共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
3.
Visual analyses and discriminations: one approach to measuring students' metacognition 总被引：1，自引：0，他引：1
Al-Hilawani YA 《American annals of the deaf》2006,151(1):16-24
THE METACOGNITIVE performance of four groups of students was examined. The students' processes of visual analysis and discrimination of real-life pictures were used to measure metacognition. There were 61 participants: 18 hearing students, 18 deaf and hard of hearing students, 16 students with mild mental disabilities, and 9 students with physical disabilities. Analysis revealed no significant differences among hearing students, deaf and hard of hearing students, and students with physical disabilities. The performance of these three groups of students was significantly better than the performance of students with mild mental disabilities. It appears that students with mild mental disabilities encountered difficulties with pictures that required complex visual analyses and discriminations. These difficulties were manifested in a form of deficient simultaneous visual processing along with a low level of knowledge acquisition. 相似文献
4.
Byrnes LJ Sigafoos J Rickards FW Brown PM 《Journal of deaf studies and deaf education》2002,7(3):244-257
The inclusion of students who are deaf or hard of hearing in Department of Education and Training (government) schools in the state of New South Wales, Australia, is supported through a policy known as the Special Education Policy (NSW Department of School Education, 1993). The policy is operational for all students with disabilities, learning difficulties, or behavior disorders, regardless of their educational provision. This article focuses on how the policy and continuum of services have developed and the attitudes of stakeholders toward both policy and practice. The article begins by framing the policy in terms of legal mandates and then gives an overview of current educational provisions, followed by a discussion of attitudes toward inclusion as held by stakeholders in New South Wales government schools. The article concludes by attempting to assess the potential effects of both policy and practice on students who are deaf or hard of hearing. 相似文献
5.
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
6.
The purpose of this national study was to establish an initial database of the essential competencies needed for working with students who are deaf or hard of hearing with additional disabilities. Surveys were sent to program supervisors across the United States; each supervisor was asked to give the survey to a professional on his or her staff who worked with students who were deaf or hard of hearing with additional disabilities. Respondents indicated that there were 67 specific competencies needed for working with this diverse population of students. A list of the specific competencies and a rationale for providing more in-depth training for teachers is provided. 相似文献
7.
Within the special education community, research and policy focus on teachers implementing evidence-based instructional practices with fidelity. However, special education teachers may have to adapt evidence-based practices if the research supporting those practices has not yet included studies that represent populations in the classrooms (i.e., students with low-incidence disabilities). That is, there may be a tension for teachers between adopting evidence-based instruction and adapting lessons to meet the needs of students. This article describes one teacher's adaptations to an evidence-based practice in writing to meet the needs of her adolescent students who are deaf. Her experience models ways teachers can use professional wisdom to adapt evidence-based practices to meet the needs of students with disabilities. 相似文献
8.
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
9.
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
10.
John T.E. Richardson 《Distance Education》2009,30(1):87-102
In an earlier study of disabled graduates from campus‐based institutions in the UK, students who had previously declared that they had an unseen disability were less likely to obtain good degrees (with first‐class or upper second‐class honours). The present study investigated the role of disability as a factor in the attainment and experiences of 2351 distance‐learning students awarded first degrees by the UK’s Open University in 2002–2003. In contrast to the earlier study, students who had previously declared that they were dyslexic, were deaf or hard of hearing, or had multiple disabilities were also less likely to obtain good degrees. In a self‐report questionnaire, graduates with multiple disabilities provided lower ratings of the quality of their courses and their personal development. Nevertheless, the attainment and overall experience of graduates who reported disabilities that they had not previously declared to the University were similar to those of graduates with no disability. 相似文献
11.
Easterbrooks SR Lytle LR Sheets PM Crook BS 《Journal of deaf studies and deaf education》2004,9(2):219-227
In 2000, the 11th Circuit Court provided the largest single award in special education history to date, approximately $2.5 million, to two teenaged students who were deaf. The students were judged to have been denied a free, appropriate public education (FAPE), having spent their academic careers in generic special education classes for students with multiple disabilities without the benefit of access to a communication system; the services of a certified, qualified teacher of the deaf; or related services. This article describes the case from the perspective of FAPE, least restrictive environment, and due process in the presence of guardians who did not understand the implications of the Individual Education Program (IEP) teams' decisions; presents a chronology of the case; explores the implications for various stakeholders; and discusses the catastrophic impact on the social, emotional, communication, and academic development and earning potential of the students. 相似文献
12.
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
13.
Deaf individuals typically experience English language difficulties at all levels of linguistic knowledge. Hearing individuals with English language learning disabilities (LD) can exhibit the same kinds of English language difficulties as deaf individuals. Although the existence of deaf individuals who also have LD has long been recognized, no definite criteria for identifying them exist, partly because of the confounding effects of deafness and LD on English language development. Despite the confound, previous surveys suggest that teachers believe atypical English-language behavior is a potential diagnostic marker for LD in deaf individuals. In the present study, a survey solicited the intuitions of experienced teachers and tutors of English to deaf college students regarding the degree of difficulty deaf students with and without LD might be expected to have in dealing with 30 specific English language phenomena. Spelling knowledge and a variety of English discourse, lexical syntactic, and morphological phenomena emerged as candidates for further study as potential markers of LD in the deaf population. 相似文献
14.
