bluuebunny/crossref_metadata_2025 huggingface dataset:
College Teachers' Perceptions of English Language Characteristics that Identify English Language Learning Disabled Deaf Students
Authors: Berent Gerald P. , Samar Vincent J. , Parasnis Ila
Published: July 2012

Deaf individuals typically experience English language difficulties at all levels of linguistic knowledge. Hearing individuals with English language learning disabilities (LD) can exhibit the same kinds of English language difficulties as deaf individuals. Although the existence of deaf individuals who also have LD has long been recognized, no definite criteria for identifying them exist, partly because of the confounding effects of deafness and LD on English language development. Despite the confound, previous surveys suggest that teachers believe atypical English-language behavior is a potential diagnostic marker for LD in deaf individuals. In the present study, a survey solicited the intuitions of experienced teachers and tutors of English to deaf college students regarding the degree of difficulty deaf students with and without LD might be expected to have in dealing with 30 specific English language phenomena. Spelling knowledge and a variety of English discourse, lexical, syntactic, and morphological phenomena emerged as candidates for further study as potential markers of LD in the deaf population.
Integration of Computers and Related Technologies into Deaf Education Teacher Preparation Programs
Authors: Roberson Len
Published: July 2012

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.
Is There Room in the DSM for Consideration of Deaf People?
Authors: Lala Frank James John
Published: July 2012

Recent changes to the Diagnostic and Statistical Manual of Mental Disorders, or DSM (4th ed., American Psychiatric Association, 1994), show recognition that cultural factors are relevant to assessment; thus, including specific information relevant to Deaf culture should help DSM users understand their deaf clients. For the present article, literature was surveyed on the psychological needs of the Deaf, and specifically how the Deaf views those needs. The review focused on four articles (Carver, 1995, 1997; Chapman, 1994; Dolnick, 1993). These articles suggest consensus on the thesis that the Deaf, as a minority culture, should provide information on Deaf culture to members of the helping professions. In addition to enhancing care providers' understanding, this would help society do a better job of including the Deaf in planning relevant to their needs. In particular, culturally deaf people should urge inclusion of relevant information about the Deaf in the next DSM revision.
Essential Competencies for Teaching Students With Hearing Loss and Additional Disabilities
Authors: Luckner John L. , Carter Kathy
Published: July 2012

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.
Student Perceptions and Instructional Effectiveness of Deaf and Hearing Teachers
Authors: Roberson J. Len , Serwatka Thomas S.
Published: July 2012

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.
HIV/AIDS Knowledge and Information Sources Among Deaf and Hearing College Students
Authors: Heuttel Kristin L. , Rothstein William G.
Published: July 2012

A sample of 34 deaf undergraduate college students at Gallaudet University and 46 hearing undergraduate college students at the University of Maryland Baltimore County completed a questionnaire that asked about their knowledge and sources of information concerning the human immunodeficiency virus and acquired immunodeficiency syndrome (HIV/AIDS). The deaf students had significantly lower scores on an "HIV/AIDS Knowledge Index" than the hearing students. This difference could not be explained by the deaf students' gender, class standing, family structure, or father's or mother's education level. The deaf students obtained more of their information about HIV/AIDS from family and friends than the hearing students, who relied to a greater extent on teachers, television, and reading material. The interpersonal sources used by the deaf students are more prone to factual errors than formal sources. Deaf students need methods of educating themselves about HIV/AIDS that are more accurate and that recognize the importance of sources as well as the content of information.
Profiling Hispanic Deaf Students: A First Step Toward Solving the Greater Problems
Authors: Walker-Vann Cheryl
Published: July 2012

As the number of Hispanic individuals in the United States increases, so does the number of Hispanic hearing impaired children. This trend gives cause for concern within current educational systems because research suggests that Hispanic hearing impaired students demonstrate a lower rate of scholastic success than hearing and deaf peers (Bennett, 1988). One step toward solving this problem is to reexamine educational and assessment techniques employed with this diverse population. A logical first stage would include construction of demographic "profiles" or descriptions of student populations. The present study provides such information and identifies the unique characteristics of Hispanic students at the Texas School for the Deaf. The author discusses trilingual (ASL/English/Spanish) situations and problems related to multilingual home and school environments. A model is proposed for language instruction and support services programs.
Beyond Parent Education: The Impact of Extended Family Dynamics in Deaf Education
Authors: Morton Diane D.
Published: July 2012

