bluuebunny/crossref_metadata_2025 huggingface dataset:
A Deaf-Blind Resource Room
Authors: Grell Gene , Howard Wyman
Published: April 2013

Because of the variation of vision and hearing losses in deaf-blind students and the variations in prognosis for these students, the Iowa School for the Deaf has implemented a deaf-blind resource room. In this resource room each child is challenged with a curriculum and teaching methodology which suits his or her loss best. Students also have the advantage of being integrated into the regular deaf population when they are not in the resource room.
Lip-Reader Trainer: Teaching Aid for the Hearing Impaired
Authors: Hight Robin L.
Published: April 2013

Lip-reading is the most difficult method of communication for the hearing-impaired person to learn. Once learned, however, it provides the hearing-impaired person with an important and valuable means of communicating with others. This paper presents an experimental software package that has been developed as a training aid to assist the parent or instructor in leaching lip-reading to the hearing-impaired child or student. This paper discusses (a) the need for such a program, (b) considerations of program design, (c) a general description of the program, and (d) future directions for the Lip-reader Trainer.
Chapter 28: The Evaluation Program and Nationwide Field Test Effort of the Media Development Project for the Hearing Impaired
Authors: Kelly Ronald R.
Published: April 2013

The evaluation program at the Media Development Project for the Hearing Impaired (MDPHI) provides data for various levels of decision making. The major evaluation effort is given to collecting nationwide data on the instructional products designed by MDPHI and other producers such as the Kendall Demonstration Elementary School, the Model Secondary School for the Deaf, and the National Technical Institute for the Deaf. In addition, the MDPHI evaluation program operates a general data collection system to facilitate the decision making process of the project. As a part of this responsibility, the evaluation program prepares reports (quarterly, annual, and final), analyzes needs assessment information, and conducts market analyses for product distribution.
A Comparison of Deaf Students' Performance on True-False and Multiple-Choice Items
Authors: McKee Barbara G. , Lang Harry G.
Published: April 2013

Although many studies have reported on the vocabulary level and syntactical structures that cause difficulty for hearing-impaired students, only recently have researchers interested in the problems of assessing the classroom learning of deaf students evidenced an interest in the item format used on the evaluation instrument. Students enrolled in a course offered through the Physics Learning Center at the National Technical Institute for the Deaf were given a 100-item final examination in which six items appeared in both a true-false and a multiple-choice version. Results of this investigation indicate that item format alone may be a factor affecting the performance of deaf students and that different conclusions may be possible concerning specific course objectives mastered. A need for more research in this important area is indicated.
Effect of Speech Training Upon Speechreading in Hearing-Impaired Adults
Authors: Conklin John M. , Subtelny Joanne D.
Published: April 2013

Articulation and two speechreading tests were administered to 42 hearing-impaired adults before and after individualized speech therapy to study: the effect of speech training on speechreading and relationships between consonant production and recognition. Analysis of pre/post scores revealed significant improvement in both production and recognition. Significant correlations were obtained between production and recognition; however, the relationship varied relative to manner and place of production. Acoustic and visual features of consonants are discussed relative to this finding.
Chapter 9: The Development of Independent Auditory Training Activities for Severely and Profoundly Deaf Students Using Audiovisual Equipment
Authors: Bloom Janet L.
Published: April 2013

The purpose of this paper is to describe a set of independent listening activities using standard audiovisual equipment that were implemented in two speech classes with a total of 14 severely and profoundly deaf students ages 14-16. Discrimination, recognition, and comprehension tasks formed the basis of auditory activities that were used. Examples of tasks under each category are given as well as required equipment and samples of materials. The rationale for the need to devise independent activities using audiovisual equipment and individualized group speech instruction is explored. The characteristics of the equipment are analyzed in terms of suitability and adaptability to the hearing-impaired population.
Television Captioning Strategies: A Systematic Research and Development Approach
Authors: Braverman Barbara
Published: April 2013

This paper summarizes a research effort designed to determine effective television captioning strategies for hearing-impaired youngsters, ages 9-18 years. Four studies were conducted to answer the following questions: (a) Is the multilevel linguistic approach to captioning effective? (b) What is the optimal presentation rate for captions? (c) Do the caption rate and the caption density of a television program influence comprehension? (d) Does syn-capping (replacing the audio to conform to edited captions) facilitate comprehension of a captioned television program? The specific studies are summarized, and the major findings with regard to caption language level, rate, synchronous captioning, and reading ability of the viewers are presented. Implications for captioning specialists and educators are explored.
Science Education for Hearing-Impaired Students: State-of-the-Art
Authors: Lang Harry G. , Propp George
Published: April 2013

