bluuebunny/crossref_metadata_2025 huggingface dataset:
Phonological Awareness: One Key to the Reading Proficiency of Deaf Children
Authors: Nielsen Diane Corcoran , Luetke-Stahlman Barbara
Published: July 2012

A case is made for the importance of children's development of phonological awareness—whether they are hearing or deaf—if they are to reach their potential as readers. Relevant terms are defined (i.e., phonological awareness, phonological processes , and phonics ) to assist the reader with the research review, which covers (a) the typical stages in the acquisition of phonological awareness and (b) phonological awareness and deafness. Suggestions for phonological awareness assessment are offered, along with the recommendation that the use of recently developed formal and informal measures of phonological awareness might facilitate the setting of goals and objectives when deaf educators or speech-language pathologists are evaluating the skills of deaf students and planning instruction for these students. Such tools yield information about skills that have been shown to correlate with literacy attainment and that are not commonly addressed by deaf educators or speech-language pathologists serving deaf students. Finally, research concerning the facilitation of phonological awareness and its application is explained.
The Limits of Narratives in Understanding Teacher Thinking
Authors: Kluwin Thomas N. , McAngus Amy , Feldman David M.
Published: July 2012

Researchers have argued that narrative provides insight into teachers' thinking and a model for the storage of knowledge about teaching. Concurrently, however, there are numerous cautions about using narratives as data sources. The present study addresses two problems: the limits of narrative as a data source and the feasibility of productively analyzing narratives. It also addresses the question of whether teachers actually store information as narratives. For the study, 23 deaf or hearing teachers of the Deaf participating in a project on integrating technology into teaching were interviewed about their experiences as teachers in general and in using technology in the classroom in particular. They rarely generated stories spontaneously. Rather, responses were related to the nature of the stimulus question. For example, when asked about their "worst class," teachers did not provide complete narratives but instead gave responses containing problems without resolutions. The study results suggest that teachers do not store information about teaching as narratives, but nonetheless can expertly construct narratives when given the right opportunity.
Entertainment Television and Hearing Students' Attitudes Regarding the Pediatric Cochlear Implant
Authors: Miller Katrina R. , Wheeler-Scruggs Kathy
Published: July 2012

The cochlear implant, a bionic technology that restores sound sensation in some patients, has become ethically controversial in the 20 years since its introduction. This controversy recently has entered American entertainment culture, with the issue of pediatric implants emerging in episodes of popular TV programs. This pilot study examines the effects of one such TV episode on the attitudes of hearing college students with minimal prior exposure to the controversy, using a posttest-only control group design. The control group ( N = 17) watched an unrelated entertainment video and filled out an original 10-item attitude scale. The treatment group ( N = 18), which viewed an episode of the dramatic series Gideon's Crossing addressing the cochlear implant issue, also filled out the attitude scale. A t test was applied, and it was determined that no significant difference existed between the two groups' attitudes regarding pediatric cochlear implants. Although there was wide variability on individual items, overall scores indicated that both groups were neutral, or undecided, regarding cochlear implantation in children.
Using a TTY to Contact Clinical Graduate Programs
Authors: Olkin Rhoda , Shafton-Bias Elizabeth
Published: July 2012

This study investigated accessibility of 177 APA-accredited clinical and counseling programs to deaf applicants via TTY phone lines, what happened when we called these numbers, and where these phone lines connected. We were able to obtain TTY phone numbers for 135 schools, of which we could successfully reach 86 schools using a TTY alone. Most of these lines (60%) were connected to campus disabled student services, and none connected directly to the APA-accredited programs or the departments in which they were housed. Comments from university personnel underscore the difficulties facing deaf applicants. We argue that the difficulties deaf applicants encounter when trying to contact programs constitute significant barriers to the application process. We give six specific recommendations for expanding access to programs.
Stress and Coping Among African American and Hispanic Parents of Deaf Children
Authors: Mapp Idalia , Hudson Richard
Published: July 2012

The authors conducted a correlational study of 98 parents of children with hearing loss to determine the relationships among the parents' stress levels, their reported coping strategies, and the demographic characteristics of themselves and their hearing-impaired children. One unexpected finding was the low level of stress expressed by the sample. One predicted relationship was found. The communicative ability through signing of the child was significantly related to level of stress. The predicted relationships between a parent's marital status, a parent's educational level, the child's sex, and the age at onset of the hearing loss were not confirmed. The study revealed that racial and ethnic group membership was significantly related to the degree of use of several coping strategies. Hispanics differed significantly from African Americans in that they made greater use of coping strategies.
Issues in the Sexual Molestation of Deaf Youth
Authors: Vernon McCay , Miller Katrina R.
Published: July 2012

