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1.
This article provides an overview of key issues pertinent to an inclusive approach to the education of deaf students in order to establish a context for interpreting and integrating the articles in this issue. It discusses definitions of inclusion, integration, and mainstreaming from placement-related, philosophical, and pragmatic perspectives. The article provides demographic information pertinent to an inclusive approach. It also compares perspectives on inclusion in the general field of special education with those in the education of deaf and hard-of-hearing students. It considers the challenges of using an inclusive approach to achieve academic and social integration of students, as based on research on the learning and adjustment of deaf and hard-of-hearing students in regular classes. The article concludes with an overview of the topics addressed in the issue. 相似文献
2.
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
3.
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
4.
Des Power Merv Hyde 《International Journal of Disability, Development & Education》2003,50(4):385-401
To survey the work of itinerant teachers of the deaf and hard of hearing in Australia a mail survey of most of those teachers in four Australian states was conducted. The survey sought information about the professional and personal demographics and work characteristics of the teachers and their roles in working with integrated deaf and hard of hearing students. Teachers also reported on the characteristics and level of inclusion of a “sample student” randomly chosen from their caseloads. Information about the distribution of these students' characteristics and the types of services delivered in each state indicated that there were few differences among the states. It was found that Australian itinerant teachers generally reported that they were satisfied with their work and the placement of deaf and hard of hearing students in regular classes. The teachers generally used a “pull-out/ direct tutorial” mode of working rather than one of “consultation only” with regular teachers and reported that schools and teachers were generally cooperative and understanding of the needs of deaf and hard of hearing students. The students in most cases were well integrated socially and academically in their regular classes. 相似文献
5.
Chen K 《Journal of deaf studies and deaf education》2006,11(2):262-266
This article aims to provide an overview of the use of origami in teaching mathematics to deaf and hard-of-hearing students. The author posits that in both the general and special education settings, origami can be very useful for students who are deaf and hard of hearing as many of them need to see and feel to learn and are likely to be concrete learners. Suggestions about how to conduct an origami math lesson for deaf and hard-of-hearing students are included in this article. 相似文献
6.
This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual-spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child. 相似文献
7.
This paper investigates the importance of knowing whether or not deaf and hard-of-hearing students have one or more deaf or hard-of-hearing parents. As noted by Mitchell and Karchmer (2004), deaf and hard-of-hearing school-age children and youth in the United States with at least one parent identified as "hearing impaired" are nearly evenly split between having at least one deaf parent and having at least one hard-of-hearing parent. However, there is no literature on the importance, if any, of this distinction. Findings from the investigation reported herein suggest that the distinction between having a deaf versus a hard-of-hearing parent is quite substantial, particularly as it pertains to the use of signing in the home. Further, signing in the home, which is reliably predicted by parental hearing status, is a significant predictor of the school setting in which the student is currently placed and the instructional use of signing in the classroom. Limitations related to the available measure of parental hearing status are discussed. 相似文献
8.
Fifty deaf and hard-of-hearing students who were mainstreamed in postsecondary classes rated their classroom communication ease with hearing instructors, hearing peers, and deaf peers. A subgroup of these students participated in an in-depth interview that focused on perceptions of communication ease, support services, and attitudes of teachers and students toward deaf students in mainstreamed classes. Quantitative analyses indicated that students more comfortable in using speech in this setting reported being able to receive and send a greater amount and a higher quality of information than did students who were less comfortable in using speech. Both quantitative and qualitative results indicated that students varied considerably in their communication with hearing peers and professors, in their relations with deaf peers, and in their concerns about access. It is a challenge for interpreting and other support services to serve these various needs, especially when it is not unusual for these variations to occur in the same classroom. 相似文献
9.
We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors. 相似文献
10.
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
11.
Berent G Samar V Kelly R Berent R Bochner J Albertini J Sacken J 《Journal of deaf studies and deaf education》1996,1(3):167-178
Indirect tests of writing competency are often used at the college level for a variety of educational, programmatic, and research purposes. Although such tests may have been validated on hearing populations, it cannot be assumed that they validly assess the writing competency of deaf and hard-of-hearing students. This study used a direct criterion measure of writing competency to determine the criterion validity of two indirect measures of writing competency. Results suggest that the validity of indirect writing tests for deaf and hard-of-hearing baccalaureate-level students is weak. We recommend that direct writing tests be used with this population to ensure fair and accurage assessment of writing competency. 相似文献
12.
