptance. In primitive societies both could be protected as repudiated , depending on whether the deafness was considered a punishment or a gift of God holder . Over time , history has continued to generate periods of more or less accepted to be people, but especially after the Middle Ages and the eighteenth century past has been where most progress has been made towards integration and inclusion.
Chin, Nancy P.; Cuculick, Jess; Starr, Matthew; Panko, Tiffany; Widanka, Holly; Dozier, Ann
Background Deaf mothers who use American Sign Language (ASL) consider themselves a linguistic minority group, with specific cultural practices. Rarely has this group been engaged in infant-feeding research. Objectives To understand how ASL-using Deaf mothers learn about infant feeding and to identify their breastfeeding challenges. Methods Using a community-based participatory research (CBPR) approach we conducted four focus groups with Deaf mothers who had at least one child 0–5 years. A script was developed using a social ecological model (SEM) to capture multiple levels of influence. All groups were conducted in ASL, filmed, and transcribed into English. Deaf and hearing researchers analyzed data by coding themes within each SEM level. Results Fifteen mothers participated. All had initiated breastfeeding with their most recent child. Breastfeeding duration for eight of the mothers was three weeks to 12 months. Seven of the mothers were still breastfeeding, the longest for 19 months. Those mothers who breastfed longer described a supportive social environment and the ability to surmount challenges. Participants described characteristics of Deaf culture such as direct communication, sharing information, use of technologies, language access through interpreters and ASL-using providers, and strong self-advocacy skills. Finally, mothers used the sign ‘struggle’ to describe their breastfeeding experience. The sign implies a sustained effort over time which leads to success. Conclusions In a setting with a large population of Deaf women and ASL-using providers, we identified several aspects of Deaf culture and language which support BF mothers across institutional, community, and interpersonal levels of the SEM. PMID:23492762
An Expedient Study on Back-Propagation (BPN) Neural Networks for Modeling Automated Evaluation of the Answers and Progress of Deaf Students' That Possess Basic Knowledge of the English Language and Computer Skills
Vrettaros, John; Vouros, George; Drigas, Athanasios S.
This article studies the expediency of using neural networks technology and the development of back-propagation networks (BPN) models for modeling automated evaluation of the answers and progress of deaf students' that possess basic knowledge of the English language and computer skills, within a virtual e-learning environment. The performance of the developed neural models is evaluated with the correlation factor between the neural networks' response values and the real value data as well as the percentage measurement of the error between the neural networks' estimate values and the real value data during its training process and afterwards with unknown data that weren't used in the training process.
McGeown, Helen Rosemary
This study investigated the impact of information on level of prototypicality of the ingroup ‘medical students’, comparing self-esteem effects for those primed as individuals with self-esteem effects for those primed as group members. Indication of prototypicality was given by false feedback on purported individual levels of empathy, an important group norm for medical students. As well as priming type having interactive effects with prototypicality information, it was hypothesized that initi...
Jones, Jennifer L; Zalewski, Christopher; Brewer, Carmen; Lucker, Jay; Drayna, Dennis
The goal of this study was to investigate auditory function in individuals with deficits in musical pitch perception. We hypothesized that such individuals have deficits in nonspeech areas of auditory processing. We screened 865 randomly selected individuals to identify those who scored poorly on the Distorted Tunes test (DTT), a measure of musical pitch recognition ability. Those who scored poorly were given a comprehensive audiologic examination, and those with hearing loss or other confounding audiologic factors were excluded from further testing. Thirty-five individuals with tune deafness constituted the experimental group. Thirty-four individuals with normal hearing and normal DTT scores, matched for age, gender, handedness, and education, and without overt or reported psychiatric disorders made up the normal control group. Individual and group performance for pure-tone frequency discrimination at 1000 Hz was determined by measuring the difference limen for frequency (DLF). Auditory processing abilities were assessed using tests of pitch pattern recognition, duration pattern recognition, and auditory gap detection. In addition, we evaluated both attention and short- and long-term memory as variables that might influence performance on our experimental measures. Differences between groups were evaluated statistically using Wilcoxon nonparametric tests and t-tests as appropriate. The DLF at 1000 Hz in the group with tune deafness was significantly larger than that of the normal control group. However, approximately one-third of participants with tune deafness had DLFs within the range of performance observed in the control group. Many individuals with tune deafness also displayed a high degree of variability in their intertrial frequency discrimination performance that could not be explained by deficits in memory or attention. Pitch and duration pattern discrimination and auditory gap-detection ability were significantly poorer in the group with tune deafness
Peisner, Elizabeth Suzanne
Utilizing a qualitative case study, this dissertation analyzed how one university provided accessibility to international experiential learning opportunities for a primarily disabled student population. The Council for the Advancement of Standards (CAS, 2006) in Higher Education consists of a self-assessment guide adapted as a framework to analyze…
Anthony B. Mugeere
Full Text Available Often located far apart from each other, deaf and hearing impaired persons face a multiplicity of challenges that evolve around isolation, neglect and the deprivation of essential social services that affect their welfare and survival. Although it is evident that the number of persons born with or acquire hearing impairments in later stages of their lives is increasing in many developing countries, there is limited research on this population. The main objective of this article is to explore the identities and experiences of living as a person who is deaf in Uganda. Using data from semi-structured interviews with 42 deaf persons (aged 19–41 and three focus group discussions, the study findings show that beneath the more pragmatic identities documented in the United States and European discourses there is a matrix of ambiguous, often competing and manifold forms in Uganda that are not necessarily based on the deaf and deaf constructions. The results further show that the country’s cultural, religious and ethnic diversity is more of a restraint than an enabler to the aspirations of the deaf community. The study concludes that researchers and policy makers need to be cognisant of the unique issues underlying deaf epistemologies whilst implementing policy and programme initiatives that directly affect them. The upper case ‘D’ in the term deaf is a convention that has been used since the early 1970s to connote a ‘socially constructed visual culture’ or a linguistic, social and cultural minority group who use sign language as primary means of communication and identify with the deaf community, whereas the lower case ‘d’ in deaf refers to ‘the audio logical condition of hearing impairment’. However, in this article the lower case has been used consistently.
Atekyereza, Peter R.; Kirumira, Edward K.; Hojer, Staffan
Often located far apart from each other, deaf and hearing impaired persons face a multiplicity of challenges that evolve around isolation, neglect and the deprivation of essential social services that affect their welfare and survival. Although it is evident that the number of persons born with or acquire hearing impairments in later stages of their lives is increasing in many developing countries, there is limited research on this population. The main objective of this article is to explore the identities and experiences of living as a person who is deaf in Uganda. Using data from semi-structured interviews with 42 deaf persons (aged 19–41) and three focus group discussions, the study findings show that beneath the more pragmatic identities documented in the United States and European discourses there is a matrix of ambiguous, often competing and manifold forms in Uganda that are not necessarily based on the deaf and deaf constructions. The results further show that the country's cultural, religious and ethnic diversity is more of a restraint than an enabler to the aspirations of the deaf community. The study concludes that researchers and policy makers need to be cognisant of the unique issues underlying deaf epistemologies whilst implementing policy and programme initiatives that directly affect them. The upper case ‘D’ in the term deaf is a convention that has been used since the early 1970s to connote a ‘socially constructed visual culture’ or a linguistic, social and cultural minority group who use sign language as primary means of communication and identify with the deaf community, whereas the lower case ‘d’ in deaf refers to ‘the audio logical condition of hearing impairment’. However, in this article the lower case has been used consistently. PMID:28730015
This paper explores, from a sociocultural perspective, the nature and functions of "zemi" or seminars in which Japanese undergraduate students received group supervision for research and thesis writing. The study also investigates how the "zemi" contributed to completion of their theses. It was found that the "zemi"…
Macpherson, G. L.; Lee, Young-Jin; Steeples, Don
An introductory geology class that satisfies a liberal arts distribution requirement was used to investigate the benefits of allowing discussion during assessments. For three term examinations, students completed short- to medium-length essay tests individually (individual examination) and then again as part of an assigned group of four to five…
Davie, Jennifer L.
This study examined and compared school attitudes, including academic self-perceptions, attitudes toward teachers, attitudes toward school, goal valuation, and motivation/self-regulation, using the School Attitude Assessment Survey-Revised (SAAS-R) in groups of students who varied in their potential for academic achievement and their actual…
Considine, Jennifer R.
This article describes an activity in which upon completion of this semester-long project, students should be able to: analyze and reflect upon their own communication behaviors in a group setting, and explain the importance of examining actual communication practices as opposed to retrospective self-report of communication practices. This project…
Iqbal, Maha; Velan, Gary M; O'Sullivan, Anthony J; Balasooriya, Chinthaka
Collaboration is of increasing importance in medical education and medical practice. Students' and tutors' perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students' and tutors' views on competencies and behaviours which promote effective learning and interaction in small group settings. This study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted. Students and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups. This study has identified medical students' and tutors' perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.
Channon, S B; Davis, R C; Goode, N T; May, S A
Group work forms the foundation for much of student learning within higher education, and has many educational, social and professional benefits. This study aimed to explore the determinants of success or failure for undergraduate student teams and to define a 'good group' through considering three aspects of group success: the task, the individuals, and the team. We employed a mixed methodology, combining demographic data with qualitative observations and task and peer evaluation scores. We determined associations between group dynamic and behaviour, demographic composition, member personalities and attitudes towards one another, and task success. We also employed a cluster analysis to create a model outlining the attributes of a good small group learning team in veterinary education. This model highlights that student groups differ in measures of their effectiveness as teams, independent of their task performance. On the basis of this, we suggest that groups who achieve high marks in tasks cannot be assumed to have acquired team working skills, and therefore if these are important as a learning outcome, they must be assessed directly alongside the task output.
This paper presents how students who are deaf or who have hearing impairments incorporate emerging technology into their lives. Readers will see how emerging technology plays a role for many of these students in enabling them to make a difference in their communities today. The student profiles in this paper are provided in the following…
Full Text Available Background and Aim: Families who have a child with hearing deficiency deal with different challenges, and mothers have a greater responsibility towards these children because of their traditional role of caregiver; so, they deal with more psychological problems. The aim of this study was to compare the psychological well-being and coping styles in mothers of deaf and normal children.Methods: In this cross-sectional and post event study (causal-comparative method, 30 mothers of deaf students and 30 mothers of normal students from elementary schools of Ardabil, Iran, were selected using available sampling. The Ryff psychological well-being (1989 and Billings and Moos coping styles (1981 questionnaires were used in this study. The data were analyzed using MANOVA test.Results: We found that in mother's of deaf children, psychological well-being and its components was significantly lower than mothers of normal children (p<0.01 and p<0.05, respectively. There was a significant difference between two groups in terms of cognitive coping style, too (p<0.01. However, mothers of deaf children used less cognitive coping style.Conclusions: It seems that child's hearing loss affects on mothers psychological well-being and coping styles; this effect can be visible as psychological problems and lower use of adaptive coping styles.
Natoli, Riccardo; Jackling, Beverley; Seelanatha, Lalith
This paper examines the influence of two distinct group work management strategies on finance students' attitudes towards group work and their perceptions of generic skill development. Using quantitative and qualitative data, comparisons are made between students who experienced a supportive group work environment and students who experienced an…
This thesis deals with personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils and students in mainstream primary and secondary school. The theoretical part defines learning efficiency and focuses on the most significant factors of learning efficiency, including also personality characteristics of an individual. This thesis represents the idea of inclusion and its advantages and disadvantages and suggests to what extent it is present in our ...
Bhamkar, R. P.; Gajendragadkar, A.