A 37-item questionnaire was returned by 480 science teachers representing 326 school programs serving deaf students. Questions were asked about education, training and experience, and the quality of instructional materials, curriculum resources, and facilities. In an attempt to identify major needs in science education for deaf students, it was found that science is a highly neglected area of the curriculum in most school programs.
Empathy Development in Deaf Preadolescents
Authors: Bachara Gary H. , Raphael Jan , Phelan William J.
Published: April 2013

In order to investigate the empathic development of deaf preadolescents, 21 deaf subjects, ages 9-0 and 14-2, were equally divided into three groups matched for age and mental ability. Group A (congenitally deaf), Group B (prelingually deaf), and Group C (postlingually deaf) were compared on their ability to recognize emotions. The results demonstrate that deaf preadolescents have more difficulty with empathy development than hearing children, and this ability is related to onset of deafness. The implications for social development and treatment intervention are discussed.
Early Reading in Young Deaf Children Using Microcomputer Technology
Authors: Prinz Philip M. , Nelson Keith E. , Stedt Joe D.
Published: April 2013

This research project involves a new method for teaching young deaf children to read prior to the primary grades. The study incorporated the use of a portable microcomputer in the classroom to allow the child to initiate communication from the very onset of instruction. Traditionally, children using computers have been instructed to respond to statements and questions and their responses have been required to fall within a small range of acceptable answers. Such an approach provides the child with limited opportunities to initiate language or to be an active catalyst in communication. The subjects in the present study included children between the ages of 2 and 6 years, with average or better intelligence. The children were enrolled in a preschool program at The Pennsylvania School for the Deaf in Philadelphia, Pennsylvania. They were trained to use a novel interactive microcomputer system with a special interface keyboard which builds in perceptual salience, individualized vocabulary, animation, and color graphics in a two-person-plus computer communication system. Each child was taught to press keys with pictures and words drawn from the child's own central interests and favorite expressions. This was possible because the keys were readily changeable; new words and graphic representations of pictures could be quickly and efficiently entered in the computer; and permanent disk storage allowed instantaneous access to many printed words and accompanying color graphics. Although the major objective of the project was to field test a computerized reading instructional system for young deaf children, it is possible that elaborated versions of this system will have wide application in instructional programs for preschool children, older school-aged children, and adults evidencing reading problems.
Reverse Mainstreaming, A Different Approach
Authors: Giangreco C. Joseph , Giangreco Marianne Ranson
Published: April 2013

At the Iowa School for the Deaf, five young hearing children three years of age were integrated into the preschool program. The purpose was to study the development of total communication skills including speech and language patterns. Careful monitoring was done by teachers and parents. As a result of the program, it was determined that the hearing students used manual communication effectively, and they also became aware of the problems of deafness. There was carry-over from school into the home and neighborhood and, further, the children learned beginning basic skills. The use of total communication as a teaching technique was very effective for both the hearing and the hearing-impaired children. As these children progress, it will be interesting to follow them and see if they have an influence on their associations which will be beneficial to the hearing impaired. More research is planned on these children.
Chapter 22: Apple Tree: Branches Instructional Materials Used in the Apple Tree Program
Authors: Krohn Em
Published: April 2013

Language teachers use media resources also. These teachers of the hearing impaired are very special and have very special needs. Because of the unique problems of leaching language to deaf children, a large percent of the materials used with these students for instructional, reinforcement, remedial, and evaluation must be teacher made, so a variety of visual aids is a must. APPLE TREE: BRANCHES is a presentation of teacher-designed instructional materials useful in daily classroom teaching. The media methods and materials presented will be of interest for teaching simple language principles or more difficult English concepts. A variety of instructional media for the overhead will be shown, along with ideas for the slide files, 8mm single concept units, videotapes, and helpful ideas for "hands on" materials.
Social Interaction of Partially Mainstreamed Hearing-Impaired Children
Authors: Antia Shirin D.
Published: April 2013

The study examined social interaction of partially mainstreamed children with their hearing and hearing-impaired peers. It was found that hearing-impaired children interacted less frequently with peers and more frequently with teachers than did hearing children. Hearing-impaired students interacted more frequently with hearing-impaired peers. Mode of communication did not appear to affect frequency of interaction. It was concluded that physical proximity was necessary but not a solely sufficient condition for interaction and that opportunities for social interaction between hearing and hearing-impaired students needed to be carefully planned by teachers.
A Self-Instruction Lab for Developing Communication Skills of Deaf Post-Secondary Students at NTID
Authors: McQuay Kandy Connell , Coscarelli Lenore Spagnuolo
Published: April 2013

