共查询到20条相似文献，搜索用时 46 毫秒
1.
Kvam MH 《Child abuse & neglect》2004,28(3):241-251
OBJECTIVE: North American studies conclude that deaf children may have a 2-3 times greater risk of sexual abuse than hearing children. No comparative studies are available in the Nordic countries. The present study was initiated to estimate the prevalence of childhood sexual abuse among deaf children in Norway, describe the nature of the abuse, and to examine risk factors. METHOD: A self-administered questionnaire was sent in 1999 to all 1150 adult deaf members of the Norwegian Deaf Register. The Deaf Register includes all deaf Norwegians. The questionnaire, which was also available videotaped in sign language, was an adapted version of a questionnaire used in a Norwegian survey among the general adult population in 1993. The results from this earlier study were used as a comparison group. RESULTS: Deaf females aged 18-65 who lost their hearing before the age of 9 (N = 177) reported sexual abuse with contact before the age of 18 years more than twice as often as hearing females, and deaf males more than three times as often as hearing males. The abuse of the deaf children was also more serious. Very few cases were reported to parents, teachers, or authorities. CONCLUSIONS: Deaf children are at greater risk of sexual abuse than hearing children. The special schools for the deaf represent an extra risk of abuse, regardless of whether the deaf pupils live at home or in boarding schools. 相似文献
2.
Hannah Anglin-Jaffe 《British Educational Research Journal》2020,46(6):1468-1486
This small-scale, qualitative study invited deaf adults to reflect on their schooling and to consider the ways in which placement decisions impacted their educational opportunities, achievement and identity. It aimed to document the experiences of deaf adults who had attended special schools for deaf children and to elicit their thoughts on the current state of education for deaf children and their hopes for the future. The findings, based on the participants’ narratives, alluded to current debates about the growing numbers of young deaf children in mainstream schools and the impact of this trend on the changing nature of Deaf culture. They also explored a tension around the balancing of the need for deaf children to access Deaf culture and sign language, whilst maintaining the positive achievements of inclusive practice, including raised expectations, family and community belonging, and high academic achievement. This article advances a possible solution to this tension in the form of deaf-centric community hubs. 相似文献
3.
4.
This article examines the legal instruments and educational politics affecting deaf persons' educational rights in Spain. We present a historical view of deaf education in Spain before and after the Congress of Milan (1880) and then introduce educational legislation and practices in recent decades. At present, Spanish legislation is moving toward recognition of sign languages and the suitability of bilingual education for deaf students at all educational levels. This is a consequence of taking into account the low academic achievement of two generations of deaf students educated in a monolingual model. Bilingual projects are now run throughout Spain. We emphasize that efforts must be made in the legal sphere to regulate the way in which professionals who know sign language and Deaf culture-teachers, interpreters, deaf adult models-are incorporated in bilingual deaf schools. 相似文献
5.
ABSTRACTThe Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that this access cannot always be provided in mainstream settings. The Statement was written during an apex in bilingual education for deaf students in certain countries, and the World Federation of the Deaf (WFD), joined by Swedish and Danish government and deaf advocacy organisation delegates, successfully lobbied for inclusion of Section 21. This section makes three claims regarding the importance of policy-level recognition of differences among learners, the right of deaf learners to education in a national sign language, and the suggested greater suitability of deaf schools or congregated programmes for many deaf learners. The Salamanca Statement, like Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) and related General Comments, makes universalising claims within a rights-based framework; however, the competing claims of deaf advocacy organisations have posed a challenge and corrective to such statements since deaf learners are often excluded in inclusive classrooms. 相似文献
6.
Brunson JL 《Journal of deaf studies and deaf education》2008,13(1):77-91
This paper uses data from open-ended, videotaped interviews with 12 deaf people to examine their experiences negotiating access during interactions with legal authorities. In every case, these deaf persons preferred an accommodation that involved the use of an American Sign Language interpreter, and in every case, these accommodations were problematic. Three major themes emerged from the informants' narratives: difficulty obtaining the desired accommodation, dealing with a problematic accommodation, and enduring a partial accommodation. These findings suggest that accommodations involving sign language interpreters are not neutral and transparent and that they often have tangible effects on the experiences of and outcomes for deaf persons in the context of dealing with legal matters. Deaf people have very little control over the accommodation they receive and yet are held fully responsible for ensuring its efficacy. These results are discussed in relation to policies and procedures for ensuring that deaf persons have full access in their interactions with American legal institutions. 相似文献
7.
