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1.
The Deaf Identity Development Scale (Glickman, 1993) was modified to include hearing individuals and examine how hearing and deaf adults identify themselves. Statistical analysis based on 244 deaf, hard-of-hearing, and hearing respondents revealed a significant interaction between hearing status of self and parents on the hearing, marginal, and immersion scales of the modified version but not on the bicultural scale. Codas are more marginalized, less immersed, and similarly 'hearing' in comparison to deaf persons with deaf parents. Hard-of-hearing respondents with deaf parents endorse more hearing values and fewer deaf values in comparison to deaf counterparts and also appear to be more marginalized. There were no significant differences between deaf and hard-of-hearing individuals with hearing parents. Compared to hearing respondents with hearing parents, deaf counterparts were more marginalized, more 'hearing,' and equally 'deaf.' Strong professional affiliation with the deaf community resulted in scores that differed significantly from those for individuals not as strongly affiliated. We discuss implications for identity development. 相似文献
2.
This study examined 74 deaf and hard-of-hearing (D/HH) and 91 hearing high school students regarding their own occupational aspirations and their evaluations of occupational competence (EOCs) for deaf adults. In the EOC, participants rated the suitability of 25 occupations (varying according to prestige and required level of communication) for deaf men and women. The results showed that occupations requiring intensive communication levels, regardless of their prestige, were evaluated as much less suitable for deaf individuals than were those requiring less communication. D/HH adolescents did not find highly prestigious occupations as suitable for deaf adults even when communication barriers were irrelevant. Both D/HH and hearing participants expressed biased evaluations of deaf women's competence, but no further evidence emerged for stereotypic attitudes. Higher educational aspirations among hearing adolescents, especially hearing males, correlated with a higher EOC of deaf adults. No such associations emerged for D/HH participants. No gender effects emerged. Implications of these outcomes for career development, especially for females, were discussed. 相似文献
3.
In this study, the analytical educational experiences of 25 deaf adults are explored in relation to their identity. The qualitative analysis indicated that the most critical educational experiences for the participants' identity concerned their interactions with hearing or deaf peers and their language of communication with their peers at school. The participants with a hearing identity attended general schools, where they interacted with hearing peers in Greek, whereas the participants with a Deaf identity attended schools for the deaf, where they interacted with deaf peers in Greek Sign Language. The participants with a bicultural identity attended general schools, where they interacted with hearing peers in Greek, but they also had the chance to meet Deaf role models outside school, which played a critical role in the development of their identity. 相似文献
4.
Fifty deaf and hard-of-hearing students who were mainstreamed in postsecondary classes rated their classroom communication ease with hearing instructors, hearing peers, and deaf peers. A subgroup of these students participated in an in-depth interview that focused on perceptions of communication ease, support services, and attitudes of teachers and students toward deaf students in mainstreamed classes. Quantitative analyses indicated that students more comfortable in using speech in this setting reported being able to receive and send a greater amount and a higher quality of information than did students who were less comfortable in using speech. Both quantitative and qualitative results indicated that students varied considerably in their communication with hearing peers and professors, in their relations with deaf peers, and in their concerns about access. It is a challenge for interpreting and other support services to serve these various needs, especially when it is not unusual for these variations to occur in the same classroom. 相似文献
5.
This article reports on a study investigating the career development of hard-of-hearing high school students attending regular classes with itinerant teacher support. We compared 65 hard-of-hearing students with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, and three variables associated with social cognitive career theory career decision-making self-efficacy, outcome expectations, and goals. In addition, the predictors of career maturity and career indecision were tested in both groups. Results indicated that (a) the two groups did not differ on measures of career maturity, (b) the SCCT variables were less predictive of career behaviors for the hard-of-hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on career maturity attitude for the hard-of-hearing students. These findings are discussed in the context of career education and counseling interventions that may benefit young people who are hard of hearing. 相似文献
6.
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
7.
This paper investigates the importance of knowing whether or not deaf and hard-of-hearing students have one or more deaf or hard-of-hearing parents. As noted by Mitchell and Karchmer (2004), deaf and hard-of-hearing school-age children and youth in the United States with at least one parent identified as "hearing impaired" are nearly evenly split between having at least one deaf parent and having at least one hard-of-hearing parent. However, there is no literature on the importance, if any, of this distinction. Findings from the investigation reported herein suggest that the distinction between having a deaf versus a hard-of-hearing parent is quite substantial, particularly as it pertains to the use of signing in the home. Further, signing in the home, which is reliably predicted by parental hearing status, is a significant predictor of the school setting in which the student is currently placed and the instructional use of signing in the classroom. Limitations related to the available measure of parental hearing status are discussed. 相似文献
8.
This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual-spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child. 相似文献
9.