Improving the communication skills of hearing-impaired students is time consuming. Repetition plays a big part in mastering speech, speechreading, auditory and English skill proficiency, and it usually comes after years of determined application. This effort not only takes a great deal of time for the hearing-impaired person; it also lessens the teaching time devoted to new concepts. NTID uses a unique, individualized, Self-Instruction Lab to improve students' communication skills. The Lab provides students with supplemental independent classroom practice that helps lessen time demands for the teacher. In the laboratory, students practice several aspects of communication important to NTID's hearing-impaired population; including auditory training, speechreading, speech, and manual/simultaneous communication.
CAI as a Supplement in a Mainstreamed Hearing-Impaired Program
Authors: Garvey Mary
Published: April 2013

Hennepin Technical Centers staff serve 64 severely to profoundly hearing-impaired students from Minneapolis and 13 west metropolitan districts in centrally located secondary day school programs in the suburb of St. Louis Park. In the mainstream, a great deal of time is spent mastering the language of instruction as well as the concepts presented. Computer Assisted Instruction (CAI) has proven to be a valuable supplement to both special class and resource room instruction. Tutorial and drill and practice programs supplement instruction in language, vocabulary, reading, and math development in special classes. In the resource room, CAI provides drill and practice on vocabulary, language, and concepts from a large array of mainstreamed classes. Computer time has become a sought after reinforcer in behavior management programs. Well over 500 programs have been developed by our staff to meet our students' specific needs using authoring systems on the Apple microcomputer. Making hardware and software easily accessible to students and staff has been the key to integrating CAI into the program.
Teaching Reading to the Deaf: An Examination of Teacher Preparedness and Practices
Authors: Coley Joan D. , Bockmiller Patricia R.
Published: April 2013

A nationwide questionnaire was sent to all residential schools for the deaf in order to obtain information about (a) the extent of teacher training with respect to reading instruction, (b) the current methodology employed in teaching reading to deaf children, and (c) the teachers' self-assessment of how well prepared they were to use a variety of methods to teach reading. The data revealed that teachers have relatively little formal training in reading instruction and continue overwhelmingly to use the basal reader for a large percentage of the instructional time spent teaching reading.
Chapter 3: Television Captioning at the Clarke School for the Deaf
Authors: Canon Gail
Published: April 2013

Television captioning is a daily operation at Clarke School for the Deaf. This paper contains the history of Clarke's early involvement in television captioning and explains the two different methods of captioning used. Our cable television distribution system is described, and the technical means of our captioning process and equipment is detailed.
Chapter 35: Computer-Aided Instruction at the Florida School for the Deaf and the Blind
Authors: Hoffmeyer Dennis B.
Published: April 2013

The presentation will center around a videotaped C.A.I. lesson. It will demonstrate how a student proceeds through the lesson and the reinforcement given by the classroom teacher after the lesson is completed. Other topics that will be discussed are: scheduling of students through C.A.I. Center; monitoring of student progress in the areas of Mathematics, Language and Reading; comparison of student achievement; and funding of the Center.
Captioned Films for the Deaf
Authors: Boatner Edmund Burke
Published: April 2013

In 1959 an Act of Congress authorized the establishment of Captioned Films for the Deaf, an agency which for the past two decades has been of inestimable benefit to the hearing impaired of the entire nation. Established first as an agency of the United States Office of Education, Department of Health and Welfare, Captioned Films for the Deaf continues today, under the title Media for the Handicapped, to expand the frontiers of film services for the deaf. In recent correspondence with Jack R. Gannon, Director of Alumni and Public Relations at Gallaudet College and Executive Secretary of the Gallaudet College Alumni Association, I have become aware that there is a widespread lack of information—as well as much misinformation—concerning the origins and development of Captioned Films for the Deaf. I am writing this short account to help clarify both the history of Captioned Films and the roles various people have played in its creation.
Evaluation of a Technique to Enhance Reading Comprehension
Authors: Long Gary L. , Aldersley Stephen
Published: April 2013

A reading comprehension strategy called "networking" was developed and evaluated in the context of an 8-week reading lab. The technique was designed to help National Technical Institute for the Deaf students identify the conceptual ideas within a text, specify the relative importance (hierarchical relationships) of these ideas, and recast the textual information in a diagram which makes the ideas and their respective relationships visible. The results of precourse-postcourse assessment indicated that students exhibited a significant improvement in their ability to summarize the gist of passages, answer factual questions, and judge the relative importance of ideas following networking training.
The Many Uses of Apple Computers at the Western Pennsylvania School for the Deaf
Authors: Comden Tippi
Published: April 2013

Working towards the goal of full utilization for our three Apple computers, the Western Pennsylvania School for the Deaf has made computer literacy an integral part of the high school and commercial programs and has also made this same equipment available to other departments as a labor and time conserving resource. This paper outlines the various ways we are using our Apples. At the Symposium we expect to demonstrate all the programs and configurations mentioned in the paper, including an "on-line" interactive program, how a computerized bulletin board system works, and a "hands-on" demonstration of how to adapt a commercially produced program.
CAI At CSDF: Organizational Strategies
Authors: Irwin Margaret G.
Published: April 2013