An overview is provided of issues involved in sexual abuse in schools (as well as the general problem of child molestation in society), some characteristics of pedophiles and hebephiles, and data on how sexual molesters are dealt with by the criminal justice system. Specific information is provided on how sexual abuse becomes an issue in schools for children who are deaf, what can be done to prevent it, and symptoms to look for in identifying deaf children who are being victimized.
Support Services for Parents and Their Children Who Are Deaf or Hard of Hearing: A National Survey
Authors: Meadow-Orlans Kathryn P. , Mertens Donna M. , Sass-Lehrer Marilyn A. , Scott-Olson Kimberley
Published: July 2012

In the spring and summer of 1996, 404 parents of children who are deaf or hard of hearing and were born in 1989 or 1990 completed questionnaires about early services received and the current status of their children's development. The children were enrolled in 137 different programs in 39 states; about one quarter of the programs participating in Gallaudet's Annual Survey of Deaf and Hard-of-Hearing Children and Youth. Children who are deaf comprised 46% of the group for whom responses were provided; those who are hard of hearing comprised 54%. Hearing loss was confirmed at the mean age of 14.5 months for the deaf group, and at the mean age of 28.6 months for the hard of hearing group. Additional conditions place 32% at risk for educational or developmental difficulties. One or both parents are deaf in 13% of responding families. Almost 40% of mothers have some training beyond high school; one third of the children came from non-White or mixed-race backgrounds. (These characteristics of children and families are used in analyzing other data collected from responding parents). Communication approaches used in children's initial programs included: speech alone (24%), sign + speech (66%), sign alone (5%), cues (3%), and sign + cues (3%). Parents gave highly favorable evaluations to intervention programs, and placed teachers at the top of a "sources of help" list. Parents from minority groups and those with no college training reported that their children showed more behavior problems and less language progress, and gave more negative responses to questions regarding the impact of deafness on their families. This suggests that program personnel may need to increase their intervention efforts for these subgroups of special education consumers.
The Effectiveness of an Intervention Program on Hearing Aid Maintenance for Teenagers and Their Teachers
Authors: Most Tova
Published: July 2012

The impact of an intervention program on hearing aid functioning and maintenance was evaluated. The program targeted 29 teenagers who wore hearing aids, and 7 of their teachers. Using an A-B-A paradigm, the researcher monitored student and clinician reports on the hearing aids' functioning over a 12-week period that began before intervention and concluded 3 weeks after intervention ended. Pretest and posttest student and teacher questionnaires tapped these two groups' knowledge and attitudes concerning hearing aids. The 6-week intervention comprised theoretical and practical instruction in hearing aid maintenance. The number of functioning hearing aids increased significantly following intervention, and continued to increase even after intervention ended. The gap between student and clinician reports on the functional status of the hearing aids was widest in the study's first stage and narrowest—indeed, negligible—in the third. The questionnaire results indicated that both students and teachers acquired new knowledge. The study findings underscore the need for intervention programs in hearing aid maintenance and their benefits to adolescent students and their teachers.
Classroom Assessment of the Use of Compact Language Drills: A Technique Borrowed from Foreign Language Teaching
Authors: White Alfred H. , Tripoli Louise J.
Published: July 2012

Many deaf children have great difficulty learning how to use irregular English verbs. This research study seeks to exemplify how a single-case, ABA design can be used by classroom teachers in making a determination about the usefulness of classroom teaching strategies, and in the case of this study, to explore the use of compact language drills (CLDs) as a technique for helping a deaf child improve his ability to use 4 irregular verbs. The CLDs were conducted 5-10 minutes each day for five weeks at the close of school. The drills engaged the child in immediate recall of simple sentences loaded with semantic/syntactic clues which signalled the need for a past, present or future irregular verb within the target sentence. The results suggest that CLDs, when used systematically, can significantly improve a child's ability to use irregular verbs correctly, both immediately following treatment, and across time.
A Group Storybook-Reading Intervention with Children at a Residential School for the Deaf
Authors: Gillespie Catherine Wilson , Twardosz Sandra
Published: July 2012

Deaf children's patterns of emergent literacy can parallel those of hearing children, but their acquisition of conventional reading skills in elementary school is often delayed. Group storybook reading in the residences of a state-sponsored school for the Deaf was investigated as a means of fostering literacy development outside the classroom. Eighteen children, ages 4-11 years, participated. The nine children in the experimental group cottages participated in group storybook reading twice each week for 5 months. Both the experimental and the control-group cottages were provided with a variety of books that were rotated biweekly. Children were highly engaged during the storybook-reading sessions, particularly when the readers used an interactive/expressive reading style. Children in the experimental group performed more independently on an emergent reading task, and their counselors judged them to be more interested in books than children in the control group.
Another Look at the STM Capacity of Prelingually Deafened Individuals and Its Relation to Reading Comprehension
Authors: Miller Paul
Published: July 2012