The impact of childhood deafness on family dynamics, with particular attention given to the influence and role of grandparents, is discussed. Models for the successful involvement of parents in the education of deaf children are already in place and can be applied to extended family, especially grandparents, with promising results. An informal questionnaire focusing on grandparents' support, involving 10 hearing parents of deaf infants and preschool children, is reviewed.
How Do Deaf and Hearing Mothers Regain Eye Contact When Their Infants Look Away?
Authors: Koester Lynne Sanford , Karkowski Andrea M. , Traci Meg Ann
Published: July 2012

The authors examine the effects that result when 9-month-old deaf and hearing infants break eye contact during face-to-face interactions with their deaf or hearing mothers. Of particular interest are mothers' responses when their infant looks away, and mothers' degree of success at regaining visual attention by using active bids in either the tactile, visual, or auditory modes. The authors also examine instances of maternal observing and waiting for the infant to reinitiate visual contact. For deaf infants, visual and tactile modalities are particularly important for communicating, interacting, and gaining information about their environment. While hearing parents have been shown to compensate intuitively for a deaf child's inability to perceive auditory cues (Koester, 1992, 1995), deaf parents may offer important insights into the use of other modalities to elicit and maintain a deaf infant's attention. Results of the study indicate a greater reliance among deaf mothers on visual strategies to regain infant attention, and a greater emphasis on vocalizations by hearing mothers, regardless of infant hearing status.
Viewer Reaction to Different Television Captioning Speeds
Authors: Jensema Carl
Published: July 2012

Video Segments captioned at different speeds were shown to a group of 578 people that included deaf, hard of hearing, and hearing viewers. Participants used a five-point scale to assess each segment's caption speed. The "OK" speed, defined as the rate at which "caption speed is comfortable to me," was found to be about 145 words per minute (WPM), very close to the 141 WPM mean rate actually found in television programs (Jensema, McCann, & Ramsey, 1996). Participants adapted well to increasing caption speeds. Most apparently had little trouble with the captions until the rate was at least 170 WPM. Hearing people wanted slightly slower captions. However, this apparently related to how often they watched captioned television. Frequent viewers were comfortable with faster captions. Age and sex were not related to caption speed preference; nor was education, with the exception that people who had attended graduate school showed evidence that they might prefer slightly faster captions.
Educational Interpreting: Understanding the Rural Experience
Authors: Yarger Carmel Collum
Published: July 2012

The present study examined the experiences, preparation, and perceptions of 63 educational interpreters employed in two rural states, using surveys and subsequent in-depth interviews with selected subjects. Only 10 of the 63 interpreters had completed interpreter preparation programs, with 5 of these having no course work related to education. None of the interpreters working in elementary or secondary schools held certification from the Registry of Interpreters for the Deaf or any other certifying body. Of the 63 interpreters, 43 were assessed using the Educational Interpreter Performance Assessment (EIPA), which uses a scale of 0-5. Test takers who score 3.5 or better are considered "coherent." The mean score on the EIPA for the 43 educational interpreters was 2.6. Respondents reported concerns about their limited understanding of American Sign Language (ASL), their ability to interpret from ASL to English, and their salaries, training, and professional status.
Our Decision on a Cochlear Implant
Authors: Peters Edward
Published: July 2012

This essay sets forth why we, the hearing parents of a profoundly deaf child, have chosen not to seek a cochlear implant for our daughter. In controversial matters, participants in a debate should set forth, as best they can, their prejudices and biases (which are not necessarily bad things), thereby allowing others to assess the degree, if any, to which their positions might be based on feelings (however understandable) vs. facts. I do so in this essay first by describing who we are and how we view deafness and Deaf culture, and then by discussing our daughter Margaret and how we see her being affected by our decision about cochlear implantation. I then briefly consider some unconvincing reasons offered against implants, and conclude with a few thoughts on the decision process.
The Association Between Racelessness and Achievement Among African American Deaf Adolescents
Authors: Mosley Hall C. Jean
Published: July 2012

Generally, deaf students do not achieve as well academically as their hearing peers. Within the deaf population, African American deaf students achieve less well academically than their White peers. There are, of course, both deaf and hearing African American students who excel in school. What then, are the factors that contribute to the accomplishments of successful African American deaf students in school? The present study explored the relationship of the construct of racelessness to school success among African American deaf adolescents. Data were collected on 32 deaf adolescents from six public schools. There was little support for racelessness as a robust construct in the present study. Although exceptions existed, there was no significant relationship between racelessness and achievement.
Families with Deaf Members: American Annals of the Deaf, 1996 to 2000
Authors: Moores Donald F. , Jatho Jerry , Dunn Cynthia
Published: July 2012

