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1.
The increasingly sedentary American lifestyle has resulted in a growing number of overweight and out-of-shape school-age children. Deaf children are not exempt from this trend, yet there is little evidence that public school programs for these children are doing anything to counter it. Much can be done to assist deaf students, not only in becoming more active movers but in gaining knowledge of opportunities and benefits associated with Deaf sport. The authors provide an argument for schools that expose deaf children to the role of sports in the Deaf community and for designing programs that will enable these children to become active participants in Deaf sport activities as athletes and organizers, or, later in life, when they no longer have the inclination or ability to compete, as spectators, with all the socialization benefits that form of involvement provides. 相似文献
2.
Deaf children from ethnic, linguistic and racial minority backgrounds demonstrate significantly depressed achievement levels relative to their White deaf peers. Educators of deaf children and youth have had a tendency to accept the erroneous proposition that deafness in some ways precludes ethnic and racial minority group membership and status. This article describes some of the unique social and educational realities faced by Black and Hispanic children and their families in the northeastern United States and the similarities experienced by deaf Black and Hispanic children and their families. Implications concerning educational assessment, placement, student expectations, curriculum development, staffing and policy making are noted as are recommendations that resulted from the first national conference on Black and Hispanic deaf youth held in March 1989. Demographic data are also presented showing the growth and distribution in the population of minority deaf children, as well as the results of a survey indicating the dearth of minority personnel, board members and specialized programs in schools. 相似文献
3.
In this study, the analytical educational experiences of 25 deaf adults are explored in relation to their identity. The qualitative analysis indicated that the most critical educational experiences for the participants' identity concerned their interactions with hearing or deaf peers and their language of communication with their peers at school. The participants with a hearing identity attended general schools, where they interacted with hearing peers in Greek, whereas the participants with a Deaf identity attended schools for the deaf, where they interacted with deaf peers in Greek Sign Language. The participants with a bicultural identity attended general schools, where they interacted with hearing peers in Greek, but they also had the chance to meet Deaf role models outside school, which played a critical role in the development of their identity. 相似文献
4.
The present study investigated the current functions of Deaf clubs in Cyprus and in Greece. The researchers conducted in-depth semistructured interviews with 24 Cypriot and 22 Greek deaf individuals ages 19-54 years. The researchers found that the Deaf clubs in both countries provide a gathering place for deaf people, organize social and sport activities, and promote their demands through legislation. In addition, Deaf clubs maintain and transmit Deaf culture and history to future generations, offer Deaf role models to young deaf children and their families, and provide Deaf awareness to hearing people (e.g., through sign languages classes). The study participants also stressed the role of Deaf clubs in deaf people's lives, unity, and prospects for future progress. 相似文献
5.
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
6.
Debbie B. Golos Annie M. Moses Kimberly A. Wolbers 《Early Childhood Education Journal》2012,40(4):239-249
Picture books can influence how children perceive those from backgrounds and cultures different from their own. Studies have been conducted examining how the text of children’s literature portrays multicultural characters or characters with disabilities. However, few have looked specifically at the portrayal of characters through illustrations, despite growing understanding of the importance that illustrations play in text comprehension. Fewer still have analyzed children’s literature for depictions of deaf characters and characteristics of Deaf culture. One recent study examined children’s picture books for portrayals of deaf individuals in the text; however, examining illustrations may provide additional information for both hearing and d/Deaf (For the purpose of this paper, capital “D” Deaf refers to people who are recognized part of the Deaf community; “d” deaf refers to the inability to hear or people unable to hear; d/D includes both populations.) readers about deafness and the Deaf population. In addition, while illustrations are important for all young readers, they may be particularly important for d/Deaf readers who are by nature visual learners. Therefore, the purpose of this study was to conduct a content analysis of illustrations in 20 picture books targeted to ages 4 to 8?years for messages linked to pathological and cultural models of deafness. In addition, results were compared to previous analyses of the text in the picture books. Results indicated that the illustrations do not represent deaf characters from a cultural perspective. Instead, similar to the text, illustrations present deaf characters more frequently as having a pathological condition or disability, that should be fixed through medical interventions in order to fit into a hearing world. 相似文献
7.
