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1.
Winn S 《American annals of the deaf》2007,152(3):312-319
The provision of educational services to students who are deaf or hard of hearing in the compulsory school years in Australia has seen a shift from exclusive, isolated settings in the 1970s to an inclusive approach personalized to cater to the diversity of those students requiring educational support. Universities that undertake specific programs to train teachers of the deaf need to respond proactively to ensure that graduates are able to provide services in all types of school environments. The present study concerns the evaluation of preservice teachers of the deaf by their university, by their teacher mentors, and through their own assessment of the skills required to be a teacher of the deaf. The study's overall conclusion is that programs for preservice teachers of the deaf can produce high-quality graduates and that graduates undertake postgraduate study after some years of teaching. 相似文献
2.
Increasing numbers of students who are deaf or hard of hearing receive educational services in general education classrooms. This placement shift has altered the way teachers of students who are deaf or hard of hearing work, causing an increase in the number of itinerant teachers. As placement trends for students who are deaf or hard of hearing and teachers' job responsibilities have changed, the field of deaf education has only slightly modified professional standards for licensed teachers of students who are deaf or hard of hearing. Most teacher preparation programs continue training preservice teachers to work in self-contained classrooms, leaving itinerant teachers feeling underprepared. Interviews were conducted with 25 experienced itinerant teachers to determine which content and experiences should be included in preparation programs for preservice teachers of students who are deaf or hard of hearing who plan to become itinerant teachers. Results indicate that changes in course work and practical are necessary to best prepare these teachers. 相似文献
3.
The authors evaluate and advocate the need for comprehensive sexuality education that meets the unique needs of youth who are deaf or hard of hearing, while calling for the expansion of teacher preparation in this critical area. Effective comprehensive sexuality education is designed to prepare young people to become more comfortable with, and informed about, their sexuality. Teachers and parents are key adults in this process. However, the responsibility for preparing teachers to handle sexuality education lies with both the postsecondary teacher preparation program and the administrative team at the individual school; their willingness to provide comprehensive training, current resources, and continued support are crucial to the success of any comprehensive sexuality program. In the individual school, effective guidance of youth who are deaf or hard of hearing in making appropriate decisions about their sexuality is built upon a team that includes not only school staff, but also parents and deaf adults in the community. 相似文献
4.
The Individuals with Disabilities Education Act is explicit in its mandate that students who receive special education services have opportunities to be involved in and progress in the general education curriculum. Teachers providing instruction to students who are deaf or hard of hearing are expected to comply with this federal mandate. To determine if teachers of students who are deaf or hard of hearing throughout the state of Georgia felt adequately prepared to educate this population, a statewide needs assessment survey was conducted. Questionnaires were reviewed from 110 experienced teachers of students who are deaf or hard of hearing. More that half of the teachers who responded judged their teacher preparation program to be appropriate. Specific suggestions for modifications to teacher preparation programs are provided. 相似文献
5.
Dolman D 《American annals of the deaf》2010,155(3):353-359
The number of deaf education teacher preparation programs and the number of program graduates were tabulated from reference issues of the American Annals of the Deaf beginning in 1973 and progressing every third year through 2009. Programs and graduates reached their highest levels from the mid-1970s through mid-1980s. In 2006 and 2009, only about one fourth as many students were majoring in deaf education in relation to the general U.S. college population as in 1973, 1976, and 1979. Yet because the population of children identified as deaf and hard of hearing has also declined, the ratio of program graduates to deaf children has stayed relatively balanced for the past 20 years. Current challenges faced by teacher preparation programs include increases in interpreter preparation programs and programs for teaching American Sign Language, as well as the changing nature of the role of teacher of the deaf. 相似文献
6.
Deaf education teacher preparation programs must prepare teachers to staff an increasing number of oral programs. A survey was conducted to determine which competencies administrators of deaf education programs rate as important for teachers in oral programs and to compare ratings of these competencies by oral school administrators to ratings made by administrators of comprehensive deaf and hard of hearing programs. Between the two groups of administrators, six areas of agreement about competencies were found. There were notable differences in the range of ratings between the two groups. These differences were attributed to the roles teachers assume in the two types of programs and the focus of instruction in each type of program. 相似文献
7.
