bluuebunny/crossref_metadata_2025 huggingface dataset:
Putting Microcomputer Technology to Work for Our Hearing-Impaired Students
Authors: LeCavalier Diane , Vaughan Susan , Wimp Marcie
Published: April 2013

The utilization of a programmed approach to learning is an indispensable instructional strategy when working with students with hearing handicaps. The revolutionary advent of microcomputer technology in the educational field has suddenly added a new dimension to the educational opportunities now available to hearing-impaired students. This paper will describe the approach the Hearing Handicapped Program in Jefferson County Public Schools, Colorado, has taken to harness and utilize microcomputer technology. It will set forth how we are currently utilizing microcomputers with our students. Adaptations will be described that have been made for the severely physically handicapped hearing-impaired student. An evaluation model for software will be discussed which highlights software we have used from the Minnesota Educational Computing Consortium, commercially prepared programs, and inhouse programs developed through teacher utility programs or Apple Pilot. We will also take a brief look at some of our future goals in relation to this technology in terms of gearing-up for the "Iliad" project being developed at Boston University, future curriculum projects in our school district, looking toward the further coupling of software packages with the goals and objectives within our curriculum, and our hopes of becoming a member of a "network" for the sharing of software within our profession.
The Development of a Children's Implant Profile
Authors: Hellman Sharon A. , Chute Patricia M. , Kretschmer Robert E. , Nevins Mary Ellen , Parisier Simon C. , Thurston Laural C.
Published: April 2013

The decision to provide a child with a cochlear implant is quite complex, as it must include consideration not only of the implant itself but also of the habilitative services necessary following the surgical procedure. To provide a systematic means of selecting hearing-impaired children for cochlear implants, a team at Children's Hearing Institute, Manhattan Eye, Ear and Throat Hospital, developed the Children's Implant Profile (ChIP). There is no one profile of a successful implant user—at least 11 factors appear to contribute to successful implantation. In the ChIP, each factor is evaluated on a three-point scale: (1) no concern, (2) mild-to-moderate concern, and (3) great concern. A profile showing "no concern" on all 11 factors denotes clear acceptability of the child as an implant candidate. A profile including several ratings in the "mild-to-moderate concern" category suggests a need for further study to determine if improvements could be made in projected outcomes before initiating surgical procedures. Finally, ratings of "great concern," especially on more than one factor, indicate a very limited probability of successful implant outcomes, at least at the time of evaluation. A case study is presented to demonstrate the relationship between the evaluated factors and to show how the profile is used to address and remedy areas of concern.
Characteristics of Social Workers and Social Work Programs at Residential and Day Schools for the Deaf
Authors: Christiansen John B. , Polakoff Dorothy P.
Published: April 2013

In a recent survey of residential and day schools for the deaf in the United States, it was found that approximately 50% of both residential and day schools enjoy the services of a social worker. In addition, it was found that among schools which employ social workers, residential schools are more likely than day schools to employ full-time social workers. On the other hand, day schools are more likely than residential schools to employ social workers with an advanced degree. It was also found that the functions of social workers differ very little in the two educational settings. Concerning the future occupational prospects of social workers in day and residential schools, it was discovered that only a small proportion of schools which do not currently utilize the services of a social worker plan to employ one in the near future. Moreover, among those schools which are considering the possibility of hiring a social worker, residential schools are much more likely than day schools to consider utilizing the services of a deaf social worker.
Chapter 20: Exploit Your Overhead
Authors: Wyman Raymond
Published: April 2013

The overhead projector, screen, and projectable materials can now be available in every classroom for the hearing impaired in the country. It remains for every classroom teacher to exploit or to take advantage of the combination. The overhead projector can be easily used as a floodlight, to project outlines of objects, as an extemporaneous chalkboard substitute, for a planned chalkboard substitute, for displaying student work, for commercial transparencies, for shared transparencies, and for school-made transparencies by various means. Suggestions for choosing or creating effective transparencies include simplicity, legibility, organization, and use of color. The overhead projector will be most effective if room lighting is adjusted, the projector is kept law, the screen tilted, the lamp kept on only when needed, items are pointed to on the transparency rather than the screen, progressive disclosure, overlay techniques are used to focus attention, and if all students are actively involved.
Recall of Different Segments of an Interpreted Lecture by Deaf Students
Authors: Stinson Michael , Meath-Lang Bonnie , MacLeod Janet
Published: April 2013