The study investigated the short-term recall of serially presented verbal(izable) information by prelingually deafened individuals and hearing individuals, and reconsidered how short-term memory (STM) is linked with their reading skills and their memory coding strategies. A computer-controlled paradigm calling for written ordered recall of 12 lists of 8 consecutively displayed Hebrew nouns was used to assess STM capacity. Forty-nine students with prelingual deafness (mean grade 6.9) and 39 hearing students (mean grade 6.5) participated in the experiment. Twenty-seven of the participants with deafness were raised according to an oral philosophy. The remaining 22 participants from the deaf group used sign language as their preferred communication code. In general, the findings suggest that neither discrepancy in the ordered short-term recall of verbal materials nor discrepancies in reading comprehension are directly assignable to differences in the memory coding strategies of prelingually deafened and hearing individuals. If such functional discrepancies develop, they reflect absent or insufficiently internalized knowledge.
The Interactive Video-Questionnaire: A New Technology for Interviewing Deaf Persons
Authors: Lipton Douglas S. , Goldstein Marjorie F. , Fahnbulleh F. Wellington , Gertz Eugenie N.
Published: July 2012

This paper traces the development of a new technology, the Interactive Video-Questionnaire, for interviewing Deaf persons by using manually signed questionnaires. After encountering numerous obstacles to conducting surveys with Deaf persons about substance abuse using the same methods typically used with hearing persons, the researchers, with a Small Business Innovative Research grant from the National Institute on Drug Abuse, piloted a survey method that uses videodisc and bar code readers to present survey questions signed on screen in American Sign Language and Signed English. Following consultations with Deaf participants, deficiencies of this method were identified and corrected. An interactive multimedia program was created in Phase II of this research effort that offered questions visually in American Sign Language, Signed English, or Speechreading. All questions were subtitled in written English, with Touchscreen entry and automatic data capture and storage. The potential exists for many important uses of the Interactive Video-Questionnaire.
Pages from the Past: Causes of Deafness
Authors: Turner W. W.
Published: July 2012

Although attributions of causality to "mental impressions" of the mother may strike us as naive, a close reading of this manuscript provides significant insight into the demographic characteristics of students at that time, and some cultural perspectives. It appears that a large proportion of students might be classified today as hard of hearing. Of 20 students, 10 could hear the louder tones of the human voice. Also, Turner notes that about half of the students had "accidental" deafness, with approximately half of that number involving scarlet fever. It would appear, then, that enrollment in residential schools for the deaf today is made up of a far higher proportion of children with profound congenital hearing losses. He notes only 2 cases of deaf children of deaf parents before education of the deaf was established. Both cases involved a deaf father and a hearing mother. Turner reported that since the establishment of the American School 30 years previously approximately 100 marriages had been formed, in about half of which both parties were deaf. This suggests a much higher rate of deaf/hearing marriages than is presently the case.
Metacognitive Ability From a Theory-of-Mind Perspective: A Cross-Cultural Study of Students With and Without Hearing Loss
Authors: Al-Hilawani Yasser A. , Easterbrooks Susan R. , Marchant Gregory J.
Published: July 2012

T heory of Mind (see, e.g., Bartsch & Estes, 1996) is a concept that can help educators understand how students think about their state of mind and that of others involved in various life situations. To examine the impact of culture and the impact of hearing loss on metacognition as explained by Theory of Mind, two samples of students with and without hearing losses who were from two different cultures were compared on their ability to choose pictures representing their perspectives on specific life situations. The two groups did not differ in their metacognitive interpretations of the experiences when they were from the same culture, although students from different cultures did differ, indicating that culture may have a greater impact on metacognition as explained by Theory of Mind than hearing loss. Data collected in the present study affirmed previous research showing that students with hearing losses could make metacognitive decisions about life situations just as ably as their hearing peers from the same culture.
Stereotyped Behaviors in Deaf and Hard of Hearing Children
Authors: Murdoch Heather
Published: July 2012

Stereotyped behaviors frequently cause anxiety to parents and educators, and behaviors that appear stereotyped may prompt negative reactions. There has been little research on whether deaf or hard of hearing children display such behaviors. This study surveyed 390 students aged 3-24 years attending 3 residential schools for the deaf and hard of hearing in the United Kingdom. At least 1 additional disability was reported in 79% of the students. The main findings were that: deaf and hard of hearing children without additional disabilities did not show apparently stereotyped behaviors; approximately 35% of children with additional disabilities did show such behaviors; some disabilities, in addition to hearing loss, were more likely than others to be associated with stereotyped behaviors. Implications of these findings for further research are considered with a view toward making recommendations for educational practice.
The Use of Signed English Pictures to Facilitate Reading Comprehension by Deaf Students
Authors: Wilson Tamara , Hyde Merv
Published: July 2012