The California School for the Deaf, Berkeley/Fremont, has had Computer-Assisted Instruction (CAI) for 12 years, now using 40 Apple II computers. In addition to individual Apples in classrooms, we maintain CAI Labs where staff members may bring entire classes to work on teacher-written lesson material. Scheduling, activities, and inservice training for teachers will be explained. In a Computer Lab or in the classroom which has one or two Apples, it is essential that the teacher be able to influence the choice of lessons done by each student without needing to interact with the pupil every few minutes. This is accomplished by our computerized Lesson Planner which provides the teacher-selected lessons, recording scores, and times at the end of each lesson. Each of the management strategies developed at the California School for the Deaf, Berkeley/Fremont, is the result of strongly felt needs. All procedures and programs so developed are therefore extremely useful in providing CAI for hearing-impaired students.
Chapter 16: Superimposing Visual Cues and Captions Over Slides to Teach Computer Operations
Authors: Murray Robert H. , Sweeney John
Published: April 2013

A demonstration of a media package for group instruction in computer operations will be presented. The package consists of slides, captions stored on a filmstrip, and an illustrated workbook. Detailed sequential procedures can be shown to the students through a slide presentation, thus saving expensive computer time. The media packages can also be used by individual students who wish to review the laboratory exercises. Each slide presentation closely follows the steps of a sequential laboratory procedure. This new captioning system allows verbal explanation and cues such as circles and arrows to enhance the meaning of the visuals. The workbook closely follows the slide presentation and includes prints of selected slides. This system allows revision of captions, workbooks, or slides without revision of the entire instructional unit.
Deaf Children From Ethnic, Linguistic and Racial Minority Backgrounds: An Overview
Authors: Cohen Oscar P. , Fischgrund Joseph E. , Redding Reginald
Published: April 2013

Deaf children from ethnic, linguistic and racial minority backgrounds demonstrate significantly depressed achievement levels relative to their White deaf peers. Educators of deaf children and youth have had a tendency to accept the erroneous proposition that deafness in some ways precludes ethnic and racial minority group membership and status. This article describes some of the unique social and educational realities faced by Black and Hispanic children and their families in the northeastern United States and the similarities experienced by deaf Black and Hispanic children and their families. Implications concerning educational assessment, placement, student expectations, curriculum development, staffing and policy making are noted as are recommendations that resulted from the first national conference on Black and Hispanic deaf youth held in March 1989. Demographic data are also presented showing the growth and distribution in the population of minority deaf children, as well as the results of a survey indicating the dearth of minority personnel, board members and specialized programs in schools
A Model for Providing Comprehensive Speech Services Within a Total Communication Program for the Deaf
Authors: Miller Margery Silberman
Published: April 2013

The recent increase in the use of the Total Communication label by many educational programs for the deaf does not necessarily mean that there has, in practice, been an equal emphasis placed upon all areas of communication development. This paper offers a model for providing comprehensive speech services within a Total Communication program so that this type of educational approach will be more than manual education with adjunct speech services. Contributions of each member of an interdisciplinary, comprehensive, speech team are described.
Some Aerodynamic Characteristics of Plosive Consonants Produced by Hearing-Impaired Speakers
Authors: Whitehead Robert , Barefoot Sidney
Published: April 2013

The purpose of this study was to investigate the rate of oral air flow for plosive consonants produced by 10 normal hearing adult males, 10 hearing-impaired adult males who demonstrated intelligible speech, and 10 hearing-impaired adult males with semi-intelligible speech. The peak rate of oral air flow was measured during production of CV and VCV syllables consisting of the vowels /a/ and /i/ and the consonants /b/, /p/, /d/, and /t/. In general, the results indicated that a significant voiced/voiceless distinction, for rate of air flow, occurred for the normally hearing and intelligible hearing-impaired subjects but not for the semi-intelligible subjects. In addition, the semi-intelligible hearing impaired, in the CV context, produced voiced plosives with significantly greater air flow and voiceless plosives with significantly less air flow; and, produced both voiced and voiceless plosives, in the VCV context, with significantly less air flow, when compared with the normally hearing and intelligible hearing-impaired speakers.
Creating Instructional Media to Meet the Needs of Preschool Hearing-Impaired Children With Developmental Disabilities
Authors: Evans Judith F.
Published: April 2013

