bluuebunny/crossref_metadata_2025 huggingface dataset:
Group Psychotherapy with Deaf Adolescents
Authors: Bonham H. E. Eugene , Armstrong Thomas D. , Bonham Geraldine M.
Published: April 2013

The deaf adolescent can be seen as facing even more difficult hurdles of normal growth and development than their hearing counterparts. Group psychotherapy can be an effective medium and an opportunity for developing communication tools and skills helpful in negotiating these hurdles more quickly and more smoothly for deaf and hearing-impaired adolescents who are not experiencing any psychological distress or psychopathology, but are experiencing "normal" adolescent adjustment problems at home and/or at school. Helping the hearing-impaired adolescent master tasks of normal growth and development can often alleviate adjustment problems and prevent further problems of adjustment in the hearing world. The process and outcome of a group of deaf students from the special education program of a public school district in Texas will be reported.
Factors Contributing to the Development of Intelligible Speech Among Prelingually Deaf Persons
Authors: Sims Donald G. , Gottermeier Linda , Walter Gerard G.
Published: April 2013

This paper is a descriptive study of the incidence of semi-intelligible or better speech among 108 NTID students with congenital hearing loss greater than 91 dB. Statistical comparisons between semi-intelligible (in spontaneous speech) speakers and unintelligible deaf speakers were made in the areas of academic achievement, parental and educational background, and oral-aural skills.
Dormitory Language Project
Authors: Gillette Stephen W.
Published: April 2013

Dormitory Language Project is now in its sixth year at the North Dakota School for the Deaf. This program is a vital part of our students' educational program at our school and was developed and implemented by our Superintendent, Allen J. Hayek and the three coordinators that this project has now had. This project was developed on these statements: (a) Language and vocabulary development is one of the greatest problems that face hearing-impaired students at our school; (b) Our students need a program that tries to remediate their language and vocabulary deficiencies in everyday practical situations that is supplemental to their school program; (c) This program tries to identify areas of weakness and areas of concern and interest that our students do not normally have in school; and (d) This program will help our students, and they will be better able to cope with the real world after graduation. Dormitory Language Project at the North Dakota School for the Deaf is working.
The California Connection: Interfacing a Telecommunication Device for the Deaf (TDD) and an Apple Computer
Authors: Pflaum Michael E.
Published: April 2013

Placing TDDs (Telecommunication Devices for the Deaf) in the hands of all the deaf has many implications. Having their own TDD would open up the world of telephone communication for the deaf and could have tremendous impact in language development and in facilitating social interaction and communication. So it was very exciting when Senate Bill 597 was passed in California which mandated that TTDs were to be made available, free of charge , to all hearing- and/or speech-impaired persons in the State of California. The general background for the implementation of SB 597 is presented as well as the process whereby the TDDs are distributed in San Diego. In addition, the TDDs which are available to the deaf in California can be used to communicate with computers: The California Connection. Implications for academic growth in all areas as well as the flexibility this technology brings to deaf education is discussed. A sample program demonstrates how to connect (interface) these new TDD/MODEMS to an Apple II computer for the purpose of establishing direct communication with a computer by remote TDD. One such program, ONLINE, has already been initiated and is used as a Message Center (electronic mail) by the deaf students in San Diego City Schools. The educational potential of this device makes further exploration a must.
Parent-Infant Education in Schools for Deaf Children: Before and After PL 99-457
Authors: Craig Helen B.
Published: April 2013

This report looks at parent-infant programming in schools for deaf children nationwide, comparing data from two surveys of these schools, one before and one after enactment of PL 99-457, one in 1982 and one in 1990. Surveys were returned by 107 schools in 1990 (60 residential and 47 day), 81 of which responded both in 1982 and 1990. Of the schools that responded to both surveys, parent-infant programming for children 0-4 years old and their families was reported by 89% in 1982 and 95% in 1990. Enrollment doubled during the period, from 1,602 students to 3,411. The major increases were in the number of students receiving part-time instruction (1/2 to 2 hours per week), which almost tripled, and the number receiving instruction primarily in the child's home. Data are presented on the extent of parent-infant programming and on student characteristics, program funding, and respondent concerns. Implications of these findings and the implementation of PL 99-457 are also discussed.
Chapter 30: Microcomputers in the Service of Students and Teachers—Computer-Assisted Instruction at the California School for the Deaf: An Update
Authors: Arcanin Jacob , Zawolkow Geoffrey
Published: April 2013

