共查询到20条相似文献，搜索用时 31 毫秒
1.
Hintermair M 《Journal of deaf studies and deaf education》2004,9(1):15-26
This study examined the importance of reported sense of coherence (Antonovsky, 1987) in mothers of children with hearing impairment. Sense of coherence was explored as a factor in relation to the experience of stress and subjective life satisfaction and in the context of other relevant variables in coping (e.g., social support, additional handicaps of the child, child's hearing status, means of communication). Two hundred thirty-five mothers completed a questionnaire, and path analysis corroborated a theoretical model in which sense of coherence was delineated as a factor contributing directly to stress perception. Both sense of coherence and the experience of social support were identified as resources that reduced reported stress and improved quality of life, with sense of coherence especially important in reducing stress. Child variables, including additional handicaps and extent of hearing impairment, intensified reported stress for the mothers, but mode of communication with the deaf child did not affect stress experience. The findings are discussed within the context of socialization theory. Recommendations for further research (e.g., longitudinal data, control designs, socio-economic status, applicability to fathers) are made. 相似文献
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This study addresses deaf pupils' conceptions of phenomena, that can be directly observed, of the Earth and sky. In the study deaf pupils aged 7, 9, 11, and 17 years were interviewed. A control group of 9-year-old Norwegian pupils with normal hearing was also interviewed. The results show that the young deaf children have conceptions that are remarkably like the scientifically accepted ones, when their age is taken into account, while this is not the case for the oldest groups. Four out of five deaf 7-year-olds, for example, thought the Earth was spherical, not flat; while only five out of eight deaf 17-year-olds thought the same for shapes of the heavenly bodies. Possible reasons for this are discussed. The results also indicate that the shapes of the signs representing objects may affect deaf people's conceptions of those objects. 相似文献
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Berman BA Streja L Bernaards CA Eckhardt EA Kleiger HB Maucere L Wong G Barkin S Bastani R 《American annals of the deaf》2007,152(3):344-355
Little research has focused on tobacco use among deaf and hard of hearing youth. Findings are reported from a first-ever tobacco-related survey, completed by 226 California middle and high school students using either a written questionnaire or the Interactive Video Questionnaire, an interactive multimedia computer video technology. Rates for current smoking (3.1%), ever smoking (45.1%), and multiple types of tobacco use (10.6%) were found to be lower than among high school students generally; mainstreamed students were likelier to have ever tried smoking than their deaf school peers (57.8% vs. 31.8%). No statistically significant associations were found between ever smoking and race/ethnicity, gender, school performance, or prelingual vs. postlingual deafening; a quarter of the sample experienced occasional peer pressure to use tobacco products. Tobacco use covariates, exposure to cigarette marketing and antismoking programming, and tobacco education needs of deaf and hard of hearing youth are discussed. 相似文献
4.
Mitchell RE 《Journal of deaf studies and deaf education》2006,11(1):112-119
The Survey of Income and Program Participation (SIPP) is one of a few national surveys that regularly collects data identifying the American population of persons with hearing loss or deafness. Estimates from the SIPP indicate that fewer than 1 in 20 Americans are currently deaf or hard of hearing. In round numbers, nearly 10,000,000 persons are hard of hearing and close to 1,000,000 are functionally deaf. More than half of all persons with hearing loss or deafness are 65 years or older and less than 4% are under 18 years of age. However, these findings are limited to those who report difficulty hearing "normal conversation" and do not include the larger population of persons with hearing loss for which only hearing outside the range and circumstances of normal conversation is affected. Policy makers, communications technology manufacturers, health and education service providers, researchers, and advocacy organizations have an interest in these results. 相似文献
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One result of the Individuals With Disabilities Education Act and related legislation is that most deaf and hard of hearing (DHH) students attend local public schools. Although such placements may provide greater access to general education classrooms and curriculum, DHH students' specialized needs are less likely to be addressed. Using the Transition Competence Battery (TCB; Reiman, Bullis, & Davis, 1993), the researchers examined the transition strengths and needs of 53 middle and high school DHH students attending public schools. It was found that the students had substantial transition competence deficits and that none reached the recommended competence levels on more than 4 of the 6 subtests. The TCB is an important transition tool that fulfills requirements under the 2004 Individuals With Disabilities Education Improvement Act Amendments to use age-appropriate and results-oriented transition assessments that document program and intervention outcomes. 相似文献
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The development of the metacognitive skill of prediction in deaf students in a middle school social studies classroom was explored in an action research study (Riel, 2006). After observation of this group of learners and assessment of current skills, a unit was developed that integrated the teaching of prediction into their study of the American Revolution. It was found that these students were already using some metacognitive skills in their social studies class, but through direct instruction they were able to make more and better predictions related to the content being studied. The study demonstrates how the social studies curriculum provided an opportunity for students to learn and implement metacognitive skills that helped them to understand the cause-and-effect relationships in history and eventually to become more active readers during a reading task. 相似文献
10.
The unskilled and unaware effect refers to the finding that individuals who are less knowledgeable or less skilled in a domain are relatively less able to evaluate their level of skill or effectively utilise feedback relative to individuals who are more skilled. Studies finding deaf students less accurate than hearing students in estimating their English vocabulary knowledge and in judging how much they are learning from material presented via sign language have attributed those results to the unskilled and unaware effect, citing the lack of language fluencies frequently demonstrated among deaf learners. The present study addressed the issue more directly by comparing both deaf and hearing individuals who were more and less skilled in four domains, three linguistic and one nonlinguistic. Results indicated that even individuals who are unskilled in a nonlinguistic domain can evaluate their performance when they are aware of what skilled performance would look like, and that unskilled and unaware effects can be influenced by individuals’ desires to be skilled. 相似文献
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Historically, the valuing of deaf children's voices on their own schooling has been underrepresented in educational policies, curriculum frameworks and discursive practices and, in particular, in the debates and controversies surrounding oralism and Irish Sign Language in deaf education in Ireland. This article discusses children's everyday lived experiences of oralism and Irish Sign Language using ethnographic interviews and observational methods. The data yielded narrative understandings of how deaf children's schooling experiences served as a cauldron for the development of time, space and relational domains for individual and collective self-expression, cultural production and reproduction of the secret lore and understandings of Irish Sign Language and development of a hidden curriculum of sign language in a policy and practice context dominated by oralism. This paper concludes with recommendations for the development of a sign bilingual curriculum across the full scope and sequence of schooling in Ireland. 相似文献
12.
