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1.
Increasing numbers of students who are deaf or hard of hearing receive educational services in general education classrooms. This placement shift has altered the way teachers of students who are deaf or hard of hearing work, causing an increase in the number of itinerant teachers. As placement trends for students who are deaf or hard of hearing and teachers' job responsibilities have changed, the field of deaf education has only slightly modified professional standards for licensed teachers of students who are deaf or hard of hearing. Most teacher preparation programs continue training preservice teachers to work in self-contained classrooms, leaving itinerant teachers feeling underprepared. Interviews were conducted with 25 experienced itinerant teachers to determine which content and experiences should be included in preparation programs for preservice teachers of students who are deaf or hard of hearing who plan to become itinerant teachers. Results indicate that changes in course work and practical are necessary to best prepare these teachers. 相似文献
2.
This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH. 相似文献
3.
The Individuals with Disabilities Education Act is explicit in its mandate that students who receive special education services have opportunities to be involved in and progress in the general education curriculum. Teachers providing instruction to students who are deaf or hard of hearing are expected to comply with this federal mandate. To determine if teachers of students who are deaf or hard of hearing throughout the state of Georgia felt adequately prepared to educate this population, a statewide needs assessment survey was conducted. Questionnaires were reviewed from 110 experienced teachers of students who are deaf or hard of hearing. More that half of the teachers who responded judged their teacher preparation program to be appropriate. Specific suggestions for modifications to teacher preparation programs are provided. 相似文献
4.
Bowe FG 《Journal of deaf studies and deaf education》2003,8(4):485-493
The large and growing number of deaf and hard-of-hearing adults who are "low-functioning deaf" (LFD), the unmet needs of many young people who are deaf or hard of hearing, and the continuing high rates of dropping out argue for a change in secondary programming for multiply disabled deaf and hard-of-hearing students and for others who are at risk of becoming LFD as adults. The LFD designation refers to youth and adults who read at very low levels, whether or not they have a second disability in addition to hearing impairment. This article reviews research related to transition for adolescents with disabilities as well as those who are deaf or hard of hearing. It then offers a case for change, one that, for the United States, represents a poignant return to a time past. 相似文献
5.
Cawthon SW 《Journal of deaf studies and deaf education》2006,11(3):337-359
This paper reports the results of the National Survey of Accommodations and Alternate Assessments for Students who are Deaf or Hard of Hearing in the United States (National Survey). This study focused on the use of accommodations and alternate assessments in statewide assessments used with students who are deaf or hard of hearing. A total of 258 participants responded to the survey, including 32 representing schools for the deaf, 168 from districtwide/school programs, and 58 from mainstreamed settings. These schools and programs served a total of nearly 12,000 students who are deaf or hard of hearing nationwide. The most prevalent accommodations used in 2003-2004 statewide standardized assessments in mathematics and reading were extended time, an interpreter for directions, and a separate room for test administration. Read aloud and signed question-response accommodations were often prevalent, used more often for mathematics than in reading assessments. Participants from mainstreamed settings reported a more frequent use of accommodations than those in schools for the deaf or districtwide/school programs. In contrast, schools for the deaf were most likely to have students participate in alternate assessments. The top three alternate assessment formats used across all settings were out-of-level testing, work samples, and portfolios. Using the National Survey results as a starting point, future research will need to investigate the validity of accommodations used with students who are deaf or hard of hearing. In the context of the No Child Left Behind Act of 2001 accountability policies, the accommodations and alternate assessment formats used with students who are deaf or hard of hearing may result in restrictions in how scores are integrated into state accountability frameworks. 相似文献
6.
There has been limited research into the intersection of language and arithmetic performance of students who are deaf or hard of hearing, although previous research has shown that many of these students are delayed in both language acquisition and arithmetic performance. The researchers examined the performance on arithmetic word problems of deaf and hard of hearing students in the South-East Queensland region of Australia; they also examined these students' problem-solving strategies. It was found that performance on word problems was similar for deaf and hearing students, but that deaf students experienced delays in achieving successful performance on word problems relative to their hearing peers. The results confirm the findings of other studies showing that students who are deaf or hard of hearing experience delayed language acquisition, which affects their capacity to solve arithmetic word problems. The study conclusions stress the need for greater use of direct teaching of analytic and strategic approaches to arithmetic word problems. 相似文献
7.
The study examined attitudes toward teaching reported by university instructors who normally teach hearing students (with the occasional deaf or hard of hearing student) and by instructors who normally teach deaf and hard of hearing students at the same institution. Overall, a view of instruction as information transmission was associated with a teacher-focused approach to instruction, whereas viewing instruction as a means of promoting conceptual change was associated with a student-focused approach. Instructors in mainstream classrooms were more oriented toward information transmission than conceptual change, whereas instructors experienced in separate classrooms for deaf and hard of hearing students reported seeking to promote conceptual change in students and adopting more student-focused approaches to teaching. These results are consistent with previous findings concerning instructors' approaches to teaching and deaf and hard of hearing students' approaches to learning, and may help explain recent findings regarding student outcomes in separate versus mainstream secondary classrooms. 相似文献
8.