The California School for the Deaf, Berkeley has established a Regional Center for promoting Computer-Assisted Instruction for deaf students in the San Francisco Bay Area. At the heart of the Center's program is the belief that educational software should be developed at the local level by the teachers who will use it. To achieve this development, professional programmers are employed who write a set of programs, called an authoring system, to allow teachers to write lessons into the computer. With this system, even teachers who have had very little training on the computer are able to develop computerized lessons using text and graphics. The system has proven to be a powerful tool in the hands of teachers, giving them control over computerized lessons developed for their students. Lessons created in this way are categorized and stored in a lesson library to which all teachers have access. This lesson library promotes sharing of lessons and ideas among the teachers. Along with software development and the lesson library, the Center also provides a graphics library. Inservice training to all teachers is another key component of the Center's program. The software created by this project may be available for dissemination on a limited basis by October 1980.
What, When, and Why Deaf Children Watch Television
Authors: Liss Marsha B. , Price Debora
Published: April 2013

Television viewing patterns of deaf and hearing children were compared. Children represented three age groups (grades 3, 6, 9). Parents filled out questionnaires regarding amount of viewing, when children watched television, who makes the viewing decisions, and preferences of the children for different program types. Research results showed deaf children watched more television than hearing children at all ages. Deaf children were given more responsibility in choosing amounts of viewing. Distinct patterns emerged for each group of subjects (by sex, grade, and hearing ability). No evidence was found for deaf children's reliance on visual programs. Suggestions for further research, implications for education and broadcasting, as well as possible explanations for the high amounts of TV viewing by deaf children are described.
Microcomputers and Severely Handicapped Students: Are We Overbidding Our Hand?
Authors: Hughes Karen , Smith Dan
Published: April 2013

Microcomputers are the wave of the future and will revolutionize educational technology as they revolutionize almost every other aspect of our lives. But are they always the most effective and efficient learning tool for severely handicapped students? Perhaps not. At least, they are not the best tool for all severely handicapped learners. There are less complex, less expensive, easier-to-produce, and easier-to-use media that can do an outstanding job of teaching specific skills. We need to be imaginative enough to realize that microcomputers may not always be the best answer, and we need to be realistic enough to look for simple or "low tech" methods when "high tech" is literally beyond the grasp of our learners. If we are truly committed to creating student-use materials, we need to learn from our severely handicapped students. They can tell us which medium and which method is best for them as individual learners. This paper will describe some of the media and methods now being investigated by the Instructional Media Production Project for Severely Handicapped Students as it develops student-use materials.
Words Spoken by Teachers to Primary-Level Classes of Deaf Children
Authors: Stuckless E. Ross , Miller Linda D.
Published: April 2013

Current technology enables instructors to have their spoken words computer-translated into written text on a television screen. In considering the potential application of such a real-time captioning system for communication and as a model of English in classrooms for young deaf students, it is essential to first discover the words teachers in such classrooms most often use so the computer can be programmed to instantly recognize them. The authors of this study generated a list of more than 1,000 most frequently used words through classroom observation and present their findings here. The investigators believe their results have applications beyond the immediate purpose.
Chapter 11: Use of Videotape in Parent Education
Authors: Evans Judith , Taylor Robert E.
Published: April 2013

This presentation will show the use of videotape in a parent education program. Certain activities and behaviors are recorded during regular school sessions. The teacher then shows these taped sequences to parents to aid setting parent-school cooperative goals, demonstrate techniques, and show certain behavior situations and how to deal with them.
Hearing-Impaired Learner with Special Needs: The Deaf-Blind
Authors: Bishop Charlene M.
Published: April 2013

Programs and services for hearing-impaired children and youth who also have severe visual problems have been increasing rapidly in recent years. Because many of these children are being identified at or placed in school programs for the hearing impaired, teachers need to become familiar with the media and equipment developed or identified for use with the visually impaired and deaf-blind.
Journals Relevant to the Field of Deafness and Profound Hearing Loss: A List and Description
Authors: Vernon McCay , Bair Roger , Lotz Sharon
Published: April 2013

Professionals, students, and interested lay persons who want to locate literature on deafness are often at a loss as to what journals to read. Because the topic of hearing loss crosses many professional specializations, information on it appears in a wide variety of publications. Similarly, the scholar who wishes to publish his or her research or other writings is frequently confused as to which journals are appropriate and the type of manuscripts they might accept. The purpose of this article is to provide a cursory overview of some of the major publications which treat the subject of deafness. An appendix listing these journals, their addresses, and editors is included.
Recent Changes in the Educational Placement Of Deaf Students
Authors: Schildroth Arthur
Published: April 2013

