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1.
Despite the expansion of Deaf people's use of communication technology little is published about how they use electronic communication in their social and working lives and the implications for their concepts of identity and community. Australia is an ideal research base because the use of a range of technologies is widespread there. To gain access to a wide age range of people who identify as Deaf, members of the national organization, the Australian Association of the Deaf, were surveyed by mail. Results showed that Short Message Service (SMS), telephone typewriters (TTY), voice/TTY relay services, fax, and e-mail were used regularly. Deaf users are discerning of the purposes for which they use each method: SMS for social and personal interactions, TTY for longer communications and (via the relay service) with people and services without TTYs, fax for business and social contact, and computers for personal and business e-mails as well as Web browsing, accessing chat rooms, word processing, games, and study.  相似文献   

2.
This article endeavors to investigate the role of social networks in contributing to the quality of life of an elder and middle-aged Deaf population. In particular, it poses the question of whether a certain network composition (deaf and hearing network persons) provides positive resources to improve quality of life and attempts to identify moderating and mediating connections between social networks and quality of life. Based on the data collected in a survey of 107 members of the Deaf community aged 45-81 years, it was possible to ascertain the fact that a larger social network is significantly associated with a higher quality of life, but the size of the deaf network is principally decisive. The hypothesis that a bicultural network composition would have a particular positive effect on the quality of life could not be confirmed. Findings revealed that the effect of deaf network size on the quality of life is mediated by personal resources concerning self-efficacy and communication skills. Moreover, evidence was sound for the functional equivalence of social and personal resources, which suggests that potential negative effects of reduced personal resources on the quality of life could possibly be compensated by a larger deaf network and vice versa.  相似文献   

3.
A multiple-case exploratory study is used to describe intrapersonal, behavioral, and environmental assets that may build bridges for Deaf adults between the Deaf and hearing worlds. A study of three exemplary former community college students provides new information about internal resources that may empower Deaf individuals to achieve work and social success in interaction with environmental support, despite the vulnerabilities associated with their deafness. This study identifies 15 assets that may support resilience in Deaf adults, including authenticity and comfort with solitude. The authors hypothesize that social authenticity and comfort with solitude may be resilience-fostering intrapersonal assets of unique importance in the Deaf community. From the positive psychology perspective of recognizing and building on human strengths, the authors suggest that support of mutual asset-building with learning partners in the classroom is one way professors might promote optimal student achievement and life success for all students.  相似文献   

4.
Instructors in 5 American Sign Language--English Interpreter Programs and 4 Deaf Studies Programs in Canada were interviewed and asked to discuss their experiences as educators. Within a qualitative research paradigm, their comments were grouped into a number of categories tied to the social construction of American Sign Language--English interpreters, such as learners' age and education and the characteristics of good citizens within the Deaf community. According to the participants, younger students were adept at language acquisition, whereas older learners more readily understood the purpose of lessons. Children of deaf adults were seen as more culturally aware. The participants' beliefs echoed the theories of P. Freire (1970/1970) that educators consider the reality of each student and their praxis and were responsible for facilitating student self-awareness. Important characteristics in the social construction of students included independence, an appropriate attitude, an understanding of Deaf culture, ethical behavior, community involvement, and a willingness to pursue lifelong learning.  相似文献   

5.
This study examines an innovative model program for the mentorship of diverse graduate students entitled the Inter-Ethnic/Interdisciplinary Mentoring Institute for Graduate Education (i.e., Mentoring Institute), which was established by the Graduate Student Diversity Programs in the Office of the Vice President for Research at the University of Virginia (UVa). The Mentoring Institute was created to promote an inclusive environment for graduate students from diverse backgrounds as well as to provide support for and increase the number of students of color who successfully matriculate and graduate from UVa. A comprehensive program evaluation was conducted that assesses the mentoring experiences of UVa graduate students who participate in the Mentoring Institute. The evaluation data reveals how graduate students’ involvement in the Mentoring Institute has positively impacted their academic and social experiences as well as their feelings of connectedness to UVa's professional community. The evaluation also assesses ongoing activities, professional trainings, workshops, and other support mechanisms provided for graduate students by the Mentoring Institute. In all, graduate students who participated in the Mentoring Institute evaluation indicated that the program has contributed significantly to their academic success, social well being, and feelings of connectedness to the UVa graduate school community. This study should particularly benefit administrators, faculty, students, and higher education professionals who are interested in multicultural graduate student development at predominately White institutions of higher education.  相似文献   

