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Assessment is a major part of the United States schooling system. Legal requirements make assessment a large part of practitioner responsibilities. The significance of assessment is, even more, the case for special populations such as bilingual hearing and Deaf and Hard of Hearing students, groups that are often the target of concern for English language development delays, differences, and/or disorders. In this article, we discuss the issues around assessing the language of Deaf and Hard of Hearing bilingual students in the United States. We highlight parallels between Deaf Education and hearing bilingual education in regard to language assessment, as well as discuss important distinctions such as the placement of Deaf Education within Special Education and working with two or more language modalities (e.g., signed, spoken, and written). In addition, alternative language assessment practices are discussed. We close this article by proposing ways for practitioners to satisfy legal and field mandates to assess Deaf and Hard of Hearing students while also applying best practices for assessing language skills in bilingual populations. 相似文献
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Julia A. Bryan Norma L. Day‐Vines Cheryl Holcomb‐McCoy Cheryl Moore‐Thomas 《Counselor Education & Supervision》2010,49(4):266-279
National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined. 相似文献
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The Rochester Institute of Technology is a unique environment; a large number of hearing-impaired students are enrolled on a predominately hearing campus. The authors of this article explored the integration of deaf and hearing students on the campus and the attitudes surrounding deaf-hearing relationships. The major factors that hearing students identified as contributors to positive interaction between the two groups included awareness of cultural diversity, communication sensitivity and development of effective communication skills, structured opportunities for interaction, and mutual accommodation and respect. 相似文献
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This paper focuses primarily on the integration of Web 2.0 technologies into social studies education. It documents how various
Web 2.0 tools can be utilized in the social studies context to support and enhance teaching and learning. For the purposes
of focusing on one specific topic, global connections at the middle school level will be the overlapping theme across the
Web 2.0 technologies. 相似文献
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This study was designed to investigate learning and retention of isolated sign vocabulary as a function of sign classification (iconic, opaque, or abstract). The subjects were 28 hearing college students naive to sign vocabulary. They were drilled with 30 signs from American Sign Language that had been classified as iconic, opaque, or abstract. Training was conducted using two different media: computer-assisted instruction and videotaped presentation. Performance scores for the three types of signs were significantly different. Scores were consistently higher for iconic signs, regardless of the training mode. The videotaped presentation mode produced the greatest consistency in scores. The results of this study support the notion that it is easier for beginning students of sign language to learn and retain iconic signs. 相似文献
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Instructional technology: The third wave 总被引：1，自引：1，他引：0
Terry L. Holcomb 《TechTrends》1989,34(2):11-13
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