In Experiment 1, 20 deaf college students received an interpreted, videotaped presentation of one lecture and a printed presentation of a second lecture. In Experiment 2, 16 deaf students received one interpreted presentation and, then, a second interpreted presentation on a different topic. In both experiments students wrote down the information they remembered immediately after each presentation. Recall protocols were scored for the distribution of ideas recalled from each quarter of the lecture. The principal findings were that students recalled: (a) more information from the first two quarters than from the second two; (b) more information from a printed than from an interpreted presentation; and (c) more information from a second interpreted presentation than from a previous interpreted one. The findings of the study are discussed in terms of their implications for providing educational support to mainstreamed deaf students.
The Use of Decoy Sentences to Measure Auditory Training Gains
Authors: Mapes Frances M. , Moreau Roberta
Published: April 2013

Precourse to postcourse measures were compared for an auditory training group and a control group on three auditory discrimination measures: (a) the training sentences, (b) related but nontrained sentences (decoy sentences), and (c) a modified rhyme test. The training group showed significant gains on both the trained sentences, as would be expected, and the decoy sentences. It was decided that decoy sentences are a good precourse to postcourse measure of auditory training gains.
Designing Interactive Materials for Cost-Effective Learning
Authors: Forsdale Joan R.
Published: April 2013

By forcing us to make better use of students' intelligence (and our own artfulness) in the design of instructional materials, the new mandate for cost effectiveness may enhance rather than diminish the educational value of existing as well as new educational media. The paper and demonstration will show that many of the capabilities for which we turn to the latest generation of electronic equipment, e.g., "intelligent" videodiscs and other computers, may be achieved with media long available in schools and/or homes: ordinary television sets, filmstrips, and 8mm films. Some of the capabilities to be discussed and demonstrated with film and videotape are: overt response and immediate feedback; process (vs. product) exposition and participation; multi-level use of a single program; moving images and psychomotor responses; and constant self-monitoring of constant (vs. intermittent) performance. Also, and bravely, specific head-tuning to use all the new electronic equipment more cost effectively will be suggested. (All of these media use rear-screen images whose relevance to the needs of those with visual as well as auditory impairment will be stressed.)
Do I Have to Go to Recess? Electronic Supplements in Language Instruction
Authors: Olsen James B.
Published: April 2013

In our primary classroom, the class news and other language are easily entered and enjoyably practiced on the keyboard of a microcomputer. The computer makes a file tape which is ready to use immediately with a drill program. After the student hears, sees, and says each sentence, it is scrambled. Then each word appears in the correct order as the student types its first letter. Each correctly completed sentence brings beeps, music, visual praise, and points. If a printer is used, a take-home sheet is made. The file tapes are also used with other programs; therefore a variety of language is drilled in different ways. We have found this method efficient and continually motivating.
The Role of Parents in Developing Visual Turn-Taking in Their Young Deaf Children
Authors: Swisher M. Virginia
Published: April 2013

Young deaf children use their vision to gather both language input and information about the environment. This dual requirement greatly complicates conversational turn-taking for the children and their parents, particularly when interaction centers on a visual focus such as a book. Data are presented here on the onset and maintenance of visual attention to signing in three profoundly deaf children, ages 2;9 - 3;7 years, while interacting with their hearing mothers about a story told through pictures. The data indicate that the children's visual attention in this situation was quite variable, although all of them experienced problems with their need to focus simultaneously on two sources of information: the mother's signs and the picture book. Suggestions for developing visual turn-taking skills are made, based on the research on first-language acquisition and the interactions of deaf mothers with their children.
Responding to Classroom Behavior Problems Among Deaf Children
Authors: McCrone William P.
Published: April 2013

Common patterns of responding to the emotional/behavioral problems some deaf children exhibit in the classroom are compared. School programs serving deaf children can use this comparison as a basis for self-evaluation and planning.
Chapter 1: Learning and Instructional Theory Revisited
Authors: Meierhenry W. C.
Published: April 2013

The paper will consider the relationship of theory including learning theory to practice. It will trace chronologically the different theoretical emphases of the last 25 years and then relate instructional procedures to these theoretical developments. The shifts in the "how media decisions are made" will become apparent through this process. Attempts will be made to relate these theoretical developments to the topics of past symposia and to the hard of hearing.
Chapter 33: Out of the Locker Room and Into the Classroom: Innovative Approaches to the Use of Media and Strategies in Sex Education for the Deaf
Authors: Kessler Michael I
Published: April 2013

Human Sexuality has been an area sorely neglected in the education of the deaf. Until recently, visual materials and approaches designed for hearing populations have been adapted using either summarized or verbatim captioning. As part of the development of a college level Human Sexuality course at NTID, a film on contraception has been specially edited to include studio segments utilizing students and staff to underscore the important points made in the film. Because total communication was used and the entire film was captioned, students have shown an increased understanding of contraceptive methods and how they work, as demonstrated through class discussion and evaluation on a final exam. This film, on videotape format, will be shown as well as a presentation of experiential strategies used to explore both the content and affective areas related to Human Sexuality. These strategies address communication, values, relationships, the "how" and "why" of sex, and the development of positive attitudes towards negotiating a health/mental health/social service delivery system.
A Preliminary Description of the Control of Interaction in Classrooms Using Manual Communication
Authors: Kluwin Thomas N.
Published: April 2013