6.
This paper examines the construct of social presence and develops an instrument to measure social presence in distance higher education. Social presence is regarded as an important factor to understand psychological and emotional relations among distant learners, especially when constructivism and discourse based learning are emphasised. Items initially drawn from the literature were reviewed by experts in relevant fields and extracted through exploratory and confirmatory analyses. Then correlation analysis was executed to see the relationship between social presence and other learning variables. As a result, this study confirmed four factor constructs of social presence: mutual attention and support, affective connectedness, sense of community and open communication, and also generated and verified a social presence instrument with a total of 19 items.  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.
The New Community Schools initiative was introduced in Scotland in 1998 with the aims of improving participation, raising achievement, improving health and transforming communities. The success of the initiative was evaluated in terms of the stated aims. In relation to improving participation and raising achievement, this was straightforward: improved participation was measured by the number of community activities and the number of individuals who became involved in these activities, whilst raised achievement was measured against tangible targets such as educational attainment and school attendance. The third outcome, the transformation of communities, was more complex: what was meant by transformation and how could it be evaluated? This paper draws on research undertaken by the Institute of Education, University of Stirling, UK, during a 2‐year evaluation period. During this period, the researchers found that individuals were developing more than just a means of communicating across different boundaries; individuals were acquiring a connectedness between one another and that this connectedness was crucial to the success of the subsequent communication and to the initiative more generally. In exploring this concept of connectedness, we consider the literature on social capital. We then consider how issues of trust and inter‐subjectivity underpin connectedness and highlight the evidence from our work that appears to correspond with these elements of connectedness. It is argued that connectedness may not only mediate outcomes such as improving participation, but also that they can be seen as valuable outcomes in themselves. Our final thoughts in this paper consider the kind of research that might be useful to explore the role of connectedness in relation to studying contexts in which individuals may have competing agendas.  相似文献   

9.
The present study is a retrospective exploration of the process of self-esteem enhancement in 23 women, 9 culturally Deaf and 14 hearing, for purposes of both individual and group comparisons. A qualitative design was used to examine material from in-depth interviews to generate themes relating to the ways these women describe the concept of their self-esteem and how they have enhanced their own self-esteem. Both groups of women described self-esteem in conceptually equivalent terms, with most in each group identifying themselves as "capable." A distinction was found in the specific words used by each of the two groups. Of the top eight rank-ordered themes, five were similar in importance for both groups. Deaf women were more likely to report education as a factor in self-esteem enhancement, and to cite language and communication as a critical component in self-esteem enhancement. No hearing women reported on those factors. Implications for social work with culturally Deaf women, self-esteem work with women, and future research are discussed.  相似文献   

10.
Kenya has 41 Deaf schools that serve children from Class 1 through secondary school. These schools are all characterised by the fact that they have very few teachers who are fluent in Kenyan sign language. In order to meet the needs of schools and to provide employment opportunities for Deaf Kenyan adults, a small non-governmental organisation identified Deaf secondary school students for training. They received two years of teacher training free of charge. Most have since been awarded teaching contracts by the Kenyan Teacher Service Commission or local school boards. This article reports on results from a preliminary study of the social and academic impacts of this innovation. Results indicate that Deaf teachers are inspirational in the classroom, represent a significant resource for their school communities and are preferred by Deaf students. A follow-up study on the relative learning gains of Deaf students when taught by Deaf teachers is planned once relevant data are available.  相似文献   

11.
The American Deaf community for several decades has been involved in sometimes complicated and often contested ways of defining what it means to be Deaf. It is our thesis that the processes of identity construction and the recent discourse of Deaf identity are not unique phenomena at all but echo the experience of other embedded cultural groups around the world, particularly those that are stressed by the assertion of hegemony over them by others. We turn to 2 particular theorists, Jose Martí and W. E. B. DuBois, to help us understand both the dilemmas that Deaf people face and the possible solutions that they propose. This article argues that identities are constructed not just within Deaf communities but within the social contexts in which Deaf communities are embedded.  相似文献   

12.
Self-esteem and coping strategies among deaf students   总被引：1，自引：0，他引：1  
Research studies on the determinants of self-esteem of deaf individuals often yield inconsistent findings. The current study assessed the effects on self-esteem of factors related to deafness, such as the means of communication at home and severity of hearing loss with hearing aid, as well as the coping styles that deaf people adopt to cope with everyday life in a hearing world. Data were collected among the deaf students of California State University, Northridge. Hierarchical regression modeling showed that identification with the Deaf community significantly contributed to positive self-esteem. Results also revealed that deaf students with greater degree of hearing loss and with bicultural skills that help them function in both the hearing and the Deaf community generally have higher self-esteem. Implications for further study are discussed.  相似文献   

13.
A major source of controversy between Deaf people and those who support a "social/cultural" view of Deafness as "a life to be lived" and those who see deafness within a "medical model" as a "condition to be cured" has been over the cochlear implantation of young deaf children. Recent research has shown that there are noticeable inequities in access to such procedures in western countries; inequities that give rise to the need for informed public policy discussions. It has also found that parents of newly diagnosed deaf children are not provided with access to all the possibilities for their children-including that of a "Deaf life." How this information can be provided to parents and the public via widespread discussions in the media and elsewhere and involving Deaf people in the implantation counseling process is an issue that needs to be addressed by those responsible for implantation programs.  相似文献   

