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1.
Cambra C 《American annals of the deaf》2002,147(1):38-45
Peer relations are of great importance during adolescence. Belonging to a group and feelings of acceptance or rejection by other members are paramount. The article explores the attitudes of 792 hearing students from 10 to 20 years of age in 22 different schools in Spain toward the classroom mainstreaming of deaf students. In general terms, the results, obtained from a scale similar to the Likert and consisting of 19 questions, show that the deaf student is well received socially by hearing classmates. Hearing students in general felt that deaf students might be better looked after at a special school and that deaf students did not work as hard as hearing students. Young female hearing students reported the strongest support for mainstreaming of deaf students. Teachers were perceived as dedicated and patient. 相似文献
2.
The Rochester Institute of Technology is a unique environment; a large number of hearing-impaired students are enrolled on a predominately hearing campus. The authors of this article explored the integration of deaf and hearing students on the campus and the attitudes surrounding deaf-hearing relationships. The major factors that hearing students identified as contributors to positive interaction between the two groups included awareness of cultural diversity, communication sensitivity and development of effective communication skills, structured opportunities for interaction, and mutual accommodation and respect. 相似文献
3.
al-Hilawani YA 《American annals of the deaf》2001,146(1):45-50
The metacognitive performance of 87 hearing and 20 deaf/hard of hearing students was examined. The hearing students consisted of 42 males (mean age 15.6 years) and 45 females (mean age 15.4 years). The deaf/hard of hearing students consisted of 13 males (mean age 16.9 years) and 7 females (mean age 15.9 years). Metacognition was conceptualized in terms of choosing the best response to problematic situations drawing upon problem-solving and logical reasoning skills. In the test, pictures represented various daily life interactions. There was no significant difference between hearing and deaf/hard of hearing students in metacognitive performance, nor was there a gender-based significant difference among the deaf/hard of hearing students. However, hearing female students scored significantly higher on the metacognitive test than hearing male students. Further analysis of the study findings possibly would show students' overall performance on the metacognitive test to be independent of grade point average. Analysis did show, however, a significant negative correlation between test performance and grades in Arabic among deaf/hard of hearing students. 相似文献
4.
Patterns of spelling in young deaf and hard of hearing students 总被引：1，自引：0，他引：1
Allman TM 《American annals of the deaf》2002,147(1):46-64
The study examined the invented spelling abilities demonstrated by kindergarten and first-grade deaf and hard of hearing students. The study included two parts: In Part 1, the researcher compared three groups (deaf, hard of hearing, and hearing) using posttesting only on the Early Reading Screening Inventory, or ERSI (Morris, 1998), and in part 2 collected and analyzed samples of the spelling of deaf students in a Total Communication program. Analysis showed that the deaf group performed significantly differently in three areas: concept of word, word recognition, and phoneme awareness ("invented spelling"; Read, 1971). The deaf group outperformed the hearing and hard of hearing groups in concept of word and word recognition. But in phoneme awareness, the deaf group performed significantly less well than the hearing group. Therefore, the deaf group's spelling was followed for 1 year. Deaf students' spelling patterns were not the same as those of hearing and hard of hearing students. Deaf students' spelling miscues were directly related to the cueing systems of lipreading, signing, and fingerspelling. 相似文献
5.
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
6.
This project identified key issues concerning participation of deaf and hard-of-hearing (D/HH) students in regular (mainstream) classes. In one study, qualitative data were collected from 40 participants in focus groups consisting of interpreters, teachers of the deaf, and notetakers. In a second study, repeated field observations were made of four elementary-level D/HH students who were participating in small-group learning activities with hearing classmates. Focus group comments indicated that regular classroom teachers, interpreters, teachers of the deaf, hearing classmates, and D/HH students contribute to active participation by the D/HH student. Focus groups identified specific barriers that interfered with participation of each of these groups of individuals, and they also identified specific strategies to facilitate participation. Qualitative analyses of field observation data yielded results consistent with the comments collected from the focus groups participants. The observations identified accommodations that regular classroom teachers, teachers of the deaf, and interpreters can make to promote integration of the D/HH student. A summary synthesis of the data presents 16 specific strategies for overcoming barriers to participation. 相似文献
7.
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
8.
