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1.
This study had two purposes: (1) to learn how hearing students in a mainstream college setting perceive deaf students as classmates, and (2) to discover how those perceptions influence the integration of deaf and hearing students on campus. Thirty full-time students at the Rochester Institute of Technology in Rochester, New York, were interviewed using in-depth, open-ended interview strategies. It was found that even in this setting, designed expressly to integrate deaf and hearing students, full integration did not occur. Deaf students were successfully placed on the campus with hearing students for educational purposes; however, social integration did not occur. 相似文献
2.
This study examined the social adjustment of deaf adolescents enrolled in segregated (&egr; = 39), partially integrated (&egr; = 15), and mainstreamed (&egr; = 17) settings, comparing them with a control group of hearing students (&egr; = 88). Segregated students showed the lowest levels of adjustment overall. Partially integrated students reported better adjustment overall. Partially integrated students reported better adjustment than mainstreamed students with deaf peers; mainstreamed students reported better adjustment than partially integrated students with hearing peers, showing the same levels of adjustment with hearing peers as hearing students. Regardless of placement, deaf students reported better or equal adjustment with deaf than with hearing peers. Social adjustment with deaf peers was related to American Sign Language (ASL) skill and adjustment with hearing peers to spoken English. These findings suggest tht deaf students can benefit from both segregated and integrated placements as complememtary forms of social experience that each contribute to overal adjustment. 相似文献
3.
Recent research has questioned the role of gender in language development and in special education outcomes, yet neither issue has been addressed in literature on students who are deaf or hard of hearing. To determine if language and placement outcomes differ by gender, the present study considered the behavior of children who attended a clinical program subscribing to an auditory-verbal philosophy. Parents of 28 boys and 42 girls with hearing losses evaluated their children using the Parent Rating Scale of the Leiter International Performance Scale--Revised (Roid & Miller, 1997) and the Parental View of Therapy Scale (developed for the present study). Also, clinical file data were surveyed. The boys were found to be more likely than the girls to be rated by their parents as having basic features of temperament nonconducive to traditional clinical language intervention. The girls' language and placement outcomes surpassed the boys', although both groups' outcomes were positive. A possible limitation of the study was that the population was atypical of students with hearing losses in general. 相似文献
4.
This article examines social integration of deaf children in inclusive settings in The Netherlands. Eighteen Grade 1-5 deaf children and their 344 hearing classmates completed 2 sociometric tasks, peer ratings and peer nomination, to measure peer acceptance, social competence, and friendship relations. Deaf and hearing children were found to be similar in their peer acceptance and friendship relations, but differences occurred in social competence. Deaf children scored lower than hearing children on prosocial behavior and higher on socially withdrawn behavior. Structural equation modeling showed peer acceptance, social competence, and friendship relations to be stable over time, and the structure of interrelations between variables at 2 measurements were found to be the same for deaf and hearing participants. 相似文献
5.
In semistructured interviews, 20 men and 20 women (10 deaf and 10 hearing) between the ages of 18 and 28 recalled instances of instrumental, social, and expressive writing from their childhood. In contrast to earlier research, we found that instrumental writing occurred as frequently between deaf children and their hearing parents as between deaf children and their deaf parents and that all homes with a deaf family member had telecommunication devices for the deaf(TTYs). Whereas all respondents engaged in some form of social writing, deaf respondents did less personal or expressive writing than their hearing peers. Implications for literacy instruction and further research are that (a) teachers should take advantage of the writing experience that students bring to the classroom, (b) writing should be used as a tool for learning and classroom communication, and (c) the effects of experience, genre, school setting, and technology on the writing of deaf students should be examined. 相似文献
6.
David A. Stewart John F. Vinsonhaler Leighton Price Brenda Hull 《International Journal of Disability, Development & Education》1995,42(2):155-169
An expert system was developed to make decisions about the educational placement of deaf and hard of hearing students within a limited real‐world domain. Teachers of deaf students and the literature were used to delineate factors that influence the placement of deaf and hard of hearing students. A hypothesis based on these factors was then created to guide the development of an expert system referred to as the HISAT Advisor. The placement decisions of the HISAT Advisor for 10 deaf and hard of hearing students were compared with the placement decisions of 10 teachers of deaf students for the same students. The HISAT Advisor decision matched the majority decision of the teachers in 90% of the cases. Faced with an ever‐increasing number of factors to consider when rendering a placement decision, teachers and administrators should examine the value of a systematic theory and an expert system in this decision‐making process. 相似文献
7.
Marc Marschark Rebecca Bull Patricia Sapere Emily Nordmann Wendy Skene Jennifer Lukomski 《欧洲特需教育杂志》2013,28(4):483-497
Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings. 相似文献
8.