14.
This study explored how social networking technology can be used to supplement face-to-face courses as a means of enhancing students' sense of community and, thus, to promote classroom communities of practice in the context of higher education. Data were collected from 67 students who enrolled in four face-to-face courses at two public universities in Taiwan. Findings indicated that the majority of participants developed strong feelings of social connectedness and expressed favorable feelings regarding their learning experiences in the classes where social networking sites were used as a supplementary tool. Learner difficulties and concerns of instructors about the educational use of social media are addressed with recommendations for future research and practice.  相似文献   

15.
ABSTRACT

This paper examines how school-based practitioners supporting children with speech, language and communication needs (SLCN) use particular social capital relations. Social capital theory together with selected ‘Productive Pedagogies’ items, are applied to re-frame and understand the co/production of support for such children. Empirical data from the ‘Language for All’ study, which investigates SLCN provision in schools in England, are analysed to understand support network social capital. Novel insights on the types and purposes of inter-professional connectedness within SLCN support networks, in particular how relational agency is inflected by affect, are offered.  相似文献   

16.
This article applies the concept of classroom community to asynchronous learning networks (ALNs) by taking on the issue of how best to design and implement a course that fosters community among learners who are physically separated from each other. The following factors that can influence sense of community among distant learners are examined: student–instructor ratio, transactional distance, social presence and instructor immediacy, lurking, social equality, collaborative learning, group facilitation, and self-directed learning.  相似文献   

17.
Suicide is a major public health problem among youth involved with the child welfare system. Although social connectedness rests at the core of many prevention approaches, we know little about this relationship over time in this vulnerable population. This study tested the hypotheses that inverse relationships would exist between connectedness in three social domains (i.e., caregiver, peers, and school) and suicidal ideation over time.The current study used baseline and 18-month follow-up data from 995 youth who participated in the National Survey of Child and Adolescent Well-Being (NSCAW II)—a nationally representative study of children and families investigated by a child welfare agency conducted from 2008 to 2011. A cross-lagged path model was used for the analysis.There were significant main effects of suicidal ideation at Time 1 on peer connectedness (β= −.17, p < .01) and caregiver connectedness (β= −.12, p < .05) at Time 2, but not on school connectedness (β= −.05, ns). There was no main effect of any of the connectedness variables at Time 1 on suicidal ideation at Time 2.Screening for suicidal ideation is important for managing immediate risk but our findings suggest that such ideation also foreshadows disconnectedness from their primary caregiver and peers in the future. These findings demonstrate that there is clinical value in engaging child-welfare-involved youth and their social systems about how their suicide-related experiences may affect vital social ties. Therefore, there may be merit to designing and exploring the effects of pilot programming focused on mitigating social distancing that suicide-related experiences engender.  相似文献   

18.
Following the reframing of "Deaf" as a cultural and linguistic identity, ethnic minority members of Deaf communities are increasingly exploring their plural identities in relation to Deaf and hearing communities of affiliation. This article examines Maori Deaf people's perceptions of identity, during a coinciding period of Tino Rangatiratanga (Maori cultural and political self-determination and empowerment)1 and the emergence of Deaf empowerment. Interviews with 10 Maori Deaf participants reveal experiences of enculturation into Maori and Deaf communities and how they negotiate identity in these contexts. Consistent with the model of contextual identity in Deaf minority individuals of Foster and Kinuthia (2003), participants expressed fluid identities, in which Maori and Deaf aspects are both central but foregrounded differently in their interactions with hearing Maori, Deaf Maori, and the wider Deaf community. This New Zealand case study illustrates how changing sociopolitical conditions affect Deaf minority individuals' opportunity to achieve and express identification with both Deaf-world and family heritage cultures.  相似文献   

19.
Adolescent health and health literacy are critical health topics recognized in Healthy People 2020. Evidence indicates that adolescents who are d/Deaf have unique health-related needs, yet health communication efforts have not reached them. Despite the Internet's exponential growth and the growth of online health information-seeking behavior among adolescents, reliable information devoted specifically to d/Deaf adolescents who communicate primarily in ASL is rare. D/deaf adolescent females face numerous challenges accessing web-based health information to enhance their decision making about important health issues such as body image, physical activity and nutrition, puberty, and relationships. A strong need exists for interdisciplinary professionals to investigate the health interests and online health information-seeking behaviors of this group in order to effectively plan, implement, and evaluate a web-based health repository that delivers content in ASL. This Call to Action represents a first step in addressing that need.  相似文献   

20.
For several years the National Technical Institute for the Deaf (NTID) at the Rochester Institute of Technology has offered a course that focuses on preparing video resumes. Professionals from the Instructional Television Department and the National Center of Employment for the Deaf have collaborated with communication instructors to develop this option for NTID students. This paper describes the instruction and evaluation process from the perspective of NTID instructors, students, and other technical professionals. Employers who have hired NTID students and those who have no familiarity with deaf employees also participated in the evaluation. Their comments give valuable insights into the often different perspectives of deafness between those who have worked with deaf employees and those who lack such experience. Video resumes were found to be a viable tool in the job search, and the process of preparing the video was found to be a stimulating and rewarding experience for the participating students.  相似文献   

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