The intergenerational connectedness that has traditionally bound members of the Deaf community to each other is changing amidst the current technological and cultural landscape. This study explores perceptions of Deaf retirees concerning their usefulness to younger generations and their need to stay connected to each other despite increasing isolation due to implications of aging. Factors such as communication networks, transportation availability, proximity to families and friends, technology, and vital connections to the local residential school for children who are deaf are discussed as emergent themes from two focus groups conducted with 14 Deaf retirees. This exploratory study sought to discover how the dynamics between the generations have evolved and the positive and negative impact of such changes. The voices of the retirees in this study shed light on the complicating issues surrounding communication as a lifeline between generations of Deaf people who are native users of American Sign Language. Additionally, the traditions of social connectedness upheld by the Deaf community are similar to those of other collectivist cultures that also may experience shifting social networks within their own communities. 相似文献
8.
The study explored the beliefs of 100 residents of Greece about the capabilities of deaf people living in that country. Participants included deaf adults who communicated in Greek Sign Language (GSL), deaf adults who communicated orally, hearing adults who attended GSL courses, and hearing adults who did not attend such courses. Beliefs were explored through the ODP (Opinions About Deaf People) scale (Berkay, Gardner, & Smith, 1995) and an open-ended interview. All participant groups viewed deaf people's capabilities positively, but Deaf users of GSL expressed the most positive beliefs. The findings suggest that less positive beliefs reflect diverse ideological views toward GSL and Deaf culture or an awareness of the obstacles preventing deaf people from developing their potential. The Deaf community's role in empowering deaf people and the role of GSL courses in promoting awareness regarding deaf people are also discussed. 相似文献
9.
ABSTRACTThe Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that this access cannot always be provided in mainstream settings. The Statement was written during an apex in bilingual education for deaf students in certain countries, and the World Federation of the Deaf (WFD), joined by Swedish and Danish government and deaf advocacy organisation delegates, successfully lobbied for inclusion of Section 21. This section makes three claims regarding the importance of policy-level recognition of differences among learners, the right of deaf learners to education in a national sign language, and the suggested greater suitability of deaf schools or congregated programmes for many deaf learners. The Salamanca Statement, like Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) and related General Comments, makes universalising claims within a rights-based framework; however, the competing claims of deaf advocacy organisations have posed a challenge and corrective to such statements since deaf learners are often excluded in inclusive classrooms. 相似文献
10.
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
11.
Parents with deaf children face many challenges in making educational choices, developing language and a sense of belonging. Other key aspects of life including concept development and social competency are also critical decision points faced by parents. Developing language, whether it is through spoken or signed modalities, is of utmost importance during the formative years and for many families with deaf children, there are no prior experiences with deafness, American Sign Language, Deaf culture, or the deaf community. This study aims to understand the educational and familial experiences of older deaf citizens by examining the meaning of being deaf and members of biological and cultural families, and the concern for education of young deaf children as constructed by deaf senior citizens from both deaf and hearing families. For the purpose of obtaining both childhood and educational experiences of older deaf citizens and examining what advice they would offer to families of today with deaf children, a qualitative design was implemented in which 13 participants participated in focus group and individual interviews. Themes that emerged from the data include, but are not limited to, community-based learning, the value of communication, involvement with other deaf individuals, importance of family communication and signing, sibling involvement and including deaf children as true members of a family. One recommendation made by the deaf senior adults was that families with deaf children engage with deaf seniors more frequently as a valuable resource. 相似文献
12.
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
13.
Sumathi Renganathan 《The Journal of educational research》2016,109(3):275-285
The author is concerned with the education available for the Orang Asli, an indigenous minority community in Malaysia. Literature written about Orang Asli and education mostly assumes a deficit perspective where the lack of educational achievement among the Orang Asli children is often attributed to their culture and community. Therefore, rather than taking a perspective that Orang Asli students perform poorly in schools because of their own personal failure attributed to their culture and community, the author explores and analyses schooling experiences of the Orang Asli children to investigate the roles and responsibilities of schools to provide the necessary support for successful educational outcomes for these children. 相似文献
14.