John T.E. Richardson 《Open Learning》2013,28(2):164-177
This study compared outcomes in deaf and hard-of-hearing (DHH) students and nondisabled students taking courses by distance learning with the UK Open University in 2012. DHH students who had no additional disabilities were more likely to complete their courses than were nondisabled students, and they were just as likely to pass the courses that they completed and to obtain good grades on the courses that they passed. DHH students who had additional disabilities were less likely to complete their courses, less likely to pass the courses that they completed and less likely to obtain good grades on the courses that they pass than were nondisabled students. It is concluded that hearing loss itself has no effect on academic attainment, but that additional disabilities may have an impact on DHH students’ academic performance. 相似文献
15.
Christopher J. Johnstone Sandra J. Thompson Nicole A. Bottsford-Miller Martha L. Thurlow 《Educational Measurement》2008,27(1):25-36
Test items undergo multiple iterations of review before states and vendors deem them acceptable to be placed in a live statewide assessment. This article reviews three approaches that can add validity evidence to states' item review processes. The first process is a structured sensitivity review process that focuses on universal design considerations for items. The second method is a series of statistical analyses intended to increase the limited amount of information that can be derived from analyses on low-incidence populations (such as students who are blind, deaf, or have cognitive disabilities). Finally, think aloud methods are described as a method for understanding why particular items might be problematic for students . 相似文献
16.
Cawthon SW 《American annals of the deaf》2004,149(4):314-323
The No Child Left Behind Act of 2001 (NCLB) emphasizes educational accountability for all students. Twenty-eight states have policies to aggregate student participation and proficiency data for schools for the deaf in NCLB reports. The remaining states account for these students in other ways: referring student data to "sending" schools and aggregating data to the district or state level are most prominent. In reports of student assessment results for academic year 2002-2003, three schools for the deaf made "Adequate Yearly Progress" under NCLB: These schools demonstrated at least a 95% participation rate in assessments, and at least 95% of their students met or surpassed state proficiency benchmarks in reading and mathematics. Proficiency levels for other schools varied by report, but were often comparable to those of students with disabilities. Challenges and strategies for capturing the impact of NCLB accountability policies on deaf students are discussed. 相似文献
17.
为揭示自主学习策略对学习困难学生的影响,并为学习困难学生的训练和矫正提供心理学依据,应用自主学习策略问卷,对小学5年级95名学习优秀学生和89名学习困难学生进行了自主学习策略比较研究。结果发现:学习困难学生自主学习策略明显低于学习优秀学生;学习困难女学生自主学习策略水平整体显著高于男生;影响学生学习成绩是多个自主学习策略因子共同作用的结果。 相似文献
18.
The study reports on a set of questions added to the 1997-98 Annual Survey of Deaf and Hard of Hearing Children and Youth designed to take into consideration the functioning of children in their classroom in nine functional areas. Basing information on 30,198 students, the study describes prevalence rates of reported limitations in these functional areas for deaf and hard of hearing students, compares these to rates resulting from the reporting of categorically defined additional disabilities, and examines interrelationships among the items. Results of school estimates of students' functional hearing abilities are presented. The study's findings suggest a broader range and higher prevalence of functional limitations than would be assumed by analyzing categories of additional disabilities alone. The study's findings support the viability of functional assessment through large surveys. The discussion emphasizes the importance of functional assessment for the provision of appropriate educational services to deaf and hard of hearing children. 相似文献
19.
初中聋生心理健康状况与家庭环境的相关研究 总被引：2，自引：1，他引：2
目的:探讨影响初中聋生心理健康的家庭因素,为促进聋生心理健康,改善家庭环境提供依据。方法:采用整群和分层整群抽样的方法,使用《心理健康诊断测验量表》(MHT)和《家庭环境量表》(FES)对河北省85名初中聋生和120名健听学生进行了问卷调查。结果:初中聋生和健听学生心理健康水平没有差异;聋女生的心理健康状况显著高于男生;初中聋生与健听学生家庭环境在亲和度、成功性、娱乐性和控制性四个因子方面差异极显著;父母亲的文化程度与聋生的自责倾向、冲动倾向显著相关。结论:初中聋生的心理健康状况受性别、父母文化程度、家庭环境等多因素影响。 相似文献
20.
对2004-2013十年间聋生写作教学研究文献进行计量分析,结果显示,聋生的写作教学研究文献逐年增多,从关注传统的教学方法到关注现代技术辅助教学方法,从注重聋生写作教学的综合研究到注重其某一方面的研究,从关注聋生的知识技能的获得到关注聋生写作过程中的生命体验。研究热点是聋生写作前的素材、词汇积累及聋生写作兴趣的培养。其中存在的问题为研究地域差距大,研究主体水平低,主要停留在经验层面的分析总结,不注重写作教材的开发,研究理念落后,指导方式不具体。 相似文献