Many deaf students have severe difficulty acquiring literacy and developing reading comprehension beyond an elementary school level. This difficulty apparently results from a combination of perceptual, communication, instructional, linguistic, and experiential deficits. Although some deaf students develop a degree of signed English proficiency, this does not necessarily translate into reading proficiency. Recent studies examining the possible association between signed English pictures and comprehension of printed text present some support for facilitation of students' word recognition in a format combining those two elements. Whether this format enhances comprehension remains unclear from previous studies. The present study, involving 16 severely or profoundly deaf students across two reading-proficiency groups, examined whether the use of signed English pictures in association with printed text enhances students' reading comprehension. The study found that comprehension was significantly enhanced by the use of signed English reading books, with poorer readers deriving greater benefit than better readers. Practical implications of the findings are discussed.
What's Up, Billy Jo?: Deaf Children and Bilingual-Bicultural Instruction in East-Central Texas
Authors: Andrews Jean F. , Ferguson Connie , Roberts Sherri , Hodges Phyllis
Published: July 2012

Seven deaf children attended a bilingual-bicultural (bi-bi) prekindergarten, kindergarten, and first grade from 1993 to 1996 in an east-central Texas public school. The children had diverse backgrounds (African American, Hispanic, White) and various intellectual, cognitive, and linguistic abilities. We detail the backgrounds of the seven children and their families and describe three bi-bi classrooms. We present standardized test scores on cognition (Bracken Test of Basic Concepts) and academic achievement (Stanford Achievement Test, 9th edition, and Woodcock-Johnson Psycho-Educational Battery). When, with one exception, the children completed first grade, they all tested at grade level. (The exception was a younger child who had only completed kindergarten but who nonetheless tested at the first-grade level). We interpret our findings in light of theories of first- and second-language acquisition and discuss the feasibility of establishing bi-bi programs in areas where no large Deaf community exists. We also note our plans to evaluate the seven children again, at the end of second grade in spring 1997.
Enhancing Reading Ability to Prevent Students from Becoming "Low-Functioning Deaf" as Adults
Authors: Bowe Frank G.
Published: July 2012

Recent research on reading instruction in general and special education, collectively referred to as "scientifically based reading research," is emphasized in two new federal programs, Reading First and Early Reading First. The findings of this research, as it relates to the education of students who are deaf or hard of hearing, are reviewed. Noteworthy is the stress placed on intervening early in children's lives, focusing on active learning opportunities, teaching strategies for reading fluency, and applying teacher interventions such as miscue analysis. The urgent need for educators to identify and implement effective techniques is highlighted by the continuing problem of "low-functioning deaf" (LFD) individuals being unable to secure gainful employment absent functional reading skills.
Hand/Wrist Disorders Among Sign Language Communicators
Authors: Smith Susan M. , Kress Tyler A. , Hart William M.
Published: July 2012

The study assessed the frequency of self-reported hand/wrist problems among sign language communicators, including interpreters, deaf or hard-of-hearing individuals, and educators. Comparisons were also made between sign language communicators and the general population regarding the frequency of medically diagnosed carpal tunnel syndrome. A survey was mailed to attendees of a national conference that focused on the quality of postsecondary educational opportunities for students with hearing deficits. Fifty-nine percent of 184 respondents reported experiencing hand/wrist problems. Twenty-six percent reported experiencing hand/wrist problems severe enough to limit the ability to work, and 18% reported a medical diagnosis of wrist tendinitis, carpal tunnel syndrome, or both. The frequency of self-reported, medically diagnosed carpal tunnel syndrome for the surveyed sign language communicators was five times the rate experienced by working Americans between ages 18 and 60 years (Tanaka, Wild, Seigman, Halperin, Behrens, & Putz-Anderson, 1995). The study supports increased emphasis on and availability of hand/wrist disorder risk reduction programs for sign language users.
The Struggle for Language: Perspectives and Practices of Urban Parents With Children Who Are Deaf or Hard of Hearing
Authors: Freeman Brian , Dieterich Cynthia A. , Rak Carl
Published: July 2012

Research is scarce on young children with hearing impairments growing up in urban environments. A qualitative study was used to explore and describe the perspectives and practices of these children's parents. An ethnographic approach enabled documentation of parents' routines, daily activities, thoughts (perceptions), and behaviors (practices). In-depth interviews and observations were the primary data sources. Data collection occurred within a 6-month period. Research questions focused on efforts parents make indepen-dently and with others (e.g., educational staff, family members) to facilitate and support their child's efforts to communicate and acquire language. Nine parents, two grandparents, and six staff members disclosed their perspectives and practices. While similarities and differences arose, universal perspectives and practices emerged among the parents that are discussed as prevailing themes. Results suggest that the parents' struggle, systemic barriers, and the urban environment are the greatest challenges facing families. Addressing these challenges will contribute to establishment of truly equitable and effective interventions for urban children, whether deaf or hard of hearing, their parents, and other family members.
Validity of the TONI-2 with Deaf and Hard of Hearing Children
Authors: Mackinson Jo Ann , Leigh Irene W. , Blennerhassett Lynne , Anthony Susan
Published: July 2012