For many deaf and hard-of-hearing students, access to the general education curriculum is provided, in part, by using the services of an educational interpreter. Even with a highly qualified interpreter, full access to the content and social life in a hearing classroom can be challenging, and there are many aspects of the educational placement that can affect success. The skills and knowledge of the educational interpreter are one critical aspect. This study reports results from a study of approximately 2,100 educational interpreters from across the United States. All the interpreters were evaluated using the Educational Interpreters Performance Assessment (EIPA), an evaluation instrument used to assess and certify classroom interpreters (see Schick, Williams, & Bolster, 1999). The results show that approximately 60% of the interpreters evaluated had inadequate skills to provide full access. In addition, educational interpreters who had completed an Interpreter Training Program had EIPA scores only .5 of an EIPA level above those who had not, on average. Demographic data and its relationship with EIPA ratings are explored. In general, the study suggests that many deaf and hard-of-hearing students receive interpreting services that will seriously hinder reasonable access to the classroom curriculum and social interaction. 相似文献
13.
Traxler CB 《Journal of deaf studies and deaf education》2000,5(4):337-348
This article presents a rich context of information for interpreting Stanford Achievement Test scores and for describing the achievement of deaf and hard-of-hearing students. The publisher's national norming of the Stanford Achievement Test provides a context of actual performance of hearing students. The publisher's Performance Standards provide a context of expectations for hearing students as determined by a panel of experts. The Gallaudet Research Institute's norming of the test on a national sample of deaf and hard-of-hearing students provides a context of test performance by this special population. A smaller subsample of the deaf and hard-of-hearing students who take the same test levels as hearing students provides an additional reference group with respect to the Performance Standards. Information from these sources is brought together into two graphical contexts to address these questions: Can the normative data from the publisher's national standardization of the test with hearing students, and the normative data from the GRI's national norming of the test with deaf and hard-of-hearing students provide a useful context for the interpretation of individual test scores? Can they provide a useful way to examine achievement of groups of students? Can the new Performance Standards defined by the test publisher offer a useful context for test score interpretation for high-achieving deaf and hard-of-hearing students? 相似文献
14.
Deaf and hard-of-hearing students are often delayed in developing their independent living skills because of parental restrictions on activities outside the home due to worries about their child's inability to communicate, their whereabouts, and their general safety. Recent accounts of the use of two-way text messagers suggests that, like electronic mail, distance communication problems that have long plagued deaf people may be ameliorated--by the use of such technology (M. R. Power & D. Power, 2004; S. S. Rhone & Cox News Service, 2002). This project was designed as an initial foray into investigating the use of two-way text messaging technology as a way of increasing the independence of deaf adolescents and reducing their parents' anxiety about their safety and responsibility. All the deaf and hard-of-hearing students in the deaf and hard-of-hearing programs at two urban high schools (ages 13-19), the staff of the deaf departments at these two schools, and the parents/guardians of the students participated in this study. Preuse surveys, postuse surveys, and monthly statistics on the number of times each pager was used enabled us to chart how often the participants used the technology. The data were used to identify concerns that parents have about student independence and safety, the extent to which deaf students engage in independent activities, and expectations surrounding how two-way text messaging use might increase independence and literacy skills. The data collected on this project to date confirm that two-way text messaging technology is indeed useful for deaf adolescents and helps alleviate some of the concerns that have kept them from developing independence as quickly or readily as their hearing peers. The potential policy implications for this research are discussed. 相似文献
15.
This article reports on a study investigating the career development of hard-of-hearing high school students attending regular classes with itinerant teacher support. We compared 65 hard-of-hearing students with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, and three variables associated with social cognitive career theory career decision-making self-efficacy, outcome expectations, and goals. In addition, the predictors of career maturity and career indecision were tested in both groups. Results indicated that (a) the two groups did not differ on measures of career maturity, (b) the SCCT variables were less predictive of career behaviors for the hard-of-hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on career maturity attitude for the hard-of-hearing students. These findings are discussed in the context of career education and counseling interventions that may benefit young people who are hard of hearing. 相似文献
16.