The authors provide an overview of 21 articles from several countries focusing on families with deaf members published in the literary issues of the American Annals of the Deaf from 1996 to 2000. Four categories were identified: Interaction and Involvement, Support Services, Stress and Coping, and Decision Making. The articles represent a commendable expansion of focus from the mother-child dyad to increased attention to fathers, siblings, extended family members, and significant nonfamily members such as deaf adults. The heterogeneity of families was a striking factor, even within those studies dealing with relatively homogeneous populations. Services appeared to be most effective within middle-class, educated family units, illustrating the need for more comprehensive services sensitive to the needs of families from less affluent backgrounds and with lower levels of education. In general, services to families with deaf children may be characterized as better than in the past but still in need of significant sensitivity and improvement. The presence of a deaf child in a family with hearing parents may cause stress, but parents have the flexibility to respond in a positive and beneficial way, especially when provided adequate information and support. The idea that hearing parents go through a grieving process involving the identification of deafness in their child seems to be an overstatement.
Assessing Substance Abuse Problems in Deaf and Hard of Hearing Individuals
Authors: Guthmann Debra , Sandberg Kathy
Published: July 2012

Professionals who provide services to deaf and hard of hearing individuals may encounter situations related to abuse of alcohol and other drugs. Getting access to an agency that can provide an appropriate chemical dependency assessment for a deaf or hard of hearing person is difficult because there are no formalized assessment tools normed or specifically designed to use with such individuals. Additionally, most assessors are unfamiliar with how to work with deaf and hard of hearing people, less likely to be fluent in American Sign Language, and unaware of appropriate treatment options. The present article provides an overview of chemical dependency, assessment issues, and considerations unique to the deaf and hard of hearing population. A chemical dependency assessment tool developed by the Minnesota Chemical Dependency Program for Deaf and Hard of Hearing Individuals is described, as well as a case study that illustrates application of the assessment process.
Problem-Solving Strategies for Teaching Mathematics to Deaf Students
Authors: Mousley Keith , Kelly Ronald R.
Published: July 2012

Three teaching and learning strategies for problem solving were implemented with first- and second-year deaf college students enrolled in mathematics courses at the National Technical Institute for the Deaf (NTID), Rochester Institute of Technology. These strategies involved the students in ( a ) giving an explanation to a peer observer in sign language, after which they would put their understanding of a problem and its solution in writing; ( b ) visualizing the problem-solving process prior to starting to solve a problem; and ( c ) observing their teacher modeling the analytical process step by step for a sample problem prior to solving math word problems. The students were asked to solve two types of problems: typical word problems, and a visual/ manipulative puzzle that would provide a problem-solving experience that would contrast with the experience of solving a problem presented in text format. The results showed that these kinds of instructional strategies can enhance the problem-solving performance of deaf and hard of hearing college students.
Developments in Cognitive Socialization: Implications for Deaf Education
Authors: Muma John R. , Teller Henry
Published: July 2012

Over the past 2 to 3 decades, the cognitive socialization literature has advanced about 40 major issues that could have a major impact on the principles and procedures of deaf education. The article presents a conceptual model of the cognitive social bases of language that is derived from the philosophical view of constructionism and theoretical perspectives of speech act theory and relevance theory. With the cognitive socialization perspective and this conceptual model, 4 of the 40 issues are discussed: (a) the centrality of intent replacing reinforcement as a more viable account of language acquisition, (b) modality and core issues of language, (c) lack of construct validity in assessment, and (d) heterogeneity. Implications for the advancement of deaf education are discussed throughout.
Unique Issues Faced by Deaf Individuals Entering Substance Abuse Treatment and Following Discharge
Authors: Guthmann Debra , Blozis Shelley A.
Published: July 2012