Bartter's syndrome is a group of inherited, salt-losing tubulopathies presenting as metabolic alkalosis with normotensive hyperreninemia and hyperaldosteronism. We report here the first case of a neonate with bilateral, sensorineural deafness, a variant of antenatal Bartter's syndrome from an Indian community.
The booklet provides information and resources for cultural organizations and institutions interested in making the arts accessible to deaf citizens. Preliminary information includes a discussion of deafness in America and the deaf in the history of the arts and notes that the era of silent films was the golden age of cinema. Listed are 36…
Popov, V.; Brinkman, B.; Biemans, H.J.A.; Mulder, M.; Kuznetsov, A.M.; Noroozi, O.
This paper aims to examine challenges that are inherent in multicultural student group work (MCSG) in higher education and the differences between students from different cultural backgrounds in how they perceive the importance of challenges in MCSG. For this purpose, a 19-item survey was completed
Durán Aguero, Samuel; Reyes García, Susanne; Gaete, María Cristina
The lifestyle changes in college, students go through periods of physical inactivity and irregular meal times, which leads to increased consumption of processed foods and fast food. To calculate vitamins and minerals intakes for groups in the diet of Chilean university students. We studied 654 university students (18 to 24 years, 54% female), a 7-day food frequency questionnaire was used for dietary assessment, the information collected was classified into 12 groups representing each set of food, and then nutrient intake was determined. The main results were: (a) women had lower intake of most micronutrients than men (b) pantothenic acid, vitamin B12 and E, calcium, magnesium and iron are nutrients that showed mean intakes below the daily recommendations, (c) the consumption of bread is essential for the supply of B vitamins, iron, copper and selenium. In the usual diet of college students, bread is a key to the dietary intake of B vitamins, iron, copper and selenium, as well as dairy products for calcium, meat and fish for vitamin B12 and zinc; vegetables for vitamin A and fruits for vitamin C. Copyright © AULA MEDICA EDICIONES 2013. Published by AULA MEDICA. All rights reserved.
Tomasuolo, Elena; Valeri, Giovanni; Di Renzo, Alessio; Pasqualetti, Patrizio; Volterra, Virginia
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.
Szymanski, Christen A.
The prevalence of Autism Spectrum Disorders (ASD)--a group of developmental disabilities that cause severe problems with socialization, behavior, and communication--continues to grow. In 2008, the year that "Odyssey" focused on autism, the estimated prevalence of ASD for hearing children was 1 in 150 (CDC, 2007), while today estimates suggest…
Underwood, Jean D M
While there is much support for co-operative learning among learning theorists, not all learners exhibit the same enthusiasm for groupwork. A number of factors such as sex, group size and ability mix, subject domain, task type and organization have been shown to influence the effectiveness of co-operative and collaborative learning. This study established learners' attitudes to various shared working scenarios. In this mixed design, 140 post-graduate teacher trainees were asked to imagine their responses to seven groupwork scenarios presented as a series of short vignettes. The vignettes varied on the degree of co-operation required; the sex of the prospective co-worker(s) including single and mixed-sex groups; type of assessment, including no assessment at all; and on academically acceptable and unacceptable 'shared' working practices. Anticipated attitudinal and behavioural responses of the students were assessed by questionnaire. On the whole, students were cautiously willing to be involved in groupwork. There were caveats, however. Factors such as the characteristics of the group members, the level and type of assessment procedures in operation, and individual differences, including sex and self-reported social deviance, also governed their responses. There was very limited agreement to be involved in socially undesirable collaborative group activities at a personal level or to condone such activities by others. Those students who showed a tendency towards mild anti-social behaviour were more willing to take direct punitive action against non-contributors than their peers. Female students were more willing to invoke the help of the tutor than their male counterparts, but only if the anti-social behaviour impacted on them personally.
Moine, A; Frachet, B; Van Den Abbeele, T; Tison, P; Battesti, J P
The cochleovestibular tract is seldom involved by sarcoidosis (about 50 cases have been described since 1948). As a clinical expression of sarcoidosis, deafness is fluctuant in 50% of all cases, bilateral, and most often associated with facial palsy and uveitis, the vestibular reflexes being reduced. The histological studies demonstrate lesions at all levels from the cochlea to be brain stem, but the main mechanism is an infiltration of the arachnoid vessels. The prognosis of sarcoidosis deafness is usually poor in spite of corticosteroid therapy. This paper is illustrated by 3 cases observed in Avicenne Hospital.
Crowe, Kathryn; Marschark, Marc; Dammeyer, Jesper; Lehane, Christine
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: firstname.lastname@example.org.
Rose Mery Gómez Tovar
The research that is presented in this study is based on my experience with deaf students from the Psicology and therapist faculty of human communication which is an academic unit from the Juarez University of the Durango state. This article compiles and analyzes the process of inclusive and educational settings that the institution has. This study is executed from the adoption of the analysis model of the biographic narrative investigation seen from the cualitative paradigm. In this project...
Steinberg, Annie G; Barnett, Steven; Meador, Helen E; Wiggins, Erin A; Zazove, Philip
People who are deaf use health care services differently than the general population; little research has been carried out to understand the reasons. To better understand the health care experiences of deaf people who communicate in American Sign Language. Qualitative analyses of focus group discussions in 3 U.S. cities. Ninety-one deaf adults who communicate primarily in American Sign Language. We collected information about health care communication and perceptions of clinicians' attitudes. We elicited stories of both positive and negative encounters, as well as recommendations for improving health care. Communication difficulties were ubiquitous. Fear, mistrust, and frustration were prominent in participants' descriptions of health care encounters. Positive experiences were characterized by the presence of medically experienced certified interpreters, health care practitioners with sign language skills, and practitioners who made an effort to improve communication. Many participants acknowledged limited knowledge of their legal rights and did not advocate for themselves. Some participants believed that health care practitioners should learn more about sociocultural aspects of deafness. Deaf people report difficulties using health care services. Physicians can facilitate change to improve this. Future research should explore the perspective of clinicians when working with deaf people, ways to improve communication, and the impact of programs that teach deaf people self-advocacy skills and about their legal rights.
Steinberg, Annie G; Wiggins, Erin A; Barmada, Carlin Henry; Sullivan, Vicki Joy
The authors investigated the knowledge, attitudes, and healthcare experiences of Deaf women. Interviews with 45 deaf women who participated in focus groups in American Sign Language were translated, transcribed, and analyzed. Deaf women's understanding of women's health issues, knowledge of health vocabulary in both English and American Sign Language, common health concerns among Deaf women, and issues of access to information, including pathways and barriers, were examined. As a qualitative study, the results of this investigation are limited and should be viewed as exploratory. A lack of health knowledge was evident, including little understanding of the meaning or value of cancer screening, mammography, or Pap smears; purposes of prescribed medications, such as hormone replacement therapy (HRT); or necessity for other medical or surgical interventions. Negative experiences and avoidance or nonuse of health services were reported, largely due to the lack of a common language with healthcare providers. Insensitive behaviors were also described. Positive experiences and increased access to health information were reported with practitioners who used qualified interpreters. Providers who demonstrated minimal signing skills, a willingness to use paper and pen, and sensitivity to improving communication were appreciated. Deaf women have unique cultural and linguistic issues that affect healthcare experiences. Improved access to health information may be achieved with specialized resource materials, improved prevention and targeted intervention strategies, and self-advocacy skills development. Healthcare providers must be trained to become more effective communicators with Deaf patients and to use qualified interpreters to assure access to healthcare for Deaf women.
Walling, Anne; Istas, Kathryn; Bonaminio, Giulia A; Paolo, Anthony M; Fontes, Joseph D; Davis, Nancy; Berardo, Benito A
Phenomenon: Medical student perspectives were sought about active learning, including concerns, challenges, perceived advantages and disadvantages, and appropriate role in the educational process. Focus groups were conducted with students from all years and campuses of a large U.S. state medical school. Students had considerable experience with active learning prior to medical school and conveyed accurate understanding of the concept and its major strategies. They appreciated the potential of active learning to deepen and broaden learning and its value for long-term professional development but had significant concerns about the efficiency of the process, the clarity of expectations provided, and the importance of receiving preparatory materials. Most significantly, active learning experiences were perceived as disconnected from grading and even as impeding preparation for school and national examinations. Insights: Medical students understand the concepts of active learning and have considerable experience in several formats prior to medical school. They are generally supportive of active learning concepts but frustrated by perceived inefficiencies and lack of contribution to the urgencies of achieving optimal grades and passing United States Medical Licensing Examinations, especially Step 1.
Educators of the deaf were long considered "highly qualified" if they obtained state licensure from approved deaf education programs. But the No Child Left Behind Act (2001) redefined qualifications based on core academic content areas, without recognizing disability-specific expertise. NCLB's reauthorization will provide opportunities for examining definitions of "highly qualified" and ensuring that both general and special educators are appropriately prepared. Under the Individuals With Disabilities Education Act, educators of the deaf are primarily responsible for supporting implementation of each assigned student's individualized education program. When done skillfully and knowledgeably, IEP execution maximizes learning outcomes, and therefore would support NCLB mandates for improved student achievement. Instead of academic attainment alone, the primary "qualification" of educators of the deaf should be training and expertise in providing communication, learning, and assistive technology supports that allow access to academic content and, ultimately, address deaf students' historical underachievement.
Fernando C. Capovilla
Full Text Available O Teste de Competência de Leitura de Palavras foi aplicado a 805 estudantes surdos da 1a. série do Ensino Fundamental até a 1a. série do Ensino Médio. Resultados mostraram crescimento significativo da competência de leitura ao longo das séries escolares. O estudo demonstrou que: 1 leitores ouvintes deixam-se enganar mais pela semelhança fonológica, ao passo que leitores surdos deixam-se enganar mais pela semelhança visual; 2 leitores ouvintes deixam-se enganar mais pela homofonia que pela semi-homofonia , ao passo que leitores surdos não; 3 leitores ouvintes deixam-se enganar mais por palavras ortográfica e fonologicamente familiares, ainda que semanticamente inadequadas às figuras, do que por pseudopalavras ortográfica e fonologicamente estranhas, ao passo que leitores surdos privilegiam o processamento semântico-ortográfico do que o ortográfico-fonológico, com melhor detecção de inadequação semântica de palavras conhecidas do que de pseudopalavras. Word Reading Competence Test was applied to 805 deaf students from 1st to 9th grade. Results showed that reading competence increased significantly as a function of school grade. The study demonstrated that: 1 hearing readers were fooled by phonological similarity, whereas deaf readers were fooled by visual similarity; 2 hearing readers were fooled by homophonic items than by semi-homophonic ones, whereas deaf readers were not; 3 hearing readers were more fooled by nonwords that are orthographically and phonologically familiar, even if they were semantically incompatible to the associated pictures, than by non-words that are orthographically and phonologically strange, whereas deaf readers were more focused on semantic-orthographic processing than on orthographic-phonologic one, so as to be superior at detecting the semantic inadequacy of known words.
Powell, Denise; Hyde, Merv
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…
Syverud, Susan M.; Guardino, Caroline; Selznick, Dana N.
The researchers analyzed the effectiveness of teaching phonological skills to a deaf child using the Direct Instruction curriculum titled "Teach Your Child to Read in 100 Easy Lessons" (Engelmann, Haddox, & Bruner, 1983). There are few studies that support the use of phonological interventions with students who are deaf or hard of hearing. The…
Mounty, Judith L.; Pucci, Concetta T.; Harmon, Kristen C.
A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from…
Clayton, Lynette; Robinson, Luther D.