Data from the Annual Survey of Hearing Impaired Children and Youth indicate a gradual shift in the educational placements of hearing-impaired students over the past ten years. Fewer of these students are being enrolled in special schools and more are being placed in local schools, i.e., the mainstream setting. This article documents that change and discusses the possible consequences of this movement of severely and profoundly hearing-impaired students into the local schools, students whose demographic characteristics, academic progress and communication abilities present a special challenge to these schools.
Chapter 24: Facilitating the Learning of Medical Terminology through the Use of Effective Mediation Strategies: A Model for the Teaching of Technical Vocabulary
Authors: Quinsland Larry K. , Templeton David C. , Egelston-Dodd Judy
Published: April 2013

A common problem encountered by a teacher who is working with hearing-impaired students on vocabulary development is a seemingly continuous inclass confusion over the specific term which is being discussed at any given moment. After significant experimentation with a variety of media forms, a system has been developed for the purpose of providing instructional support for the learning of medical terminology at the National Technical Institute for the Deaf. Slides and flashcards have been produced to assist with inclass activities and out-of-class study of approximately 4,000 medical word elements (prefixes, roots, suffixes), terms, and abbreviations. Each slide and card contains a term, diacritical marks, definition, and body system symbol. Slides are produced using a two-color split frame method with the term and diacritical marks on top in red and the definition and body system symbol on the bottom in blue. Slides are used with a random access projector and a red/blue/ clear filter wheel, allowing for immediate visual display of term only, definition only, or both. Each student is provided with a set of flashcards, produced from the same art work as the slides, with the definition printed on the back of each card. The use of these materials has increased student comprehension scores while simultaneously decreasing student learning time. It is proposed that this process might be successfully employed to assist in the learning of vocabulary in other technical areas.
Effects of Guessing Strategy on Speechreading Test Scores
Authors: Van Tasell Dianne J. , Hawkins David B.
Published: April 2013

An audiovisual speechreading test was administered twice to three groups of normal-hearing subjects listening in a background of multitalker babble. The range of scores on the pretest resembled scores reported in the literature for severely hearing-impaired adults using similar test materials. On the second test presentation, one group of subjects received a monetary reward for guessing, another group was penalized for guessing, and a control group received no instructions about guessing strategy. Posttest scores of the two experimental groups were significantly different. Improvement in posttest scores shown by some subjects in the Control and the Reward Guessing groups was similar to improvement after speechreading training that has been reported by other investigators.
Reading, Clumsiness, and the Deaf Child
Authors: Beggs W. D. A. , Breslaw P. I.
Published: April 2013

The experiments reported here were undertaken to investigate the possibility that clumsiness, a possible secondary handicap of deafness, may cause an unsuspected retardation in reading ability in the deaf, even those without overt vestibular or neural damage. The tests of clumsiness that were used failed to differentiate between deaf and hearing children, and while the usual relationship between reading and clumsiness was confirmed in the hearing population, no such relationship was found for the deaf. Earlier research suggesting that the deaf may be clumsy was criticised, and the failure to link the degree of clumsiness to reading ability was interpreted in terms of research showing that reading age in the deaf means something quite different from reading age in the hearing.
English Proficiency and Progress Made by NTID Students
Authors: Crandall Kathleen Eilers
Published: April 2013

A study was conducted to answer the following questions: (1) Does participation in English language courses result in an improvement in English language skills? (2) Does a relationship exist between a student's entry level into the English program and rate of progress? (3) Does a relationship exist between a student's major and rate of progress. To answer these questions, entry skill data and skill data after four quarters of instruction for 265 deaf students were obtained and analyzed. Results indicated affirmative answers to the questions asked.
Lens Curve Instructional Media
Authors: Coyle Patrick G.
Published: April 2013

The highlights and the correlation between the paper and the presentation are as follows: (a) Slide series showing student/instructor interaction using the instructional materials, (b) Demonstration of the use and advantages of this new approach to an old problem, (c) Use of illustrations in two-dimensional forms, and (d) Demonstration of correlation in a sequential way between lens curve instructional media with course in lens design.
The Development of Your Own Programs for the Microcomputer—A Process Approach
Authors: Frillmann Louis W.
Published: April 2013

The approach used by the Mill Neck Manor School for the Deaf as it began to deal with the use of microcomputers in its educational program is described. The participants will be given a step-by-step explanation of what decisions were made and why as well as answers to questions including: 1. What will the use of the micros be, which micro, and why? 2. What will the instruction/usage philosophy be? 3. Which staff members will be trained/why? 4. Hardware vs. software and where to begin! 5. A description of Year 1; Year 2; Where are we now? Where are we going? 6. Lots of fancy equipment around but what do you need to get started? 7. Designing your own programs —what a plus! 8. The use of a consultant —a teacher trainer—a programmer. The paper will cover the actual happenings of the development of the Microcomputer Project, as a part of the ongoing curriculum effort, and as logged and coordinated by the school's curriculum director. In a no-nonsense approach, without the technological jargon, the reader will follow the process and view the effort to "work with the new technology" without upsetting everything and everyone. It is hoped that our experience will allow another school who is thinking and talking about such a project to both learn from our experience as well as define a path to chart their own program/process.
Deaf Children's Performance on the WISC-R Relative to Hearing Status of Parents and Child-Rearing Experiences
Authors: Sisco Frankie H. , Anderson Richard J.
Published: April 2013