This presentation will deal with the functional characteristics and educational needs of preschool hearing-impaired children with developmental disabilities. Reasons will be given why and how teacher-made materials can be effective in serving them. The uses and process of creating materials such as books, films, charts, slide sequences, and videotapes will be examined. Samples of a variety of such teacher-made materials will be used to demonstrate these points.
The Videodisc Meets the Microcomputer
Authors: Nugent Gwen C. , Stone Casey G.
Published: April 2013

The videodisc is a high density, visual storage medium which, when combined with a microcomputer, can provide an interactive learning system appropriate to the information processing modalities of the hearing impaired. This paper discusses the "Think It Through" videodisc developed by the Media Development Project for the Hearing Impaired in order to exploit the joint capabilities of the videodisc and microcomputer.
Chapter 29: The Role of Media in the Classroom—It's Another "Aide"
Authors: Read Lois
Published: April 2013

The purpose of this paper is to present some of the elements a resource room teacher must consider to successfully implement the use of media in a classroom. Elements to be discussed include (a) needs of individual students, (b) degree to which each student is mainstreamed, (c) the continual process of re-evaluation, (d) availability of equipment and materials, and (e) the interaction of regular teachers, the resource room teacher, and the media personnel. In addition, the fact that there will be times when an individual teacher will have to make do with whatever materials are available will also be discussed. The role of media in a resource room is an ever-changing one which will require constant cultivation.
MELBORP (Math Drill and Practice)
Authors: Bardenstein Linda
Published: April 2013

Research and teacher "good common sense" have shown that retention and mastering of math concepts is improved by drill and practice. Classroom drill and practice has its share of problems however—students become bored; teachers become overloaded trying to prepare and correct worksheets day after day. Microcomputers can be a highly useful tool in the classroom with hearing-impaired students to overcome these problems. The drill and practice can be highly motivating with immediate feedback to catch mistakes and correct them on the spot. The drill can be individualized so each student can receive practice in skills he or she needs and for varying amounts of time. With record-keeping capabilities of the microcomputer, the teacher can keep track of student progress without having to correct the papers! The Regional Instructional Computer Center at BOCES #2 has written a microcomputer courseware package designed to provide math drill and practice to students; it has proven to be highly motivating for students and easy to use by teachers. The program, called MELBORP, allows the student to either practice by himself/herself, compete against another student, or compete against the computer (MELBORP). The teacher assigns the math objectives to be practiced ranging from whole number concepts, fractions to decimals. Skills are broken down into skill areas and levels corresponding to the New York State math curriculum. Problems are presented to the student, and if the student answers correctly, he or she can play a very short color animated game. The student also has control of the game to play; games are interactive and nonviolent such as hang gliding and parachute jumping. Teachers can see student scores and progress. MELBORP is currently in use in special education and regular classrooms in our area. It is designed to work in a 2 drive APPLE II 48K computer. At the Lincoln Symposium, the educational considerations will be discussed along with a demonstration of the math problems, feedback, and teacher management components.
Teacher Characteristics and the Degree to which Teachers Incorporate Features of English in Their Sign Communication with Hearing Impaired Students
Authors: Allen Thomas E. , Woodward James
Published: April 2013

This paper examines teacher responses to questionnaire probes into specific aspects of their sign communication with hearing impaired students. Specifically, a Rasch scaling procedure was performed on a series of 16 questionnaire items designed to assess the degree to which teachers incorporated grammatical features of English in their sign communication with their hearing impaired students. Resulting Rasch scaled scores were examined with respect to the following teacher characteristics: hearing status of teacher, years of experience teaching hearing impaired students, and educational placement level of students in the classroom. Using ANOVA, significant main effects were shown for all three independent measures. Deaf teachers reported incorporating fewer English features in their sign communication than hearing or hard-of-hearing teachers; teachers with less than six years' experience teaching hearing impaired students reported incorporating fewer English features than those with more experience; and teachers of pre-primary and elementary hearing impaired students reported incorporating a greater number of English features in their signs than did teachers at the junior high or high school levels.
Chapter 10: Creating Visual Materials for Multi-Handicapped Deaf Learners
Authors: Hack Carole , Brosmith Susan
Published: April 2013

Two different groups of materials have been produced for multihandicapped teenagers at the Illinois School for the Deaf. One group of materials, the Daily Living Skills Project, includes vocabulary lists, visuals, games, and a model. All are related to either household cleaning tasks, personal grooming, or consumer skills. The other group of materials, the Occupational Information Project, includes visuals of tools and materials used, clothing worn, and duties performed in 22 different jobs.
Students' Perceptions of Instructor Performance in Specialized Professional Training Programs in Deafness: Recommendations for Teaching Strategies
Authors: Zieziula Frank R.
Published: April 2013