The Test of Nonverbal Intelligence, 2nd edition (TONI-2) is a quick, practical measure of cognitive functioning. Its concurrent, construct, and predictive validity as an instrument and its utility with deaf and hard of hearing children were explored in this study. Results obtained from research with 27 deaf and hard of hearing children of elementary school age indicated a positive, moderate correlation between the TONI-2 IQ and the Wechsler Intelligence Scale for Children, 3rd edition (WISC-III), Performance IQ, supporting concurrent validity. Construct validity was established by significant correlations between the TONI-2 and five of six WISC-III subtests. The TONI-2 had predictive value for Stanford Achievement Test (SAT) spelling and mathematical problem-solving and reasoning tasks.
Patterns of Classroom Discourse in an Integrated, Interpreted Elementary School Setting
Authors: Shaw Jeanne , Jamieson Janet
Published: July 2012

The purpose of this study was to describe the patterns of classroom discourse experienced by an integrated deaf child with full-time interpreting services in an elementary setting. The child was videotaped for 3 hours during classroom instructional time. The videotapes were analyzed to determine patterns of discourse between the child and the teacher and the child and the interpreter, as well as to gauge the deaf student's accessibility to teacher-class discourse. It was found that the deaf student interacted predominantly with the interpreter; in fact, this student received more direct instruction from the interpreter than from the teacher. The discourse to which the student was exposed was largely academic, rather than cultural or social. Findings are discussed in terms of the extent to which implicit classroom discourse and cultural knowledge were inaccessible to the deaf student.
Phonemic Awareness and Reading Ability: An Investigation With Young Readers Who Are Deaf
Authors: Izzo Andrea
Published: July 2012

The study examined the relationship between phonemic awareness and reading ability in students who are deaf. The research questions were: (a) What is the relationship between phonemic awareness and reading ability in students who are deaf? (b) Does phonemic awareness facilitate the reading development of these students? Participants were 29 children of primary school age enrolled in a residential school for students who are deaf. The dependent variable, reading ability, was measured by a retelling task. The independent variables were age, language ability, and phonemic awareness. Language ability was determined through expert analysis of participant interviews. Phonemic awareness was measured with a word-to-word matching task. Descriptive techniques and multiple regression analysis were employed to analyze the data. Results indicated that reading ability was significantly correlated to language ability, but not to phonemic awareness. Phonemic awareness did not contribute to any of the variance in reading ability. The study results call into question the role of phonemic awareness as a prerequisite for reading development.
Providing Accessible Services to Minority Ethnic Deaf People: Insights from a Study in Alberta, Canada
Authors: Rodda Michael , Eleweke C. Jonah
Published: July 2012

Evidence suggests that minority ethnic people in general and minority ethnic deaf people (MEDP) in particular face numerous formidable obstacles in their attempts to gain access to services in the community. Deaf people from minority ethnic groups who have no English and/or American Sign Language (ASL) skills have particular difficulty gaining access to services. The study therefore was concerned with identifying some of the special needs and difficulties of MEDP who are trying to gain access to services in multiethnic communities. Qualitative approaches were used in data gathering and analysis. The results indicated six areas of difficulty for MEDP in gaining access to services: (a) communication barriers, (b) a lack of recognition of the needs of MEDP, (c) inappropriate service delivery and a lack of information on available services, (d) insufficient cultural sensitivity on the part of service providers, (e) issues of user involvement, and (f) a lack of specific programs for MEDP.
Teachers of the Deaf as Compared with Other Groups of Teachers: Attitudes Toward People with Disabilities and Inclusion
Authors: Lampropoulou Venetta , Padeliadu Sussana
Published: July 2012

This study examines and compares the attitudes toward disability and inclusion of three groups of teachers working in different placements. 290 teachers, working in different placements in two large geographical areas participated in the study. The attitudes of these teachers toward people with disabilities were evaluated using the Attitudes Toward Disabled Persons original scale. The teachers' attitudes toward inclusion were examined using a Likert-like scale constructed by the authors. Results revealed that attitudes of teachers varied depending on their placement. Teachers of the deaf had a more favorable attitude than the other groups of teachers toward people with disabilities, but their attitude toward integration was the most negative. Attitudes of regular and special education teachers toward school integration can be explained by their attitudes toward disability, but for the teachers of the deaf, attitudes toward school inclusion are not related to attitudes toward people with disabilities.
An Analysis of Teacher Preparation in Deaf Education: Programs Approved by the Council on Education of the Deaf
Authors: Jones Thomas W. , Ewing Karen M.
Published: July 2012