This research examines the performance of deaf children with deaf parents (dc/dp) and deaf children with hearing parents (dc/hp) on the WISC-R, Performance Scale based on data collected during the development of deaf norms for the WISC-R, Performance Scale (Anderson & Sisco, 1977). Dc/dp performed significantly better than dc/hp on all performance subtests. The differences between the two groups of deaf children cannot be explained solely by the early use of manual communication with deaf children by deaf parents. Dc/dp also performed significantly better than hearing children who are linguistically superior to both groups of deaf children. Differences in nurturing and early child-rearing experiences of dc/dp and dc/hp may be the crucial determinants of cognitive functioning in deaf children. A discussion of the significance and implications of the research is provided.
Chapter 5: The Support Services of Library-Media, Curriculum, and Reading at the Rochester School for the Deaf
Authors: Loysen Garry J. , Heffernan Patricia K. , Parrish Rhonda
Published: April 2013

The decade of the 1970's saw the creation of three educational support services which expanded the scope and the quality of the RSD educational program. The creation of the positions of Reading Resource Teacher, Curriculum Coordinator, and Library-Media Coordinator, was an outgrowth of existing services in the office of the principal and librarian. Each new service has attained its own unique identity by expanding and supplementing but not replacing existing services. These three educational support services work cooperatively as well as with other school services in addressing the theme of the 1980 Symposium: "How to Use Better What You Already Have." Better utilization is the product of a system which provides a total, optimal educational environment. Our ability to make our support services accessible, functional, dependable, and adaptive to our program needs is a function of communicating, organizing, facilitating, guiding, and structuring information and resources. The most unique feature of our program is how our cooperative, interactive efforts jointly provide a better educational environment. Whatever examples exist of exemplary media usage derive from our being able to provide our people the widest possible range of options and information for them to draw upon. Instructional materials and equipment are identified and acquired in concert with curriculum requirements and priorities; and in concert with the reading, language, and academic abilities of our students.
Chapter 37: The Use of Media in a Diagnostic Prescriptive Model for Educating Deaf Multi-Handicapped Students
Authors: Prokes Linda L.
Published: April 2013

The author discusses the use of media in a diagnostic-prescriptive model for educating deaf multi-handicapped students at the Florida School for the Deaf and the Blind. The use of Project Life as a remediation program and the use of the overhead projector in the areas of visual perception and perceptual motor activities are specifically discussed.
Metric Education in Schools for the Deaf—Are We Ready?
Authors: Robinson Victoria J.
Published: April 2013

The National Technical Institute for the Deaf's Metrication Project conducted a survey of 250 schools and programs for the hearing impaired in spring 1980. The survey requested information such as why and how the metric system is taught, teachers' perceptions of their needs and abilities in metric education, and the extent and nature of school-sponsored metric training for teachers. Results showed that while 62% of responding schools for the hearing impaired included metric measurement in their curricula, teachers felt the need for more information and instruction-oriented training and materials. Recommendations and resources are offered.
Creative Thinking and Dance/Movement Skills of Hearing-Impaired Youth: An Experimental Study
Authors: Reber Rebecca , Sherrill Claudine
Published: April 2013

Changes in creative thinking, as measured by Torrance's (1974) Thinking Creatively with Pictures, and in dance/movement skills were investigated in two groups of hearing-impaired students, aged 9-14. The experimental group (n=10) received 20 creative dance/movement lessons spaced over a 10-week period, whereas the control group (n=10) adhered to its regular school routine. Analysis of covariance showed that students given dance training improved significantly in originality, elaboration, total thinking creatively score, and dance/movement skills. The rationale for including the creative arts, particularly dance, in the curricula for hearing-impaired students was thus strengthened.
Characteristics of a Young Deaf-Blind Population
Authors: Stein Laszlo K. , Palmer Pamela , Weinberg Barbara
Published: April 2013

Data is reviewed on young deaf-blind persons evaluated at the Siegel Institute over a 7-year period. Information is presented on age; presence of neurological handicaps such as abnormal head size, abnormal EEG, and neuromuscular disorder; degree of hearing impairment; degree of vision disability; and level of language and developmental attainment.
Visual Memory in the Deaf
Authors: McDaniel Ernest D.
Published: April 2013