Several barriers can frustrate a deaf individual's intention to enter a substance abuse treatment program. Because few specialized programs work with the Deaf, it is difficult to determine the factors that influence a deaf individual's desire to maintain sobriety following completion of a residential treatment program. A sample of 100 individuals was drawn from the Minnesota Chemical Dependency Program for Deaf and Hard of Hearing Individuals, a model hospital-based inpatient treatment program. The study participants were asked to complete pretreatment and posttreatment surveys upon admission and discharge, respectively, in addition to a follow-up survey, to help determine which background factors might be associated with different treatment outcomes for deaf and hard of hearing persons who completed treatment in the program. Results are presented for the pretreatment and posttreatment assessments, and for the follow-up survey. Study limitations are discussed and recommendations are given for future treatment programs serving deaf and hard of hearing individuals.
Factors Contributing to Parents' Selection of a Communication Mode to Use With Their Deaf Children
Authors: Eleweke C. Jonah , Rodda Michael
Published: July 2012

This study examines factors contributing to parents' selection of a communication mode to use with their children with hearing loss. More than 90% of children with prelingual hearing loss have normally hearing parents. Communication difficulties are among the obstacles facing these parents in connection with these children's development. Controversy over manual and aural/oral methods of communication creates further complications. Case studies of two families with deaf children were conducted to identify factors that could influence parents' selection of a communication method. Semistructured questionnaires and unstructured interviews were used in data collection. A qualitative approach was used in data analysis. Based on the results, the factors influencing parental choice were grouped under four themes: (a) the influence of information provided to parents, (b) parents' perceptions of assistive technology, (c) attitudes of service professionals and educational authorities, and (d) quality and availability of support services. Implications of these themes for service provision are discussed.
Mathematics Reform in the Education of Deaf and Hard of Hearing Students
Authors: Pagliaro Claudia M.
Published: July 2012

In response to increased demand for competent workers who possess skills in problem solving, cooperative work, and technology, education professionals have set out to reform mathematics education. The purpose of the present study was to determine the state of mathematics reform in the education of deaf and hard of hearing students. A national survey was sent to administrators and faculty at schools for the Deaf seeking information on mathematics programs and instruction. Data were analyzed by profession (i.e., administrator, teacher) and grade level (K-4, 5-8, 9-12). Results show that some aspects of reform (e.g., problem solving, use of concrete materials) have been incorporated into the deaf education mathematics curriculum but that many 'traditional' techniques (e.g., drill and practice, rote memorization) remain in use. Data support the need for increased attention to mathematics education reform within deaf education. Recommendations are provided to professionals in the field to better prepare students for the 21st century.
Development of Text Structure Knowledge as Assessed by Spoken and Signed Retellings of a Deaf Second-Grade Student
Authors: Luetke-Stahlman Barbara , Griffiths Cindy , Montgomery Nancy
Published: July 2012

Encouraged by research documenting improved reading comprehension when the components of text structure are realized by students who are deaf or hard of hearing (e.g., Kluwin & Papalia, 1989; Schirmer & Bond, 1990), the researchers analyzed 28 texts retold by the same second-grade deaf child. Methodology provided for analysis of transcripts of the child's weekly text retellings across a Baseline Phase, Intervention Phase 1, and Intervention Phase 2 of data collection. Initially, stimulus for the retellings was provided by narrative and expository text in a second-grade basal reader adopted by the school and used by staff in the child's deaf education program, in keeping with the district's inclusion philosophy. During Intervention Phase 2, instructional-level stories were added and analyzed. Quality of adult mediation was manipulated during intervention. Improvements in the child's ability to include specific elements of text structure were documented over 9 months. A 12-month increase in reading ability and improved narrative ability (evidenced by school district curriculum-based assessment) were also documented.
Revisiting Patterson's Paradigm: Gaze Behaviors in Deaf Communication
Authors: Luciano Jason M.
Published: July 2012

Eye contact and eye gaze behaviors within communication contexts are considered vital to clear linguistic transmission. Although much research has been done on eye contact and gaze behaviors, surprisingly little literature exists in this area concerning deaf populations. Due to linguistic necessity, certain factors influencing gaze behaviors during communication will differ between hearing and deaf groups. The present article explains a sequential model of eye gaze and eye contact behaviors (Patterson, 1982) developed and researched among hearing populations and explores possible similarities and differences in these behaviors in deaf people. It is found that characterizations of eye contact and eye gaze behaviors applied to hearing populations are not completely applicable to deaf groups. Empirical research is needed to validate the ideas presented here, and future research directions are indicated.
Eye Movement Patterns of Captioned Television Viewers
Authors: Jensema Carl J. , El Sharkawy Sameh , Danturthi Ramalinga Sarma , Burch Robert , Hsu David
Published: July 2012