An analysis of the most recent self-study reports of the 46 teacher preparation programs approved by the Council on Education of the Deaf yielded data on program demographics, curriculum and content, faculty, practicum, students, and graduates. Only 4 of the 46 teacher preparation programs had been established since 1980. Thirty-nine offered comprehensive teacher preparation, five offered auditory/oral, and two offered preparation in bilingual-bicultural education. Thirty-three offered two or more specializations, of which elementary (96%) and secondary (52%) were the most common. Students' practicum experiences often did not coincide with employment after graduation. The study reported a median of 2 full-time faculty per program, who taught 75% of the courses. Although adjuncts taught 25% of the courses in the deaf education program, they made up 75% of the faculty. The study's results indicate extreme diversity among the programs and great breadth and complexity within them. Compared with a 1986 survey, the number and level of the programs appears to be declining while the number of specializations and program length are increasing.
Teachers' Perceptions and Actions in Carrying Out Communication Policies in a Public School for the Deaf
Authors: Hsing Min-Hua , Lowenbraun Sheila
Published: July 2012

The purpose of this study was to investigate teachers' opinions on school communication policies in a public school for the Deaf in Taipei, Taiwan. Specifically, the authors examined how teachers carried out communication policies, and examined possible discrepancies between teachers' perceptions of their communication methods and the methods they actually used in the classroom. Questionnaires were distributed to all 120 teachers at Taipei Municipal School for the Deaf. Thirteen of the 85 respondents were selected as subjects for personal interviews followed by direct classroom observation and videotaping. Sixteen deaf high school seniors at the school were interviewed concerning their opinions about the teachers' communication modes and abilities, and about the communication modes the students experienced.
Infants with Congenital Deafness: On the Importance of Early Sign Language Acquisition
Authors: Magnuson Miriam
Published: July 2012

Two boys who both had a profound bilateral hearing impairment met at a specialized sign preschool. Their preconditions were quite different, since in one of them the hearing impairment was detected in the maternity ward with the aid of otoacoustic emissions, and habilitation had begun at age 4 months. The other boy's impairment was not detected until age 2 years; habilitation was thus much delayed. Data were collected on the two boys using interviews with parents and teachers, observation, and video recording in the children's own environment at home and in the specialized sign preschool. Characteristic differences between the boys are described regarding their social and linguistic development relating to the time of detection of the hearing impairment. This illustrates the importance of early detection and habilitation so as to avoid separation of individuals into different groups with differing social and academic prospects, depending on the lack of early linguistic stimulation and consequent poor language acquisition. Giving children the possibility of developing a language is the primary consideration.
Breaking the Silence About Sexual Abuse of Deaf Youth
Authors: Mertens Donna M.
Published: July 2012

Sexual abuse of deaf youth is a serious problem that needs to have attention given to it in a way that will lead to real changes in the lives of the boys and girls affected. Through the use of an emancipatory approach to research, this study investigated the various theories that people hold as to why sexual abuse occurs in this population and what can be done to prevent it. Data were collected at one residential school through document review, observation, interviews, and a survey of staff. The results revealed that some participants held theories that blame the victim or the culture and that such theories would not lead to positive, meaningful change. Other theories that recognize the power inequities inherent in a sexual abuse situation are discussed as leading to potentially fruitful political and social actions.
Pedophilia and Deafness
Authors: Vernon McCay , Rich Steve
Published: July 2012

Data from 22 cases of deaf individuals suffering from pedophilia are presented along with a tabular summary of recent articles from the deaf press, about deaf victims of pedophilia and deaf pedophiles. Results indicate a number of factors that distinguish deaf pedophiles from hearing pedophiles. First is the prevalence of Primitive Personality Disorder in the deaf group. Corollary to this, with a significant number of pedophiles, competence to stand trial is a major issue. Other significant differences include a high rate of brain damage, illiteracy, poor communication skills, and other psychiatric illnesses. Two of the 22 cases were deaf females with pedophilia. The mean performance IQ of the sample was 102.8 and the distribution of scores was bimodal. Case histories are presented and discussed, and legal issues, prevention, and punishment are addressed.
Assessing the Employment and Independence of People Who Are Deaf and Low Functioning
Authors: Wheeler-Scruggs Kathy
Published: July 2012