While the literature frequently reports deficits among the deaf in memory tasks, there is some evidence that memory for figural content is comparable to hearing subjects. Additionally, deaf may experience more difficulty with successive perception than with simultaneous perception. Both of these suppositions were tested using a series of 10 motion picture tests mostly involving abstract geometric figures. The findings suggest that deaf and hearing children are comparable on visual memory tasks and that there is no special deficit among the deaf for tasks involving temporal order.
Use of Educational Media in Preparing "Gifted" Hearing-Impaired Children for Early Mainstreaming
Authors: Lieding Richard
Published: April 2013

Over the past 5 years Magnolia Speech School for the Deaf has been developing a program for the gifted pre-school aged hearing-impaired child. The three main features of the program are natural language development, intensive auditory training, and early introduction of academic subjects. Educational media plays an important part in language teaching and auditory training. The use of various types of media is explored. Since the inception of the program, 80% of these children have been mainstreamed into the first or second grades at or near the age of their hearing peers.
Modification of the QUEST Questionnaire for Use with Hearing-Impaired Students Using the Nebraska Career Information System
Authors: Classen Melinda J.
Published: April 2013

Vocational decision-making and career choice through the use of the Nebraska Career Information System and its QUEST questionnaire is enhanced by the use of examples and clearer descriptive words. Personal counselor involvement is necessary as the student answers the questionnaire regarding interests and abilities. A student's response to the specifc question concerning the level of word usage on a job is highly significant for hearing-impaired students in terms of the outcome of possible career choices to explore. With slight adaptations, this career exploration tool is useful and beneficial to hearing-impaired students in one-to-one situations and group counseling activities.
Motor Creativity of Preschool Deaf Children
Authors: Lubin Ellen , Sherrill Claudine
Published: April 2013

The twofold purpose of this study was (a) to determine if motor creativity scores of preschool deaf children were significantly different from normative data of hearing peers and (b) to determine if guided movement exploration using the I CAN associated action words could improve the motor creativity of deaf children, ages 3-5. Results indicated that 24 preschool deaf children were significantly inferior to hearing children on motor creativity, as measured by the Torrance Test of Thinking Creatively in Action and Movement. Preschool deaf children exposed to 20 days of guided movement exploration on the novel London Trestle Tree Play Apparatus improved significantly over their control groups in motor creativity.
Public Law 99-457: A New Challenge to Early Intervention
Authors: Sass-Lehrer Marilyn , Bodner-Johnson Barbara
Published: April 2013

Congress enacted and President Reagan signed into law on October 8, 1986, P.L. 99-457, the Education of the Handicapped Act Amendments. These amendments reauthorize the Education of the Handicapped Act (EHA) and include a rigorous national agenda pertaining to more and better services to young special needs children and their families. This agenda was fueled by the recent recognition of the needs and competence of infants, the importance of early life experiences and by the documentation of the benefits of early intervention and preschool services. P.L. 99-457 recognized the unique role of families in the development of handicapped children. The most sweeping changes to EHA since P.L. 94-142, these amendments expanded the provisions of P.L. 94-142 to include handicapped infants and preschool children. The enactment of P.L. 99-457 provides a challenge to the field of education of the deaf and to early childhood educators to re-examine basic assumptions about the range of services, the professionals providing those services, and the role of families who have children with hearing impairments.
Chapter 18: A Videotape Series for Teaching Job Interviewing Skills
Authors: Veatch Deborah J.
Published: April 2013

The experience of interviewing for a job can be traumatic and unnerving unless the interviewee is well prepared. Opportunities to leant appropriate interviewing techniques are very limited to the general population and are almost nonexistent for hearing-impaired job seekers. This series of videotapes facilitates the learning of interviewing techniques by providing hearing-impaired persons an opportunity to view the dynamics of interviewing in three different situations. These situations include models of excellent and poor interviews by hearing and hearing-impaired job applicants. The opportunity to view these dynamics is critical for hearing-impaired persons who need every advantage possible in the interviewing process.
Hearing-Impaired Children: Learning to Read a Second Language
Authors: Bockmiller Patricia R.
Published: April 2013

The paper discusses the poor reading achievement of hearing-impaired children. It identifies the two-way communication involved in the reading process and examines the linguistic competence of hearing-impaired children by tracing the language development of those born to deaf and hearing parents. It builds a case for defining and accepting American Sign Language as a separate and complete language from English. Implications for reading instruction are made based on research in bilingual education.
A Comparison of Speech Intelligibility in Answering Varied Social and Technical Questions
Authors: Gustafson Marianne Streff
Published: April 2013

