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1.
This study incorporated both quantitative and qualitative methods to examine the perception of career barriers by hard-of-hearing high school students being educated in regular classes with itinerant teacher support. Sixty-five students in Years 10, 11, and 12 completed a questionnaire about potential general and hearing-related barriers, and 12 of these respondents were subsequently interviewed. Findings indicated that other people's lack of understanding of their hearing loss constituted the greatest potential barrier to adolescents' educational and career goals. Students anticipated several other barriers in the form of functional hearing-related difficulties. Most students showed little awareness of helpful strategies or job accommodations and some had prematurely foreclosed on career choices. Implications for practice are outlined, and recommendations for teachers and career counselors are made. 相似文献
2.
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
3.
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
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.
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
6.
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
7.
Effective planning to resolve the school-to-community transition problems of hearing-impaired youth begins with an understanding of what the specific problems are. To identify obstacles to successful transition, survey forms were developed for three groups--the deaf, hard-of-hearing, and deaf multihandicapped--and distributed in the Pacific Northwest to educators, rehabilitation specialists, parents, and hearing-impaired youth. The respondents to the survey of deaf youth varied in their perceptions of the most significant barriers to successful transition. The majority of the top-ranked barriers were related to educational preparation and experiences. The ratings among the four groups responding to the survey of hard-of-hearing youth were more homogeneous. The major barriers identified centered on communication issues and a lack of adequate role models. The respondents to the multihandicapped survey agreed strongly that many problems create obstacles for this group and that problems appear to occur with a higher frequency for deaf multihandicapped persons than for deaf and hard-of-hearing persons. 相似文献
8.
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
9.
A qualitative study of deaf graduates of Rochester Institute of Technology in New York State who became supervisors in primarily hearing work settings found that having a mentor was a primary and persistent element in their career success. In the deaf individual's early years, generally it was a family member or teacher who conveyed a belief in that individual's abilities, encouraged effort, and helped instill self-esteem and confidence. Parents were often their strongest advocates, and teachers were their advisors and facilitators. In the work setting, a supervisor or coworker often served as a mentor by coaching, advising, and teaching the individual what they needed to know to succeed on the job. In many ways, these "informal" mentors provided the foundation that enabled the deaf individual to break through what are often barriers to career success despite their skills and abilities. The various forms of mentorship and their impact on deaf college graduates are explored. 相似文献
10.
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
11.
Leigh I 《Journal of deaf studies and deaf education》1999,4(3):236-245
Open-ended questionnaires covering mainstream educational experiences and personal development of deaf and hard-of-hearing adults were analyzed. Half of the 34 deaf and hard-of-hearing respondents altered self-labels based on changes in personal definitions rather than audiological changes. Supportive school environments and coping skills contributed to positive perceptions; nonsupportive school environments and being treated as 'different' were viewed negatively. Everyone valued contact with hearing peers. Contact with deaf peers depended on finding those with similar values. Identification with Deaf culture was nonexistent. Most noteworthy, 24 of 34 participants felt caught between the deaf and hearing worlds, indicating the need for niches in both. Implications for educators are that development of self-confidence and comfort with identity may be enhanced by validating the deafness dimension through opportunities for contact with deaf adults and positive relationships with both deaf and hearing peers. 相似文献
12.
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
13.
The lack of the auditory sense in the hearing-impaired raises the question as to the extent to which this deficiency affects their cognitive and intellectual skills. Studies have pointed out, that with regard to reasoning, particularly when the process of induction is required, hearing-impaired children usually have difficulties. They experience similar difficulties with their ability to think in a flexible way. Generally, a large body of literature suggests that hearing-impaired children tend to be more concrete and rigid in their thought processes. This study aimed at using Virtual Reality as a tool for improving structural inductive processes and the flexible thinking with hearing-impaired children. Three groups were involved in this study: an experimental group, which included 21 deaf and hard-of-hearing children, who played a VR 3D game; a control group, which included 23 deaf and hard-of-hearing children, who played a similar 2D (not VR game); and a second control group of 16 hearing children for whom no intervention was introduced. The results clearly indicate that practising with VR 3D spatial rotations significantly improved inductive thinking and flexible thinking of the hearing-impaired. 相似文献
14.
Siegel L 《Journal of deaf studies and deaf education》2002,7(3):258-266
The need for and right to communication and language is fundamental to the human condition. Without communication, an individual cannot become an effective and productive adult or an informed citizen in our democracy. The importance of communication and language for deaf and hard-of-hearing children is so basic as to be beyond debate. Given the historic difficulties deaf and hard-of-hearing children face, their compromised communication and language skills and the educational, social, cognitive, and psychological consequences, this note contends that a constitutional right to communication is both necessary and legally sound. The right to assemble and to vote, the right to equal protection under the law must be extended to the right of deaf and hard-of-hearing children to full communication development and access. If the Constitution venerates the right to speech, the right to communication and language is of equal or greater value. 相似文献
15.