Brittany Dorn 《Journal of educational and psychological consultation》2013,23(2):237-254
ABSTRACTThe majority of deaf and hard of hearing (DHH) students are educated at least part of the day in general education classrooms taught by teachers who may not have any experience working with this population. DHH students make up a unique, heterogeneous group with a wide range of communication modalities, technology utilization, early intervention experiences, and educational placements. In addition to providing direct service to support these students, teachers of students who are deaf or hard of hearing (ToDHH) collaborate and consult with classroom teachers and school staff on classroom accommodations and modifications. However, recent research shows that ToDHH often feel unprepared to engage in the consultative aspect of their role. Since the Education for All Handicapped Children Act was passed 43 years ago, the field of deaf education has increasingly called for research on consultation models to apply to their unique population and to teach in their teacher preparation programs. This article identifies the characteristics of DHH learners and synthesizes current research on consultation in the field of deaf education. Three consultation models are examined to determine their level of fit within the field of deaf education. The author ends with a call for future research that can best be met through an interdisciplinary research approach between the field of deaf education and the fields of educational and psychological consultation. 相似文献
8.
Seventy university teacher preparation programs and 100 instructional programs serving at least 120 deaf and hard of hearing students were surveyed separately to (a) determine the demand for additional doctoral-level leadership personnel in deaf education, (b) obtain guidance for university leadership preparation programs in deaf education for the purpose of recruiting leadership personnel, and (c) identify experiences that would be relevant to the positions for which prospective leadership personnel are preparing. Data representing 54% of teacher preparation programs and 65% of instructional programs serving deaf and hard of hearing students in the United States evince the need for additional doctoral-level personnel for faculty positions in university teacher preparation programs in deaf education, as well as the need for leadership positions in instructional programs serving deaf and hard of hearing children. Data also provide direction for leadership preparation programs in addressing the leadership personnel needs of the field. 相似文献
9.
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
10.
Buisson GJ 《American annals of the deaf》2007,152(3):331-343
Teachers of deaf and hard of hearing students must serve as language models for their students. However, preservice deaf education teachers typically have at most only four semesters of American Sign Language (ASL) training. How can their limited ASL instructional time be used to increase their proficiency? Studies involving deaf and hard of hearing students have revealed that glosses (written equivalents of ASL sentences) can serve as "bridges" between ASL and English. The study investigated whether glossing instruction can facilitate hearing students' learning of ASL. A Web site was developed in which ASL glossing rules were explained and glossing exercises provided. Posttest scores showed the experimental group improving from 39% to 71% on ASL grammar knowledge. These findings indicate that online glossing lessons may provide the means to obtain ASL skills more readily, thus preparing deaf education teachers to serve as ASL language models. 相似文献
11.
Zaccagnini KJ 《American annals of the deaf》2005,150(3):273-282
A national needs assessment survey is described that gathered information on current practices in physical education in both center-based schools for the deaf and mainstream programs serving deaf and hard of hearing students, grades K-12. The manner in which deaf and hard of hearing students are being served in physical education programs, the depth and breadth of curricula, and the credentials needed to teach are described. The study compares similarities and differences among physical education programs in center-based deaf institutions and mainstream schools. In summary, the study identifies areas of concentration needed in curriculum, and methods of teaching appropriate for student teacher candidates. This information has value for physical education programs that are considering revising their curricula to prepare teacher candidates who wish to work with deaf students. 相似文献
12.
Engagement during reading instruction for students who are deaf or hard of hearing in public schools
An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1-4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by grade level enrolled, reading curriculum grade level, and instructional setting, but not level of hearing loss or presence or absence of concomitant conditions. Students working with reading curriculum one grade level below spent significantly less time in reading instruction and reading than students working on grade level or two levels below. Students in general education settings spent significantly more time in reading instruction and reading silently than students in self-contained settings. The probability that students would engage in reading was significantly increased by several teacher and ecological conditions more likely to be observed in general education settings. 相似文献
13.