Marlatt EA 《American annals of the deaf》2001,146(4):331-347
Research on teaching and teacher research has a long history. However, in the field of the education of deaf and hard of hearing students, this research is limited. The study addresses one particular area of research on teaching and teacher research: practical knowledge of teachers of deaf and hard of hearing students. Practical knowledge is defined as how educators think about their classroom practice. By means of a survey designed and tested by the researcher, four hierarchical groups (beginning education students, graduating education students, novice teachers, and experienced teachers) in the education of deaf and hard of hearing students were surveyed on their practical knowledge. Practical knowledge codified as images, rules of practice, and practical principles. Results were measured to demonstrate for categories and characteristics of practical knowledge storage among prospective and current teachers of deaf and hard of hearing students. The instrument was designed as an assessment tool to measure aspects of this knowledge, apply it to levels of pedagogical expertise, and expand research in this area. 相似文献
9.
Marschark M Sarchet T Convertino CM Borgna G Morrison C Remelt S 《Journal of deaf studies and deaf education》2012,17(1):61-74
This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations. 相似文献
10.
Marlatt EA 《American annals of the deaf》2004,148(5):349-357
Especially in the education of students who are deaf or hard of hearing, teachers' practical knowledge storage is almost never measured. The Survey of Practical Knowledge was used to compare the practical knowledge storage of deaf and hearing teachers of these students. Surveyed were 48 deaf and 115 hearing individuals at the preservice and in-service experience levels. Practical knowledge storage was defined as images, rules of practice, and practical principles. Results indicate that deaf teachers tend to view students as equals but are more likely to emphasize control over classroom behavior than hearing teachers. Hearing teachers tend to stress efforts to engage students in subject matter by providing variety and relating it to life experiences. Given the trend toward high-stakes testing of teachers, further research is encouraged on role differences between deaf and hearing teachers working with students who are deaf or hard of hearing. 相似文献
11.
To what extent does phonology play a role in spelling English words? The written responses of deaf students and groups of hearing children to five tasks were subjected to quantitative and qualitative analyses. The first three tasks were used to see if deaf students utilized phonology when they generated their own words and to compare their spelling performance with that of hearing subjects. The fourth and fifth tasks were designed to compare the spelling performance of deaf and hearing subjects when they were required to reproduce visually presented common words. Results showed that deaf students, who were chronologically much older, were not better spellers than hearing children from the fifth grade. Analysis of data revealed little evidence that the deaf students involved in the present study utilize phonology in spelling. Nor did word-specific visual memory for entire words appears to play a role in spelling by deaf students. Rote visual memory for letter patterns and sequences of letters within words, however, appears to play a role in the spelling by deaf students. It is concluded that sensitivity to the stochastic-dependent probabilities of letter sequences may aid spelling up to certain point but phonology is essential for spelling words whose structure is morphophonemically complex.
相似文献12.
Guteng SI 《American annals of the deaf》2005,150(1):17-41
The professional concerns of beginning teachers of students who are deaf or hard of hearing were examined. Five first-year teachers of deaf and hard of hearing students served as participants. Two of the participants were itinerant teachers; three taught in self-contained classrooms. Participants were selected from programs serving deaf and hard of hearing students in rural and urban areas of the midwestern and southwestern United States. To interview the study participants, the researcher used an in-depth phenomenological method employing semi-structured questions and guided by a constructivist paradigm. Data were analyzed using qualitative analysis strategies (Bogdan & Biklen, 1992; Miles & Huberman, 1994). Results showed that concerns of beginning teachers of deaf and hard of hearing students are specific to service delivery models and geography. Participants provided specific recommendations for addressing the concerns of beginning teachers of deaf and hard of hearing students. 相似文献
13.
Wang Y 《American annals of the deaf》2011,156(3):239-254
Deaf and hard of hearing students, who cannot successfully access and utilize information in print, experience various difficulties in conventional science instruction, which heavily relies on lectures and textbooks. The purpose of the present review is threefold. First, an overview of inquiry-based science instruction reform, including the so-ciohistorical forces behind the movement, is presented. Then, the author examines the empirical research on science education for students who are deaf or hard of hearing from the 1970s to the present and identifies and rates inquiry-based practice. After discussing the difficulty of using science texts with deaf and hard of hearing students, the author introduces a conceptual framework that integrates inquiry-based instruction and the construct of performance literacy. She suggests that this integration should enable students who are deaf or hard of hearing to access the general education curriculum. 相似文献
14.