Observations based on psychodrama with deaf people, relating to interaction between people and the communication process, are made. How role training skills, which involve some of the skills of psychodrama, can be applied by professionals in vocational and social learning situations is illustrated. (KW)
van den Bogaerde, B.; Baker, A.E.; Gertz, G.; Boudreault, P.
The hearing children of Deaf parents grow up in two cultures with two languages. They are similar to other bilingual, bicultural children in many ways but are special also. They can be in conflict between two worlds and often carry an extra burden of responsibility in functioning as a bridge between
Vernon, McCay; Rich, Steve
Data from 22 cases of individuals with deafness suffering from pedophilia indicate a number of factors that distinguish them from hearing pedophiles. Differences include a prevalence of Primitive Personality Disorder, a high rate of brain damage, illiteracy, poorer communication skills, and psychiatric illnesses. Legal issues, prevention, and…
Stinson, Michael S; Elliot, Lisa B; Easton, Donna
Four groups of postsecondary students, 25 who were deaf/hard of hearing (D/HH), 25 with a learning disability, 25 who were English language learners (ELLs), and 25 without an identified disability studied notes that included text and graphical information based on a physics or a marine biology lecture. The latter 3 groups were normally hearing. All groups had higher scores on post- than on pretests for each lecture, with each group showing generally similar gains in amount of material learned from the pretest to the posttest. For each lecture, the D/HH students scored lower on the pre- and posttests than the other 3 groups of participants. Results indicated that students acquired measurable amounts of information from studying these types of notes for relatively short periods and that the notes have equal potential to support the acquisition of information by each of these groups of students.
Ivey, Susan L; Tseng, Winston; Dahrouge, Donna; Engelman, Alina; Neuhauser, Linda; Huang, Debbie; Gurung, Sidhanta
Substantial evidence exists that emergency preparedness and response efforts are not effectively reaching populations with functional and access needs, especially barriers related to literacy, language, culture, or disabilities. More than 36 million Americans are Deaf or hard of hearing (Deaf/HH). These groups experienced higher risks of injury, death, and property loss in recent disasters than the general public. We conducted a participatory research study to examine national recommendations on preparedness communication for the Deaf/HH. We assessed whether previous recommendations regarding the Deaf/HH have been incorporated into state- and territorial-level emergency operations plans (EOPs), interviewed state- and territorial-level preparedness directors about capacity to serve the Deaf/HH, and proposed strategies to benefit Deaf/HH populations during emergencies. We analyzed 55 EOPs and 50 key informant (KI) interviews with state directors. Fifty-five percent of EOPs mentioned vulnerable populations; however, only 31% specifically mentioned Deaf/HH populations in their plan. Study findings indicated significant relationships among the following factors: a state-level KI's familiarity with communication issues for the Deaf/HH, making relay calls (i.e., calls to services to relay communication between Deaf and hearing people), and whether the KI's department provides trainings about serving Deaf/HH populations in emergencies. We found significant associations between a state's percentage of Deaf/HH individuals and a KI's familiarity with Deaf/HH communication issues and provision by government of any disability services to Deaf/HH populations in emergencies. Further, we found significant relationships between KIs attending training on serving the Deaf/HH and familiarity with Deaf/HH communication issues, including how to make relay calls. This study provides new knowledge that can help emergency agencies improve their preparedness training, planning, and capacity
This research aimed to find out how group investigation improves the student's speaking skill of the second grade students of SMA 2 Samarinda, how group investigation improves the student's participation in speaking of second grade students of SMA 2 Samarinda, and what the obstacles are in the implementation of Group Investigation. The classroom…
Jones, Anna C; Gutierrez, Roberto; Ludlow, Amanda K
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.
Johnstone, Christopher; Corce, Heidi
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.
It is well known that the development of social interaction and communication is important for the development of children and adults who are congenitally deaf-blind, and the development depends on the skills of a partner (such as a teacher of students with visual impairments, a teacher of students who are deaf and hard of hearing, and parents) in…
Bélanger, Nathalie N; Slattery, Timothy J; Mayberry, Rachel I; Rayner, Keith
Recent evidence suggests that, compared with hearing people, deaf people have enhanced visual attention to simple stimuli viewed in the parafovea and periphery. Although a large part of reading involves processing the fixated words in foveal vision, readers also utilize information in parafoveal vision to preprocess upcoming words and decide where to look next. In the study reported here, we investigated whether auditory deprivation affects low-level visual processing during reading by comparing the perceptual span of deaf signers who were skilled and less-skilled readers with the perceptual span of skilled hearing readers. Compared with hearing readers, the two groups of deaf readers had a larger perceptual span than would be expected given their reading ability. These results provide the first evidence that deaf readers' enhanced attentional allocation to the parafovea is used during complex cognitive tasks, such as reading.
Edmiston, Jessica L
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.
José Marcos Rosendo de Souza
Full Text Available Research on formation of readers has raised some discussions and change of atitudes, to the development of full readers. But, the methodologies that strive for proficiency of Deaf readers there are scarse. We intend to discuss in this article the formation of a reader Deaf through from an interventional research, with cognitive approach. The reader formation of Deaf will be possible with appropriate method to their peculiarities.
Sachkova, Marianna E.
Full Text Available Typical male and female roles and relationships can be observed at different social levels: intergroup, intragroup, interpersonal, intrapersonal. In adolescence, increased development of gender characteristics (gender identity, gender stereotypes, gender roles appears at all levels. Since the leading activity at this age is interpersonal communication, research into gender characteristics and their influence on relations in the student group is one of the most important tasks of modern psychology. One hundred and forty teenagers in grades 6-8 from secondary schools in Moscow, aged of 12–14, were involved in the research. Special social-psychological techniques were applied for assessment of status relations (sociometry, referentometry, methodology for defining the informal intragroup power structure and gender characteristics (Bem Sex Role Inventory in classical and modified versions, as well as correlation and cluster analyses. We found that representations about the group leader contained clear masculine features. We underline the discrepancy between the qualities attributed to the image of the leader and the qualities of the actual group leaders. Thus, the image of the leader includes predominantly masculine characteristics, while actual high-status group members describe themselves with both feminine and gender-neutral features. Finally gender-typed behavior and masculine traits are more typical of low-status teenagers.
Jensen, Lars Peter
the students a very deep learning of the subjects they study and also very good problem solving skills and team work competencies both highly appreciated by the Danish companies. An important aspect of the first semester of the education is a course where the students get tools and tricks for good...... later discussing the answers with the team members, enhancing their reflections on the experiences gained by using the methods in the project work. This paper describes the setup of the course and the consultation and analyses the effects of the change by comparing the two cohorts of Bait students from......Since Aalborg University (AAU) was founded it has been using an educational model, where Problem Based Learning is the turning point. Each semester the students work in groups using half of the study time to solve and document a real-world engineering problem. Working with problems gives...
Witko, Joanne; Boyles, Pauline; Smiler, Kirsten; McKee, Rachel
The research described was undertaken as part of a Sub-Regional Disability Strategy 2017-2022 across the Wairarapa, Hutt Valley and Capital and Coast District Health Boards (DHBs). The aim was to investigate deaf New Zealand Sign Language (NZSL) users' quality of access to health services. Findings have formed the basis for developing a 'NZSL plan' for DHBs in the Wellington sub-region. Qualitative data was collected from 56 deaf participants and family members about their experiences of healthcare services via focus group, individual interviews and online survey, which were thematically analysed. Contextual perspective was gained from 57 healthcare professionals at five meetings. Two professionals were interviewed, and 65 staff responded to an online survey. A deaf steering group co-designed the framework and methods, and validated findings. Key issues reported across the health system include: inconsistent interpreter provision; lack of informed consent for treatment via communication in NZSL; limited access to general health information in NZSL and the reduced ability of deaf patients to understand and comply with treatment options. This problematic communication with NZSL users echoes international evidence and other documented local evidence for patients with limited English proficiency. Deaf NZSL users face multiple barriers to equitable healthcare, stemming from linguistic and educational factors and inaccessible service delivery. These need to be addressed through policy and training for healthcare personnel that enable effective systemic responses to NZSL users. Deaf participants emphasise that recognition of their identity as members of a language community is central to improving their healthcare experiences.
Full Text Available The deaf community has recursively searched for specific schools for the deaf because it is a space where you could find safety and resistance conditions. Through this article, it seeks to understand how the assumptions that support the school institution are directed, given the nearness with the movements for the deaf. To accomplish this approach, we used excerpts from interviews with deaf, teachers and students from different specifically schools for the deaf of the State of Rio Grande do Sul. The studies of the post-structuralist concern provided the theoretical tools that enabled the analysis. Through this research, it became clear how the deaf community falls within the school, making the assumptions of cultural capital legitimized in the school for the deaf. Nevertheless, it was possible to look at how the processes of discipline inherent in the educational institution happen the same way in the school for the deaf, even though it was taken by the deaf as the site of redemption and as its largest trench.
Alarcon, Josephine B.
This study analyzed the lexical devices used by undergraduate students in their argumentative text using Halliday and Hasan (1976) and Halliday's (2004) taxonomy. One hundred forty-eight argumentative essays were analyzed. The essays underwent interrating by three independent raters using a 20-point rubric and were grouped according to rating.…
Drab, Deborah D.
Grouping students for labs in science classes is a common practice. This mixed methods quasi-experimental action research study examines homogeneous and heterogeneous gender grouping strategies to determine what gender grouping strategy is the most effective in a coeducational science classroom setting. Sixth grade students were grouped in same-gender and mixed-gender groups, alternating each quarter. Over the course of an academic year, data were collected from four sources. The teacher-researcher observed groups working during hands-on activities to collect data on student behaviors. Students completed post-lab questionnaires and an end-of-course questionnaire about their preferences and experiences in the different grouping strategies. Student scores on written lab assignments were also utilized. Data analysis focused on four areas: active engagement, student achievement, student perceptions of success and cooperative teamwork. Findings suggest that teachers may consider grouping students of different ability levels according to different gender grouping strategies to optimize learning.
Rittenhouse, B; Kenyon-Rittenhouse, P
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.
Kreimeyer, K H; Crooke, P; Drye, C; Egbert, V; Klein, B
Deaf and hard-of-hearing (d/hh) students are traditionally educated within self-contained programs at residential or special day schools, within self-contained or resource classrooms in public schools, or within regular education classrooms with support provided by an itinerant teacher. The co-enrollment model offers a promising alternative in which these students are educated within a regular education classroom composed of both d/hh and hearing students and team-taught by a teacher of the deaf and a regular education teacher. This article examines the development of one such program and the social and academic performance of the d/hh students within the program. Data on social interaction between d/hh and hearing classmates suggest that specific instructional strategies that promoted students' sign language development, identified d/hh students as "sign language specialists" and grouped d/hh and hearing students during academic activities resulted in increased interaction between these two groups of students. Stanford Achievement Test scores in the areas of reading vocabulary, reading comprehension, mathematical problem solving and procedures indicate that although d/hh students scored below the national normative hearing group, reading comprehension levels exceeded the national normative sample of d/hh students during both years two and three of the program. We discuss the challenges of implementing a co-enrollment program.
Mills, R P; Calver, D M
Seventeen patients with retinitis pigmentosa (RP) have been investigated audiologically. Of 9 found to have a significant hearing loss, 6 were examples of Usher's syndrome; these patients had a cochlear pattern of hearing loss. The other 3 were examples of Senior's syndrome, Kearne-Sayre syndrome and Lawrence-Moon-Biedle syndrome respectively. Two of these patients had absent stapedius reflexes. It is suggested that patients with different RP-deafness syndromes may have lesions in different p...