Michelle A. Butler Andrew D. Katayama Casey Schindling Katherine Dials 《The Journal of educational research》2018,111(3):352-362
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 deaf, 11 blind) responded to the Resiliency Scales and a school-specific resilience survey. Student ratings were within 1 SD of those who were not deaf or blind; resilience was positively correlated with academic success (grade point average). Resilience information may contribute to the interpretation of academic success in students who are deaf or blind and may provide insight into potential interventions. This is the first time students who are deaf or blind have been assessed on a published measure of resilience. Results defy stereotypes and affirm that individuals who are deaf or hard of hearing or blind or have low vision have more in common with the hearing and seeing world than is often recognized. 相似文献
16.
Schley S Walter GG Weathers RR Hemmeter J Hennessey JC Burkhauser RV 《Journal of deaf studies and deaf education》2011,16(4):524-536
This article examines the effect that postsecondary education has on earnings and the duration of time spent in the Social Security disability programs for young persons who are deaf or hard of hearing. Our hypothesis is that investments in postsecondary training increase the likelihood of employment for persons who are deaf or hard of hearing and thus reduce dependency on disability-related income support programs. A longitudinal data set based upon records from the National Technical Institute for the Deaf and Social Security administrative records is used for this analysis. We find that those who graduate, even those who graduate with vocational degrees, experience significant earnings benefits and reductions in the duration of time spent on federal disability programs when compared with those who do not graduate with a degree. This finding suggests that reductions in the duration of time spent on Social Security programs are not limited to those with the highest level of scholastic aptitude and that investments in post-secondary education can benefit a broad group of deaf and hard-of-hearing persons. In addition, the data show that individuals who attend college, but withdraw before graduation, fair no better economically than individuals who never attended college. 相似文献
17.
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
18.
Wheeler-Scruggs K 《American annals of the deaf》2002,147(4):11-17
There is much variation in functional level among people who are deaf and low functioning. The present study focused on the work and independent living status of people who are deaf and have varying levels of low functioning. Each study participant attended a comprehensive rehabilitation facility. Information was collected through personal interviews. Not all interviewees were employed at the time of the interview, but the majority lived on their own. Those interviewees who worked were, on the whole, happy with their jobs. Workplace accommodations were virtually nonexistent, while home accommodations included television closed captioning, TTYs, and alarm clocks with visual or vibrating signals. Suggestions and guidelines are given on areas in which people who are deaf and low functioning may need services beyond job placement. 相似文献
19.
Chen K 《Journal of deaf studies and deaf education》2006,11(2):262-266
This article aims to provide an overview of the use of origami in teaching mathematics to deaf and hard-of-hearing students. The author posits that in both the general and special education settings, origami can be very useful for students who are deaf and hard of hearing as many of them need to see and feel to learn and are likely to be concrete learners. Suggestions about how to conduct an origami math lesson for deaf and hard-of-hearing students are included in this article. 相似文献
20.
Deaf and hard-of-hearing students are often delayed in developing their independent living skills because of parental restrictions on activities outside the home due to worries about their child's inability to communicate, their whereabouts, and their general safety. Recent accounts of the use of two-way text messagers suggests that, like electronic mail, distance communication problems that have long plagued deaf people may be ameliorated--by the use of such technology (M. R. Power & D. Power, 2004; S. S. Rhone & Cox News Service, 2002). This project was designed as an initial foray into investigating the use of two-way text messaging technology as a way of increasing the independence of deaf adolescents and reducing their parents' anxiety about their safety and responsibility. All the deaf and hard-of-hearing students in the deaf and hard-of-hearing programs at two urban high schools (ages 13-19), the staff of the deaf departments at these two schools, and the parents/guardians of the students participated in this study. Preuse surveys, postuse surveys, and monthly statistics on the number of times each pager was used enabled us to chart how often the participants used the technology. The data were used to identify concerns that parents have about student independence and safety, the extent to which deaf students engage in independent activities, and expectations surrounding how two-way text messaging use might increase independence and literacy skills. The data collected on this project to date confirm that two-way text messaging technology is indeed useful for deaf adolescents and helps alleviate some of the concerns that have kept them from developing independence as quickly or readily as their hearing peers. The potential policy implications for this research are discussed. 相似文献