Research with oral deaf classrooms as well as work with signed conversations between deaf adults suggested that the differences between spoken and signed language would lead to the loss of efficiency in communication between hearing teachers and deaf students. The purpose of the study was to describe the procedures that teachers in classrooms using manual communication employ in order to get and maintain student attention. Teacher attention-getting and maintaining in hearing classrooms consists of idiosyncratic phrases at the start of speaking turns, the use of questions or directives, or the selection of specific individuals. Four secondary school English teachers were videotaped on three occasions over a 2-week period. The teachers were volunteers, and the classes were teacher selected. All the teachers had at least 3 years of teaching experience, and most teachers had about 10 years of teaching experience. The use of a mixture of deaf adult signing behavior and spoken discourse markers is reported. A functioning but inefficient system is described.
Media and Instructional Techniques for Usher's Syndrome
Authors: Fischer Catherine
Published: April 2013

This paper will inform teachers of the visually and hearing-impaired students how to modify and utilize media aids to meet their special needs. Important considerations are creating a good classroom environment, personal communication, adaptation of print materials, and audio-visual equipment and software. Special attention, extra preparation, and tips are detailed.
The Computer—A Technology that Breaks the "Sound" Barrier
Authors: Shanahan Dolores
Published: April 2013

This paper postulates that computers are powerful, versatile learning tools that have as many applications as the user is capable of imagining! Whether it be one microcomputer or one hundred, the computer can be scheduled for remedial work, reinforcement of basic skills, word processing, programming, or accessing of simulations and advanced games of logic. Computer technology places society at a new frontier in which information processing and communication will break through handicapping conditions. Physical disabilities that are considered limiting today will no longer prevent individuals from being active participants and contributors to society. As Jean-Jacques Servin-Schreiber expresses in his book, The World Challenge , "Due to the development of the microprocessor, we are witnessing the birth of, the emergence of, the first truly human society."
Chapter 14: Closed-Caption Television: Today and Tomorrow
Authors: Cronin Barry Jay
Published: April 2013

The National Captioning Institute was founded in early 1979 to produce captions for commercial and public television programs. NCI uses a system called dosed captioning, whereby the captioned information is transmitted along with the regular picture and sound portion of the television program but is not seen on a normal home television receiver. Only with a special decoder device can the captions be seen. This device is currently marketed by Sears, Roebuck and Co. and is called "TeleCaption." It has been available to the consumer since March 15, 1980. Three networks are participating in this service, PBS, ABC, and NBC. By the end of 1980, it is expected that more than 22 hours per week of captioned programming will be available to viewers. The closed captioning system, sometimes referred to as Line 21, records captioned electronic codes on Line 21 of the television vertical blanking interval—a portion of the video signal. These codes are read by the decoder which then generates the captions that are displayed on the screen of any normal home television receiver. The closed-caption system represents the culmination of almost 10 years of technological development and the cooperative efforts of the Federal Government, nonprofit agencies, professional groups, groups representing the deaf and hearing impaired, civic organizations, and commercial industry. It is a service that's designed to meet the communication needs of 14 million hearing-impaired citizens in this country. For the future, many more populations can be served through closed captions. Bi-lingual, particularly Hispanic Americans, reading disabled children, and hospitalized and institutionalized people who are in environments in which noise must be kept to a minimum can and will be served through closed captioning of television programs. As we look to the future, we look for additional technological developments that will allow the closed-captioning service to expand beyond the captioning of prerecorded videotape programs. It will include captioning of news and public affairs, sports, real-time captioning—captioning as it is happening and further exploration of the use of captions for bi-lingual groups and direct captioning of film.
Current Developments in Auditory Speech Discrimination Tests for the Profoundly Deaf at NTID
Authors: Webster John C. , O'Shea Noreen P.
Published: April 2013

Two newly developed and three existing auditory speech discrimination tests were given to a group of 35 NTID students representing the five NTID functional profiles (categories) of hearing discrimination ability. Approximately half of the students scored zero on the CID W-22 word test and CID (CHABA) sentences and from just above chance to 100% on a newly developed numeral test. The remaining half scored 100% on the numeral test and from 0-100% on CID sentences. Scores were from 0 to approximately 90% on a new vowel/consonant test. Results suggest that the combination of a numeral, vowel/consonant test might prove a more efficient way of delineating functional categories of hearing discrimination ability of NTID students.
The Acquisition of Creative Thought Processes Via the Study of Creative People
Authors: Shaw Carla Cooper
Published: April 2013