A 22-question interview was conducted with 41 severely hearing-impaired students at NTID in order to compare speech intelligibility in communicating social and technical information and in responses which varied in message predictability. Five trained speech pathologists rated responses live, using a 5-point scale. Mean ratings of speech intelligibility were found to be significantly higher for social material than for technical information. Speech intelligibility ratings in both categories decreased as the message predictability decreased. These findings are discussed relative to communication instruction at NTID and to the assessment and reporting of speech intelligibility ratings.
Utilization of Technology in the Education of the Deaf-Blind
Authors: Bravin Philip W.
Published: April 2013

In attempting to tie the elements of deaf-blindness, education, and technology together, this paper will focus on the use of technology (both hardware and software) in the educational field as it pertains to deaf-blindness. It starts off with an observation of deaf-blindness, education, and technology before addressing the technology involved in the detection of the hearing and vision impairment which deaf-blindness characterizes, and then looks into the enhancement and substitution of both the hearing and vision impairments in different forms, and concludes with an observation of what lies in store for the future. It is essential to bear in mind that the impairment of deafness and blindness is such that each individual having such a combination is unique in his or her regard. The variables involved in both impairments are quite extensive, and this paper will not attempt to characterize the specific impairments but will treat deaf-blindness as generically as appropriate.
Application of Task Analysis to the Design of CAI Programs
Authors: Rockwell Dale L.
Published: April 2013

Given the greater variability with respect to English and math entry behaviors of postsecondary hearing-impaired students, the use of the microcomputer and task analysis in instructional design will afford a greater degree of instructor control, individualization of instruction, and more rapid diagnosis of student weaknesses. Utilization of task analysis in designing instructional concepts begins by specification of the task. This is followed by an information-processing analysis to identify the sequence of decisions and steps involved in implementing the task. Next, task classification is carried out to determine the types of learning skills that will be enhanced through successfully performing the task. Learning task analysis consists of identifying the enabling objectives. These are specific statements of the skills that will be learned in the course of progressing through the CAI program. Finally, specification of the required entry behaviors and development of a criterion-referenced test to evaluate the task performance and provide information for modification of the computer instructional design are conducted.
A Profile of Family Education/Early Intervention Services at the Maryland School for the Deaf
Authors: Howell Ruth F.
Published: April 2013

Based on demographic data from more than 400 families, this report describes the growth and development of early intervention services at the Maryland School for the Deaf from 1969 to 1992. The implications of this information are discussed as they relate to the very early identification of hard-of-hearing and deaf youngsters, to the impact of changing etiologies, and to the training of early intervention specialists who can meet the needs of these children and their families.
Chapter 31: Introducing a Core Basal Series Through Simplified Media
Authors: Crain Suzanne McIver
Published: April 2013

This paper explains a method of introducing upper level, preschool-age children to a core basal reading series. The rationale for early development of reading skills and the selection of an appropriate reading series are explored. The major steps in the method include relating pictured events to the child's own experiences as you elicit his/her expressive language. Little media and expense are involved, and the method is compatible with any core basal series.
Communication Modes Used with Hearing-Impaired Students: Investigations and Applications to a School/Home Program
Authors: Van Metre Patricia D. , Maxwell Madeline M.
Published: April 2013

The use to and by hearing-impaired students of speech, signs, fingerspelling, writing, gestures, American Sign Language (ASL), and pictures was investigated in preparation for a school/home education project at a state school. Significant use differences were found (a) within each study group between contiguous modes in the seven-mode hierarchy, (b) between modes used to, versus by, the students, and (c) among the three study groups. Findings of a recent nationwide study were combined with local data to make recommendations for an educational program concentrating on modes usage flexibility and cognitive/linguistic strategies.
Reaching for That Golden Ring: Some Thoughts on Educating Gifted/ Talented Handicapped Students
Authors: Higgins Scottie
Published: April 2013

As educators prepare for the tasks ahead it is time to review and renew the efforts necessary to continue to assure the provision of a free, appropriate education for gifted/talented and handicapped students. Most notably the 1970's have been characterized as the decade of major educational rights for exceptional children. It was the era of serving and defining equal access to the education that previously many exceptional students had been denied. As a result, many major changes occurred in the educational systems at the state and local levels across the United States. The 1980's indicate a shifting emphasis of priorities that educators and policymakers are determining for exceptional children. The author presents selected aspects of those future decisions and uses them as a framework for this article.
A National Microcomputer-Software Survey of Current Microcomputer Usage in Schools for the Hearing Impaired
Authors: Harding Richard E. , Tidball L. Kaye
Published: April 2013