A recent article in the Journal of Deaf Studies and Deaf Education (Leigh, Brice, & Meadow-Orlans, 2004) explored attachment between deaf mothers and their 18-month-old children and reported relationship patterns similar to those for hearing dyads. The study reported here explores a marker of early mother-child relationships: cradling laterality. Results indicated that, overall, the cradling bias of deaf mothers is similar to that of hearing mothers, but that there are significant differences among deaf mothers related to the hearing status of their own parents and, in a complex way, to the hearing status of their children. Deaf mothers of deaf parents showed a strong leftward cradling bias with both hearing and deaf children, whereas deaf mothers of hearing parents showed a leftward cradling bias with hearing children and a rightward cradling bias with deaf children. Possible explanations for these patterns of behavior are discussed. 相似文献
9.
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
10.
Bebko (1984) reported that deaf children tend not to use spontaneously active memory strategies such as rehearsal in tasks requiring recall of ordered, temporal information. The present study investigated whether this tendency is task specific or generalized to other experimental paradigms. A central-incidental paradigm was used with profoundly deaf children and hearing children 6 to 13 years of age. The results for the hearing students replicated previous studies: central recall increased with age, but incidental recall changed little. For the deaf children, the results initially appeared very similar to those of the hearing children. However, on closer examination, the rehearsal strategies of the deaf students seemed less effective in mediating their recall. They apparently compensated for these difficulties by capitalizing on unique spatial features of the task, leading to recall levels comparable to those of the hearing students. Therefore, similar performance may not have been the result of equal strategy use but, rather, of the use of additional strategies by the deaf students. This study reinforced the need to provide additional training for deaf students in the use of memory strategies such as rehearsal when information is to be remembered in a sequential manner. 相似文献
11.
Bull R Marschark M Sapere P Davidson WA Murphy D Nordmann E 《Learning and individual differences》2011,21(4):453-457
Deaf students often lag behind hearing peers in numerical and mathematical abilities. Studies of hearing children with mathematical difficulties highlight the importance of estimation skills as the foundation for formal mathematical abilities, but research with adults is limited. Deaf and hearing college students were assessed on the Number-to-Position task as a measure of estimation, and completed standardised assessments of arithmetical and mathematical reasoning. Deaf students performed significantly more poorly on all measures, including making less accurate number-line estimates. For deaf students, there was also a strong relationship showing that those more accurate in making number-line estimates achieved higher scores on the math achievement tests. No such relationship was apparent for hearing students. Further insights into the estimation abilities of deaf individuals should be made, including tasks that require symbolic and non-symbolic estimation and which address the quality of estimation strategies being used. 相似文献
12.
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
13.
Kvam MH 《Child abuse & neglect》2004,28(3):241-251
OBJECTIVE: North American studies conclude that deaf children may have a 2-3 times greater risk of sexual abuse than hearing children. No comparative studies are available in the Nordic countries. The present study was initiated to estimate the prevalence of childhood sexual abuse among deaf children in Norway, describe the nature of the abuse, and to examine risk factors. METHOD: A self-administered questionnaire was sent in 1999 to all 1150 adult deaf members of the Norwegian Deaf Register. The Deaf Register includes all deaf Norwegians. The questionnaire, which was also available videotaped in sign language, was an adapted version of a questionnaire used in a Norwegian survey among the general adult population in 1993. The results from this earlier study were used as a comparison group. RESULTS: Deaf females aged 18-65 who lost their hearing before the age of 9 (N = 177) reported sexual abuse with contact before the age of 18 years more than twice as often as hearing females, and deaf males more than three times as often as hearing males. The abuse of the deaf children was also more serious. Very few cases were reported to parents, teachers, or authorities. CONCLUSIONS: Deaf children are at greater risk of sexual abuse than hearing children. The special schools for the deaf represent an extra risk of abuse, regardless of whether the deaf pupils live at home or in boarding schools. 相似文献
14.
15.
Inclusion of deaf children in regular classrooms is often described as unsuccessful. The present article shows how communicative and metacommunicative strategies used in teacher(s)-deaf students(s) interactions may facilitate inclusion. A fourth-grade classroom was investigated where a coteaching approach--a master teacher working with a teacher trained in Brazilian Sign Language (BSL)--was used. The class, 7 deaf and 19 hearing students, was selected because of the teacher dyad's effectiveness with these students. The teachers' interactive styles and strategies are highlighted, along with communicative and metacommunicative processes that occurred between them and the deaf students. The authors show that meanings are co-constructed not only through words or BSL but through nonverbal actions. Relational metacommunicative strategies make integration more effective and learning easier and more pleasant; therefore, dialogue with deaf children entails more than the mere use of words, either vocally or with signs. 相似文献
16.