This paper presents an overview of "Creative Arts," a class designed especially for high school participants in the Talented and Gifted Project at Texas School for the Deaf. It explains the teaching approach for one section of the class, "The Study of Creative People." It also explains how various media devices, including slides, transparencies, simulation games, and charts were used to introduce and reinforce concepts emphasized in class. Such concepts include: the nature of creativity, the influences of heredity and environment in the creatively productive person's life, and analysis of the student's own creative potential.
The Use of a Pocket Computer as an Aid for the Deaf
Authors: Levitt Harry
Published: April 2013

The teletypewriter is an extremely valuable communication aid for deaf persons. It does, nevertheless, have several practical disadvantages. These include the high initial purchase cost and subsequent maintenance costs including telephone charges. Teletypewriters also have a low rate of communication, are relatively inflexible in their mode of operation, and are of limited portability. A low-cost, mass-produced pocket computer has been programmed to resemble a teletypewriter, but with the additional advantages of both memory and logic. The system is not only more powerful and more convenient to use than a conventional teletypewriter (especially the feature of being pocket-sized), but it is also less expensive.
Current Screening Procedures for the Usher Syndrome at Residential Schools for the Deaf
Authors: Day Creagh Walker
Published: April 2013

The purpose of this study was to determine how many residential schools for the deaf are currently screening their students for the Usher Syndrome and how many of these schools offer support services to identified Usher Syndrome students and their families. Forty schools responded. Residential schools were chosen because they have large concentrations of high-risk individuals, the congenitally deaf. The results indicated that 53% of the schools that responded are screening students for Usher Syndrome. Eighty-four percent of the identified students were older than 12 years, and 81% had a profound hearing loss. One-half of the schools with screening programs offered some support services: personal counseling, genetic counseling, curricular modifications, and vocational counseling.
Factors Affecting Auditory Training Gains
Authors: Moreau Roberta M.
Published: April 2013

Precourse to postcourse gains in auditory training for 43 students were correlated to the following variables: (a) English ability at the onset of the course, (b) puretone average, (c) aided hearing discrimination, (d) hearing discrimination under phones, (e) the difference in hearing discrimination under phones and with hearing aids, (f) improvement in English score during the training period, (g) speechreading with sound, (h) speechreading without sound, (i) auditory training pretest score, and (j) high frequency cutoff for the better ear. It was found that the variable most highly correlated with auditory training gains was the English score at the onset of the auditory training period.
Media Development Project for the Hearing Impaired: Project Update
Authors: Propp George , Berman Virginia A. , Nugent Gwen , Brunsen Judith , Dam Lois , Harding Richard , Kelly Kathy , Kingsbury Martha , Morariu Janis , Stone Casey , Tidball Kaye
Published: April 2013

The Media Development Project for the Hearing Impaired (MDPHI) is involved in the adaptation and development of instructional materials for hearing-impaired students in the areas of concept development and decision-making skills. After a comprehensive search and an extensive materials review, four products were selected for adaptation and two for development. In order to provide thorough evaluation data, all products have been sent out for teacher product review and field testing.
Energy and the Environment: An Approach to Teaching Modeling That Breaks the Hearing-Impaired Student's "Limits to Growth"
Authors: Wilson Fred L.
Published: April 2013

Hearing-impaired students generally have problems in courses that are highly language dependent and which involve abstract conceptualization. The course, "Energy and the Environment," at the Rochester Institute of Technology is such a course. One specifically difficult area of instruction for hearing-impaired students is the interrelated nature of the important variables concerning energy and environment. For example, to make decisions about appropriate national decisions, one must weigh at least the years of available resources left, the amount of pollution being produced, the industrial output per capita, the amount of arable land, the total energy requirements, the food consumed per capita, the birth rate, the death rate, and the total population. Students do not usually understand these relationships. They tend, for example, to feel that one can make arbitrary rules on the amount of pollution that can be emitted without recognizing the effect such rules would have on industrial output or on the energy requirements. From another perspective, students feel that increasing industrial output is necessary for a growing economy (in which they too want jobs) and that we must not restrict energy consumption if it hinders new jobs. There are, of course, many other considerations. Instead of arguing the concepts, a model was developed using the variables mentioned above. Because the model is programmed for an Apple II computer, students can actually make entries in the classroom and get immediate feedback on the validity of their assumptions. Probably the best aspect of this program is the opportunity it provides to teach students about concepts of modeling, the strengths and the weaknesses of modeling techniques, and the usefulness of computer literacy. Foremost among the benefits is the opportunity hearing-impaired students have to work with normal hearing students in study groups to make their assumptions. Because they work in small groups, both kinds of students learn the strengths and weaknesses of the other population of learners. An unanticipated benefit of the microcomputer has been the challenge given to students to build better models. On their own, students have extended the program used in class to include their own ideas about modeling and of uses of graphics.
The Effects of Caption Rate and Language Level on Comprehension of a Captioned Video Presentation
Authors: Braverman Barbara B. , Hertzog Melody
Published: April 2013