There is much variation in functional level among people who are deaf and low functioning. The present study focused on the work and independent living status of people who are deaf and have varying levels of low functioning. Each study participant attended a comprehensive rehabilitation facility. Information was collected through personal interviews. Not all interviewees were employed at the time of the interview, but the majority lived on their own. Those interviewees who worked were, on the whole, happy with their jobs. Workplace accommodations were virtually nonexistent, while home accommodations included television closed captioning, TTYs, and alarm clocks with visual or vibrating signals. Suggestions and guidelines are given on areas in which people who are deaf and low functioning may need services beyond job placement.
Helping Our Students Meet the Standards through Test Preparation Classes
Authors: Chaleff Candice , Toranzo Nilsa
Published: July 2012

Test preparation helps deaf students develop the skills they need to do well on standardized tests, particularly on a reading test format such as that used with the Stanford Achievement Test. The authors share information on how test preparation helps students to develop the skills required to do well on standardized reading tests by examining test-taking strategies and common language structures used in test items and how readers can learn to interpret them. The authors list the common errors made by their students and discuss remedial classes designed to address a range of test-taking and reading skills.
Reforming Deaf Education: A Paradigm Shift From How to Teach to What to Teach
Authors: Lytle Richard R. , Rovins Michele R.
Published: July 2012

The 1980s and 1990s have witnessed increased public attention to the quality of the education provided to America's students. Much of this attention has focused on the quality of the school curriculum and the teacher's knowledge and ability to teach this curriculum. This article reviews curriculum reform in regular education and the need for this field, the education of students who are deaf and hard of hearing, to address similar concerns. Education of deaf and hard of hearing students has long focused on the question of how we teach deaf students. Reforms in education demand that the question of what we teach deaf students should also be addressed. As in regular education, a major issue is whether teachers are knowledgeable of the subject matter and related pedagogy in the subjects they teach. This article reports on the results of a survey of school administrator's views on teacher's subject matter competencies. Implications for certification, standards in teacher education, and inservice strategies are discussed. Recommendations are made for curriculum reform and strategies for improving teachers' subject matter competencies.
Deaf and Hearing Students' Morphological Knowledge Applied to Printed English
Authors: Gaustad Martha Gonter , Kelly Ronald R. , Payne John-Allen , Lylak Eugene
Published: July 2012

The study examined the ability of deaf and hearing students at the college and middle school levels to discern and apply knowledge of printed word morphology. There were 70 deaf and 58 hearing participants. A two-part paper-and-pencil test of morphological knowledge examined subjects' ability to (a) perceive segmentation of morphemes within printed words and (b) recognize meanings associated with various printed morphemes. The hearing college students performed best on every dependent measure of the two-part test. The deaf college students scored significantly lower than the hearing college students but similarly to the hearing middle school students. Deaf middle school students consistently scored the lowest on both parts of the test. While all students' performance declined as the difficulty of the morphemic content increased within both tasks, the decline was greatest among middle school deaf students. Although segmentation and semantic analysis skills necessary to morphographic decoding were apparent in the deaf students, their mastery levels fell significantly below those of the hearing subjects.
Strategic Planning: Purpose and Process in Transforming State Supported Special Schools for the Sensory Disabled in the United States
Authors: Griffing Barry L.
Published: July 2012

Since the enactment of PL 94-142 the national enrollment in state special schools for the deaf has been reduced by more than one half; and in almost every state policy-makers are seriously questioning the costs of special education. These powerful social, political, and economic forces have impacted the special schools for the sensory disabled; virtually demanding that the schools examine their institutional future and plan accordingly. This article offers a suggested approach for special schools to study their purpose and the means or process by which they conduct their work in the education of the deaf, the blind, and the sensory multi-disabled. In conducting a strategic plan for a special school it sets a future course for the school that can transform the school from what is to what must be.
Some Characteristics of Mainstreamed Hard of Hearing Students in Swedish Universities
Authors: Danermark Berth , Ström-Sjölund Lilian , Borg Birgitta
Published: July 2012

A group of 26 hard of hearing university students answered a questionnaire about their socioeconomic status, health, social support, well-being, and educational experiences. Results indicated that hard of hearing university students in Sweden are from families of higher socioeconomic status than their hearing peers, have a greater number of minor medical complaints, report more frequent feelings of loneliness and mild depression, are more pessimistic about the future, experience greater anxiety, and have slightly weaker social networks and support systems. However, variables related to their educational settings indicated stronger commitment, greater academic and classroom integration, and a less stressful academic experience than their hearing peers.
Itinerant Teaching: The Inside Story
Authors: Yarger Carmel Collum , Luckner John L.
Published: July 2012