Guteng SI 《American annals of the deaf》2005,150(1):17-41
The professional concerns of beginning teachers of students who are deaf or hard of hearing were examined. Five first-year teachers of deaf and hard of hearing students served as participants. Two of the participants were itinerant teachers; three taught in self-contained classrooms. Participants were selected from programs serving deaf and hard of hearing students in rural and urban areas of the midwestern and southwestern United States. To interview the study participants, the researcher used an in-depth phenomenological method employing semi-structured questions and guided by a constructivist paradigm. Data were analyzed using qualitative analysis strategies (Bogdan & Biklen, 1992; Miles & Huberman, 1994). Results showed that concerns of beginning teachers of deaf and hard of hearing students are specific to service delivery models and geography. Participants provided specific recommendations for addressing the concerns of beginning teachers of deaf and hard of hearing students. 相似文献
9.
Winningham A Gore-Felton C Galletly C Seal D Thornton M 《American annals of the deaf》2008,153(1):48-54
In contrast with the nearly 30 years of HIV/AIDS research with the hearing community, data on HIV infection among persons who are deaf and hard of hearing is primarily anecdotal. Although the few available estimates suggest that deaf and hard of hearing persons are disproportionately affected by HIV infection, no surveillance systems are in place to identify either frequency or mode of HIV infection within this population. Moreover, to date, all empirically validated HIV prevention interventions have relied on communication strategies developed for persons who hear. Therefore, understanding and developing effective prevention methods is crucial for persons who are deaf or hard of hearing. The authors explore (a) factors among this population that may contribute to HIV-related behaviors, (b) four key concepts consistently included in successful interventions, and (c) practical ways in which to use this information to tailor effective intervention strategies for this population. 相似文献
10.
Marlatt EA 《American annals of the deaf》2004,148(5):349-357
Especially in the education of students who are deaf or hard of hearing, teachers' practical knowledge storage is almost never measured. The Survey of Practical Knowledge was used to compare the practical knowledge storage of deaf and hearing teachers of these students. Surveyed were 48 deaf and 115 hearing individuals at the preservice and in-service experience levels. Practical knowledge storage was defined as images, rules of practice, and practical principles. Results indicate that deaf teachers tend to view students as equals but are more likely to emphasize control over classroom behavior than hearing teachers. Hearing teachers tend to stress efforts to engage students in subject matter by providing variety and relating it to life experiences. Given the trend toward high-stakes testing of teachers, further research is encouraged on role differences between deaf and hearing teachers working with students who are deaf or hard of hearing. 相似文献
11.
Wang Y 《American annals of the deaf》2011,156(3):239-254
Deaf and hard of hearing students, who cannot successfully access and utilize information in print, experience various difficulties in conventional science instruction, which heavily relies on lectures and textbooks. The purpose of the present review is threefold. First, an overview of inquiry-based science instruction reform, including the so-ciohistorical forces behind the movement, is presented. Then, the author examines the empirical research on science education for students who are deaf or hard of hearing from the 1970s to the present and identifies and rates inquiry-based practice. After discussing the difficulty of using science texts with deaf and hard of hearing students, the author introduces a conceptual framework that integrates inquiry-based instruction and the construct of performance literacy. She suggests that this integration should enable students who are deaf or hard of hearing to access the general education curriculum. 相似文献
12.
The purpose of this national study was to establish an initial database of the essential competencies needed for working with students who are deaf or hard of hearing with additional disabilities. Surveys were sent to program supervisors across the United States; each supervisor was asked to give the survey to a professional on his or her staff who worked with students who were deaf or hard of hearing with additional disabilities. Respondents indicated that there were 67 specific competencies needed for working with this diverse population of students. A list of the specific competencies and a rationale for providing more in-depth training for teachers is provided. 相似文献
13.
Merv Hyde Renée Punch Des Power Judy Hartley Jennifer Neale Lesleigh Brennan 《高等教育研究与发展》2009,28(1):85-98
This article reports on the experiences of deaf and hard of hearing students at a Queensland university, which offers an extensive deaf student support program. Seventy‐two current students and graduates since the program’s inception twenty years ago completed a survey about their experiences, highlights, challenges and use of communication tools and support services at university. Findings indicate, both quantitatively and qualitatively, that students valued the specialised support services they received, although challenges in accessing the academic curriculum remained for many students. In the important area of social factors, many students reported enjoying satisfying friendships and a sense of belonging with other deaf people, often for the first time, while others experienced feelings of social isolation in a largely hearing peer group. Overall, deaf and hard of hearing students who had attended Griffith over the 20 years had a high rate of graduation, comparing favourably with other university students. 相似文献
14.