Reported research on teaching strategies in professional training programs specializing in deafness is virtually nonexistent. The present study sheds some light on this area by analyzing students' perceptions of teacher characteristics within a graduate level department at Gallaudet College. Four hundred and fifty course evaluations were analyzed from 23 graduate courses. Students' responses to positive/negative characteristics of teachers/courses were rank ordered according to frequency of remarks. Data revealed that students valued instructors who had extensive knowlege in the course content, exhibited positive interpersonal skills, and were open to different points of view. Two unique teacher characteristics were particularly valued by students specializing in deafness: an instructor's ability to relate course content to his/her professional experiences with deaf people and an instructor's ability to sign for himself/herself in class.
Prerequisites for a General Education Curriculum: Determining the Learning Needs of Deaf College Students
Authors: Smith T. Michael
Published: April 2013

This study demonstrates a method for quantitatively determining a set of learning needs of deaf college students enrolling in a General Education curriculum. Faculty at the National Technical Institute for the Deaf (NTID) were surveyed in order to determine prerequisite competencies for the General Education curriculum. These prerequisites were rated on the factors of importance and perceived student achievement. A mean importance score and mean achievement discrepancy score were derived for each prerequisite. The prerequisites were then classified into one of four cells of an Importance X Need matrix. This classification scheme suggests the level of priority which should be accorded each prerequisite by teachers and curriculum planners attempting to rectify these learning needs. The results of this study indicate that there may be several competencies prerequisite to a General Education curriculum which deaf college students lack.
Turned On Poetry: Creating Poetic Mood with Media
Authors: Schmitt Robert J. , Winters Ellen Gorman
Published: April 2013

This paper reports a cooperative language arts/media services department project at the California School for the Deaf, Fremont, in which 12 bright senior students experienced the creative process by visualizing poetry. Finished student products, shown in a culminating mediated poetry competition, included multi-media and multi-image presentations.
CAI at CSDF: Microcomputer-Based Authoring Systems
Authors: Slovick Linda
Published: April 2013

The California School for the Deaf, Berkeley/Fremont has been using various forms of Computer-Assisted Instruction (CAI) continuously since 1970. After experiencing the frustration of trying to fit available programs to our students' needs, we joined forces with the Lawrence Hall of Science (LHS) to create a new concept in CAI programming, Authoring. The Authors allowed teachers with no programming experience to create lessons within a framework and have these lessons presented to students on LHS's time-sharing computer. About 4 years ago, we switched over to micros for a number of reasons: we were moving to Fremont which ruled out phone lines to Berkeley; purchase of micros had become cheaper than time-sharing costs; one broken micro still leaves the others working, whereas a time-share system's "crash" does not; instead of TTY's with uppercase letters only, micros could have color graphics which meant we could use pictures as yet another tool to reach our visual learners. My BLOCKS Author System is CSDF's eleventh Author, but the first designed for micros (Apple II's). One benefit we did not anticipate is that we can share curricula among schools having Apples and BLOCKS BLOCKS is used by schools in Canada, Scotland, and Australia as well as throughout the United States. BLOCKS was first presented at the 1980 Lincoln Symposium. Since then I have added the CSDF Lesson Plan System and am currently working on further enhancements to BLOCKS and writing MATCH, a new Author in a concentration-type format to be available after July 1, 1982.
Considerations in Utilizing Achievement Tests for the Hearing Impaired
Authors: Jensema Carl
Published: April 2013

Achievement testing plays an important role in the education of most hearing-impaired students. Unfortunately, commercially published achievement tests are sometimes incorrectly selected and utilized in schools for the deaf. This paper discusses a few of the most prevalent problems involved and offers some general suggestions for school testing programs.
Chapter 23: Nonverbal Films: Guidelines for Their Utilization With Deaf Learners
Authors: Parlato Salvatore J.
Published: April 2013

The continuing popularity of nonverbal films holds great promise for deaf Americans. But, ironic as it may seem, nonverbal films are not automatically understandable to hearing-impaired viewers. Reason: audio/cultural elements such as music, sound effects, animation, length, and country of origin. To find out which of those factors hinder and help utilization, a diversity of titles was compared and analyzed. The resulting conclusions provide specific criteria for predicting which nonverbal films are most likely to be functional in reaching deaf students. The same materials should be equally valid for other language-impaired children and would be doubly useful within mainstreamed classrooms. This study is preliminary only, but believed worthy of further research.
The Effectiveness of Unimodal Versus Bimodal Presentations of Material to be Learned by Hearing-Impaired Students
Authors: Brooks Ronald W. , Hudson Floyd , Reisberg L. E.
Published: April 2013

This study was designed to examine the effectiveness of seven different methods of input upon the learning rate of hearing-impaired students. Different combinations of both unimodal and bimodal methods were utilized to teach Spanish number words to previously naive subjects. The results indicate that bimodal presentations are significantly more effective than unimodal approaches and that fingerspelling can be an important aid to learning for the subjects used in this study.
Towards a Theory of Use for Signed English: From Birth through Adulthood
Authors: Bornstein Harry
Published: April 2013