The number of students who are deaf or hard of hearing attending local neighborhood schools has increased steadily over the past 20 years (Holden-Pitt & Diaz, 1998). This increase has led to larger numbers of teachers serving these students as itinerant teachers. However, little research has been conducted to examine the efficacy of this model of service delivery (Brelje, 1992; Luckner & Miller, 1994). Qualitative research methods were used to investigate itinerant teachers' perceptions of their responsibilities, job satisfaction, and effectiveness. Individual interviews were conducted with 10 itinerant teachers. Participants reported they preferred working directly with students rather than consulting with general education teachers and families. They noted the primary advantages of working as an itinerant teacher were variety, autonomy, time for reflection, and the diversity of students with whom they worked. Some of the most significant disadvantages they cited were isolation, time and budget constraints, and the distances required to travel from school to school. Essential skills and challenges to being an effective itinerant teacher are identified, recommendations for future itinerant teachers are discussed, and suggestions for future research are presented.
Encouraging Faculty to Use Writing as a Tool to Foster Learning in the Disciplines Through Writing Across the Curriculum
Authors: Kelly Leonard P.
Published: July 2012

Writing Across the Curriculum (WAC), the national movement to infuse writing activities into the academic disciplines, promises eventually to enhance student writing competence, although its immediate goal is to foster mastery of course learning objectives. Those faculty who use WAC solely to improve writing skills assume the role of an English instructor and obligate themselves to take on an enormous amount of additional work perhaps without advancing their primary instructional missions. A limited return on this investment of effort will have the likely effect of prompting a faculty member to discard WAC. Over the long run, doing so will diminish opportunities for students to engage in productive writing experiences. Presented in this article are five strategies used in a faculty- development seminar that are designed to encourage the use of writing as an instructional tool. Individual teachers may use these strategies as justification for initiating WAC; just as important, program supervisors may use them to sustain a WAC program once it has begun.
What's So Funny?: A Comparison of Students Who are Deaf or Hard of Hearing and Hearing Students' Appreciation of Cartoons
Authors: Luckner John L. , Yarger Carmel Collum
Published: July 2012

The purpose of this study was to compare a group of students who are deaf or hard of hearing and a matched sample of hearing students with regard to their degree of appreciation of cartoons. The participants were 73 students who are deaf or hard of hearing and a matched sample of hearing students. During the study, participants were presented with a packet of 14 discreet comics and asked to rank each comic on a 5-point Likert scale ranging from "extremely funny" to "not funny." Results indicated no significant difference by group in their overall ratings of the comics. A significant difference was found, though, between age groups and for gender. Younger participants and males found the comics more amusing. Possible reasons for the results are discussed and suggestions for intervention and future research are presented.
Classroom Attributes and Achievement Test Scores for Deaf and Hard of Hearing Students
Authors: Holt Judith
Published: July 2012

This study examined reading comprehension and mathematics computation achievement of deaf and hard-of-hearing students in a variety of school settings. Data were collected by Gallaudet University's Center for Assessment and Demographic Studies during its 1990 standardization of the 8th Edition Stanford Achievement Test. Descriptive and inferential statistical methods were used to analyze the relationships among achievement scores, classroom attributes, and demographic factors associated with achievement. Based on the results of this study, inclusion with hearing students in regular classrooms is related to a variety of demographic factors. When reading comprehension and mathematics computation scores are adjusted for these factors, they are higher for the deaf and hard-of-hearing students in regular classrooms. However, it is not known whether the higher achievement is due to inclusion or whether students were selected for inclusion due to their higher achievement levels.
Dyadic Interactions Between Deaf Children and Their Communication Partners
Authors: Rodríguez María Suárez , Lana Esteban Torres
Published: July 2012

This study assesses the quality of communicative interaction in a group of profoundly deaf children, and the nature and efficiency of different modes of communication. Data were video-recorded. Each recording lasted 10 minutes. The situations were of dyadic interactions using materials and tasks that required cooperation and/or information exchange. The participants in the study were deaf and hearing children, some of whom knew each other and some of whom did not; a deaf adult who was unfamiliar to the children; and a hearing adult who was familiar to the children. Interaction variables (initiation, continuation, ending, and complexity) and communicative modalities (sign, actions, conventional gestures, deictics, verbalizations, vocalizations, physical contact, and objects) were analyzed. The findings relate the different modalities used, their communicative efficiency and their relationship to the types of partners, suggesting greater attention to the informal aspects of communication and emphasizing the importance of linguistic adjustments among speakers.
Behavior Problems with Deaf Dutch Boys
Authors: van Eldik T.Th.
Published: July 2012

During an investigation into behavioral problems of deaf children, 41 deaf boys were compared to a large group of hearing children of the same age. T.M. Achenbach's Child Behavior Checklist was used for data collection and analysis. It appeared the deaf boys had more behavioral problems overall but that they were no more often disturbed than their hearing counterparts. Internalizing and externalizing behavioral problems emerged with greater frequency in the deaf group. Younger deaf boys showed more behavioral problems than older deaf boys with differences in age emerging as discriminating factors.