Group of Eight (NJ1), 2008
This Go8 Backgrounder compares the academic performance of three cohorts of students in Group of Eight (Go8) universities: Australian students, international students on campus in Australia (onshore) and international students overseas (offshore). Analysis of data supplied by Go8 universities shows that in 2007 students passed 91.8% of the courses…
Peterson, Candida C
Empathy (or sharing another's emotion) and theory of mind (ToM: the understanding that behavior is guided by true and false beliefs) are cornerstones of human social life and relationships. In contrast to ToM, there has been little study of empathy's development, especially in deaf children. Two studies of a total of 117 children (52 hearing; 65 deaf children of hearing parents) aged 4-13 years were therefore designed to (a) compare levels of empathy in deaf and hearing children, and (b) explore correlations of ToM with empathy in deaf and hearing groups. Results showed that (a) deaf children scored lower in empathy than their hearing peers and (b) empathy and ToM were significantly correlated for deaf children but not for the hearing. Possible reasons for these divergent developmental patterns were considered, along with implications for future research. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: email@example.com.
Loots, Gerrit; Devise, Isabel; Jacquet, Wolfgang
This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent?deaf child dyads that differed by the use of signing and visual?tactile communication…
Lambert, Simone; Goodman-Scott, Emily
This article explores a model partnership with a counseling education program and the Peace Corps. Counselor education students in a group counseling course developed and implemented a singular structured group session with clients not typically used (e.g., non-counseling students) to maximize student learning and implement group counseling…
Xie, Ying; Lin, Shu-Yuan
We investigated the effects of supported tagging (a prompting mechanism for students to stop and think about their writing) for team blogging on undergraduate students' reflective learning and the relationship between tagclouds and group cognition. Thirty-nine students were randomly assigned to six groups and blogged for 5 weeks. Three groups were…
van Beynen, Kaya; Swenson, Camielle
Student-run Facebook groups offer librarians a new means of interacting with students in their native digital domain. Facebook groups, a service launched in 2010 enables university students to create a virtual forum to discuss their concerns, issues, and promote events. While still a relatively new feature, these groups are increasingly being…
Webb, Noreen M.; Nemer, Kariane Mari; Zuniga, Stephen
Studied the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high-ability students completing science assessments. Results for 83 high ability students show the quality of group functioning serves as the strongest predictor of high-ability students' performance and explained much of the…
Kunnen, E. Saskia
We studied identity development during 5 years in 11 deaf adolescents who attend a school for deaf children in the highest level of regular secondary education (age between 14 and 19 years). Identity development is conceptualized by the processes of exploration and commitment formation, as
Kunnen, E. Saskia
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,…
Foxton, Jessica M.; Nandy, Rachel K.; Griffiths, Timothy D.
It is commonly observed that "tone deaf" individuals are unable to hear the beat of a tune, yet deficits on simple timing tests have not been found. In this study, we investigated rhythm processing in nine individuals with congenital amusia ("tone deafness") and nine controls. Participants were presented with pairs of 5-note sequences, and were…
Charrow, Veda R.; Wilbur, Ronnie B.
The author offers support for viewing the deaf child as a member of a linguistic minority and considers how this situation affects education of the deaf. Deaf persons are discussed in terms of their intellectual abilities, educational achievement, English competence, and the sociolinguistic factors which point to the existence of a deaf community.…
Within Deaf classrooms there is often a disconnect between academic areas and writing curriculums that develop in both common and academic language, where often classrooms focus solely on writing as a skill rather than as a method for producing language through an academic area. This work focuses on the development of academic language in ASL and English print of science. The curriculum is written to be implemented as a bilingual academic curriculum to support Deaf and Hard of Hearing students in various self contained classroom settings. Lessons are conducted in three Units, A B and C. Unit A focuses on research, thought and writing of preparatory materials in small groups. Unit B is comprised of procedural lessons on conducting x experiments and the evaluation of those experiments through mathematics. Unit C is a group of lessons that ties together Units A and B through writing and peer teaching as a method of concluding the work and presenting information in an effective manner. The success of the project was evaluated on the basis of student work, rubrics, and final works from the students. The results showed promise in aspects of Critical Thinking, writing development, and expression of new concepts in both ASL and English.
Werth, Arman Karl
Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.
Nathan, Shelena Soosay; Hussain, Azham; Hashim, Nor Laily
The deaf normally considered to be disabled that do not need any mobile technology due to the inabilities of hearing and talking. However, many deaf are using mobile phone in their daily life for various purposes such as communication and learning. Many studies have attempted to identify the need of deaf people in mobile application and level of usage of the applications. This study aims in studying the recent research conducted on deaf mobile application to understand the level of importance of mobile technology for this disabled community. This paper enable identification of studies conducted are limited and the need of more research done of this disabled people to ensure their privilege of using mobile technology and its application, which leads to the identification of deaf user requirement for mobile application as future study.
Godwin, Allison; Potvin, Geoff
This paper explores differences between chemical engineering students and students of other engineering disciplines, as identified by their intended college major. The data used in this analysis was taken from the nationally representative Sustainability and Gender in Engineering (SaGE) survey. Chemical engineering students differ significantly…
Miller, Scott T.
A comparison study between two different methods of conducting online discussions in an introductory astronomy course was performed to determine if the use of Facebook as an online discussion tool has an impact on student participation as well as student response time. This study shows that students using Facebook for their online discussions…
Edwards, Lindsey; Figueras, Berta; Mellanby, Jane; Langdon, Dawn
The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of…
Full Text Available Background/Aim. 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 (socalled 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. Methods. 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. Results. The triage-articulation test for assessing reading speed (Kostić 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 threedimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, ie, 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. Conclusion. 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.
Karić, Jasmina; Ristić, Sinisa; Medenica, Snezana; Tadić, Vaska; Slavnić, Svetlana
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.
Rodríguez-Santos, José Miguel; Calleja, Marina; García-Orza, Javier; Iza, Mauricio; Damas, Jesús
Deaf children usually achieve lower scores on numerical tasks than normally hearing peers. Explanations for mathematical disabilities in hearing children are based on quantity representation deficits (Geary, 1994) or on deficits in accessing these representations (Rousselle & Noël, 2008). The present study aimed to verify, by means of symbolic (Arabic digits) and nonsymbolic (dot constellations and hands) magnitude comparison tasks, whether deaf children show deficits in representations or in accessing numerical representations. The study participants were 10 prelocutive deaf children and 10 normally hearing children. Numerical distance and magnitude were manipulated. Response time (RT) analysis showed similar magnitude and distance effects in both groups on the 3 tasks. However, slower RTs were observed among the deaf participants on the symbolic task alone. These results suggest that although both groups' quantity representations were similar, the deaf group experienced a delay in accessing representations from symbolic codes.
With the definition of Deaf people as a cultural and linguistic minority the research of Deaf identity became possible. Following this, questions of identity of minority deaf persons emerged. Do these persons affiliate to the Deaf community or to their ethnic minority? This bachelor thesis focuses on the topic of Czech deaf Roma identity. The underlying assumption of the paper is that identity is a continuing process dependent on the interaction of an individual and society and that it consti...
Some U.S. universities use Web-based formats to offer most of the course work required to become a certified teacher of the deaf. Yet little research exists on how students judge the content and delivery of such courses compared to on-campus instruction. Parton (2005) described previous research concerning this topic as descriptive rather than…
Reich, P. A.; Reich, C. M.
Followed up through interviews and questionnaires were 278 former students, average age 28 years, of two residential schools and one day school for the deaf in Ontario. Data was collected on the degree of hearing loss, use of a hearing aid, educational and occupational history, social integration, methods of communication, and attitudes toward…
Wagner Teobaldo Lopes de Andrade
Full Text Available The use of sign language by the deaf, though a means of providing access to knowledge, offers some specific difficulties on reading/writing due to the impossibility on acquiring the written code of the official spoken language. Taking into account that some oral cues favor textual cohesion, the question this paper is mainly concerned with is whether the use of oral cues in writing favors comprehension as well. The aim of this research was to offer written texts produced by the deaf to the non deaf to see how the text was understood by these speakers. Some written fragments contained two or more oral cues, some with just one cue or with no cues produced by the deaf and some texts produced by the non deaf were offered to university hearing students who were asked to score the texts by means of levels of comprehension. The results showed that the answers favored the texts produced by the non deaf people followed by those with more than two oral cues produced by the deaf; the texts that offered difficulty for comprehension were those with no oral cues produced by the deaf. This paper suggests that the oral cues bring cohesion to the texts produced by the deaf thus favoring the hearer text comprehension. Keywords: deafness; oral cues; writing; text cohesion.
All Deaf children deserve to have opportunities to openly explore, examine, and affirm their own Deaf identities at school, yet there is a shortage of curricula and resources dedicated to this basic need. The aim of this thesis is to provide Deaf children with such opportunities. The curriculum within- Fostering Deaf Identity Development in a K-2 Deaf Classroom- consists of two units that address positive Deaf identity formation. The first unit focuses on the characterization and affirmation ...
White, Geoffry D.
Presents data related to student involvement in biweekly student-led discussion groups in an undergraduate abnormal psychology course. Evaluates the degree to which students felt they benefited from discussion groups composed of similar and dissimilar students. (Author/AV)
Full Text Available Introduction: Quantitative and qualitative enhancement of educational activities is an essential issue. Learners’ cooperation in the teaching process in order to increase teaching effectiveness and promotion is considered significant. The aim of the present study was to determine the effect of establishment of student working group on the teaching general embryology course to medical students.Methods: Ten students (1% of medical embryology course were selected to analyze the topics to be taught before each session according to lesson plan, and observe the whole teaching process during lesson presentation. Then, having asked the other students’ viewpoints and discussing with one another, they provided the teacher with a written report on the strengths and weaknesses of the teaching and its problems. The teacher analyzed the problems proposed by the working group to improve teaching process in the next session. At the end of the semester, a questionnaire was administered to all the participants. Data were analyzed using descriptive statistics.Results: The mean of students’ scores was 74.26%. The most important findings obtained in this study included positive role of film projection in teaching the materials (95.34%, significance of presentation of various pictures from different books (88.4%, changing students’ attitude toward application of embryology in different diseases (86%, and repetition of previous session’s pictures (83.75%. The weak points mentioned, however, were physical problems of the classroom and deficiency of audio visual equipment.Conclusion: Student working group has a positive impact on the teaching medical general embryology.
Fung, Dennis Chun-Lok; To, Helen; Leung, Kit
The objective of this study was to determine whether the incorporation of group work in a teaching intervention can effectively foster students' critical thinking skills. Building upon Kuhn's critical thinking model, the research involved comparison of pretest and post-test results for 140 secondary four (10th grade) students in Hong Kong on two…
Márcia Cristina Florêncio Fernandes Moret
Full Text Available The teaching and use of the LIBRAS, in the deaf people education are indispensable for their development, building of their identity, autonomy, beside the communication with the world. The acquisition of the Portuguese Language is part of the regular school curriculum, and its command provides a relationship between language and society, which is mostly formed by hearing and users of this language. There is a concern related to the deaf people education, especially in literacy phase, which consequently extends through all the regular schooling, where the most part of the deaf students are finishing the high school without knowing how to read and/or produce in Portuguese Language. This problem affects the social development of these subjects, since the Portuguese Language is still required as if it were the deaf mother tongue, not respecting his/her culture, that has LIBRAS as their first language. The object of this research it to verify the methods and techniques in the deaf people literacy process and seek for other models, based on bilingual theory, ensuring the acquisition of LIBRAS, as a natural language and the teaching of Portuguese Language in a second language methodology, so that, in fact, the acquisition of reading and writing skills to materialize.
