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1.
Leigh I 《Journal of deaf studies and deaf education》1999,4(3):236-245
Open-ended questionnaires covering mainstream educational experiences and personal development of deaf and hard-of-hearing adults were analyzed. Half of the 34 deaf and hard-of-hearing respondents altered self-labels based on changes in personal definitions rather than audiological changes. Supportive school environments and coping skills contributed to positive perceptions; nonsupportive school environments and being treated as 'different' were viewed negatively. Everyone valued contact with hearing peers. Contact with deaf peers depended on finding those with similar values. Identification with Deaf culture was nonexistent. Most noteworthy, 24 of 34 participants felt caught between the deaf and hearing worlds, indicating the need for niches in both. Implications for educators are that development of self-confidence and comfort with identity may be enhanced by validating the deafness dimension through opportunities for contact with deaf adults and positive relationships with both deaf and hearing peers. 相似文献
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Hannah Anglin-Jaffe 《British Educational Research Journal》2020,46(6):1468-1486
This small-scale, qualitative study invited deaf adults to reflect on their schooling and to consider the ways in which placement decisions impacted their educational opportunities, achievement and identity. It aimed to document the experiences of deaf adults who had attended special schools for deaf children and to elicit their thoughts on the current state of education for deaf children and their hopes for the future. The findings, based on the participants’ narratives, alluded to current debates about the growing numbers of young deaf children in mainstream schools and the impact of this trend on the changing nature of Deaf culture. They also explored a tension around the balancing of the need for deaf children to access Deaf culture and sign language, whilst maintaining the positive achievements of inclusive practice, including raised expectations, family and community belonging, and high academic achievement. This article advances a possible solution to this tension in the form of deaf-centric community hubs. 相似文献
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This qualitative study explored the identity construction of seven adolescents who attended special classes for hard-of-hearing (HH) students for part or all of their elementary school years. Results of open-ended group interviews and written questionnaires indicated that the students strongly identified as HH people. School experiences and interactions with teachers and HH peers appeared to be major influences on this choice. The findings support the position that a HH identity may exist separate from the culturally Deaf identity. The findings also suggest that HH students need to connect with other HH individuals whether or not they assimilate into the hearing world or decide to participate in both the hearing and Deaf worlds. 相似文献
4.
Esp J 《American annals of the deaf》2001,146(4):320-327
The purpose of the present study was to determine the role of school social workers and the services they deliver in schools for the Deaf. A 15-item survey was sent to 101 schools for the Deaf in the United States. The survey consisted of questions relating to personal characteristics, work experience, and job responsibilities of school social workers. A 72% response rate was obtained. Results suggest that, in general, social workers in schools for the Deaf perform functions similar to those of other social workers. However, social workers in schools for the Deaf tend to handle more health and financial concerns of students and their families. Social workers in schools for the Deaf lag behind other school social workers in professional training. Approximately a quarter of the surveyed social workers were deaf or hard of hearing. 相似文献
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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
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This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural "dialogue model." This postmodern theoretical framework is used to examine the diversity of identities of deaf learners. The inclusion of the researcher's own fluid cross-cultural identity as a bicultural "DeaF" participant in this study provides an auto-ethnographic gateway into exploring the lives of other deaf, Deaf, or bicultural DeaF persons. The findings suggest that deaf identity is not a static concept but a complex ongoing quest for belonging, a quest that is bound up with the acceptance of being deaf while "finding one's voice" in a hearing-dominant society. Through the use of dialogue and narrative tools, the study challenges educators, parents, and researchers to broaden their understanding of how deaf identity, and the dignity associated with being a deaf person is constructed. 相似文献
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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
8.
Blatto-Vallee G Kelly RR Gaustad MG Porter J Fonzi J 《Journal of deaf studies and deaf education》2007,12(4):432-448
This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. The connection between spatial skills and success in mathematics performance has long been established in the literature. This study examined the distinction between visual-spatial "schematic" representations that encode the spatial relations described in a problem versus visual-spatial "pictorial" representations that encode only the visual appearance of the objects described in a problem. A total of 305 hearing (n = 156) and deaf (n = 149) participants from middle school, high school, and college participated in this study. At all educational levels, the hearing students performed significantly better in solving the mathematical problems compared to their deaf peers. Although the deaf baccalaureate students exhibited the highest performance of all the deaf participants, they only performed as well as the hearing middle school students who were the lowest scoring hearing group. Deaf students remained flat in their performance on the mathematical problem-solving task from middle school through the college associate degree level. The analysis of the students' problem representations showed that the hearing participants utilized visual-spatial schematic representation to a greater extent than did the deaf participants. However, the use of visual-spatial schematic representations was a stronger positive predictor of mathematical problem-solving performance for the deaf students. When deaf students' problem representation focused simply on the visual-spatial pictorial or iconic aspects of the mathematical problems, there was a negative predictive relationship with their problem-solving performance. On two measures of visual-spatial abilities, the hearing students in high school and college performed significantly better than their deaf peers. 相似文献
9.