A technique such as Signed English serves two general purposes. First, it can serve as a relatively complete model of English for a child who needs to learn that language. Second, it can be used as a vehicle to communicate information between individuals. The basic premise of this theory of use is that the first purpose, a relatively complete model of English, is more important to a child in the earliest years of life and becomes less important as the child gets older, when comfortable transmission of information becomes the more important purpose. I propose, therefore, that a more complete manual system be used with the youngest child and that, when a child has demonstrated mastery in any modality, i.e., speech (sound and/or lip formation), sign, reading or writing, the system can be made leaner. A leaner manual system can be obtained by: (a) systematic deletion of words and markers that can be readily inferred from the remainder of a sentence and (b) systematic substitutions of a single sign for two or more words.
Advanced Communication for Group Presentation: Learning and Speaking About Hearing Impairment
Authors: Gustafson Marianne Streff
Published: April 2013

Advanced Communication for Group Presentation is a public speaking course offered by the Communication Program at NTID. The objective of the course is that upon completion, a student will demonstrate competence and confidence in presenting factual information, responding to questions, and expressing feelings and attitudes about varied aspects of hearing impairment, NTID, and personal experiences. The course is described, including details of the four major content areas: (a) readings, (b) assignments, (c) speaking and interviewing activities, and (d) grading. Student records and their suggestions regarding the course are also discussed.
Facilitating Readiness Skills and Early Communication in Developmentally Delayed Deaf Students
Authors: Dierksen Carol A. , Peters Deborah A.
Published: April 2013

As has occurred in many programs around the country, the Minnesota School for the Deaf, Faribault, has in recent years begun programming for developmentally delayed deaf students. Since this is a new experience for us, it has necessitated a constant search for better ways to evaluate and teach the students. Our paper presents the program and evaluation system we are currently using for developing readiness skills and early communication.
Students: Handle with C.A.R.E.* * (Computer Assisted Remediation and Enrichment)
Authors: Stacy Edward M.
Published: April 2013

The objective of this paper is to provide a functional approach to the concept of "computer assisted education," or as the title phrases it, "computer assisted remediation and enrichment." The overall purpose of the paper is to: 1. Provide a systematic way to categorize the kinds of software which are suitable for educational use, and to cite general and specific examples of software which is available; 2. Describe the author's "approach to" and "experience with" the use of microcomputers in the high school setting (software selection/adaptation, classroom practices/procedures, and related matters); and 3. Make use of the above in order to provide an organizational framework to assist the educator-user of microcomputers in the process of thinking through and implementing microcomputer usage in the classroom.
Captions and Reading Rates of Hearing-Impaired Students
Authors: Shroyer Edgar H. , Birch Jack
Published: April 2013

Reading rate is one of several attributes of reading having a bearing on how effectively and efficiently one reads. With the proliferation of captioned films and the tremendous undertaking of captioning television programs, reading rate becomes a critical issue. By adapting the scoring procedure of the Gates McGinitie Reading Test, speed and accuracy portion, the reading rates of 185 randomly selected hearing-impaired students from residential schools for the deaf were obtained. These rates were then compared with the reading rates of hearing students and extempore speech. Based on the findings, a large number of hearing-impaired students would appear unlikely to benefit from captions.
Chapter 4: English Remediation and the Older Deaf Student: The Computer as a Tool
Authors: Dolman David
Published: April 2013

Problems in teaching English to older deaf students are noted with computer-based instruction offered as a partial solution. The development and implementation of the Harper College English series (Levels I and II) are discussed in detail. The role played by the teacher and limitations of the computer are also discussed.
Chapter 36: Utilization of Videotape Programs as Educational Enrichment for Spanish-Speaking Families and Their Deaf Children: Focus on Parent-Child-Teacher Interaction
Authors: Christensen Kathee Phillips
Published: April 2013

Attention is directed to a "minority within a minority," the population of deaf children from non-English-speaking homes. A description of an innovative approach to language intervention and parent education is outlined in this presentation. The focus is on enhancing the communication between two distinctly different linguistic situations of the deaf child who learns English at school and is exposed to Spanish at home. Sign language is considered to be a communicative bridge between the two language environments.
Assessment of Multiply Handicapped Deaf Students for Program Development
Authors: Arkell Claudia
Published: April 2013