Kyprianidou, Maria; Demetriadis, Stavros; Tsiatsos, Thrasyvoulos; Pombortsis, Andreas
This work explores the impact of teacher-led heterogeneous group formation on students' teamwork, based on students' learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first, a web system (PEGASUS) was developed to help students identify their learning styles and…
Rose Mery Gómez Tovar
Full Text Available The research that is presented in this study is based on my experience with deaf students from the Psicology and therapist faculty of human communication which is an academic unit from the Juarez University of the Durango state. This article compiles and analyzes the process of inclusive and educational settings that the institution has. This study is executed from the adoption of the analysis model of the biographic narrative investigation seen from the cualitative paradigm. In this project, the collected information is interpreted through the narrations, interviews, photo evidences and recordings make to the participants in order to give an appropriate response to the different objectives.
Group work is usually defined as 'pupils working together as a group or a team' ... several features of what constitute a group: (1) interaction amongst the group ..... sports. However, groupthink can also lead to a high degree of cosines whereby.
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.
Olga Lucía Ávila Caica
Full Text Available This paper reports a study carried out with eleven deaf volunteers who belonged to different academic programs at a Colombian public university but did not receive English instruction as part of their professional training. The main goal of the research study was to identify the effect of using Internet resources as support for the design and development of a blended English course for deaf university students. The data were collected by means of surveys, artifacts, logs and a recorded interview to understand what worked well for deaf students and what barriers could interfere with their English learning. The study revealed some insights into the learning process of deaf students and their preference for collaborative learning and tasks linked to visual media.
Midgett, Aida; Hausheer, Robin; Doumas, Diana M.
This article describes a service-learning project designed to increase student group leadership self-efficacy and multicultural competence. Students facilitated debriefing groups for campus and community members after they participated in a theater production aimed at increasing awareness of oppression, power, and privilege. Students completed…
Werngren-Elgström, Monica; Brandt, Ase; Iwarsson, Susanne
The purpose of this study was to describe the everyday activities and social contacts among older deaf sign language users, and to investigate relationships between these phenomena and the health and well-being within this group. The study population comprised deaf sign language users, 65 years...... or older, in Sweden. Data collection was based on interviews in sign language, including open-ended questions covering everyday activities and social contacts as well as self-rated instruments measuring aspects of health and subjective well-being. The results demonstrated that the group of participants...... aspects of health and subjective well-being and the frequency of social contacts with family/relatives or visiting the deaf club and meeting friends. It is concluded that the variety of activities at the deaf clubs are important for the subjective well-being of older deaf sign language users. Further...
Herzog, H.; Wieler, H.; Morgenstern, C.; Lipman, J.; Langen, K.-J.; Schmid, A.; Rota, E.; Patton, D.; Feinendegen, L.F.
Two groups of patients with hearing handicaps have been investigated with PET and F-18-2-FDG. Since these patients were unilaterally deaf or profoundly deaf with a cochlear implant installed, monaural stimulation was possible excluding any effects of bone conduction to the contralateral ear. White noise was used as acoustic stimulus in unilaterally deaf patients. The peripheral auditory nerve of cochlear implant patients was stimulated by electrical impulses which were encoded from music or a 4-tone mixture by an electronic speech processor. The non-music stimuli were chosen to avoid associative cortical reactions. In both groups response to the stimuli by increase of glucose consumption (LCMRglc) was found not only in the contralateral primary auditory cortex as expected from neuroanatomical knowledge, but also in the ipsilateral auditory cortex. Furthermore there was no correlation between the hemisphere showing increased LCMRglc and the side of stimulation or the type of stimulus. The similarity of results obtained in both groups by acoustical and electrical stimulation of the auditory nerve suggests that this kind of measurement might be a tool to predict or check the performance of a cochlear implant in a profoundly deaf patient. The finding of increased LCMRglc in the area of the normal auditory cortex in patients profoundly deaf since birth contradicts the hypothesis of degeneration of this cortical center in such patients. (Author)
Bullis, Michael; Reiman, John W.; Davis, Cheryl; Reid, Chris
A study involving 593 students (ages 15-29) with deafness investigated the validity of a shortened version of the Transition Competence Battery for Deaf Adolescents and Young Adults (TCB). Overall results suggest that the "Mini" TCB is a viable assessment tool that can be used in transition assessment. (Author/CR)
Thieme, E T
The occurrence of deaf-mutism and goiter unassocaited with creatinism or mental retardation in euthyroid patients is known as Pendred's Syndrome. It is considered due to a single mutant recessive gene responsible for both the goiter and deafness. The penetrance is high, the intenseness of expressivity may vary within the same family and only one generation is affected. The extremely atypical hyperplasia seen in such goiters has been considered malignant. In 1956 the author reported a family in which 4 of 6 sibilings demonstrated Pendred's Syndrome. Three of the 4 had undergone thyroidectomy, two were considered to have carcinoma. Nineteen years later the family is again reported. The fourth sibling has recently undergone thyroidectomy. This thyroid demonstrated the same atypical hyperplasia as seen in the elder two siblings. The 19 year followup of this family has shown no evidence of recurrence or metastases, indicating that the atypical hyperplasia is probably not malignant. Pendred's Syndrome is described and certain suggestions are made for the counseling of the parents and the treatment and counseling of those children so afflicted.
Teaching students to write persuasive messages is a critical feature of any undergraduate business communications course. For the persuasive writing module in the author's course, students write a persuasive message on the basis of the four-part indirect pattern often used for sales or fund-raising messages. The course text she uses identifies…
Yakunina, Elena S.; Weigold, Ingrid K.; McCarthy, Alannah S.
International students in higher education represent a diverse population with unique mental health needs. Foreign students commonly experience a host of adjustment issues, including acculturative stress, language difficulties, cultural misunderstandings, racial discrimination, and loss of social support. Despite their challenges, few…
Case studies of deaf or hearing impaired persons in institutions for the mentally retarded illustrate the ways in which the "invisible handicap" can mask cognitive ability, causing unnecessary institutionalization. (CL)
Silvestri, Julia; Wang, Ye
The purpose of the study was to uncover and describe psycholinguistic and sociocognitive factors facilitating effective reading by signing adults who are profoundly deaf and do not use hearing technology. The sample comprised four groups, each consisting of 15 adults, for a total of 60 participants. The four groups were "deaf…
Roxas, R. M.; Monterola, C.; Carreon-Monterola, S. L.
We probe the effect of seating arrangement, group composition and group-based competition on students' performance in Physics using a teaching technique adopted from Mazur's peer instruction method. Ninety eight lectures, involving 2339 students, were conducted across nine learning institutions from February 2006 to June 2009. All the lectures were interspersed with student interaction opportunities (SIO), in which students work in groups to discuss and answer concept tests. Two individual assessments were administered before and after the SIO. The ratio of the post-assessment score to the pre-assessment score and the Hake factor were calculated to establish the improvement in student performance. Using actual assessment results and neural network (NN) modeling, an optimal seating arrangement for a class was determined based on student seating location. The NN model also provided a quantifiable method for sectioning students. Lastly, the study revealed that competition-driven interactions increase within-group cooperation and lead to higher improvement on the students' performance.
Full Text Available In this work surveys of latent motility abilities and skills of school children are shown. The sample for this survey was consisted of two subsamples. First one has consisted of deaf children N=29, and the second one has consisted hearing children of same age N=69. Subsamples of deaf is chosen according to model of applied sample, and subsample is chosen randomly, so two stages group sample N=90 has been created. After quantitative differences have been discovered between subsamples, hearing pupils have shown statistically better results at motility skills and techniques than deaf children and cumulative results have been subjected to inter correlation of variables. The target of using this method was determination of saturation of common variability through saturation of variables and their correlation by Ortoblique rotation for determination of latent information that are going to serve as practical guides at education and deaf children treatment, because of improvement of their motility abilities and skills according to hearing children. Three factors have been singled out as main preview of measurement on manifest variables. According to first review of measuring it has been established that at deaf children is needed to work on improving of physical abilities and mobility and then developed motility abilities and skills. Their information has been gained most probably by non system fluctuations as information about ability of balance maintaining which is most probably non dependable of motility abilities and skills as at deaf and hearing children too. According to this survey by entering the structure of measuring instrument it is possible to create programs for improving motility abilities and skills at deaf children.
Loots, Gerrit; Devisé, Isabel; Jacquet, Wolfgang
This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent-deaf child dyads that differed by the use of signing and visual-tactile communication strategies were involved: (a) hearing parents communicating with their deaf child in an auditory/oral way, (b) hearing parents using total communication, and (c) deaf parents using sign language. Based on Loots and colleagues' intersubjective developmental theory, parent-deaf child interaction was analyzed according to the occurrence of intersubjectivity during free play with a standard set of toys. The data analyses indicated that the use of sign language in a sequential visual way of communication enabled the deaf parents to involve their 18- to 24-month-old deaf infants in symbolic intersubjectivity, whereas hearing parents who hold on to oral-only communication were excluded from involvement in symbolic intersubjectivity with their deaf infants. Hearing parents using total communication were more similar to deaf parents, but they still differed from deaf parents in exchanging and sharing symbolic and linguistic meaning with their deaf child.
... of Deaf-Blind Education Transition to Adulthood > Transition Self Determination Person Centered Planning Postsecondary Education Independent Living Employment Customized Employment Sex Education Adult Services Technology Personnel > Intervener Services Support ...
Likins, Jeanne M.
Included is a consideration of contract and agency law, how these apply to student organizations, potential liability consequences, guidelines to avoid such consequences, and a summary of the current situation. (Author)
[1,2] Dental students are to learn how to plan for, manage and handle ... knowledge of guidelines on medical emergency formulated by any dental authority, opinion on ... in place to strengthen their identified areas of weakness. Keywords: ...
Rowell, P. Clay; Mobley, A. Keith; Kemer, Gulsah; Giordano, Amanda
The authors examined the effectiveness of a group career counseling model (Pyle, K. R., 2007) on college students' career decision-making abilities. They used a Solomon 4-group design and found that students who participated in the career counseling groups had significantly greater increases in career decision-making abilities than those who…
Rose, Joy; Steen, Sam
This article discusses a group counseling intervention used to develop and foster resiliency in middle school students by implementing the Achieving Success Everyday (ASE) group counseling model. The authors aimed to discover what impact this group counseling intervention, which focused on resiliency characteristics, would have on students'…
Aaen, Janus; Dalsgaard, Christian
The paper examines educational potentials of "Facebook" groups that are created and managed by students without any involvement from teachers. The objective is to study student-managed "Facebook" groups as a "third space" between the institutional space of teacher-managed "Facebook" groups and the…
Two sections of a college discrete mathematics class were taught using cooperative learning techniques throughout the semester. The 33 students attending these sections were randomly assigned into groups of three. Their final examination consisted of an individual and group blended examination where students worked in their groups and discussed…
Hommes, Juliette; Arah, Onyebuchi A.; de Grave, Willem; Schuwirth, Lambert W. T.; Scherpbier, Albert J. J. A.; Bos, Gerard M. J.