The present study investigated the current functions of Deaf clubs in Cyprus and in Greece. The researchers conducted in-depth semistructured interviews with 24 Cypriot and 22 Greek deaf individuals ages 19-54 years. The researchers found that the Deaf clubs in both countries provide a gathering place for deaf people, organize social and sport activities, and promote their demands through legislation. In addition, Deaf clubs maintain and transmit Deaf culture and history to future generations, offer Deaf role models to young deaf children and their families, and provide Deaf awareness to hearing people (e.g., through sign languages classes). The study participants also stressed the role of Deaf clubs in deaf people's lives, unity, and prospects for future progress. 相似文献
8.
9.
The study investigated the expressed advice of parents, teachers, and Deaf community leaders regarding careers for deaf students in Sweden. The research was conducted: (a) in a country where consensus has been achieved on recognition and accommodation of the educational needs of deaf students; (b) in a city with a very high concentration of deaf individuals, a continuum of educational facilities, and support for deaf students ranging from preschool through college; and, (c) in a community with a strong and active deaf organization and parent organization. The authors found that, despite many advances in the country, communication in the language of the greater society is a potent factor in limiting occupational possibilities for the Deaf. 相似文献
10.
《International Journal of Educational Development》1999,19(4-5):337-350
Using Kenya as a case study, the paper demonstrates how indigenous African languages have suffered delegitimization and devaluation in education both in colonial and post-colonial Africa. Ethnographic data from Kenya are presented to show how the use of English as the medium of education contributes to differential educational treatments. It is argued that this leads to the perpetuation of social inequalities. The paper advances the argument that indigenous African languages should be given greater emphasis if education in Africa is to contribute to the much needed social, economic and political transformation. The paper makes suggestions as to how indigenous African languages in education can be introduced/strengthened. 相似文献
11.
Perception of sign language and its application to visual communications for deaf people 总被引：1，自引：0，他引：1
Video communication systems for deaf people are limited in terms of quality and performance. Analysis of visual attention mechanisms for sign language may enable optimization of video coding systems for deaf users. Eye-movement tracking experiments were conducted with profoundly deaf volunteers while watching sign language video clips. Deaf people are found to fixate mostly on the facial region of the signer to pick up small detailed movements associated with facial expression and mouth shapes. Lower resolution, peripheral vision is used to process information from larger, rapid movements of the signer in the video clips. A coding scheme that gives priority to the face of the signer may be applied to improve perception of video quality for sign language communication. 相似文献
12.
Borum V 《American annals of the deaf》2012,157(1):7-15
In a qualitative study employing an exploratory design, the researcher explored the perceptions of communication choice and usage among 14 African American hearing parents of deaf and hard of hearing children. Semistructured, in-depth thematic interviews were used with a modified grounded-theory approach in which themes were analyzed and coded. Four thematic challenges and opportunities related to communication choice and usage were found: (a) oral tradition-nommo, (b) sign and oral-diunital, (c) literacy, and (d) racial/ethnic cultural socialization. Afrocentric implications for deaf and hard of hearing children are explored based on research observations pertaining to the significance of the oral tradition in African American culture and the socialization of African American deaf and hard of hearing children in the context of African American hearing families. 相似文献
13.
Wilson AT 《American annals of the deaf》2005,150(3):292-304
American organizations bringing assistance to deaf people in developing countries unintentionally create relationships of dependency or oppression rather than relationships of support. Using qualitative methods, the author examined the effectiveness of development assistance provided to the Jamaican Deaf community by two American churches, one American nongovernmental organization, and one U.S. federal agency. Documents were reviewed and observations were made. Interviews were conducted with more than 60 deaf and hearing people involved with the American organizations, the Jamaican organizations, and deaf Jamaican beneficiaries. The author concludes that the Jamaican Deaf community was often excluded in planning, designing, or evaluating programs, and was unsatisfied with the American assistance it received. Results also indicate that the American organizations were poorly prepared to work with the Deaf community. Suggestions for American organizations wishing to strengthen and empower deaf people through development assistance in developing countries are proposed. 相似文献
14.
Dolman D 《American annals of the deaf》2010,155(3):353-359
The number of deaf education teacher preparation programs and the number of program graduates were tabulated from reference issues of the American Annals of the Deaf beginning in 1973 and progressing every third year through 2009. Programs and graduates reached their highest levels from the mid-1970s through mid-1980s. In 2006 and 2009, only about one fourth as many students were majoring in deaf education in relation to the general U.S. college population as in 1973, 1976, and 1979. Yet because the population of children identified as deaf and hard of hearing has also declined, the ratio of program graduates to deaf children has stayed relatively balanced for the past 20 years. Current challenges faced by teacher preparation programs include increases in interpreter preparation programs and programs for teaching American Sign Language, as well as the changing nature of the role of teacher of the deaf. 相似文献
15.
