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1.
Deaf and hard of hearing children have shown delays and difficulties in pragmatic behaviors due to insufficient exposure to common daily discourse and underlying impoverishment in all components of language development. In a study in a school district in a southeastern U.S. state, the researchers investigated the relationship between sociolinguistic pragmatic competence in 81 deaf and hard of hearing students and these students' degree of hearing loss, communication mode, and degree of success in general education. Two measures, one devised by the state's department of education and one developed within the local school system, were used: the Criterion-Referenced Competency Test (Georgia Department of Education, 2000) and the Socio-Pragmatic Skills Checklist for Deaf and Hard of Hearing Students (Cobb County School District, 1997). The researchers found that whether the students used spoken language or signed language, socio-pragmatic language had a high, positive correlation with academic outcomes. 相似文献
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This article serves as an overview and introduction to the topics within the Special Issue: Deaf Education Assessment. This issue strives to establish the recognition of the importance of continued dialogue among stakeholders to support the diverse needs of Deaf and hard of hearing (DHH) students as it relates to assessments. The articles recognize that academic success in all areas and performance on assessments is related to many complex factors and variables. These are significant factors that influence the assessments of DHH and how those involved in the assessment process need to consider each of the factors. Deaf students are assessed for various reasons and numerous individuals look at the results to determine success, progress, additional disabilities, or interests. 相似文献
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For more than 20 years, two courses, History, Education, and Guidance of the Deaf/Hard of Hearing and Introduction to Instructional Methods for the Deaf/Hard of Hearing, have been taught at Bloomsburg University of Pennsylvania using a traditional lecture format. A state grant provided funding to explore the use of technology to teach online courses to college-age learners who are deaf, hard of hearing, or hearing. Saba Centra software was used as the online tool for the synchronous presentation of course content, which included PowerPoint lecture material, text chat opportunities, sign language-interpreted video, and other forms of class participation (e.g., signaling for questions raised, responding in a "yes/no" format). The present article covers recent successes and challenges in offering online courses in a "virtual classroom" format to deaf and hard of hearing learners, as well as hearing learners, from a qualitative research perspective. 相似文献
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Irma M. Munoz-Baell Carlos Alvarez-Dardet M. Ruiz-Cantero Emilio Ferreiro-Lago Eva Aroca-Fernandez 《International Journal of Inclusive Education》2013,17(9):865-889
This article reports on a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis using a nominal group process undertaken to identify and tackle significant factors, both internal and external, affecting those current Deaf bilingual practices in Spain which promote or prevent the processes through which more inclusive (barrier-free) education for Deaf children can be successfully implemented. Seventeen school representatives (eight Deaf, nine hearing) from nine school sites with leading Deaf bilingual initiatives for Deaf children from different parts of the country participated in the study. Ways to improve accessibility to the whole SWOT process were explored to ensure that genuine and significant participation of All school representatives was actually possible. The main strengths pointed out the importance of participation and involvement of staff and others in the educational community. The primary weakness was found in the lack of a learning environment fully accessible to Deaf children. Notable opportunities included a growing acceptance of the bilingual and inclusive school concept by regional educational administrations and societal and parental changes towards bilingualism and sign language. The lack of official recognition of sign language was reported as a major threat. Understanding these four internal and external interrelated factors can: (1) help insiders reflect on their practices and use the findings to improve their practice; (2) guide policy decisions on matching resources and capabilities to the environment in which schools catering for Deaf children operate; and (3) provide the starting point upon which policy-making and further research could be built. 相似文献
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Science classrooms have been demonstrated to be educational contexts with unique and challenging language demands. Enhanced cognitive and linguistic demands arising from an emphasis on the science and engineering practices (SEPs) and the nature of science (NOS) in the Next Generation Science Standards warrant consideration of how to support students with different language abilities. Deaf and Hard of Hearing (DHH) students must negotiate multiple languages in the science classroom, including academic science vocabulary, written English, and spoken American Sign Language (ASL). However, science-specific ASL vocabulary is rather limited, and current development efforts mostly focus on developing signs for more traditional content vocabulary. Yet, effective science instruction for DHH students must also provide them opportunities to engage in and communicate about the NOS and the functions of the SEPs. The current study explores the availability of such ASL resources across a body of science-specific resources available for teachers of DHH students. Reviewing a body of publicly available resources, researchers identified a small list of 21 ASL signs that are common across multiple resources. These signs, and the larger data set, were reviewed to identify trends and patterns across them and how well they communicate scientific meanings for NOS and the SEPs. Issues that emerged and classroom implications are discussed. 相似文献
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Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a Systemic Functional Grammar (SFG) approach to language analysis to provide teachers with a new way to evaluate deaf students’ writing. This project consisted of two studies. The first study focused on determining whether SFG analysis could be helpful for teachers of the deaf. The second study focused on mapping a trajectory of the written language development of deaf students and the development of written language inventory for teachers of the deaf. This inventory, along with additional evaluation tools, has the potential to impact both objective setting and instruction. 相似文献
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从不同的语言观看美国双语教育之争 总被引：3，自引：1，他引：2
自从1968年美国颁布第一部<双语教育法案>确立了双语教育的合法地位以来,美国的双语教育在短短30多年时间里几经沉浮,可谓命运多舛.本文就美国社会对语言多样性问题所持有的三种不同语言观及其在美国双语教育的发展历程中所发挥的作用进行分析,以期进一步深刻理解美国双语教育兴衰变迁的政治性基础. 相似文献
9.