The researchers report the results of a survey of 140 deaf and hard of hearing students attending integrated or self-contained high school classrooms in the state of New South Wales, Australia. The survey was designed to gather information about educational experiences and preferences for various types of educational placements. There were no gender differences in placement, but there were hearing status differences (81.6% of the students in segregated placements had severe or profound hearing losses, compared to 52.4% of the students in integrated settings). Even though students were aware of the advantages and disadvantages of the different placement options, 80% indicated that they were generally satisfied with their current placement. One implication is that a range of options seems to be more appropriate than a one-size-fits-all model, at least from students' perspectives. The views and preferences of students should be considered when educational provisions are designed for students who are deaf or hard of hearing. 相似文献
17.
The study examined attitudes toward teaching reported by university instructors who normally teach hearing students (with the occasional deaf or hard of hearing student) and by instructors who normally teach deaf and hard of hearing students at the same institution. Overall, a view of instruction as information transmission was associated with a teacher-focused approach to instruction, whereas viewing instruction as a means of promoting conceptual change was associated with a student-focused approach. Instructors in mainstream classrooms were more oriented toward information transmission than conceptual change, whereas instructors experienced in separate classrooms for deaf and hard of hearing students reported seeking to promote conceptual change in students and adopting more student-focused approaches to teaching. These results are consistent with previous findings concerning instructors' approaches to teaching and deaf and hard of hearing students' approaches to learning, and may help explain recent findings regarding student outcomes in separate versus mainstream secondary classrooms. 相似文献
18.
Parenting stress and social support in hearing mothers of deaf and hearing children: a longitudinal study 总被引：2，自引：0，他引：2
This longitudinal study investigated the impact of child deafness on mothers' stress, size of social networks, and satisfaction with social support. Twenty-three hearing mothers of deaf children and 23 hearing mothers of hearing children completed a series of self-report questionnaires when their children were 22 months, 3, and 4 years old. When children were 22 months, more mothers of deaf children reported pessimism about their children's achieving self-sufficiency and concerns about their children's communication abilities than did mothers of hearing children. When their children were 3 and 4 years old, mothers of deaf and hearing children did not differ in their reports of general parenting stress, as measured by the Parenting Stress Index (PSI). Likewise, mothers' ratings of satisfaction with social support were not affected by child deafness, nor did they change developmentally. Mothers of deaf and hearing children did differ in the types of support networks utilized. Mothers of deaf 22-month-olds reported significantly larger professional support networks, while mothers of hearing children reported significantly larger general support networks across all child ages. Mothers' feelings of stress and satisfaction with social support were very stable across the 2 years examined. The results suggest that most mothers of deaf children do not feel a high level of general parenting stress or dissatisfaction with their lives and support networks. However, mothers of deaf children are likely to feel stress in areas specific to deafness. In addition, because parenting stress was highly stable, special efforts should be made to intervene when mothers of deaf children are expressing high levels of stress. 相似文献
19.
Theory of Mind: Deaf and Hearing Children's Comprehension of Picture Stories and Judgments of Social Situations 总被引：2，自引：0，他引：2
We compared 20 prelingually profoundly deaf adolescents (age: 11-16 years) and 20 matched, hearing adolescents on a picture-sequencing task and on a social judgment test. In addition, we also tested 14 younger deaf children (age: 6-10 years) and compared their data with those from 20 hearing peers as well as those from the older deaf participants on the picture-sequencing task. The results from this study did not provide evidence for the hypothesis that deaf adolescents possess significantly poorer knowledge about social reasoning than age-matched hearing peers, but it did present further additional support for Peterson and Siegal's (1995) conversational hypothesis: a proposal that a deprivation in conversations about mental states leads to an impairment in the development of an awareness of mental states in the younger deaf children. 相似文献
20.
Marschark M Sapere P Convertino C Pelz J 《Journal of deaf studies and deaf education》2008,13(4):546-561
Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf students, on average, came into and left the classroom with less content knowledge than hearing peers, and use of simultaneous communication (sign and speech together) and American Sign Language (ASL) apparently were equally effective for deaf students' learning of the material. Students' self-rated sign language skills were not significantly related to performance. Two new findings were of particular importance. First, direct and mediated instruction (via interpreting) were equally effective for deaf college students under the several conditions employed here. Second, despite coming into the classroom with the disadvantage of having less content knowledge, deaf students' gain scores generally did not differ from those of their hearing peers. Possible explanations for these findings are considered. 相似文献