Hintermair M 《Journal of deaf studies and deaf education》2011,16(2):254-271
A group of deaf and hard-of-hearing (D/HH) students at mainstream schools (N = 212) was investigated in a questionnaire-based survey using the Inventory of Life Quality of Children and Youth (ILC) and the Classroom Participation Questionnaire. The ILC data for the D/HH sample are for the most part comparable with the data from a normative hearing sample. Item-total correlations showed that the domains of school and social activities with peers were more important for the Health-Related Quality of Life (HRQoL) of the D/HH students than for that of the hearing students. The results also reveal differences in the HRQoL levels of the two samples, with the D/HH sample having higher scores for school experiences, physical and mental health, and overall HRQoL, though the effect sizes for the differences are small to moderate. Specific characteristics of the D/HH sample may be responsible for this result. There are also relationships between quality of life and perceived classroom participation in certain domains: Students who perceive classroom participation as satisfying have higher scores for quality of life in school, social contact with peers, and mental health. This also applied to the scores for global assessment and a summarized quality of life indicator. 相似文献
10.
We compared the reading development of 77 deaf and hard-of-hearing (DHH) Japanese children, aged 5–7 (40 females), with 139 of their hearing peers (74 females) in 2018. We assessed each group's phonological awareness (PA), grammar, vocabulary, and reading of hiragana (Japanese orthography children learn first). DHH children showed significant delays in grammar and vocabulary but only a slight delay in PA. Younger DHH children scored better than their hearing peers in reading. Although PA predicted reading for hearing children, reading predicted PA for DHH children. PA partially explained grammar skills for both groups. The results suggest educational intervention for reading acquisition should be based on not only general linguistic features but also each language's unique characteristics. 相似文献
11.
This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school. 相似文献
12.
Many researchers have found that for reasoning and reaching a reasoned conclusion, particularly when the process of induction is required, deaf and hard-of-hearing children have unusual difficulty. The purpose of this study was to investigate whether the practice of rotating virtual reality (VR) three-dimensional (3D) objects will have a positive effect on the ability of deaf and hard-of-hearing children to use inductive processes when dealing with shapes. Three groups were involved in the study: (1) experimental group, which included 21 deaf and hard-of-hearing children, who played a VR 3D game; (2) control group I, which included 23 deaf and hard-of-hearing children, who played a similar two-dimensional (2D) game (not VR game); and (3) control group II of 16 hearing children for whom no intervention was introduced. The results clearly indicate that practicing with VR 3D spatial rotations significantly improved inductive thinking used by the experimental group for shapes as compared with the first control group, who did not significantly improve their performance. Also, prior to the VR 3D experience, the deaf and hard-of-hearing children attained lower scores in inductive abilities than the children with normal hearing, (control group II). The results for the experimental group, after the VR 3D experience, improved to the extent that there was no noticeable difference between them and the children with normal hearing. 相似文献
13.
Blatto-Vallee G Kelly RR Gaustad MG Porter J Fonzi J 《Journal of deaf studies and deaf education》2007,12(4):432-448
This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. The connection between spatial skills and success in mathematics performance has long been established in the literature. This study examined the distinction between visual-spatial "schematic" representations that encode the spatial relations described in a problem versus visual-spatial "pictorial" representations that encode only the visual appearance of the objects described in a problem. A total of 305 hearing (n = 156) and deaf (n = 149) participants from middle school, high school, and college participated in this study. At all educational levels, the hearing students performed significantly better in solving the mathematical problems compared to their deaf peers. Although the deaf baccalaureate students exhibited the highest performance of all the deaf participants, they only performed as well as the hearing middle school students who were the lowest scoring hearing group. Deaf students remained flat in their performance on the mathematical problem-solving task from middle school through the college associate degree level. The analysis of the students' problem representations showed that the hearing participants utilized visual-spatial schematic representation to a greater extent than did the deaf participants. However, the use of visual-spatial schematic representations was a stronger positive predictor of mathematical problem-solving performance for the deaf students. When deaf students' problem representation focused simply on the visual-spatial pictorial or iconic aspects of the mathematical problems, there was a negative predictive relationship with their problem-solving performance. On two measures of visual-spatial abilities, the hearing students in high school and college performed significantly better than their deaf peers. 相似文献
14.
Psychosocial factors, including socioemotional well-being, peer relationships, and social inclusion with hearing and deaf peers, are increasingly becoming a focus of research investigating children with cochlear implants. The study reported here extends the largely quantitative findings of previous research through a qualitative analysis of interviews with parents, teachers, and pediatric cochlear implant users themselves in three eastern states of Australia. We interviewed 24 parents, 15 teachers, and 11 children and adolescents. The findings displayed commonalities across the three groups of participants, indicating positive experiences around the children's psychosocial development with their cochlear implants, but also ongoing difficulties communicating in groups of people and problems related to social skills. Some children had little contact with other deaf children (with or without cochlear implants) despite parents and teachers perceiving such contact beneficial. Children attending schools where there were other deaf children valued friendships with both deaf and hearing peers. Adolescence was a particularly difficult time for some as they struggled with feelings of self-consciousness about their deafness and external cochlear implant equipment and worries around friendships, dating, and their future place in the world. Recommendations for practice and further research are made. 相似文献
15.