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
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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
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This study explored bilingual school psychologists' assessment practices with students identified as English language learners (ELL). One thousand bilingual National Association of School Psychologist members were recruited nationwide, and 276 participated. Among those conducting language proficiency assessments of ELLs, many (58%) use comprehensive methods across four domains of language use. Participants generally use multifaceted assessment approaches and most (84.1%) assess acculturation as part of the assessment battery. Although few use interpreters, those who did reported a mix of best practices and discouraged practices in their use. Multiple regression results showed that engaging in continuing education activities about assessing ELLs predicted “best practices” when assessing language proficiency, selecting and using measures with ELLs with whom they share a second language, and using interpreters. A relationship was also found between engaging in applied preservice training with bilingual supervision and best practice behaviors assessing student acculturation. © 2010 Wiley Periodicals, Inc. 相似文献
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It is suggested that articles in an American Annals of the Deaf special issue on teacher action research constitute a 2-tiered metastudy: The first article serves as a literature review of the teacher-as-researcher notion; 5 subsequent articles form the data set for a higher-order teacher-as-researcher inquiry. It is maintained that the preservice teachers' work met the definition of teacher-as-researcher in that they systematically investigated their own teaching/learning practices through a reflective lens, with the twin purposes of modifying their own practices and contributing to the theoretical in situ knowledge base of learning and teaching in general. It is also argued that this body of work is consistent with the stance on inquiry advocated by Columbia University's Teachers College and its Program in the Education of the Deaf and Hard of Hearing, and that teacher research reflected Dewey's notions of pragmatism, functionalism, constructivism, communication, and social advocacy. 相似文献
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The Second Annual National Survey on Assessments and Accommodations for Students who are Deaf or Hard of Hearing investigated the types of testing accommodations used on 2004-2005 statewide standardized assessments as well as recommendations for best practices. A total of 444 participants who served over 9,000 students as teachers, administrators, or other educational professionals responded to the survey. The most widely used accommodations were small-group testing, interpreting test directions, and extended time. With the exception of interpreting or reading test items aloud, accommodations were largely used for both reading and math assessments. Participants perceived all listed accommodations as both valid and easy to use. Participants recommended that student academic level, communication mode, and additional disabilities be taken into account when choosing accommodations for students who are deaf or hard of hearing. 相似文献
15.
It is widely accepted that assessment plays a role in monitoring the development of young children with special needs in early intervention/early childhood settings. The process of assessing young children's language skills often looks for delays within a solid language foundation. However, many children who are deaf or hard of hearing (DHH) may not have a solid language foundation to assess, leading to inaccurate assessment. When we reframe how we assess language skills in children who are DHH, we ensure the assessment provides a comprehensive picture of the child's language development. It is important to modify language assessment tools where necessary while ensuring the assessment stays reliable and valid. It is critical to use multiple assessment tools to monitor the child's progress, including standardized assessments and assessment tools normed for DHH populations. Finally, it is crucial to monitor the child's skills in each language that they are using, regardless of which language is used most often. We explain why each of these factors needs to be considered in the assessment of young children who are DHH, will discuss the challenges of assessing this population, and will provide solutions to some of the challenges of assessing language skills in of young children who are DHH. 相似文献
16.
The purpose of this article is to support members of a student's multidisciplinary team to identify complex factors involved in providing valid classroom-based assessment data, including issues surrounding technology-based assessment for students who are deaf or hard of hearing (DHH). The diversity of this population creates unique challenges in creating guidelines for assessment. An overview of the diversity of DHH students is used to provide a framework for examining current assessment practices, including both effective and ineffective practices. Cognitive and linguistic learning differences and diverse language learning experiences in the population are discussed as they relate to assessment protocols. Paralleling technology-based learning experiences with comparable technology-based assessment experiences is also presented. Recommendations for planning for accessible and meaningful assessment include the use of innovative technologies to align instruction and assessment. 相似文献
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Students who are deaf or hard of hearing (SDHH) often use test accommodations when they participate in large-scale, standardized assessments. The purpose of this article is to present findings from the Third Annual Survey of Assessment and Accommodations for Students who are Deaf or Hard of Hearing. The "big five" accommodations were reported by at least two-thirds of the 389 participants: extended time, small group/individual administration, test directions interpreted, test items read aloud, and test items interpreted. In a regression analysis, language used in instruction showed the most significant effects on accommodations use. The article considers these findings in light of a more proactive role for the National Survey in providing evidence for the effectiveness of accommodations with SDHH. 相似文献
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本文通过对美国双语教育中影响深远的劳诉尼科尔斯案的起因和过程的阐述,分析美国双语教育实施的法律判例和双语教育在一些州的实施情况,以及双语教育在美国的进展和出现的问题。 相似文献
19.
“盲、聋、培智学生群体教育”是我国基础教育的一个重要组成部分,是针对身心发展有缺陷或残疾的少年儿童,即智力、听觉、视觉、肢体、语言、情绪等方面发展障碍的儿童少年的特殊教育。特殊教育学校的“体育教育”是指对在听力、视力、语言、智力、肢体等方面有缺陷者,通过身体练习,以增强体格体质、促进身心健康、帮助缺陷康复、培养个体意志品质和生活自理能力,帮助他们融入社会所进行的体育教育活动。 相似文献
20.
Even today, with all of the hearing technology and bilingual programs available, many Deaf children arrive at school with severe language delays. With a renewed focus on having Deaf children kindergarten-ready, assessment of language milestones becomes critical as seen in the campaign Child First and the legislation referred to as Language Equality & Acquisition for Deaf Kids (LEAD-K). Here, a strategy is proposed to ensure that Deaf children are kindergarten-ready. The focus is on a re-evaluation of the epistemologies of the social and individualized medical models of health, as well as Bronfenbrenner's bioecological systems approach, to assess all components that impact a Deaf child's ecology to permit maximizing their developmental potentials. 相似文献