A sample of 34 deaf undergraduate college students at Gallaudet University and 46 hearing undergraduate college students at the University of Maryland Baltimore County completed a questionnaire that asked about their knowledge and sources of information concerning the human immunodeficiency virus and acquired immunodeficiency syndrome (HIV/AIDS). The deaf students had significantly lower scores on an "HIV/AIDS Knowledge Index" than the hearing students. This difference could not be explained by the deaf students' gender, class standing, family structure, or father's or mother's education level. The deaf students obtained more of their information about HIV/AIDS from family and friends than the hearing students, who relied to a greater extent on teachers, television, and reading material. The interpersonal sources used by the deaf students are more prone to factual errors than formal sources. Deaf students need methods of educating themselves about HIV/AIDS that are more accurate and that recognize the importance of sources as well as the content of information. 相似文献
15.
The purpose of the study was to ascertain methods of identification used by teachers of the deaf and hard of hearing who were working with students with learning disabilities, the training these teachers had received, and the accommodations and modifications they had implemented for their students. A 10-item survey was designed to solicit opinions and implementation procedures. Surveys went to teachers in a four-state region of the Midwest; 91 responded. Teachers indicated the use of various criteria to identify deaf and hard of hearing students with learning disabilities, and indicted that they incorporated a variety of accommodations to meet these students' needs. The survey showed that 50% of respondents did not feel adequately prepared to teach deaf and hard of hearing students with learning disabilities. Teachers expressed a desire for more training in identification, assessment, and intervention. 相似文献
16.
The study examined the views of deaf and hard of hearing secondary-level students when asked about their preferences for deaf vs. hearing teachers. It also compared elementary- and secondary-level students' achievement scores based on the hearing status of their teachers. Deaf and hard of hearing secondary-level students showed greater preference for deaf teachers, with deaf students showing greater preference for deaf teachers than hard of hearing students did. No significant differences were found in the achievement levels of students based on differences in teacher hearing status. The study supports the limited research done in the past. 相似文献
17.
Richardson JT MacLeod-Gallinger J McKee BG Long GL 《Journal of deaf studies and deaf education》2000,5(2):156-173
We conducted a survey to compare the responses of 149 deaf students and 121 hearing students taking the same courses to a shortened and adapted version of the Approaches to Studying Inventory. In general, the impact of deafness on approaches to studying was relatively slight, and deaf students appeared to be at least as capable as hearing students of engaging with the underlying meaning of the materials to be learned. We used factor analysis to identify eight scales, and differences between the two groups were statistically significant on four of these scales. Discriminant analysis indicated that deaf students found it more difficult to relate ideas on different topics and that this was more marked in those who preferred to communicate using sign. However, deaf students were more likely than hearing students to adopt a critical approach and to analyze the internal structure of the topics studied. 相似文献
18.
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
19.
Cawthon SW 《American annals of the deaf》2011,156(4):424-430
The No Child Left Behind Act of 2001 (NCLB) has had a monumental impact over the past decade on how educational reform is viewed in the United States. As a result of how the law is structured, schools for students who are deaf or hard of hearing have been the focus of attention for educational reform under NCLB. While there have been some shifts in policy, reauthorization of NCLB will need to respond to some of the larger calls for changes to the law. The author discusses some key issues related to assessment and accountability that are central to how the reauthorization of NCLB affects the education of deaf and hard of hearing students. 相似文献
20.
T E Allen 《American annals of the deaf》1992,137(5):381-388
This study presents crosstabulations of educational placement variables by selected demographic characteristics and reports the different patterns of educational placement for subgroups of the deaf and hard of hearing population. Type of school, amount of academic integration with hearing students, and the number of deaf or hard of hearing students attending the same school building were considered as dependent variables in the analysis. Degree of hearing loss, age, ethnic and racial background, and additional handicap status were considered as independent variables. Data from the 1990-1991 Annual Survey of Hearing Impaired Children and Youth were analyzed. Results indicate that subgroups defined by each of these variables differ markedly with regard to patterns of educational placement. The importance of paying attention to subgroup statistics, as opposed to global population statistics, in the formulation of educational policy is discussed. 相似文献