Goodman CA 《American annals of the deaf》2006,151(1):5-15
NOTING THAT there are no standardized manual communication curricula or proficiency assessments available to teacher preparation programs, the author used a case study to describe how preservice teachers of the deaf are taught to incorporate American Sign Language and various forms of signed English as effective communication tools for students who are deaf and hard of hearing. An accredited undergraduate teacher preparation program located in a rural area was selected for the study. Eight curricular components were examined, and data were triangulated from observations, interviews, and document analyses. The author found (a) that manual communication was taught in three required courses making up 6.57% of the overall curriculum, (b) direct application to the classroom was limited, and (c) there was minor misalignment across the eight curricular components examined. The program did not require an exit-level proficiency exam. 相似文献
14.
Roberson L 《American annals of the deaf》2001,146(1):60-66
The study examined how computer technology is used, modeled, and taught in programs that prepare future teachers of students who are deaf or hard of hearing. Data were collected through two self-reported survey instruments sent to participants from two different groups: (a) deaf education faculty (n = 233) and (b) administrators of programs serving students who are deaf or hard of hearing (n = 100). Among the faculty who responded to the survey, 99% said they used computers and printers for instruction during class, 84% said they used VCRs for instruction during class, and 56% said they used video cameras for instruction during class. The information that was reported on how technology was being used for instruction and how its use was being taught to students in deaf education teacher preparation programs indicates that the need persists for integration of technology into these programs. A need likewise continues for improved instructional strategies relative to computers and technology. 相似文献
15.
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
16.
The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education. 相似文献
17.
Cawthon SW 《Journal of deaf studies and deaf education》2006,11(3):337-359
This paper reports the results of the National Survey of Accommodations and Alternate Assessments for Students who are Deaf or Hard of Hearing in the United States (National Survey). This study focused on the use of accommodations and alternate assessments in statewide assessments used with students who are deaf or hard of hearing. A total of 258 participants responded to the survey, including 32 representing schools for the deaf, 168 from districtwide/school programs, and 58 from mainstreamed settings. These schools and programs served a total of nearly 12,000 students who are deaf or hard of hearing nationwide. The most prevalent accommodations used in 2003-2004 statewide standardized assessments in mathematics and reading were extended time, an interpreter for directions, and a separate room for test administration. Read aloud and signed question-response accommodations were often prevalent, used more often for mathematics than in reading assessments. Participants from mainstreamed settings reported a more frequent use of accommodations than those in schools for the deaf or districtwide/school programs. In contrast, schools for the deaf were most likely to have students participate in alternate assessments. The top three alternate assessment formats used across all settings were out-of-level testing, work samples, and portfolios. Using the National Survey results as a starting point, future research will need to investigate the validity of accommodations used with students who are deaf or hard of hearing. In the context of the No Child Left Behind Act of 2001 accountability policies, the accommodations and alternate assessment formats used with students who are deaf or hard of hearing may result in restrictions in how scores are integrated into state accountability frameworks. 相似文献
18.
Arandom sample of directors of programs for the deaf in North America were surveyed to get their views about the skills that teacher education programs need to be teaching future teachers of students who are deaf or hard of hearing. The directors were queried about literacy practices, classroom management strategies, and communication strategies used in their programs, and were encouraged to comment freely on the questionnaire items presented to them. Program directors predicted a need for more itinerant and resource teachers. The survey also revealed that programs for the deaf are highly behaviorist (i.e., You do this and you'll get that) in the way they induce students to learn and in how they manage student behavior. 相似文献
19.
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
20.
An overview is provided of (a) deaf education in China, (b) views of deaf Chinese, and (c) recent empowering international collaborations. China's national policy focuses on oral/aural education and hearing rehabilitation. However, everyday practice in schools for deaf children includes various forms of Chinese Sign Language. Early childhood education focuses on speech and hearing. Elementary and secondary school curricula reflect low expectations for deaf students and lack the same academic content provided to hearing students. There are limited higher education opportunities. There are no support services such as note takers or interpreters for mainstreamed students. There are no deaf teacher preparation or interpreter training programs. Jobs are few; the vast majority of deaf adults are unemployed. Deaf people interviewed for the article describe their needs, their dreams, and the changes they are witnessing, which result in part from recent empowering international collaborations. 相似文献