An ideal physical education program would be one that focuses on aspects leading to lifelong participation in and enjoyment of physical activity accompanied by appropriate fitness levels. Often, physical education classes are the only physical activity that many children receive throughout the day, and without them, an even greater number of children, including those who are deaf, would be prone to aspects associated with sedentary lifestyles. Schools need to involve their students in daily physical education classes. The emphasis of such a program should be placed on promoting physical fitness and developing skills that lead to a lifelong enjoyment of physical activity and healthy lifestyles. This paper reviews the literature on the state of physical fitness among deaf students and describes an exemplary physical education program that was implemented at a school for deaf children. 相似文献
17.
Tay-Koay Siew Luan 《Asia Pacific Journal of Education》1992,12(2):11-25
The study was designed in an attempt to gain greater understanding of the kinds of learning processes engaged in by students during regular classroom instruction, and at investigating the students' level of understanding and problems in understanding parts or all of the lessons. Six school levels of male and female students from 44 secondary and pre-university classes (N=2719) were the subjects of this study. During the lessons, students and teachers were observed and video-taped. Following the lessons, students' reports of their learning processes were obtained using a questionnaire. The questionnaire also served as the basis for a follow-up interview of four randomly selected students from each of the sampled classes. The whole procedure was repeated for each class within a one-month period and for a different curricular area.
Analyses of student responses showed that more of the average ability students as compared to the high or low ability students reported understanding all of the lessons. However, the higher ability students were more likely to report using specific cognitive strategies to monitor their understanding of the lessons and in processing intellectual tasks and lesson content. They were able to provide more elaborate and more specific reasons for not understanding parts of the lessons. The results were interpreted in terms of physical and organizational characteristics of educational classrooms in Singapore. Instructional implications are discussed in relationship to both the findings and previous literature. 相似文献
18.
Albertini J Bochner J Dowaliby F Henderson J 《Journal of deaf studies and deaf education》1997,2(2):71-77
One way to improve students' access to and retention in post-secondary degree progams is to assess their readiness for such programs accurately. To place deaf and hard-of-hearing students in preparatory courses and to determine their readiness for degree programs more accurately, a direct measure of writing was developed for deaf and hard-of-hearing students at a large technical university. The purpose of this study was to estimate the concurrent and predictive validity of this measure. The Test of Written English (Educational Testing Service, 1992) served as the criterion in the concurrent validity study, and student success in the university's gateway freshman composition course served as the criterion in the predictive validity study. Results provide evidence of the concurrent and predictive validity of the measure, supporting its use for course placement and early planning purposes. 相似文献
19.
This article discusses the importance of membership in the inclusive education of deaf/hard-of-hearing (D/HH) students. Membership refers to being an integral part of the classroom and school communities. Membership is a key philosophical concept in inclusion that may influence how classroom teachers and teachers of D/HH students share their expertise and how they work with students and each other. Membership can be contrasted with "visitorship." When programs treat D/HH students as visitors, these students face greater barriers to obtaining a quality education in classes with hearing students. A social constructivist perspective of learning and teaching that requires students in the classroom to interact with one another and the teacher may best promote learning and is consistent with a focus on membership. We suggest that inclusion is possible, but to sustain students as full members of their classes and school, programs must go beyond placement and communication access issues. To facilitate membership, inclusive programs must carefully address teacher attitudes, teacher roles and relationships, student knowledge and curriculum, structural barriers, extracurricular activities, community relationships, and parental support. 相似文献
20.
利用机器人仿真技术,探索在特殊教育领域中现代教育技术、信息技术在高等聋教育中的应用。利用图、文、做一体的简便方式,进行针对听障学生计算机编程语言教学的设计与实践。探索解决听障学生计算机编程语言学习"入门难"的问题的方法和手段,使他们对学习编程建立信心。用这种方法作为学习编程语言的"入门"的途径,改变枯燥的指令讲解。 相似文献