Objective Medical schools struggle with large classes, which might interfere with the effectiveness of learning within small groups due to students being unfamiliar to fellow students. The aim of this study was to assess the effects of making a large class seem small on the students' collaborative learning processes. Design A randomised controlled intervention study was undertaken to make a large class seem small, without the need to reduce the number of students enrolling in the medical programme. The class was divided into subsets: two small subsets (n = 50) as the intervention groups; a control group (n = 102) was mixed with the remaining students (the non-randomised group n∼100) to create one large subset. Setting The undergraduate curriculum of the Maastricht Medical School, applying the Problem-Based Learning principles. In this learning context, students learn mainly in tutorial groups, composed randomly from a large class every 6–10 weeks. Intervention The formal group learning activities were organised within the subsets. Students from the intervention groups met frequently within the formal groups, in contrast to the students from the large subset who hardly enrolled with the same students in formal activities. Main Outcome Measures Three outcome measures assessed students' group learning processes over time: learning within formally organised small groups, learning with other students in the informal context and perceptions of the intervention. Results Formal group learning processes were perceived more positive in the intervention groups from the second study year on, with a mean increase of β = 0.48. Informal group learning activities occurred almost exclusively within the subsets as defined by the intervention from the first week involved in the medical curriculum (E-I indexes>−0.69). Interviews tapped mainly positive effects and negligible negative side effects of the intervention. Conclusion Better group learning processes can be
Hommes, Juliette; Arah, Onyebuchi A; de Grave, Willem; Schuwirth, Lambert W T; Scherpbier, Albert J J A; Bos, Gerard M J
Medical schools struggle with large classes, which might interfere with the effectiveness of learning within small groups due to students being unfamiliar to fellow students. The aim of this study was to assess the effects of making a large class seem small on the students' collaborative learning processes. A randomised controlled intervention study was undertaken to make a large class seem small, without the need to reduce the number of students enrolling in the medical programme. The class was divided into subsets: two small subsets (n=50) as the intervention groups; a control group (n=102) was mixed with the remaining students (the non-randomised group n∼100) to create one large subset. The undergraduate curriculum of the Maastricht Medical School, applying the Problem-Based Learning principles. In this learning context, students learn mainly in tutorial groups, composed randomly from a large class every 6-10 weeks. The formal group learning activities were organised within the subsets. Students from the intervention groups met frequently within the formal groups, in contrast to the students from the large subset who hardly enrolled with the same students in formal activities. Three outcome measures assessed students' group learning processes over time: learning within formally organised small groups, learning with other students in the informal context and perceptions of the intervention. Formal group learning processes were perceived more positive in the intervention groups from the second study year on, with a mean increase of β=0.48. Informal group learning activities occurred almost exclusively within the subsets as defined by the intervention from the first week involved in the medical curriculum (E-I indexes>-0.69). Interviews tapped mainly positive effects and negligible negative side effects of the intervention. Better group learning processes can be achieved in large medical schools by making large classes seem small.
Ohaja, Magdalena; Dunlea, Margaret; Muldoon, Kathryn
Traditionally, written examination and clinical practice assessments are the main ways of deeming midwifery students fit and competent for practice. Contemporary academics in an effort to engage the students in the learning process have employed alternative teaching and assessment strategies. Among the alternative strategies are group projects after which members of the group are awarded the same grade, and peer assessment. With the purpose of informing the midwifery curricular, we utilised a qualitative descriptive approach to explore midwifery students' experiences and views on the use of group poster presentation for learning and assessment. The participants consisted of a purposive sample of 14 higher diploma midwifery students who were registered in a third level institution in Ireland. Semi-structured individual interviews were conducted following the completion of the poster presentation assessment. Permission to undertake the study was obtained from the college ethics committee. In this paper, we focus on the participants' views of group marking and peer assessment which are among the key elements that emerged in this study. While awarding a group mark was overall accepted, peer assessment proved a more contentious issue. Most of the participants found it challenging marking their friends. Reactions to group marks were very much influenced by the group dynamics. Copyright © 2012 Elsevier Ltd. All rights reserved.
Bernardo, Allan B I
Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.
Full Text Available Adolescence is the core stage for the development of the value system, one of the most important determinants of the human identity. The issue discussed in this paper is the perception of the value system by the people with impaired hearing who constitute a cultural minority. Such assumption can be made based on the cross-cultural value survey conducted by S.H. Schwartz. The Schwartz’s approach was chosen in this research to measure the culture on individual level.Sixty-six deaf adolescent students from secondary residential schools aged between15 and 20 years (29 male, 37 female and 93 hearing students from boarding middle schools aged between 15 and 17 years (39 male and 54 female were tested by using the Schwartz Portrait Values Questionnaire.The results showed that the intergroup value system differences were modified by gender. Hearing adolescent males considered benevolence, hedonism and stimulation as more important than female adolescents did. In the deaf subgroup, the females valued security, power and achievement more than males. The mode of communication within the family had only one significant effect: the use of signing language implies significantly higher level of conformity in comparison to the people who communicate verbally.
Full Text Available The article talks about bilingualism for deaf people, it’s implications in the educational process, as well as in some of the inclusive linguistic politics unfoldings proposed officially from the end of the decade of 1990 for this segment. The sociocultural and linguistic characteristics of the Brazilian deaf people communities are argued and also the importance of the same ones to be known and socially valued. Some lines of direction and challenges are pointed for the access and remaining of the deaf students in the school educational process. Finally, the text reflects about the bilingual education programs for deaf students, considering that these are complex, specially because it crosses economic ideological, cultural contradictory and heterogeneous interests.
Nelson Schmitt, Shawn S.; Leigh, Irene W.
The current study sought to identify and analyze how Black deaf and hard-of-hearing people conceptualize their deaf and hard-of-hearing identities. That is, what cultural and linguistic factors are involved and how do they interact? An existing measure of Deaf cultural identity, the Deaf Acculturation Scale (DAS), was used to evaluate these…
In this essay, the author describes how, and why, she tackled a lifetime of questions about her deafness and experiences of being deaf by writing a memoir called The Art of Being Deaf. While researching her memoir, the author discovered that the questions about her deafness that she most needed to answer were her own. Having first read many…
Kench, Peter L.; Field, Nikki; Agudera, Maila; Gill, Margo
Group work has many benefits for a student's professional development but it is difficult to determine the individual contributions to the group assessment tasks. Peer assessment of an individual's contribution to group work can be used to encourage student participation. It is important that the method of peer assessment is fair and that the students' submissions be treated confidentially. A model for peer assessment of individual contributions to the group assessment is described. Students who did not participate adequately in the group were penalised resulting in a reduced individual grade. Perceptions of the peer assessment method are reported for students enrolled (n = 169) in the subject 'Medical Radiations Project'. The questionnaire showed a positive student response towards the peer assessment model.
. This article offers a moral perspective on group work by introducing a concept of ‘learning rights’ of the individual in group work. The aim of the paper is theoretically to offer a vocabulary concerning ‘learning rights’ of the individual in group work by applying John Dewey’s metaphor ‘the spectator versus...
The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…
Skinner, Kay Lesley; Hyde, Sarah J.; McPherson, Kerstin B. A.; Simpson, Maree D.
Health professional students must be equipped with the skills necessary to interact with patients. Effective interpersonal skills are difficult to both learn and teach, requiring development, practise and evaluation in both educational and clinical settings. In professions such as physiotherapy, traditional approaches to teaching these skills have…
Several studies point out the link between sociability and academic results. In this paper, we highlight a phenomenon of asymmetry in the perception of friendship. This occurs when a student think he has more or less friends than he really has. We present an experimental method that allows us to analyze this question in relation with the academic…
In this essay, the author describes how, and why, she tackled a lifetime of questions about her deafness and experiences of being deaf by writing a memoir called The Art of Being Deaf. While researching her memoir, the author discovered that the questions about her deafness that she most needed to answer were her own. Having first read many memoirs by other deaf writers and novels with deaf characters, the author set about composing her own narrative of deafness in a fresh way. She not only came to an improved understanding of her deaf self, but grew into a more authentic understanding of her whole self, reconciling her memories of the deaf girl she once was with the adult deaf woman she is now. The author illustrates how the act of writing a memoir can be an important tool in resolving questions of identity.
Goldblat, Ester; Most, Tova
This study examined the relationships between cultural identity, severity of hearing loss (HL), and the use of a cochlear implant (CI). One hundred and forty-one adolescents and young adults divided into three groups (deaf with CI, deaf without CI, and hard-of-hearing (HH)) and 134 parents participated. Adolescents and young adults completed questionnaires on cultural identity (hearing, Deaf, marginal, bicultural-hearing, and bicultural-deaf) and communication proficiencies (hearing, spoken language, and sign language). Parents completed a speech quality questionnaire. Deaf participants without CI and those with CI differed in all identities except marginal identity. CI users and HH participants had similar identities except for a stronger bicultural-deaf identity among CI users. Three clusters of participants evolved: participants with a dominant bicultural-deaf identity, participants with a dominant bicultural-hearing identity and participants without a formed cultural identity. Adolescents and young adults who were proficient in one of the modes of communication developed well-established bicultural identities. Adolescents and young adults who were not proficient in one of the modes of communication did not develop a distinguished cultural identity. These results suggest that communication proficiencies are crucial for developing defined identities.
Matthews, T J; Reich, C F
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.
Moryl, Rebecca L.
In this article, the author describes a group project to create student-generated podcasts on economics topics. This project provides an innovative opportunity for students to demonstrate proficiency in skills required for the undergraduate economics major and valued in the professional marketplace. Results of a student self-assessment survey on…
Pieterse, Alex L.; Lee, Minsun; Fetzer, Alexa
This study documents various process elements of multicultural training from the perspective of counseling and counseling psychology students within the United States (US). Using a mixed-methods approach, findings indicate that racial group membership is an important variable that differentially impacts White students and students of Color while…
Kumar, Vijay; Aitchison, Claire
Very few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based…
Ackovska, Nevena; Ristov, Sasko
Hardware-based courses in computer science studies require much effort from both students and teachers. The most important part of students' learning is attending in person and actively working on laboratory exercises on hardware equipment. This paper deals with a specific group of students, those who are marginalized by not being able to…
Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan
Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…
Biyekenova, Nikara Zh.; Abdiraiymova, Gulmira S.; Kenzhakimova, Gulnara A.; Shaukenova, Zarema K.; Senuk, Zinaida V.
In this study we analyzed the role of a value structure in understanding today's students. Analysis of the value orientations of the students is of current interest, as they are understood as a social and demographic group of youth characterized by the process of self-determination in life consciously defining their own life values. Students' life…
De Ridder, J.; Meysman, P.; Oluwagbemi, O.; Abeel, T.
Contributing to a student organization, such as the International Society for Computational Biology Student Council (ISCB-SC) and its Regional Student Group (RSG) program, takes time and energy. Both are scarce commodities, especially when you are trying to find your place in the world of
Comincini, Valeria; Del Piccolo, Lidia
In this study, two groups are interviewed: the first study includes a sample of 60 physicians and health providers in the field of deafness, whose opinion on music therapy is collected by a specific questionnaire; the second involves 8 parents of deaf children attending music therapy lessons, who are asked to give an evaluation on the effect of music therapy, based on the experience of their children. Results show that health professionals know very little about the rehabilitative effectiveness of music therapy, whereas the parents of deaf children give a positive evaluation on the psychological, behavioral and linguistic benefits that music therapy gives to their deaf children.