Most studies on the Stroop effect (unintentional automatic word processing) have been restricted to English speakers using vocal responses. Little is known about this effect with deaf signers. The study compared Stroop task responses among four different samples: deaf participants from a Japanese-language environment and from an English-language environment; and hearing individuals from Japan and from Australia. Color words were prepared in both English and Japanese and were presented in three conditions: congruent (e.g., the word red printed in red), incongruent (e.g., red printed in blue), and neutral. The magnitude of the effect was greater with the deaf participants than with the hearing participants. The deaf individuals experienced more interference in English than in Japanese. 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.
D. Bedoin 《欧洲特需教育杂志》2013,28(2):159-175
This paper deals with English teachers who work with deaf and hard‐of‐hearing (D/HH) students. In France deaf students are required to attend foreign language classes – mostly English classes. The purpose is not to teach them British sign language (BSL) or American sign language (ASL), but written and/or spoken English. Indeed, sign languages are distinct from spoken languages and differ from country to country: there is no universal sign language. English teachers of the deaf are mostly hearing people. They work either in mainstream or special schools. Most of them have no specific qualifications. In this context, they are faced with the tremendous challenge of how to adjust their teaching to their students’ impairment and at the same time develop the latter's knowledge and skills in English. In order to analyse teaching practices in English classes, questionnaires, interviews and in‐class observations in several special and mainstream schools were conducted. Findings show that different teaching strategies are used in order to make English lessons accessible to D/HH students: teachers have to adapt their teaching language and also use written and visual supports to accommodate D/HH students. Obviously teacher training needs to be improved. 相似文献
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Gaïd Le Maner-Idrissi Virginie Dardier Cécile Pajon Géraldine Tan-Bescond Kristell David Michel Deleau Benoit Godey 《European Journal of Psychology of Education - EJPE》2010,25(3):265-279
Previous studies of preverbal development have highlighted the recurrent difficulties experienced by deaf children in acquiring
knowledge of the social rules and social skills pertaining to discourse. We expected cochlear implants in children with bilateral
profound deafness to improve their use of verbal language, so that their communication skill profile resembled that of younger,
hearing children. Using conversation samples taken from videos recorded every 6 months over a 2-year period, we monitored
the development of communication skills in a group of 18 prelingually profoundly deaf children (mean implantation age, 3 years
and 5 months). Results corroborated our hypothesis that the overall communication performances of children with cochlear implants
improve, both quantitatively and qualitatively, as early as the first year post-implantation. 相似文献
16.
Brett E. Furlonger Umesh Sharma Dennis W. Moore Brian Smyth King 《International Journal of Inclusive Education》2013,17(3):289-308
A restructured postgraduate teacher education programme is described specifically with regard to its commitment to prepare educators to work effectively with deaf and hard‐of‐hearing children in inclusive settings. The focus of the paper is on the design and development process rather than on the evaluation of the outcomes. Background information is provided about the design and development of the programme, including the components that support a strong relationship between special and general educators. The paper details the philosophical and pedagogical underpinnings of the programme, planned outcome measures for the graduate teachers, and highlights the challenges in programme design and development. 相似文献
17.
Hernán Cofré Emilia Cuevas Beatriz Becerra 《International Journal of Science Education》2013,35(16):2243-2260
ABSTRACTDespite the importance of the theory of evolution (TE) to scientific knowledge, a number of misconceptions continue to be found among biology teachers. In this context, the first objective of this study was to identify the impact of professional development programme (PDP) on teachers’ understanding of nature of science (NOS) and evolution and on the acceptance of this theory. Its second objective was to study the relationship among these variables. Three instruments were used to quantify these variables: the Views of the Nature of Science Version D (VNOS D+), the Assessing Contextual Reasoning about Natural Selection (ACORN), and the Measure of Acceptance of Theory of Evolution (MATE). The results indicate that the PDP had a positive impact on teachers, significantly improving their understanding of the NOS and natural selection, as well as their acceptance of the TE. Furthermore, a positive correlation between the understanding of the NOS obtained by teachers in the first part of the PDP and the understanding and acceptance of evolution that these teachers showed at the end of the programme was determined. However, no relationship between an understanding of the NOS and gains in the understanding and acceptance of evolution was found. 相似文献
18.
《铜仁师专学报》2001,3(1):29-33,66
Teh Purpose of the teaching and the learning of English is to develop communicative competence.Pragmatics is one of the most essential parts of the communicative competence .It concerns the appropriate use of language.This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students‘awareness to improve their pragmatic ability and communicative competence。 相似文献
19.
苏秋芳 《福建教育学院学报》2001,2(4):42-44
In poetry, the device of ending two or more lines with words that sound alike is called end
rhyming;end words that share a particular sound are end rhymes. When used in a poem,end rhymes set
up a definite pattern of sounds-a rhyme scheme. 相似文献
20.
The purposeof the teaching and the learning of English is to develop communicative competence. Pragmatics is one of the most essential parts of the communicative competence .It concerns the appropriate use of language. This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students' awareness to improve their pragmatic ability and communicative competence. 相似文献