自新中国成立以来,我国聋教育先后经历了以1956-1957年聋校班级教学计划、1984年教学计划、1993年课程计划、2007年课程实验方案和2017年课程标准为代表的课程变革。在此进程中,聋校课程发展经历了从模仿借鉴到本土化课程探索再到中国特色聋校课程体系建立的内在发展逻辑。这个过程既是聋校课程与普通学校课程良性互动的过程,也是兼顾国家统一要求与地方和学校特色发展的调适过程,是培养社会公民的一致要求与发展学生个性的特殊需要的平衡过程。经过70年的发展演进,我国已逐步建立起具有中国特色的聋校课程体系。 相似文献
16.
This article examines the way in which some of the most discriminated against, disadvantaged and marginalised groups on the African continent, are re-defining education through strategies aimed at recognition of rights and social justice. It uses Fraser's analysis of social justice – distribution, recognition and participation – to examine the demands of the indigenous movement in Africa for rights to education. Over the past 10 years the concept of ‘indigenous’ has become embedded in African regional resolutions and reports while communities self-identifying as indigenous have been shaping new political and educational spaces for their participation and decision making about their development and their education. Taking the example of the East African pastoralists and the Maasai of Ngorongoro District in Tanzania, it looks at indigenous communities’ initiatives to define and achieve a qualitative education which is relevant and meaningful for their lives today. It concludes with a discussion of the potential for the indigenous movement in Africa to ‘reframe’ education for the benefit of not only indigenous communities but for all learners. 相似文献
17.
For more than a century, educators have recognized the low academic achievement of deaf children in America. Teacher training programs in deaf education historically have emphasized medical-pathological views of deaf people and deaf education rather than appropriate pedagogies that draw upon and build on deaf students' linguistic and cultural knowledge. A recent and growing interest in educating deaf children bilingually acknowledges the value of American Sign Language and English in the classroom. The authors address the dire need for prospective teachers and teacher educators to rethink their views of deaf people and, in doing so, rethink the teaching methodologies in deaf education. 相似文献
18.
The increasingly sedentary American lifestyle has resulted in a growing number of overweight and out-of-shape school-age children. Deaf children are not exempt from this trend, yet there is little evidence that public school programs for these children are doing anything to counter it. Much can be done to assist deaf students, not only in becoming more active movers but in gaining knowledge of opportunities and benefits associated with Deaf sport. The authors provide an argument for schools that expose deaf children to the role of sports in the Deaf community and for designing programs that will enable these children to become active participants in Deaf sport activities as athletes and organizers, or, later in life, when they no longer have the inclination or ability to compete, as spectators, with all the socialization benefits that form of involvement provides. 相似文献
19.
Marschark M Sapere P Convertino C Pelz J 《Journal of deaf studies and deaf education》2008,13(4):546-561
Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf students, on average, came into and left the classroom with less content knowledge than hearing peers, and use of simultaneous communication (sign and speech together) and American Sign Language (ASL) apparently were equally effective for deaf students' learning of the material. Students' self-rated sign language skills were not significantly related to performance. Two new findings were of particular importance. First, direct and mediated instruction (via interpreting) were equally effective for deaf college students under the several conditions employed here. Second, despite coming into the classroom with the disadvantage of having less content knowledge, deaf students' gain scores generally did not differ from those of their hearing peers. Possible explanations for these findings are considered. 相似文献
20.
Bragg L 《Journal of deaf studies and deaf education》1997,2(1):1-25
Visual-kinetic communication systems - ancient finger numbers, medieval and Renaissance finger alphabets, conventionalized 'coverbal' gesture systems for oratory and the theater, the Roman pantomime, monastic sign lexicons, and the elusive possibility of natural sign languages - have all received the scholarly attention that has turned up the few surviving primary texts from the period before 1600. The extant documentation indicates that many visual-kinetic systems were sporadically in use among the general (i.e., hearing) population to a degree almost unimaginable to post-Renaissance societies such as ours that popularly associate 'gesture languages' with the deaf. In detail, however, the texts are often difficult to interpret, not only because of their scarcity and generally highly allusive nature, but also because of modern historians' often unproductive or misproductive approaches to them. This survey is meant to provide an overview of the textual evidence and a foundation for both sign language linguists and historians of the deaf education to analyze and interpret more accurately and usefully the extant evidence for visual-kinetic communication systems before the rise of Deaf Education. 相似文献