Educators involved in the production or adaptation of educational materials for the hearing impaired must be concerned with the materials' potential for use in the schools. For example, the greatest filmstrip ever produced would be worthless without the technology intended for its utilization, i.e., the projector. With the current progress being made in the development of microcomputers and software, educators must be able to answer some very basic questions concerning the degree to which this technology is available in the schools prior to curricular development. With this question as a basis, the microcomputer-software survey was developed. A sample of 158 schools for the hearing impaired was chosen, and each was sent a survey designed to assess the extent of the availability of microcomputers and the variety of tasks for which microcomputers are currently being used. Other questions of interest which were addressed include: What models of microcomputers are available, what are the limiting factors for the use of microcomputers and the software, and what adaptations are necessary in currently available software? Responses were obtained from 120 schools representing 45 states. This paper presents the results and a sampling of responses from those schools.
Caption Decoders: Expanding Options for Hearing Impaired Children and Adults
Authors: Carney Edward , Verlinde Ruth
Published: April 2013

Thanks to the introduction of closed captioned television in March 1980, people who have hearing impairments can watch many television programs at the same time and with the same understanding as the general population. Through use of a relatively inexpensive caption decoder, hearing impaired persons can read on their video screens the same verbal information that most of the population is hearing at that time, so that now—just as it has long been for normally hearing individuals—television has become accessible as a primary source of news and entertainment for those who are deaf. The availability of caption decoders has also opened up other important options to hearing impaired viewers, such as text services, cable TV programs, home video movies and real-time captioned news programs.
Chapter 12: Switched-On Learning: Education Through Modern Media
Authors: Stevenson Virginia L.
Published: April 2013

The Arizona State School for the Deaf and the Blind Media Center has evolved from its humble beginnings 13 years ago from a checkout area for various and somewhat primitive teaching aids and machines into a modern, efficient instructional aid department which can supply not only projectors and routine educational media fare, but which has photography, videotape, and special project design and production capabilities as well. Although the staff is small—one media specialist, one artist, and one aide—the services are many, and several are highly specialized. Our goal, if it can be stated as such, is to make learning for our students as trenchant, effective, and entertaining as possible. Most recently, the emphasis at this particular school is on language development and communication skills, employing a newly structured speech department. Taking this subject matter as well as the rest of the curriculum and making it usable by each individual student is no easy task. One learned concept, in terms of media, may have involved countless drawings, photographs, movies, games, puzzles, charts, and slides. The teacher who knows which particular media item or service is most effective with which particular student, working in conjunction with a knowledgeable media staff, can be said to be the perfect educational marriage. In this way, it takes three hands to throw the "switch" of learning—the student, the teacher, and media.
Use of Media in Teaching the Hearing-Impaired Student Who Has Additional Learning Problems
Authors: Flores Rudy
Published: April 2013

This paper will describe activities in body image, beginning alphabet activities, and beginning number activities. These activities were utilized in a class of five developmentally disabled hearing-impaired students. The age range of the students was from 10 to 13. Deficits in all subject areas range from 3 to 6 years. Because of the significant lag in subject areas and the advancing age of the students, it is critical that they have understanding and working knowledge in these very basic skill areas. Examples will be given in each skill area as well as additional reinforcing games and activities. All the materials are low cost and easily constructed from tagboard.
Telephone Communication for the Deaf
Authors: Glaser Robert E.
Published: April 2013

The deaf currently communicate over the telephone network through the use of teletypes or CRT terminals. These aids, while of great benefit to individuals so equipped, do not permit communication with persons not owning special equipment. A device presented here provides telephone communication for the deaf without requiring special equipment at the hearing party's location. The aid operates via tones received from a standard Touch Tone (TM) telephone which greatly expands potential telephone usage for the deaf.
Impulsivity in Rubella Deaf Children: A Longitudinal Study
Authors: Chess Stella , Fernandez Paulina
Published: April 2013

Within a longitudinal study of children with congenital rubella, 85 Deaf Only adolescents, 85 Deaf Multihandicapped, and 34 Normal controls were studied with respect to impulsivity. The majority of the deaf group had severe or profound hearing loss. Prevalence of impulsivity and self abuse clearly differentiated Deaf Only from Deaf Multihandicapped. In adolescence, one-fifth of the Deaf Only and three-fifths of the Deaf Multihandicapped showed impulsivity; only Deaf Multihandicapped were self abusive. For both the Deaf Only and the Deaf Multihandicapped groups, impulsivity at adolescence was a continuation of this trait from earlier developmental periods. In contrast, self abuse was a transient behavior for the Deaf Only but was persistent for the Deaf Multihandicapped from early childhood. A meaningful discussion of impulsivity in deaf children necessitates differentiation of Deaf Only from Deaf Multihandicapped.
The Impact of P.L. 94-142 on Residential Schools For the Deaf: A Follow-Up to the 1977 Survey
Authors: Salem James M. , Fell Barry P.
Published: April 2013