This study examined the revising processes used by 8 middle school students who are deaf or hard-of-hearing as they composed essays for their English classes. Using grounded theory, interviews with students and teachers in one middle school, observations of the students engaging in essay creation, and writing samples were collected for analysis.…
Patterson, Freyr; Fleming, Jennifer; Marshall, Kathryn; Ninness, Nadine
Professional practice education is a core and essential component of occupational therapy training. With increasing numbers of education programmes and more students requiring professional practice placements, development of innovative models of professional practice education has emerged, but these require investigation. The aim of this study was to investigate student experiences and perceptions of the Student-Led Groups Program model of professional practice education in an inpatient brain injury rehabilitation unit. A qualitative approach, guided by phenomenological theory was used. Participants were 15 students who had completed a professional practice placement in the Student-Led Groups Program. Data were collected using in-depth semi-structured interviews and analysed thematically. Three over-arching themes emerged from the data; balance of support and freedom, development of clinical skills and missed opportunities. Students described how the structure of the placement facilitated independent learning and autonomy that was balanced with support from clinicians and student peers. Students perceived that they had developed a breadth of clinical skills and also had missed some learning opportunities in this professional practice placement structure. Overall student perceptions of the Student-Led Groups Program were positive, supporting the continued use of this model of professional practice education in this setting. The results highlight the value of structured and consistent approaches for supervision, including the use of formal approaches to peer supervision in the initial stages of learning. © 2017 Occupational Therapy Australia.
In 21st century education students should have ample opportunities to collaborate on authentic problems. Many teachers however find it difficult to make the transfer from teacher to student-centered education. Giving students autonomy can be disquieting to teachers, as they fear to lose control of student learning. Teachers in a teacher…
Simms, Laurene; Rusher, Melissa; Andrews, Jean F.; Coryell, Judy
A survey of 3,227 professionals in 313 deaf education programs found that 22.0% of teachers and 14.5% of administrators were deaf--a less than 10% increase in deaf professionals since 1993. Additionally, 21.7% of teachers and 6.1% of administrators were professionals of color. Of these minority teachers, only 2.5% were deaf persons of color. Only…
Anouk P Netten
Full Text Available The purpose of this study was to examine the level of empathy in deaf and hard of hearing (preadolescents compared to normal hearing controls and to define the influence of language and various hearing loss characteristics on the development of empathy.The study group (mean age 11.9 years consisted of 122 deaf and hard of hearing children (52 children with cochlear implants and 70 children with conventional hearing aids and 162 normal hearing children. The two groups were compared using self-reports, a parent-report and observation tasks to rate the children's level of empathy, their attendance to others' emotions, emotion recognition, and supportive behavior.Deaf and hard of hearing children reported lower levels of cognitive empathy and prosocial motivation than normal hearing children, regardless of their type of hearing device. The level of emotion recognition was equal in both groups. During observations, deaf and hard of hearing children showed more attention to the emotion evoking events but less supportive behavior compared to their normal hearing peers. Deaf and hard of hearing children attending mainstream education or using oral language show higher levels of cognitive empathy and prosocial motivation than deaf and hard of hearing children who use sign (supported language or attend special education. However, they are still outperformed by normal hearing children.Deaf and hard of hearing children, especially those in special education, show lower levels of empathy than normal hearing children, which can have consequences for initiating and maintaining relationships.
Netten, Anouk P; Rieffe, Carolien; Theunissen, Stephanie C P M; Soede, Wim; Dirks, Evelien; Briaire, Jeroen J; Frijns, Johan H M
The purpose of this study was to examine the level of empathy in deaf and hard of hearing (pre)adolescents compared to normal hearing controls and to define the influence of language and various hearing loss characteristics on the development of empathy. The study group (mean age 11.9 years) consisted of 122 deaf and hard of hearing children (52 children with cochlear implants and 70 children with conventional hearing aids) and 162 normal hearing children. The two groups were compared using self-reports, a parent-report and observation tasks to rate the children's level of empathy, their attendance to others' emotions, emotion recognition, and supportive behavior. Deaf and hard of hearing children reported lower levels of cognitive empathy and prosocial motivation than normal hearing children, regardless of their type of hearing device. The level of emotion recognition was equal in both groups. During observations, deaf and hard of hearing children showed more attention to the emotion evoking events but less supportive behavior compared to their normal hearing peers. Deaf and hard of hearing children attending mainstream education or using oral language show higher levels of cognitive empathy and prosocial motivation than deaf and hard of hearing children who use sign (supported) language or attend special education. However, they are still outperformed by normal hearing children. Deaf and hard of hearing children, especially those in special education, show lower levels of empathy than normal hearing children, which can have consequences for initiating and maintaining relationships.
Giovana Fracari Hautrive
Full Text Available Taking the theme literacy of deaf children is currently directing the eye to the practice teaching course that demands beyond the school. Questions moving to daily practice, became a challenge, requiring an investigative attitude. The article aims to problematize the process of literacy of deaf children. Reflection proposal emerges from daily practice. This structure is from yarns that include theoretical studies of Vigotskii (1989, 1994, 1996, 1998; Stumpf (2005, Quadros (1997; Bolzan (1998, 2002; Skliar (1997a, 1997b, 1998 . From which, problematizes the processes involved in the construction of written language. It is as a result, the importance of the instrumentalization of sign language as first language in education of deaf and learning of sign language writing. Important aspects for the deaf student is observed in the condition to be literate in their mother tongue. It points out the need for a redirect in the literacy of deaf children, so that important aspects of language and its role in the structuring of thought and its communicative aspect, are respected and considered in this process. Thus, it emphasizes the learning of the writing of sign language as fundamental, it should occupy a central role in the proposed teaching the class, encouraging the contradictions that put the student in a situation of cognitive conflict, while respecting the diversity inherent to each humans. It is considered that the production of sign language writing is an appropriate tool for the deaf students record their visual language.
Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan
Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.
Munoz-Baell, Irma M.; Alvarez-Dardet, Carlos; Ruiz-Cantero, M.; Ferreiro-Lago, Emilio; Aroca-Fernandez, Eva
This article reports on a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis using a nominal group process undertaken to identify and tackle significant factors, both internal and external, affecting those current Deaf bilingual practices in Spain which promote or prevent the processes through which more inclusive (barrier-free)…
Lucila Moraes Cardoso
Full Text Available A técnica projetiva das Pirâmides Coloridas permite conhecer aspectos da personalidade de quem é examinado e ser útil na avaliação de crianças com dificuldades de comunicação, tais como os surdos. Este estudo objetivou verificar evidências de validade da técnica de Pfister no contexto da surdez e analisar possíveis influências dos modelos educacionais nas crianças surdas. Participaram 37 ouvintes e 81 surdos, sendo 31 oralizados, 29 bilíngües e 21 comunicação total. Os grupos foram compostos por crianças de 6 a 12 anos, de ambos os sexos e escolaridade do pré à sexta série do ensino fundamental. Na comparação dos grupos, surdos e ouvintes, verificou-se prevalência da cor violeta em crianças surdas. Já entre os grupos de surdos houve diferença significativa na presença de alguns indicadores de organização cognitiva. Este estudo, contudo, corrobora as evidências de validade para o uso do teste de Pfister com crianças surdas.The projective technique of the Colored Pyramids allows to know personality aspects from whom is been examined and can be useful for children's evaluation with communication difficulties, such as the deaf. This study had the goal of verifying technique evidences of validity Pfister to the deafness context and it intends to analyze possible influences of the educational models in the deaf children. 37 listeners and 81 deaf took part in this study, being 31 who use oral language, 29 bilingual and 21 total communication. The groups were composed by children from 6 to 12 years, both sexes and education students from elementary to sixth-grade classes. Comparing the groups, deaf and listeners, it was verified a larger prevalence of the violet color in deaf children. But among groups of deaf there was significant difference in the presence of some indicators of cognitive organization. This study, however, corroborates with the validity evidences for the use of the test Pfister with deaf children.
This article is a result of my MSc Deaf Studies dissertation that is situated on an intersection between Deaf geography, anthropology and Deafhood theory. During five weeks of participatory observation and interviews in Mumbai, my attention was drawn to the city's lifeline: the suburban train system. It appeared that Deaf people tend to travel in…
Davis, Lennard J.
In the past, much discrimination against deaf people was based on the assumption that they were in fact people without language--that is, dumb. "Dumb" carried the sense of being not only mute but also stupid, as in a "dumb" animal. The status of deaf people has changed in important ways, as deaf activists and scholars have reshaped the idea of…
Kelstone, Aaron Weir
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…
McIlroy, Guy; Storbeck, Claudine
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…
Hintermair, Manfred; Albertini, John A.
In the last 50 years, several new technologies have become enormously important within the Deaf community and have helped significantly to improve deaf people's lives in a hearing world. Current public attention and admiration, however, seems unduly focused on medical technologies that promise to solve "the problem" of being deaf. One reason for…
García, Mirna Maura
Full Text Available This paper is an approach to the study of the role of the family in sexual education of deaf children and adolescents. The difference between hearing and deaf families is taken into consideration. Likewise, hints that favor communication between deaf children and hearing parents are given.
Walsh, Robyn; Bambacus, Elizabeth; Gibson, Donna
The purpose of this article is to provide a supervision approach to experiential groups that replaces professors with doctoral students in the chain of supervision, enlists a faculty member to provide supervision of supervision to the doctoral students, and translates supervision theory to meet the unique needs of group counseling supervision.…
Cantinotti, Michael; Désormeaux-Moreau, Marjorie; Balbinotti, Marcos
Students in psychology generally have difficulties to successfully accomplish mandatory courses in statistics. Group peer-tutoring is a pedagogical strategy to support them with a peer that has already successfully mastered the content of such a course. In order to specifically tailor group peer-tutoring to the needs of students and to sustain…
O'Bannon, Blanche; Britt, Virginia; Beard, Jeffrey
This study examined the effectiveness of using a Facebook group to increase preservice teachers' knowledge when one was used as a forum to share, answer, and discuss content-related questions in a technology course required for all students seeking teacher licensure. Further, it examined the students' prior use of Facebook groups, how…
Hall, Brenda S.; Harper, Irene; Korcuska, James
We explored students' experiences of a graduate level group course infused with components of the Relational Cultural Theory (RCT). During the didactic and experiential aspects of 2 semester-long group courses, the faculty instructors and students focused on creating an environment of safety, connection, and empowerment. The instructor and…
Webb, Noreen M.; Franke, Megan L.; De, Tondra; Chan, Angela G.; Freund, Deanna; Shein, Pat; Melkonian, Doris K.
Collaborative group work has great potential to promote student learning, and increasing evidence exists about the kinds of interaction among students that are necessary to achieve this potential. Less often studied is the role of the teacher in promoting effective group collaboration. This article investigates the extent to which teachers'…
Shao, Yinjuan; Crook, Charles
We explored the use of mobile social software, in the form of a mobile group blog, to assist cultural learning. The potential of using this technology for cultural adaptation among overseas students was examined as those students adapted to the everyday life of studying abroad. Two pilot studies and a successful field study of a mobile group blog…
Gregory, Peter L.; Gregory, Karen M.; Eddy, Erik R.
This study investigates factors contributing to student engagement in an educational Facebook group. The study is based on survey results of 138 undergraduate mathematics students at a highly diverse urban public university. Survey measures included engagement in the Facebook group, access to Facebook, comfort using technology, and interest in the…
Snyder, Lisa Gueldenzoph
The emphasis on the importance of collaborative skill is evident at nearly all levels of education. In higher education, teamwork and group skills are critical elements in a business student's training. To be successful in the business world, students must be able to work well in teams. Group work can be a successful learning experience if…
Taha, Consuelo Byrd
This study is considered to represent an attempt to examine conditions which inhibit the education of many minority group college students, by pursuing three specific objectives. They are: (1) to identify common indicators of the lack of self-discipline among minority group college students and analyze them in terms of their nature and magnitude;…
Hidayanto, Achmad Nizar; Setyady, Stella Tantra
Nowadays the growth of technology influences the changes in group collaboration's process either for the professional or for the students. The requirement of interaction in group collaboration while doing task forces the students to schedule their meeting in order to finish the task given. So the technology starts to influence the process of group…
Umans, Timurs; Collin, Sven-Olof; Tagesson, Torbjorn
This article investigates the complex interrelation between ethnic and gender diversity, process and performance among groups of business students. The article is based on an empirical survey of business students working on a complex assignment in groups of two to five in a small Swedish university. The results indicate that gender diversity leads…
Mar 31, 2014 ... The various blood groups and their distribution among the student population are as shown in table 1 and figure 1. Equally, the distribution of the Rhesus status among the student population is displayed in figure 2. Table 1: Distribution of ABO blood groups. Blood types. Frequency. Percentage. O. A. B. AB.