The purposes of this study were (a) to explore the effect of caption rate on comprehension and (b) to assess the effect of varying caption language level on comprehension. One hundred eighty-seven students, enrolled in three elementary and secondary schools for the deaf, viewed a one-half hour commercial television program captioned at 60, 90, or 120 words per minute and at increasing levels of linguistic complexity. The students were tested on explicit, inferential, and global comprehension items. Caption rate did not appear to affect comprehension. The language level of the captions influenced explicit and inferential comprehension, with subjects performing significantly better with lower, than with higher language level captions. This effect was particularly noticeable with poorer readers. Directions for further captioning research are discussed.
Chapter 8: Teacher Preparation: Its Form and Its Future
Authors: Joekel Ronald G.
Published: April 2013

Like the cigarette commercial, "We've come a long way baby," teacher education has come a long way as well. Despite the many critics of education, it is an established fact that our educational record stands alone as a model. Throughout our history, professional educators have moved step-by-step to improve programs and to increase expectations. For the teacher, this has meant that the acceptable minimum of training has increased from completion of a year of education beyond the level achieved by the students they taught to graduation from normal school to completion of a 4-year college degree preparation program and beyond. Even more important are the many changes in program scope and depth. One need only compare the texts and journals we expected students 50 years ago to master with those we use now to realize how much more substantial our requirements are today. Students of today must master more content, acquire a more solid theoretical understanding, and be able to apply that content and theory in the classroom. Though education's standards and expectations have been raised, we must do even better in the future. The world of the 21st Century will demand literacy of all, not just 90% of the population; the survival of every citizen will depend on possession of advanced manual and cognitive skills; the continued existence of society itself will require a literate and skilled citizenry that understands its origins and the context in which society develops and prospers. There are a number of factors impacting upon teacher preparation today and in the future. Here are a selected few that I would like to focus on: (a) societal expectations, (b) limited life space, (c) problems of adequate funding, (d) adult and continuing education and lifelong learning, (e) the impact of technology, and (f) the knowledge base on education.
Chapter 40: Adapting Media to Meet Your Students' Needs
Authors: Stern Robert C.
Published: April 2013

This presentation will demonstrate how teachers can utilize existing media by modifying it to meet the needs of the students. The presentation will also demonstrate how to make a mediated program utilizing "Visual Stimuli Directions." Realistic precautions and suggestions will be given to assist the teachers in preparing or modifying a mediated program.
Letters to the Editor
Authors: Caccamise Frank , Johnson Donald D. , Stokoe William C.
Published: April 2013

Abstract: Letters to the Editor by Donald D. Johnson The Comment, Question, and Answer department is published as a service to professional readers and
parents of deaf children. It is an attempt to provide practical information on the basic aspects of
deafness, particularly in relation to education.
On the Influence of Familiarity on Deaf Students' Text Recall
Authors: Gormley Kathleen A.
Published: April 2013

This study examined the influence of prior knowledge on third-grade reading-level deaf students' comprehension. After assessment of prior knowledge by the use of explicit text-based pre-questions, 15 deaf students, nine older and six younger, silently read three familiar (i.e., baseball) and three unfamiliar (i.e., curling) paragraphs. After reading each paragraph, students retold the paragraph using sign and/or oral communication. Probe questions were used whenever students' retell was incomplete. Results on prequestion, retell, and probe responses indicated that younger deaf readers' prior knowledge and general comprehension of these paragraphs approximated that of older readers. Even though these familiar and unfamiliar paragraphs were written at third-grade reading level and were structurally equivalent (word frequency, propositions, argument repetitions, and grammar), among topic (i.e., sports) paragraphs, the rate of recall for familiar paragraphs was significantly better than for unfamiliar ones. This study concluded that familiarity with the topic strongly impinges on the deaf readers' understanding of written text.
Deaf Adolescents' Comprehension of English Prepositions
Authors: Kluwin Thomas N.
Published: April 2013