Eye movement of six subjects was recorded as they watched video segments with and without captions. It was found that the addition of captions to a video resulted in major changes in eye movement patterns, with the viewing process becoming primarily a reading process. Further, although people viewing a specific video segment are likely to have similar eye movement patterns, there are also distinct individual differences present in these patterns. For example, someone accustomed to speechreading may spend more time looking at an actor's lips, while someone with poor English skills may spend more time reading the captions. Finally, there is some preliminary evidence to suggest that higher captioning speed results in more time spent reading captions on a video segment.
Parents as Adult Learners in Family-Centered Early Education
Authors: Bodner-Johnson Barbara
Published: July 2012

Several concepts from the adult learning literature are described that relate to working with parents of young children who are deaf. It is proposed that an adult learner perspective makes an important contribution to the family-centered philosophy and knowledge base that guide the development of practice in early intervention. Three areas are discussed: the context for adult learning, that is, the life situation of adults, including their social roles and responsibilities and experience; learning related to transitions in the adult life cycle; and transformative learning, which examines the ways people make changes in how they understand their experience. Implications for practice in early childhood education are presented.
Long-Term Career Attainments of Deaf and Hard of Hearing College Graduates: Results From a 15-Year Follow-up Survey
Authors: Schroedel John G. , Geyer Paul D.
Published: July 2012

This article reports on the results of a national longitudinal survey of 240 college graduates with hearing loss. Results confirm that economic benefits resulted from these alumni's postsecondary training. Most respondents were relatively successfully employed and satisfied with life. Over time, increasing numbers had completed higher degrees and secured white-collar positions. Between 1988 and 1998, men in the study sample made more consistent earnings gains than their female counterparts. Larger proportions of deaf alumni had earned advanced degrees and secured white-collar jobs than hard of hearing alumni. Deaf alumni also earned more. Results also showed that recipients of associate's degrees earned more than recipients of bachelor's degrees. Implications of the findings for secondary educators, vocational rehabilitation counselors, and postsecondary service providers are discussed. Recommendations are made on how to improve career decision making by deaf and hard of hearing adolescents, enrich the career potential of deaf and hard of hearing women, and increase the productivity of workers with hearing loss.
Characteristics of Hearing Families and Their Young Deaf and Hard of Hearing Children: Early Intervention Follow-Up
Authors: Calderon Rosemary , Bargones Jill , Sidman Susan
Published: July 2012

Children with hearing loss are at risk for outcomes below their potential despite institution of educational approaches at increasingly younger ages. Research suggests some benefits of early intervention (EI) for these children and their families. However, previous investigators have not delineated broader family, child, and program variables that warrant consideration in understanding the role, success, and limitations of EI. The present study involved 28 hearing families and their children with hearing impairments aged 42 to 87 months, 9 to 42 months postgraduation from an EI program. The information gathered included demographics, duration and intensity of the EI, parent involvement, and educational and communication choices. Results provide a descriptive profile of children with hearing loss and their hearing families from EI through the preschool years. The discussion reflects upon EI in the context of this population's significant heterogeneity. Complex and confounding factors are presented that may affect children's and families' short- or long-term progress and the goals of EI.
Examining Metacognition in Hearing and Deaf/Hard of Hearing Students: A Comparative Study
Authors: Al-Hilawani Yasser A.
Published: July 2012

The metacognitive performance of 87 hearing and 20 deaf/hard of hearing students was examined. The hearing students consisted of 42 males (mean age 15.6 years) and 45 females (mean age 15.4 years). The deaf/hard of hearing students consisted of 13 males (mean age 16.9 years) and 7 females (mean age 15.9 years). Metacognition was conceptualized in terms of choosing the best response to problematic situations drawing upon problem-solving and logical reasoning skills. In the test, pictures represented various daily life interactions. There was no significant difference between hearing and deaf/hard of hearing students in metacognitive performance, nor was there a gender-based significant difference among the deaf/hard of hearing students. However, hearing female students scored significantly higher on the metacognitive test than hearing male students. Further analysis of the study findings possibly would show students' overall performance on the metacognitive test to be independent of grade point average. Analysis did show, however, a significant negative correlation between test performance and grades in Arabic among deaf/hard of hearing students.
Improving Flexible Thinking in Deaf and Hard of Hearing Children with Virtual Reality Technology
Authors: Passig David , Eden Sigal
Published: July 2012