Deaf children have been integrated into secondary schools in Cyprus since 1990. This article reports the results of a major study carried out in Cyprus, the aim of which was to evaluate for the first time the support services available for deaf children receiving their education in secondary general schools. For the purposes of our study, four types of questionnaires were designed and administered to all deaf children integrated into secondary general schools, as well as to their parents, teachers, and head teachers. All participants stressed that the support services are vital for the children's academic success and social integration. The main support services identified by the participants in our study were: one-to-one and group sessions; presence of co-coordinators (special teachers of the deaf); "acoustical treatment" of the classrooms; provision and management of personal amplification, psychological support, and counseling; and in-service training for designated teachers. The majority of the participants expressed satisfaction with the support services offered to them. They also made some suggestions for the improvement of the integration of deaf children into secondary schools in Cyprus. 相似文献
15.
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
16.
Christopher Johnstone Heidi Corce 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,56(1):149-165
Kenya has 41 Deaf schools that serve children from Class 1 through secondary school. These schools are all characterised by the fact that they have very few teachers who are fluent in Kenyan sign language. In order to meet the needs of schools and to provide employment opportunities for Deaf Kenyan adults, a small non-governmental organisation identified Deaf secondary school students for training. They received two years of teacher training free of charge. Most have since been awarded teaching contracts by the Kenyan Teacher Service Commission or local school boards. This article reports on results from a preliminary study of the social and academic impacts of this innovation. Results indicate that Deaf teachers are inspirational in the classroom, represent a significant resource for their school communities and are preferred by Deaf students. A follow-up study on the relative learning gains of Deaf students when taught by Deaf teachers is planned once relevant data are available. 相似文献
17.
Peter Edmondson 《Educational Psychology in Practice》2006,22(2):159-169
This study focuses on the ability of deaf children to predict the behaviours of other people, based on an understanding of their beliefs. An unexpected transfer task and a deceptive box task were used with a group of 55 severely/profoundly deaf children. Results reiterate the findings of other studies that many deaf children are grossly delayed in this important area of social functioning compared to their hearing counterparts. Deaf children of deaf parents/carers fared better than deaf children with hearing parents/carers. Implications for early intervention and education programmes are discussed. 相似文献
18.
Deaf children consistently lag behind their hearing cohorts in mathematics achievement tests. It has been hypothesized that their difficulty is a consequence of their lack of covert counting strategies and reliance on memorized verbal facts. We investigated the acquisition of an alternative method to solve sums, the signed algorithm, by six profoundly deaf primary school children. Similarly to the acquisition of the written algorithm by hearing children, deaf children's calculation errors with the signed algorithm were found to be systematic and related to the structure of the numeration system in British Sign Language. These results can be used to examine better ways of teaching arithmetic to deaf children and illustrate in a novel way the role of systems of signs in mathematical cognition. 相似文献
19.
McDermid C 《Journal of deaf studies and deaf education》2009,14(1):105-130
Instructors in 5 American Sign Language--English Interpreter Programs and 4 Deaf Studies Programs in Canada were interviewed and asked to discuss their experiences as educators. Within a qualitative research paradigm, their comments were grouped into a number of categories tied to the social construction of American Sign Language--English interpreters, such as learners' age and education and the characteristics of good citizens within the Deaf community. According to the participants, younger students were adept at language acquisition, whereas older learners more readily understood the purpose of lessons. Children of deaf adults were seen as more culturally aware. The participants' beliefs echoed the theories of P. Freire (1970/1970) that educators consider the reality of each student and their praxis and were responsible for facilitating student self-awareness. Important characteristics in the social construction of students included independence, an appropriate attitude, an understanding of Deaf culture, ethical behavior, community involvement, and a willingness to pursue lifelong learning. 相似文献
20.
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