The probable sequence of the comprehension of written English prepositions by hearing-impaired adolescents is predicted through the use of Clark's (1973) scheme for predicting the acquisition of prepositions by normal hearing children. Clark predicted the acquisition sequence on the basis of a featural analysis of the semantics of the prepositions and the application of generalized principles of language acquisition. According to this scheme, normal hearing children first acquire locative prepositions, then temporal, and finally manner prepositions. Multiple choice tests of preposition usage were given to 206 severely to profoundly hearing-impaired adolescents. In general, the deaf adolescents followed the predicted sequence but showed a greater ability to comprehend the manner or "grammatical" prepositions than would be expected. Three general principles for preposition comprehension by deaf adolescents are proposed.
Congenital Deafness with Cardiac Arrhythmias: The Jervell and Lange-Nielsen Syndrome
Authors: Wahl Richard A. , Dick Macdonald
Published: April 2013

The Jervell and Lange-Nielsen syndrome, affecting 0.3% of congenitally deaf persons, consists of severe cardiac arrhythmias and sensori-neural hearing loss. The disorder, presenting as syncope or loss of consciousness, is associated with a prolonged Q-T interval on the electrocardiogram. The loss of consciousness is due to ventricular tachycardia or fibrillation, which in turn has been related to a decrease in the autonomic sympathetic activity to the heart from the right stellate ganglion. It is this decrease in autonomic synpathetic activity, manifesting as the prolonged Q-T interval, which renders the patient more vulnerable to dangerous arrhythmias. Although recovery is usually spontaneous, sudden death can ensue. The syndrome is often erroneously diagnosed as a seizure disorder and improperly treated. Therapy with the beta blocker, propranolol, has been effective in reducing the frequency of spells and preventing death. Surgical removal of the left stellate ganglion is under investigation and appears promising. We recommend that every congenitally deaf child with suspicious symptoms receive a electrocardiogram and that professionals who work with deaf children not only inform themselves about the syndrome but also receive training in cardiopulmonary resuscitation.
Closed-Captioned Television: Educational and Sociological Implications for Hearing-Impaired Learners
Authors: Caldwell Doris C.
Published: April 2013

The National Captioning Institute (NCI) has achieved stunning success in its first year of operation. Hearing-impaired viewers of all ages are enthusiastically grateful for the opportunity to read what they cannot hear on television. The closed-captioning service continues to be expanded by further technological developments and program offerings. Educators of the deaf recognize that well-written captions directly attack many of the communications problems faced by their students and pave the way to improved achievement in other academic disciplines. Captions on television programs enliven the classroom environment and extend effective learning into after-school hours. Closed captioning represents a significant sociological breakthrough as well. Hearing-impaired viewers are now able to communicate more freely with their hearing peers as they share information and entertainment gleaned from the television screen.
The Apple Microcomputer in School Learning Centers
Authors: Russell John W.
Published: April 2013

The microcomputer is the newest mediaware available in the learning center, and it is quickly superseding other formats in the mediated avenue of total communicational instruction. The learning center is an effective way of presenting the microcomputers to teachers and students in the school setting because the center is available to a wide population. Computers are designed for massive labor, and the only way to make them cost-effective and beneficial to students is to keep them working. The microcomputer, when utilized each day in a learning center with a prescriptive learning approach, is proving to be an invaluable resource that teachers and students are welcoming with amazement and enthusiasm.
Audiological and Medical Considerations for Children With Cochlear Implants
Authors: Horn Richard M. , Nozza Robert J. , Dolitsky Jay N.
Published: April 2013

Recent advancements in technology have resulted in the development of implantable devices—cochlear implants—designed to maximize the sensation of hearing in the hearing-impaired population. For children who meet the numerous preselection criteria, the cochlear implant can be effective and beneficial. The implants must be inserted surgically, which involves placing an electrode array in the cochlea and attaching the receiver/stimulator to the skull. The child can usually be discharged from the hospital by the third postoperative day. The external device is fitted and initially stimulated about four to six weeks after surgery. During initial stimulation, all 22 electrodes are individually adjusted, or mapped. The electrodes are readjusted and remapped at frequent intervals during the initial months following stimulation. These follow-up visits also allow the audiologist to evaluate the child's progress in the home and educational environments.
Semantics: The Forgotten Component in Teaching Language to Hearing-Impaired Children
Authors: Hasenstab M. Suzanne , Bevilacqua Thomas
Published: April 2013

The purpose of this article is to indicate to professionals engaged in the teaching of language to hearing-impaired children that although there are many materials, activities, and suggestions relating to syntax and phonology available and used, there is a disproportionately low emphasis on semantics. It suggests that the use of a total communication approach might be of value in meeting the need to include this language component in formal teaching.
Chapter 21: The Gallaudet College Library: Its Use of Technology
Authors: Edwards Fern
Published: April 2013