The study investigated whether rotating three-dimensional (3-D) objects using virtual reality (VR) will affect flexible thinking in deaf and hard of hearing children. Deaf and hard of hearing subjects were distributed into experimental and control groups. The experimental group played virtual 3-D Tetris (a game using VR technology) individually, 15 minutes once weekly over 3 months. The control group played conventional two-dimensional (2-D) Tetris over the same period. Children with normal hearing participated as a second control group in order to establish whether deaf and hard of hearing children really are disadvantaged in flexible thinking. Before-and-after testing showed significantly improved flexible thinking in the experimental group; the deaf and hard of hearing control group showed no significant improvement. Also, before the experiment, the deaf and hard of hearing children scored lower in flexible thinking than the children with normal hearing. After the experiment, the difference between the experimental group and the control group of children with normal hearing was smaller.
Memory in the Deaf: A Cross-Cultural Study in English and Japanese
Authors: Flaherty Mary
Published: July 2012

Deaf children who are learning to read are essentially learning a second language that may be transcribed in different ways, for example, using an alphabet, such as the Roman one used in written English, or logography, such as Japanese kanji. How do deaf adults from cultures using different writing systems memorize linguistic and visual material? Two experiments were carried out to answer this question. Two predictions were made: first, that Japanese deaf persons would outscore their English-language counterparts in memory for words, due to a possible direct processing from visual to semantic codes with kanji; second, that Japanese deaf persons would outscore their English-language counterparts in memory for abstract designs, due to prolonged use of a highly visual writing system. The first hypothesis was rejected; the second was accepted.
A Deaf Child Learns to Read
Authors: Rottenberg Claire J.
Published: July 2012

The purpose of the present study was to document the literacy development of a deaf child in a preschool setting. The child, Jeffrey (a pseudonym), was observed in his preschool deaf class for 9 months. Data came primarily from extensive field notes from observations of Jeffrey throughout the school day, with particular emphasis on his actions during literacy-related events. A secondary source of data was the transcript of an interview with Jeffrey's parents. Findings indicated that Jeffrey went through several levels as he learned to read: (a) focusing on pictures and illustrations in books, (b) reading familiar words in context, (c) focusing on sign print, (d) relating sign print to written English, and (e) reading written English independently.
A Comparison Study of Educational Involvement of Hearing Parents of Deaf and Hearing Children of Elementary School Age
Authors: Powers Gerald W. , Saskiewicz Jennifer A.
Published: July 2012

This study was conducted to determine if a difference exists in level of educational involvement between hearing parents of deaf children and hearing parents of hearing children. Participating parents were asked to complete a 23-question survey about their involvement in their children's education over the past year. Neither group of parents demonstrated a significantly higher level of involvement in their children's education. However, parents of deaf children observed their children in the classroom more than parents of hearing children; parents of hearing children volunteered in their child's classroom more than parents of deaf children.
The Sign Language Skills Classroom Observation: A Process for Describing Sign Language Proficiency in Classroom Settings
Authors: Reeves June B. , Newell William , Holcomb Barbara Ray , Stinson Michael
Published: July 2012

In collaboration with teachers and students at the National Technical Institute for the Deaf (NTID), the Sign Language Skills Classroom Observation (SLSCO) was designed to provide feedback to teachers on their sign language communication skills in the classroom. In the present article, the impetus and rationale for development of the SLSCO is discussed. Previous studies related to classroom signing and observation methodology are reviewed. The procedure for developing the SLSCO is then described. This procedure included (a) interviews with faculty and students at NTID, (b) identification of linguistic features of sign language important for conveying content to deaf students, (c) development of forms for recording observations of classroom signing, (d) analysis of use of the forms, (e) development of a protocol for conducting the SLSCO, and (f) piloting of the SLSCO in classrooms. The results of use of the SLSCO with NTID faculty during a trial year are summarized.
Attitudes Toward Occupations for Deaf Youth in Sweden
Authors: DeCaro James J. , Mudgett-DeCaro Patricia A. , Dowaliby Fred
Published: July 2012

The study investigated the expressed advice of parents, teachers, and Deaf community leaders regarding careers for deaf students in Sweden. The research was conducted: (a) in a country where consensus has been achieved on recognition and accommodation of the educational needs of deaf students; (b) in a city with a very high concentration of deaf individuals, a continuum of educational facilities, and support for deaf students ranging from preschool through college; and, (c) in a community with a strong and active deaf organization and parent organization. The authors found that, despite many advances in the country, communication in the language of the greater society is a potent factor in limiting occupational possibilities for the Deaf.
Measuring Practical Knowledge Among Prospective and Current Teachers of Deaf and Hard of Hearing Students
Authors: Marlatt Edward A.
Published: July 2012