Comprehensive educational assessment underlies the development of accurate Individualized Education Programs and instructional plans for multiply handicapped students, yet it is problematic for many reasons. The purpose of this article is to suggest guidelines for integrating assessment data into the development of prescriptive programs. These include: (a) administer criterion-referenced instrument; (b) view the categorical or domain areas of instruments as potential goal statements; (c) view the sub-categories or subdomains as potential long-term objectives; (d) view the items of the sub-categories as potential short-term objectives; (e) select sub-categories to serve as long-term objectives, and items to serve as short-term objectives, based on certain priority concerns for multiply handicapped students; (f) convert the selected sub-categories and items to behavioral statements representing long- and short-term pupil objectives.
On the Cognitive Ability of Deaf Children with Deaf Parents
Authors: Conrad R. , Weiskrantz B. C.
Published: April 2013

This article is concerned with the alleged above-average IQ of deaf children with deaf parents. Data are reported which show that when the cognitive ability of such children is compared with that of genetically deaf children with hearing parents, no difference is evident. Since (a) deaf children free of additional handicaps are known to have a mean IQ of 100 and (b) no useful hypothesis has yet been proposed to account for the superior IQ of deaf children with deaf parents, we suggest that the supporting data are faulty.
The Influence and Utilization of an Interpreter for Deaf Persons in Family Therapy
Authors: Harvey Michael A.
Published: April 2013

This paper discusses methods of utilizing an interpreter for the deaf to render more effective psychological treatment to families with hearing parents and at least one deaf child. There are several advantages to utilizing an interpreter with families who are denying the implications of deafness, even though a therapist may be skilled in sign language. In addition to facilitating communication between family members, the presence of an interpreter helps the therapist to modify family rules which may prohibit the use of sign language, to modify the balance of power in the family, and to encourage participants to exhibit the ego defense mechanisms of projection and transference. The family therapist can utilize these subtle yet profound influences to therapeutic advantage.
A Demographic Overview of Teachers of the Hearing Impaired
Authors: Jensema Carl J. , Corbett Edward E.
Published: April 2013

This study provides a preliminary overview of the demographic characteristics of teachers of the deaf in the United States. An analysis of 4,887 cases indicated that the teachers tended to be young (66% were under 35 years), female (83%), married (61%), white (94%), and well-educated (75% had MA degrees). Most were regular classroom teachers (74%) who taught a variety of subjects, with language, reading, and mathematics being the most common. The Convention of American Instructors of the Deaf (CAID) was the most frequently reported professional affiliation, but there was considerable evidence of teacher participation in organizations concerned with employment and employee benefits. Nearly 14% of the teachers were hearing impaired, the majority having severe prelingual hearing loss. The data were compared with the results of a similar study of public school teachers. The teachers of the hearing impaired differed from the public school teachers in several respects, including age, sex, marital status, education, and teaching duties.
Mathematics Software, A Computer Lab, and the Hearing Impaired
Authors: Castle Dan J.
Published: April 2013

Many schools for the deaf are now incorporating microcomputers into the classroom, but as is true with textbooks and other teaching materials, there is lack of software on the market for the hearing impaired. As a teacher of the deaf for 7 years at the California School for the Deaf in Riverside, I have found through my experience with the high school students that the use of hearing student oriented mathematics software is sometimes just as good or better than the mathematics software geared for the hearing-impaired student. Classroom experimentation with the students has shown that some of the more difficult math programs with higher reading levels appeal to the low reading hearing-impaired students more than the easier reading level hearing-impaired programs. When developing a computer lab there are several things to consider: costs, networking, choice of mathematics software, and methods of acquiring and developing better software. Microcomuter hardware and software is a cost-effective move for the future. It makes the students more proficient, interested in their school work, and further increases their educational development.
Hearing-Impaired Children Under Age 6: A Demographic Analysis
Authors: Schildroth Arthur N. , Rawlings Brenda W. , Allen Thomas E.
Published: April 2013

This paper presents information about hearing-impaired children under the age of 6 who are receiving special educational services in the United States and have been reported to the Annual Survey of Hearing-Impaired Children and Youth conducted by Gallaudet University's Center for Assessment and Demographic Studies. Results indicate an increase in the number of hearing-impaired children under age 6 reported to the survey over the last 10 years, especially children from minority backgrounds. The second section of the analysis focuses on students from schools participating in a model state project that encourages early identification and provision of services to hearing-impaired students and their families. The data pertain only to those children who are receiving services through established programs reporting to the Annual Survey; thus, inferences about the overall prevalence of hearing impairment among this age group should not be drawn.
Chapter 17: The Human Body: A Unique Media Experience
Authors: Tracy Sandra D.
Published: April 2013

The first form of media that should be utilized in creatively and artistically conveying language, emotional reactions, and rhythmic concepts is the human body. The human body is the major mechanism for self-expression, in this case the translation of words and music into visual images and patterns of movement. These patterns or dances supplemented by various forms of media provide an exciting cultural experience for the hearing impaired.