The Gallaudet College Library staff continually seek new ways to integrate their services and resources into the instructional process and creative ways to use technology to contribute to the maximum effectiveness of this effort. As a result, there is a wide range of technology use, including audiovisual materials, television, microfilm, microfiche, and automated information data bases and capabilities. The new Learning Center has been especially designed to maximize the efficient use of technology. In addition to benefits enjoyed by library users on campus, there are a number of ways in which people with similar needs across the nation can share these services and resources.
Helping The Deaf Community College Student Improve His Reading Skills
Authors: Rompf Shirley A.
Published: April 2013

Deaf students at Catonsville Community College in Catonsville, Maryland are taking advantage of an educational program aimed at improving their reading skills. The program involves vocabulary development and structured language training. Vocabulary areas addressed include functional vocabulary, synonyms, and idioms. In a noncredit English class the students are taught basic principles of English morphology and syntax, and they are taught how to construct simple, compound, and complex sentences.
Teaching Metaphor to Deaf Children
Authors: Rittenhouse Robert K. , Stearns Keith
Published: April 2013

A research-based program for teaching metaphorical language to deaf children is described. The results of the specific research which led up to the program of instruction are presented in detail. In the research program, deaf children as young as 10 years of age were shown to be capable of understanding metaphorical language with regularity. In addition, with the use of appropriate instructional procedures, the performance of deaf children on metaphorical tasks significantly improved. Those procedures are presented as part of the instructional program.
A Multi-Disciplinary Approach to Teaching English
Authors: Forman Joan D. , Spector Paula Brown
Published: April 2013

This paper describes a model of English instruction involving the ongoing collaboration of speech and English instructors. The model, which was put to practice, integrates instruction in writing, reading, speaking, and listening skills in the context of overall English competence. The paper includes a rationale for this approach and a description of instructional techniques.
The Use of a Multi-Image Slide Presentation and Experiential Strategies to Enhance Personal/Social Development of Deaf Students with Developmental Disabilities
Authors: Kessler Michael I
Published: April 2013

The Outdoor Experiential Education Program at NTID/RIT uses innovative learning strategies designed to maximize the personal/social development of hearing-impaired students. In order to meet the needs of students with special learning problems, a six projector multi-image slide presentation was developed. This was used in conjunction with an experiential activity known as a "wild walk" to expose incoming students to the excitement of the Outdoor Experiential Education Program and to teach some specific skills necessary for students to negotiate the wild walk successfully. This mediated introduction linked to a reinforcing experiential activity has proven to be an effective way to teach technical skills and increase student awareness and motivation in addressing personal/social issues through an experience based educational process.
Personalizing the Personal Computer for Your School
Authors: Fleharty Janet , Norwood Charles
Published: April 2013

In response to this new era of microcomputers, more schools are incorporating their use in individualized instruction. The problem then becomes what role should or can educators take in using the computer in the learning process. This paper deals with techniques for soliciting teacher involvement with computers. Teachers are shown how to write scripts and evaluate software that may be effective in their classroom. Today, at the Colorado School for the Deaf and the Blind, computers are being used more frequently and more effectively than ever.
Chapter 2: Super 8 in the Elementary Classroom
Authors: Borron Roberta
Published: April 2013

One of the most versatile and easily handled pieces of photographic or video equipment for the classroom is the Super 8 movie camera. It can be used to record familiar activities or to provide visual representation of things less accessible to students. This paper is directed toward teachers, with suggestions for incorporating the Super 8 into various subject areas and teaching students some simple techniques of film-making, including some easily achieved special effects.
Chapter 34: A Mediated Course in Career Development
Authors: Noretsky Martin , Beach Roger
Published: April 2013

Freshmen at Gallaudet College are now required to attend Psychology 111, a career development course offered through the College's Counseling and Placement Center. The course, taught by CPC staff, is an integral component of the College's Career Development Program. The Career Development Program adopted by Gallaudet has five stages culminating with the student's entry into his or her chosen career field. Psychology 111, Freshman Orientation to Career Development, deals with the first two stages: career awareness and career exploration. In designing the course, goals were established and tasks leading toward those goals were specified. In determining instructional strategies to achieve course tasks, use of a variety of media was appropriate including videotape, slide series, and transparencies.
Traditional Achievement Values and Fear of Success in a Hearing-Impaired Population: A Disappearing Phenomenon
Authors: Anthony Susan
Published: April 2013

Two research projects designed to measure hearing-impaired college students' reactions to a successful stimulus person and to traditional views about successful men and women were conducted. The results of Study 1 indicated that subjects responded with stereotypic notions about a successful female stimulus person. However, a personality variable, Success Approach, is an important moderator of this tendency. In Study 2, hearing-impaired males showed significantly higher traditional values about achievement than hearing-impaired females. Other findings are discussed.
Communication Methods Used at Schools for Deaf and Partially Hearing Children and at Units for Partially Hearing Children in the United Kingdom
Authors: Jordan I. King
Published: April 2013