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.
Early Social-Emotional, Language, and Academic Development in Children with Hearing Loss: Families with and without Fathers
Authors: Calderon Rosemary , Low Sabina
Published: July 2012

As a group, children with significant hearing loss are at greater risk than other children for outcomes far below their potential, despite the institution of various educational approaches at increasingly earlier ages. Research suggests some benefits of early intervention for deaf children and their families. However, there remains a paucity of research into how family variables may affect child outcomes. The present study investigated the effect of paternal presence or absence on the social-emotional, language, and academic outcomes of 22 deaf and hard of hearing children ages 43-83 months. The children had graduated anywhere from 9 to 47 months earlier from an early intervention program for deaf and hard of hearing children 3 years of age or younger. Results indicated that children whose father is present have significantly better academic and language outcomes than those without a father present. Possible explanations for the findings are discussed, as well as implications of these findings for services offered by early intervention programs.
Syntactic and Semantic Processing in Hebrew Readers with Prelingual Deafness
Authors: Miller Paul F.
Published: July 2012

The experimenter investigated the effect of semantic clues on the reading comprehension of deaf and hearing Israeli children. Two groups of students with prelingual deafness, and a hearing control group, were asked to read syntactically simple and syntactically relative sentences of varying semantic plausibility. Sixteen of the participants who were deaf (mean grade 6.9) had been trained orally, using spoken language as their principal means of communication at home and at school. Another 16 students with deafness (mean grade 6.9), all of them children of deaf parents, had acquired sign language as their primary language. The mean grade of the hearing control group was 6.5. The results suggest that, in contrast to the case with hearing individuals, reading comprehension in individuals with prelingually acquired deafness, regardless of communication background, is predominantly determined by the semantic processing of content words, with only minor attention given to the processing of the syntactic structure of the text.
Smoking and Deaf Adults: Associations With Age at Onset of Deafness
Authors: Barnett Steven , Franks Peter
Published: July 2012

Smoking is a major health problem whose prevalence in different populations is thought to be influenced by sociocultural and linguistic factors. Although smoking and hearing loss are positively correlated, little is known about the smoking habits of deaf populations. Using national survey data, this study determined the smoking prevalence in two socioculturally distinct deaf populations, based on age at onset of deafness. The smoking prevalence in each deaf population was compared to the smoking prevalence in the hearing population in multivariate analyses that adjusted for sociodemographics and health status. The smoking prevalence among postlingually deafened adults was not significantly different from that among hearing adults. Prelingually deafened adults were found to be less likely to smoke than hearing adults, even though they have less education and lower income, factors both associated with higher smoking prevalence in other populations. The lower smoking prevalence among prelingually deafened adults may be due to cultural differences or to limited access to English-language tobacco advertising.
Residential Psychiatric Treatment of Emotionally Disturbed Deaf Youth
Authors: Willis Richard G. , Vernon McCay
Published: July 2012

A survey of the literature on emotional disturbance in deaf youth is followed by presentation of data on a sample of 58 deaf children and adolescents who were patients at the Tampa Bay Academy, a residential treatment facility serving both hearing and deaf youth with serious psychological disturbances. These 58 patients were compared to a hearing sample of 168 patients on key variables such as admitting symptoms, diagnoses, substance abuse, aggressive and assaultive behaviors, and sexual abuse. A startling and significant finding was that all of the deaf children admitted at age 12 years or younger had strong or confirmed indications of sexual abuse. Deaf adolescents had an 85% rate of strong or confirmed indications of sexual abuse. A list and brief description of residential care facilities serving deaf youth in the United States and Canada is reviewed. Only 8 were found that provided specialized services to deaf youth. Of those 8, only the National Deaf Academy, Mount Dora, FL, provided exclusive mental health and residential care to deaf persons.
New Medical Technology: To What Does It Lead?
Authors: Enerstvedt Regi Theodor
Published: July 2012