Zeitun, Rami M.; Abdulqader, Khalid Shams; Alshare, Khaled A.
The authors examined the relationship between team satisfaction and students' performance in group projects in two universities, one from the United States and one from Qatar. The results showed that there is a significant positive correlation between team satisfaction and group performance only for the American students. Demographic factors such…
Full Text Available Recent studies suggest that deaf children perform more poorly on working memory tasks compared to hearing children, but do not say whether this poorer performance arises directly from deafness itself or from deaf children’s reduced language exposure. The issue remains unresolved because findings come from (1 tasks that are verbal as opposed to non-verbal, and (2 involve deaf children who use spoken communication and therefore may have experienced impoverished input and delayed language acquisition. This is in contrast to deaf children who have been exposed to a sign language since birth from Deaf parents (and who therefore have native language-learning opportunities. A more direct test of how the type and quality of language exposure impacts working memory is to use measures of non-verbal working memory (NVWM and to compare hearing children with two groups of deaf signing children: those who have had native exposure to a sign language, and those who have experienced delayed acquisition compared to their native-signing peers. In this study we investigated the relationship between NVWM and language in three groups aged 6-11 years: hearing children (n=27, deaf native users of British Sign Language (BSL; n=7, and deaf children non native signers (n=19. We administered a battery of non-verbal reasoning, NVWM, and language tasks. We examined whether the groups differed on NVWM scores, and if language tasks predicted scores on NVWM tasks. For the two NVWM tasks, the non-native signers performed less accurately than the native signer and hearing groups (who did not differ from one another. Multiple regression analysis revealed that the vocabulary measure predicted scores on NVWM tasks. Our results suggest that whatever the language modality – spoken or signed – rich language experience from birth, and the good language skills that result from this early age of aacquisition, play a critical role in the development of NVWM and in performance on NVWM
El-Dash, Linda Gentry; Busnardo, JoAnne
Presents the results of a study of stereotypical perceptions of ten foreign populations by 164 Brazilian university students studying diverse foreign languages. Socio-cultural stereotypes were investigated using bipolar adjective scales paired in a Likkert-type format. Factor analysis suggested a three-factor system is at work, consisting of…
Johnson, Carrie L.; O'Neill, Barbara; Worthy, Sheri Lokken; Lown, Jean M.; Bowen, Cathy F.
This study used data from online focus groups collected from November 2014 to April 2015 to understand college students' decision-making processes when borrowing money to finance their education. Data were collected using an online course management system. Results suggest that (a) students relied heavily on advice from parents, guidance…
Jones, -A C; Toscano, E; Botting, N; Marshall, C-R; Atkinson, J R; Denmark, T; Herman, -R; Morgan, G
Previous research has highlighted that deaf children acquiring spoken English have difficulties in narrative development relative to their hearing peers both in terms of macro-structure and with micro-structural devices. The majority of previous research focused on narrative tasks designed for hearing children that depend on good receptive language skills. The current study compared narratives of 6 to 11-year-old deaf children who use spoken English (N=59) with matched for age and non-verbal intelligence hearing peers. To examine the role of general language abilities, single word vocabulary was also assessed. Narratives were elicited by the retelling of a story presented non-verbally in video format. Results showed that deaf and hearing children had equivalent macro-structure skills, but the deaf group showed poorer performance on micro-structural components. Furthermore, the deaf group gave less detailed responses to inferencing probe questions indicating poorer understanding of the story's underlying message. For deaf children, micro-level devices most strongly correlated with the vocabulary measure. These findings suggest that deaf children, despite spoken language delays, are able to convey the main elements of content and structure in narrative but have greater difficulty in using grammatical devices more dependent on finer linguistic and pragmatic skills. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.
Coenders, Ferdinand G.M.
In 21st century education students should have ample opportunities to collaborate on authentic problems. Many teachers however find it difficult to make the transfer from teacher to student-centered education. Giving students autonomy can be disquieting to teachers, as they fear to lose control of
Full Text Available The audition injury hinders some motor motions and the organised coordination at the higher level and may be a cause of disturbances and disorder in some motor abilities adoption. It was assumed that deafness including its aetiology and injury mechanism may significantly influence the motor development of human being. The study aimed in checking if the deafness, as a result of various unfavourable factors, determines the motor development of children and youngsters. Consequently the dependency between qualitative features i.e.: signed motor level and aetiology, audition injury mechanism and the deafness degree was examined. The mechanism and aetiology of hearing correlated with the motor abilities displayed statistically significant dependencies in few motor trials only. Revealed correlations regarded mostly the coordination trials excluding the flexibility one. Statistically significant dependencies between the audition diminution and the motor abilities level were not found.
Swain, Nicola; Bodkin-Allen, Sally
Singing is an important part of teaching for early childhood teachers. However, some teachers find this difficult and may even identify themselves as "tone-deaf". We invited a group of early childhood teachers who self-identified as "tone-deaf" to participate in a study to investigate their beliefs and behaviours about singing…
Morford, Jill P.; Kroll, Judith F.; Piñar, Pilar; Wilkinson, Erin
Recent evidence demonstrates that American Sign Language (ASL) signs are active during print word recognition in deaf bilinguals who are highly proficient in both ASL and English. In the present study, we investigate whether signs are active during print word recognition in two groups of unbalanced bilinguals: deaf ASL-dominant and hearing…
Bullis, Michael; And Others
Comparison of hearing (n=222) and deaf (n=217) young adults on employment, independent living, and social experience outcomes found that the hearing group was generally more successful than deaf persons from mainstream or residential schools. Gender differences did not uniformly favor men. Suggestions for improving transition programs for the deaf…
Marasco, L.; Hurtado, C.; Gottschall, H.; Meisenhelder, K.; Hankin, E. R.; Harwell, D. E.
The American Geophysical Union (AGU) strives to cultivate a diverse and inclusive organization that uses its position to build the global talent pool in Earth and space science. To cultivate a diverse talent pool, AGU must also foster a diverse student member population. The two largest AGU programs serving students are the Outstanding Student Paper Award (OSPA) and the Student Grants programs. OSPA allows students to practice their presentation skills and receive valuable feedback from experienced scientists. Over 3,000 students participated in OSPA at Fall Meeting 2016. The Student Grants program includes a suite of 14 travel and research grant opportunities. Over 2,000 students applied for grant opportunities in 2016 and 246 grants and fellowships were awarded. The OSPA and Student Grants programs also engage non-student members through volunteering opportunities for program roles, such as OSPA judge or grant reviewer. This presentation will look at the temporal participation trends of underrepresented minority groups in AGU's OSPA and Student Grants programs. The participation of underrepresented minority groups will also be compared before and after the implementation of policy changes to the Student Grants program in 2012.
Troussas, Christos; Virvou, Maria; Alepis, Efthimios
This paper describes an e-learning system that is expected to further enhance the educational process in computer-based tutoring systems by incorporating collaboration between students and work in groups. The resulting system is called "Comulang" while as a test bed for its effectiveness a multiple language learning system is used. Collaboration is supported by a user modeling module that is responsible for the initial creation of student clusters, where, as a next step, working groups of students are created. A machine learning clustering algorithm works towards group formatting, so that co-operations between students from different clusters are attained. One of the resulting system's basic aims is to provide efficient student groups whose limitations and capabilities are well balanced.
A Abollahi; AM Nazar; J Hasani; M Darharaj; A Behnam Moghadam
Background & aim: Insomnias is associated with considerable problems in educational, vocational, social and familial performance. The purpose of present research was to investigate the effectiveness of Cognitive-Behavior group therapy on improvement of insomnia symptoms in students. Methods: The present clinical trial study was conducted on twenty-four students who were randomly assigned into two groups of case and the control (n = 12). The experimental group was participated in eight se...
Markus Borg; Joakim Kembro; Jesper Notander; Catarina Petersson; Lars Ohlsson
Students working in groups is a commonly used method of instruction in higher education, popularized by the introduction of problem based learning. As a result, management of small groups of people has become an important skill for teachers. The objective of our study is to investigate why conflicts arise in student groups at the Faculty of Engineering at Lund University and how teachers manage them. We have conducted an exploratory interdepartmental interview study on teachers' views on this...
Bohecker, Lynn; Vereen, Linwood G.; Wells, Pamela C.; Wathen, Cristen C.
This study explored the lived experiences of 20 counselors-in-training (CITs) in a mindfulness experiential small group. Using grounded theory, the authors described a 5-dimensional model for navigating ambiguity. Findings suggest mindfulness training provides CITs self-reflection skills and a greater ability to manage cognitive complexity.
Day, Dennis; Kjærbeck, Susanne
The analyses this paper reports come from ongoing research into the interactive establishment of local social order in an educational setting (Day & Kjærbeck 2008, Day & Kjærbeck, in preparation). In focus for this paper are a particular sort of activity in the setting, 'group supervision', where...
The aim of this paper is to demonstrate how poststructuralism and social constructionism can contribute to the empirical research on groups in problem-based learning (PBL). The paper outlines the analytical complexity and shows, through empirical examples, the potentials and limitations of this perspective as an alternative to traditional group…
Recommendations were made to change the system in order to eliminate the negative aspects and after careful consideration and programme changes, implemented in 2001. It therefore became necessary to evaluate the revised system of peer group supervision and guidance for effectiveness. A qualitative, descriptive ...
Meredith, Kate; Williamson, Kathryn; Gartner, Constance; Hoette, Vivian L.; Heatherly, Sue Ann
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
Lutz, Gabriele; Pankoke, Nina; Goldblatt, Hadass; Hofmann, Marzellus; Zupanic, Michaela
Professional competence is important in delivering high quality patient care, and it can be enhanced by reflection and reflective discourse e.g. in mentoring groups. However, students are often reluctant though to engage in this discourse. A group mentoring program involving all preclinical students as well as faculty members and co-mentoring clinical students was initiated at Witten-Herdecke University. This study explores both the attitudes of those students towards such a program and factors that might hinder or enhance how students engage in reflective discourse. A qualitative design was applied using semi-structured focus group interviews with preclinical students and semi-structured individual interviews with mentors and co-mentors. The interview data were analyzed using thematic content analysis. Students' attitudes towards reflective discourse on professional challenges were diverse. Some students valued the new program and named positive outcomes regarding several features of professional development. Enriching experiences were described. Others expressed aversive attitudes. Three reasons for these were given: unclear goals and benefits, interpersonal problems within the groups hindering development and intrapersonal issues such as insecurity and traditional views of medical education. Participants mentioned several program setup factors that could enhance how students engage in such groups: explaining the program thoroughly, setting expectations and integrating the reflective discourse in a meaningful way into the curriculum, obliging participation without coercion, developing a sense of security, trust and interest in each other within the groups, randomizing group composition and facilitating group moderators as positive peer and faculty role models and as learning group members. A well-designed and empathetic setup of group mentoring programs can help raise openness towards engaging in meaningful reflective discourse. Reflection on and communication of
Maxwell-McCaw, Deborah; Zea, Maria Cecilia
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