A survey was conducted of the methods of communication used at special schools and units for the hearing-impaired in the United Kingdom. Questionnaires were returned from 73% of the 485 schools and units listed in the 1980-81 RNID Directory. Results show that the oral method is used in about 90% of the unit classes. The ratio of special school classes taught orally to those taught with Total Communication is about 6:4 at the primary level. At the secondary level of special schools, the majority of classes in Scotland are taught with Total Communication. Changes in communication method were also reported. Of the 39 total changes at schools, 38 were changes to Total Communication. When these changes are graphed year by year, a rapidly increasing trend to Total Communication is evident.
Video-Counseling for Multi-Handicapped Hearing-Impaired Students
Authors: Boham Brian E. , Selkowitz Scott
Published: April 2013

It is difficult to provide counseling for the multi-handicapped hearing-impaired student who demonstrates severe language/communication deficits, impaired cognitive functioning, and limitations in adaptive/interactive behavior. Abstract crisis intervention strategies do not provide an effective means of dealing with severe behavior problems shown by these students. In the Davidson School program of Elwyn Institutes, we are currently developing a means of counseling multi-handicapped hearing-impaired students through the use of a four-phase videotape program. These phases involve videotaping a role model who shows inappropriate classroom behavior, and then appropriate behavior following intervention by the teacher to calm the student and determine the cause of the problem. The target student then views the videotape with the teacher to provide a meaningful basis for communication during a crisis intervention period or a counseling session.
Microcomputer Reading Comprehension Improvement Program for the Deaf
Authors: Pollard Gerald , Shaw Carla Cooper
Published: April 2013

The article describes the Reading and Microcomputers Project (RAM) at Texas School for the Deaf. After outlining the project's history and discussing its day-to-day workings, the article addresses RAM's objectives and how they are being achieved. The article concludes by offering recommendations for those who are considering initiating an instructional microcomputer project.
Microcomputers in Education: Age of Romance, or Age of Reason?
Authors: Kelly Ronald R.
Published: April 2013

The purpose of this paper is to review and comment on the papers presented at the 1982 national Symposium on Research and Utilization of Educational Media for Teaching the Deaf. The specific title of the symposium was "Microcomputers in Education of the Hearing Impaired." Overall, the presentations provided practical and commonsense suggestions for curricula, implementation, communication, and selection of equipment. A strong point of the entire Symposium was the fact that the suggestions and ideas discussed were extensively based on applied experiences. Limitations of the papers pertained primarily to the lack of data-based research. It is recommended that research be coordinated with the curriculum efforts to provide a comprehensive documentation of what specific changes occurred with hearing-impaired learners as the result of using microcomputers. Without research, the potential of microcomputers will probably never be achieved in education of the hearing impaired.
Chapter 15: The Use of Videotaping for Self-Evaluation in Parent Training
Authors: Somers Margery N.
Published: April 2013

The Preschool Department at Kendall Demonstration Elementary School designed a Parent-Centered nursery for 2-year-old deaf children. This project involved weekly participation by the parents, including teacher-guided activities taught by the parents on a one-to-one situation with their own child. These sessions were videotaped and then viewed by the parent and teacher together. A system of positive feedback led to self-evaluation by the parent. Eventually the parents monitored their own tapes, handled their own critiquing sessions, and set goals and objectives to work on with their children.
Educational Needs for Multicultural Hearing-Impaired Students in the Public School System
Authors: MacNeil Barbara
Published: April 2013

This article provides information on the educational problems and needs of hearing-impaired students from three major multi-cultural groups, the Afro-American, Hispanic, and Asian. The focus is upon identification and programming for these needs within the public school system, based especially upon experience within the San Diego City Schools. The factors addressed include: demographic shifts and the dropout rate among these students, and cultural considerations for education. Specific educational considerations discussed include: assessment, programming, bilingual education, curriculum and instructional strategies, teacher-training and program models.
Current Research on Relationships Between Selected Higher Order Processes and the Communication Skills and Problems of Deaf Persons
Authors: Metz Dale Evan , Samar Vincent J. , Parasnis Ila , Whitehead Robert L. , Sims Donald G.
Published: April 2013

This paper presents four research projects in process in the Communication Sciences Laboratory at the National Technical Institute for the Deaf. These projects illustrate four broad areas of research on the relationships between higher order information processing systems and the communication skills and problems exhibited by deaf people. Research will be discussed regarding (a) neural factors related to speechreading skills, (b) the relationships between cerebral specialization and communication skills, (c) the role of imagery in memory for signs and words, and (d) the relationship between speech motor programming and speech timing errors in deaf speech. This brief overview is intended to illustrate the utility of research on higher order information processing in increasing our understanding of the communication skills and problems of deaf people.