In this paper I first discuss the concept of medical technology. (I thank Knut Arnesen, Arvid Fennefoss, and Aslaug Høye for many informative and educational conversations about problems pertaining to technology). Then, I review some different meanings of the term, and then discuss the relationship between ethics and the scientific method. Finally, the understanding that emerges from this account is applied to a special problem: the relationship between technology and deafness.
Self-Esteem Enhancement in Deaf and Hearing Women: Success Stories
Authors: Holte Mary C. , Dinis Maria C.
Published: July 2012

The present study is a retrospective exploration of the process of self-esteem enhancement in 23 women, 9 culturally Deaf and 14 hearing, for purposes of both individual and group comparisons. A qualitative design was used to examine material from in-depth interviews to generate themes relating to the ways these women describe the concept of their self-esteem and how they have enhanced their own self-esteem. Both groups of women described self-esteem in conceptually equivalent terms, with most in each group identifying themselves as "capable." A distinction was found in the specific words used by each of the two groups. Of the top eight rank-ordered themes, five were similar in importance for both groups. Deaf women were more likely to report education as a factor in self-esteem enhancement, and to cite language and communication as a critical component in self-esteem enhancement. No hearing women reported on those factors. Implications for social work with culturally Deaf women, self-esteem work with women, and future research are discussed.
The Use of Conversational Repair Strategies by Children Who Are Deaf
Authors: Ciocci Sandra R. , Baran Jane A.
Published: July 2012

The investigation examined conversational repair strategies of deaf and hearing children in response to a partner's indication of communication breakdown. Eight profoundly deaf children who used total communication were compared with eight hearing children; the children were matched by age and sex. Each child was videotaped engaging in two language sample elicitation activities — one structured, one informal. An investigator initiated 10 stacked clarification request sequences consisting of three neutral requests — "Huh?"; "What?"; "I don't understand" — per sequence. Language samples from the sequences were transcribed; repair response types were coded. Frequencies and percentages of occurrence were derived for each request type in each repair category and for each language condition. Deaf and hearing children employed different repair strategies. Deaf children were more likely to revise utterances; hearing children were as likely to repeat utterances as to revise, and were more likely to provide cue repairs. No significant differences were noted when communication conditions were compared. When facing communication breakdown, deaf children persisted effectively in clarifying utterances.
Documenting English Syntactic Development in Face-to-Face Signed Communication
Authors: Akamatsu C. Tane , Stewart David A. , Becker Betsy Jane
Published: July 2012

The authors explored the face-to-face English competence of five students who were participating in a larger study of teachers' use of English-based signing. Using case studies, the authors report on the students' development of English-based signing at the beginning and end of their involvement in this 4-year study. Grammatical forms similar in English and American Sign Language (ASL) were initially more readily produced when tested for in English, and showed consistently higher attainment levels across all the students, than grammatical forms that are different in English and ASL. The authors found emerging English forms that could be documented ( a ) between prompted and imitated utterances and ( b ) within blocks of test items examining the same grammatical constructions. The authors conclude that teachers' concerted efforts to use English-based signing as a language of instruction enhance deaf students' English acquisition. Such signing helps build a bridge between native sign language and the development of English skills necessary for literacy.
The Central Asylum for the Instruction of the Deaf and Dumb, Canajoharie, New York, 1823-1835
Authors: Campbell Colin D.
Published: July 2012

The Central Asylum for the Instruction of the Deaf and Dumb, Canajoharie, NY, was a public school for the Deaf that existed from 1823 to 1835. Little has been written about it. This study draws upon as much information as appears to be available on the history of this school. The history of the Central Asylum adds to the understanding of the beginnings of public education for the Deaf in the United States.
Parent Characteristics and Educational Program Involvement
Authors: Kluwin Thomas N. , Corbett Carolyn A.
Published: July 2012

Researchers have noted the apparently contradictory phenomenon of parents highly supportive of their deaf or hard of hearing child but apparently uninvolved with their child s school program (e.g., Bennet, 1988; Boone, 1992; Harry, 1993). This study explored this phenomenon by asking: What are the characteristics of these children s care providers? What is the nature of involvement? Is there a relationship between involvement or noninvolvement and parents characteristics? One hundred and five parents of deaf children ages 2 to 8 years in five U.S. cities were interviewed to ascertain the characteristics of those providing care for these children and their ability to respond to educational program initiatives requiring a specific set of values as well as certain personal resources. The authors found that (1) there are distinct subgroups of parents with distinct capabilities for responding to their children s educational needs; (2) there are different forms of response to a child s educational needs; (3) there is an interaction between parent type and nature of the response.