A questionnaire survey was conducted to determine the impact that P.L. 94-142 has had on residential schools for the deaf. Of the 66 residential schools contacted, 86 percent responded to questions concerning enrollment, curriculum, planning and parent input. Results indicated that the varying state interpretations of Least Restrictive Environment continue to be a major determining factor in the role played by the residential school. Results of the current survey were compared with a similar survey conducted in 1977.
Chapter 25: The Multifaceted Advantages of the Use of Videotape as an Adjunct to Field Trips
Authors: Solomon Judith , Taylor Robert E.
Published: April 2013

This paper considers the advantages offered by a carefully structured use of videotape as an adjunct to field trips. Improvements in the following areas are discussed: preservation of experience as a prelude to development of language; psychological aspects (greater self-esteem and improved self-image); first-hand knowledge of different careers; temporal sequencing skills; auditory training (through the use of meaningful, experience-based stimuli); communication with an audience (as the children act as "presenters" of their own videotapes); implementation of various goals outlined in the IEP; familiarity with (and increased facility in) operation of videotape equipment; comprehension of new ideas and concepts (e.g., exchange program with another school); and motivation (the method is highly stimulating, even to children who are otherwise apathetic about their schoolwork).
A Usable Test for the Speech Intelligibility of Deaf Talkers
Authors: Monsen Randall B.
Published: April 2013

A strange fact about the contemporary education of the hearing-impaired is that the intelligibility of their speech is seldom measured. This paper describes an easy way to use an accurate test for the intelligibility of the speech of severely hearing-impaired speakers. The test is based upon the use of minimal pairs of words and requires no more than 30 minutes to administer. Data on the validity, reliability, and internal consistency of the test are presented to show that it can reliably predict the intelligibility of running speech.
Fathers: The Forgotten Parents
Authors: Crowley Marion , Keane Kevin , Needham Christine
Published: April 2013

This paper addresses the need for fathers of deaf children to be involved in a parent program. It describes an ongoing parent-education program specifically designed for fathers of young deaf children.
An Investigation of Variables of Instruction and Their Relation to Rate of English Language Learning
Authors: Crandall Kathleen Eilers , Albertini John A.
Published: April 2013

An investigation was undertaken to determine the effect of nine instructional variables on rate of English language learning. The dependent variables were gains demonstrated in reading comprehension and written language in 10 weeks of instruction. The independent variables were five teacher variables and four student variables. Data were collected through observation techniques and by objective testing. Analysis of variance was used to investigate relations between gain scores and the independent variables. All of the variables pertaining to teaching intensity and the presentation design used by teachers for delivering English language lessons were found to have a significant effect on rate of written language skill development. Implications for planning English language programs and for preparing language teachers to work with hearing-impaired young adults are offered.
Classroom to Community to Classroom: A Multi-Media Approach to Teaching Functional Skills to Multi-Handicapped Hearing-Impaired Students
Authors: Attletweed Bernadette , Minton Nita
Published: April 2013

The curriculum for the Development of Self Awareness, Survival, and Independent Living Skills is a new curriculum designed to teach functional skills to multi-handicapped hearing-impaired students in the Special Unit at the California School for the Deaf, Fremont. An approach that seems to work well in teaching these functional skills is to take a group of students into the community, then use media to bring that same community back into the classroom. This paper discusses the role of media in the implementation and further development of the Special Unit curriculum. It also shares some concerns, practicalities, and reactions related to structuring classroom activities that feature the use of media as a primary mode of teaching.
Computers Help Teachers Too!
Authors: Parrish Rhonda L. , DeBold Joanne P.
Published: April 2013

The value of management software in an educational setting is sometimes questioned by teachers and administrators because it does not directly relate to the teaching or reinforcement of skills. In reality, however, management software does have an appropriate place in an instructional setting. When microcomputers are first introduced into a school sytem, it is not unusual for staff to feel apprehensive. One way to create interest in microcomputers is to show staff various ways that organizational and planning tasks can be handled by computers. Management software provides a means by which teachers can group students effectively for instruction, update progress records, and readily access appropriate materials and activities. In this paper, management software is described and the benefits of this type of software for both classroom and resource teachers are considered. Several specific applications of the published software, DB Master, are outlined as they relate to reading and speech programs. Also considered are problems specific to early experiences in learning about computers and management software as well as their introduction into a school program.
Professional Preparation of "Parent Educators": A Survey and Recommendations
Authors: Bodner-Johnson Barbara
Published: April 2013

A survey of university programs training teachers of the deaf was done to identify curricula in the area of the professional preparation of parent educators. The majority of the respondents that offered courses in this area focused on parents of very young deaf children. Needs are identified and recommendations developed based on the survey information.