Kersting S 《Journal of deaf studies and deaf education》1997,2(4):252-263
This qualitative study of the social aspects of mainstreaming from the perspective of deaf college students indicates that for some students, social adjustment to college is complicated by experiences of separation and alienation from both deaf and hearing peers. Data were collected through open-ended interviews with deaf students who had little or no previous experience with or exposure to deaf culture or language before their arrival at a mainstream college environment. Feelings of isolation, loneliness, and resentment were most intense during orientation and first year, when alienation from the deaf student community appeared to be caused by lack of sign language skills, unfamiliarity with norms and values of deaf culture, and perceived hostility from deaf peers. Simultaneous experiences of separation from hearing peers appeared to be caused by physical barriers inherent in the classroom, residence hall, and cafeteria environments, as well as by discrimination from hearing peers, who tended to stereotype deaf students. Findings suggest that those involved in the administration and delivery of postsecondary programs for the deaf should investigate the experiences of students who arrive on campus without knowledge of sign language or familiarity with deaf culture and evaluate currently existing programs and services designed to meet these students' needs. 相似文献
16.
Traxler CB 《Journal of deaf studies and deaf education》2000,5(4):337-348
This article presents a rich context of information for interpreting Stanford Achievement Test scores and for describing the achievement of deaf and hard-of-hearing students. The publisher's national norming of the Stanford Achievement Test provides a context of actual performance of hearing students. The publisher's Performance Standards provide a context of expectations for hearing students as determined by a panel of experts. The Gallaudet Research Institute's norming of the test on a national sample of deaf and hard-of-hearing students provides a context of test performance by this special population. A smaller subsample of the deaf and hard-of-hearing students who take the same test levels as hearing students provides an additional reference group with respect to the Performance Standards. Information from these sources is brought together into two graphical contexts to address these questions: Can the normative data from the publisher's national standardization of the test with hearing students, and the normative data from the GRI's national norming of the test with deaf and hard-of-hearing students provide a useful context for the interpretation of individual test scores? Can they provide a useful way to examine achievement of groups of students? Can the new Performance Standards defined by the test publisher offer a useful context for test score interpretation for high-achieving deaf and hard-of-hearing students? 相似文献
17.
Anna Jones Joanna Atkinson Chloe Marshall Nicola Botting Michelle C. St Clair Gary Morgan 《Child development》2020,91(2):e400-e414
Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6–11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups improved their scores on all tasks over this period. DHH children performed significantly less well than hearing peers on some EF tasks and the vocabulary test at both time points. Cross-lagged panel models showed that vocabulary at Time 1 predicted change in EF scores for both DHH and hearing children but not the reverse. 相似文献
18.
The issue of mental health services available to adults and children in the United States who are deaf is addressed. Included is a historical perspective on the changes in these services over the last 50 years. Within this scope, the current status of services is described in some detail. Psychological research on children who are deaf is reviewed, and current issues faced by school psychology and psychologists who evaluate deaf children in school settings are examined. The disturbing current trend toward the criminalization of people with mental illness, which affects both hearing and deaf adults with psychiatric diagnoses, is covered. Suggestions are made for improving mental health services for children and adults who are deaf. 相似文献
19.
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
20.
This article studies teams of service providers in education and psychiatric services, in which a substantial number of both deaf and hearing people work together as colleagues. It focuses specifically on the challenges involved in cooperatively creating a signing work environment. Using a methodology that draws on the principles of ethnography, it identifies and explores the meaning constructions associated with signing at work, from deaf and hearing perspectives. Data were collected through interviews in three organizations all in the United Kingdom: two specialist psychiatric units for deaf adults and a school for deaf children. Forty-one informants participated (20 deaf, 21 hearing). Results show that from a deaf perspective, hearing people's use of sign language in their presence at work is closely associated with demonstrating personal respect, value, and confidence, and hearing colleagues' willingness to sign is more significant than their fluency. From a hearing perspective, results demonstrate that sign language use at work is closely associated with change, pressure, and the questioning of professional competence. The challenges involved in improving deaf/hearing relations are perceived from a deaf perspective as largely person-centered, and from a hearing perspective as primarily language-centered. The significance of organizational factors such as imbalances in power and status between deaf and hearing colleagues is explored in relation to the findings. 相似文献