Belcastro FP 《American annals of the deaf》2004,149(4):309-313
Electronic technology can be used to overcome many of the barriers and other factors that restrict delivery of services to rural schools; it can also expand the world of rural gifted students who are deaf or hard of hearing. Online college and high school Web sites that offer courses are listed, as well as a Web site for tutoring and one offering help for teachers of rural gifted students who are deaf or hard of hearing. Recommendations are made for ways that legislatures and rural school districts can make Internet resources and assistive technology more widely available in rural educational settings. 相似文献
15.
Brittany Dorn 《Journal of educational and psychological consultation》2013,23(2):237-254
ABSTRACTThe majority of deaf and hard of hearing (DHH) students are educated at least part of the day in general education classrooms taught by teachers who may not have any experience working with this population. DHH students make up a unique, heterogeneous group with a wide range of communication modalities, technology utilization, early intervention experiences, and educational placements. In addition to providing direct service to support these students, teachers of students who are deaf or hard of hearing (ToDHH) collaborate and consult with classroom teachers and school staff on classroom accommodations and modifications. However, recent research shows that ToDHH often feel unprepared to engage in the consultative aspect of their role. Since the Education for All Handicapped Children Act was passed 43 years ago, the field of deaf education has increasingly called for research on consultation models to apply to their unique population and to teach in their teacher preparation programs. This article identifies the characteristics of DHH learners and synthesizes current research on consultation in the field of deaf education. Three consultation models are examined to determine their level of fit within the field of deaf education. The author ends with a call for future research that can best be met through an interdisciplinary research approach between the field of deaf education and the fields of educational and psychological consultation. 相似文献
16.
Miller BD 《American annals of the deaf》2008,152(5):459-466
The general purpose of the present article is to emphasize contemporary research-based and theory-based assessment, specifically Cattell-Horn-Carroll (CHC) theory-based assessment (Carroll, 1993, 1997; Horn & Noll, 1997), in work with deaf and hard of hearing students in the school setting. The article focuses on the history of cognitive ability theory and test development and interpretation, as well as contemporary perspectives, including recent applications of CHC-based assessment useful with deaf and hard of hearing students in school-based evaluations. Implications for future research and educational practice are discussed. 相似文献
17.
Kluwin TN 《American annals of the deaf》1999,144(4):339-344
Coteaching, also known as team teaching, offers an alternative to the dilemma of choosing between the residential school, which offers a deaf community but sometimes a poor record of achievement, and inclusion, which promises better achievement but results in increased social isolation. Under a coteaching arrangement, deaf or hard of hearing students can share a deaf peer group while being exposed to the social contact and academic requirements of a mainstream class. The study sample consists of the deaf or hard of hearing students at one elementary school on the West Coast with extensive experience with coteaching, plus a random selection of their hearing peers. Students were administered the Piers Harris Children's Self-Concept Scale (Franklin, 1981), My Class Inventory (Fisher & Barry, 1985), and the Childhood Loneliness Scale (Asher, Hymel, & Renshaw, 1984). Consistent results indicated that while age differences appeared, there were no negative social consequences of coteaching for deaf students. The study indicates that on the basis of social benefits, coteaching warrants further systematic research. 相似文献
18.
Deaf and hard of hearing children have shown delays and difficulties in pragmatic behaviors due to insufficient exposure to common daily discourse and underlying impoverishment in all components of language development. In a study in a school district in a southeastern U.S. state, the researchers investigated the relationship between sociolinguistic pragmatic competence in 81 deaf and hard of hearing students and these students' degree of hearing loss, communication mode, and degree of success in general education. Two measures, one devised by the state's department of education and one developed within the local school system, were used: the Criterion-Referenced Competency Test (Georgia Department of Education, 2000) and the Socio-Pragmatic Skills Checklist for Deaf and Hard of Hearing Students (Cobb County School District, 1997). The researchers found that whether the students used spoken language or signed language, socio-pragmatic language had a high, positive correlation with academic outcomes. 相似文献
19.
Career theorists emphasize the importance of the development of career maturity in adolescents if they are to successfully negotiate the school-to-work transition. Transitions of deaf and hard of hearing adolescents may be especially problematic. The authors examine the implications of current labor market trends for young people, in particular those with hearing loss, and review data on employment outcomes for deaf and hard of hearing people. They discuss the environmental and attitudinal barriers that can influence the career outcomes of this population, consider the impact of hearing loss on adolescents' career maturity, and review the studies on this topic in the literature. The article focuses on the experiences of students with significant hearing loss who are educated in regular classes with the support of itinerant teachers, who communicate orally, and who may be defined as hard of hearing. Recommendations for research and practice are provided. 相似文献
20.
Williams C 《American annals of the deaf》2011,156(1):23-34
The study describes an adapted form of interactive writing (McCarrier, Pinnell, & Fountas, 2000) and examines its effectiveness as an approach to beginning writing instruction for young children who are deaf or hard of hearing. Systematic videotape analysis was used to document the content of 45 adapted interactive writing lessons across an academic year. Findings of the study suggest that interactive writing has the potential to support early writing development in young deaf and hard of hearing children, if supplemented by techniques that make the phonology of English visible. 相似文献