The aim of the study was to investigate for the first time the impact of educational experiences on the development of Cypriot deaf people's identity. To obtain relevant information in depth, semistructured interviews were conducted with 24 Cypriot deaf individuals ages 19-54 years who had graduated from a variety of school settings. The findings indicated that the type of school, and the academic and social experiences shared within the school between the participants and their classmates and teachers, played a crucial role in these deaf individuals' identity development. The findings have implications for curriculum development for deaf pupils, and for parents' counseling about their deaf children's development of "healthy" identities. 相似文献
10.
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
11.
Psychosocial factors, including socioemotional well-being, peer relationships, and social inclusion with hearing and deaf peers, are increasingly becoming a focus of research investigating children with cochlear implants. The study reported here extends the largely quantitative findings of previous research through a qualitative analysis of interviews with parents, teachers, and pediatric cochlear implant users themselves in three eastern states of Australia. We interviewed 24 parents, 15 teachers, and 11 children and adolescents. The findings displayed commonalities across the three groups of participants, indicating positive experiences around the children's psychosocial development with their cochlear implants, but also ongoing difficulties communicating in groups of people and problems related to social skills. Some children had little contact with other deaf children (with or without cochlear implants) despite parents and teachers perceiving such contact beneficial. Children attending schools where there were other deaf children valued friendships with both deaf and hearing peers. Adolescence was a particularly difficult time for some as they struggled with feelings of self-consciousness about their deafness and external cochlear implant equipment and worries around friendships, dating, and their future place in the world. Recommendations for practice and further research are made. 相似文献
12.
Following the reframing of "Deaf" as a cultural and linguistic identity, ethnic minority members of Deaf communities are increasingly exploring their plural identities in relation to Deaf and hearing communities of affiliation. This article examines Maori Deaf people's perceptions of identity, during a coinciding period of Tino Rangatiratanga (Maori cultural and political self-determination and empowerment)1 and the emergence of Deaf empowerment. Interviews with 10 Maori Deaf participants reveal experiences of enculturation into Maori and Deaf communities and how they negotiate identity in these contexts. Consistent with the model of contextual identity in Deaf minority individuals of Foster and Kinuthia (2003), participants expressed fluid identities, in which Maori and Deaf aspects are both central but foregrounded differently in their interactions with hearing Maori, Deaf Maori, and the wider Deaf community. This New Zealand case study illustrates how changing sociopolitical conditions affect Deaf minority individuals' opportunity to achieve and express identification with both Deaf-world and family heritage cultures. 相似文献
13.
Studies of social processes and outcomes of the placement of deaf students with hearing peers cannot be easily summarized, but can be grouped into a least four major categories of focus: social skills, interaction and participation, sociometric status and acceptance, and affective functioning. We review 33 studies available since 1980 in which a mainstreamed or included deaf sample was compared to another group. Studies indicated (1) that hearing students were more socially mature than deaf students in public schools, (2) that deaf students interacted with deaf classmates more than hearing ones, (3) that deaf students were somewhat accepted by their hearing classmates, and (4) that self-esteem was not related to extent of mainstreaming. There was a tendency for studies to use observational methods with very young children, teacher evaluations with middle school children, and questionnaires with older children. Three major areas of methodology limit general conclusions: samples, measurements of variables, and experimental manipulations. The reviewed studies provide a basis for understanding the social processes and outcomes in these placement situations; however, it is not possible to make broad generalizations about effects of placement. 相似文献
14.
Deaf children tend to fall behind in mathematics at school. This problem may be a direct result of particular experiences in the classroom; for example, deaf children may find it hard to follow teachers' presentations of basic, but nevertheless quite abstract, mathematical ideas. Another possibility is that the problem starts before school: They may either be worse than hearing children at early, nonlinguistic number representations, they may be behind in learning the culturally transmitted number string, or both. This may result in deaf children failing to develop informal problem-solving strategies, which prepare most children for the more formal learning of number and arithmetic that they will have to do at school. We compared 3- and 4-year-old deaf and hearing children's ability to remember and to reproduce the number of items in a set of objects. In one condition, we presented all the items together in a spatial array; in another, we presented them one at a time in a temporal sequence. Deaf children performed as well as the hearing children in the temporal tasks, but outperformed their hearing counterparts in the spatial task. These results suggest that preschool deaf children's number representation is at least as advanced as that of hearing children, and that they are actually better than hearing children at representing the number of objects in spatial arrays. We conclude that deaf children's difficulties with mathematical learning are not a consequence of a delay in number representation. We also conclude that deaf children should benefit from mathematical instruction that emphasizes spatial representation. 相似文献
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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
18.
van Eldik T 《American annals of the deaf》2005,150(1):11-16
The prevalence OF mental health problems among youth with hearing loss was assessed with an adjusted version of the Dutch rendition of the Youth Self Report, or YSR (Achenbach, 1991). The sample totaled 202 youth, aged 11-18 years, with auditory disabilities. The prevalence rates of externalizing problems, internalizing problems, and moderate to severe overall mental health problems were found to be 2-3 times higher than in a normative sample. Deaf participants scored significantly higher than hard of hearing participants in these areas. Main-streamed participants scored significantly lower than peers in schools for the deaf or for the hard of hearing. Participants with low IQ scores showed significantly more internalizing and social problems than those with moderate to high scores. The adjusted YSR is recommended for screening in schools and in mental health services for youth with hearing loss for prevention and early intervention. 相似文献
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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