bluuebunny/crossref_metadata_2025 huggingface dataset:
Historical Overview of Inpatient Care of Mental Patients Who Are Deaf
Authors: Vernon McCay , Daigle-King Beth
Published: July 2012

A review of published studies of deaf mentally ill inpatients is reported. While there are conflicts in the findings of some of the studies, several generalizations seem fairly universal across countries and time periods. For example, the data indicate a greater overall prevalence of mental illness in the deaf population than in the general population as a whole, based on the relative number of each group who are patients in psychiatric hospitals. In general, deaf patients have longer hospital stays. Characteristic symptoms leading to hospitalization of deaf people tend to be different from those of hearing patients. It was thought by most investigators that restriction of sign language use in schools was one reason for these differences. For both hearing and deaf inpatients, dual diagnosis (mental illness and substance abuse) is far more common today than in years past. All investigators found frequent misdiagnoses among deaf patients. The paucity of research on deaf inpatients over the last 2 decades is noted.
Deaf Children Creating Written Texts: Contributions of American Sign Language and Signed Forms of English
Authors: Mayer Connie , Akamatsu C. Tane
Published: July 2012

The objectives of this descriptive study were to investigate the ways in which American Sign Language (ASL) and English-based sign allow for comprehension of text content, and to determine how these two avenues of communication might mediate the process of reconstructing "signed meaning" in a written text. The authors argue that comprehensible input in a visual mode is possible in either ASL or English-based sign. They further claim that English-based signing may be an effective means of bridging the gap between inner speech and written text.
Mathematics Preparation and Professional Development of Deaf Education Teachers
Authors: Pagliaro Claudia M.
Published: July 2012

With the world increasingly dependent on mathematics and problem-solving skills, the poor mathematics performance of deaf and hard of hearing students is cause for concern. The present article focuses on the mathematics competency of teachers of deaf and hard of hearing students as a factor in this poor performance. As part of a larger study (Pagliaro, 1996, 1998a), deaf education teachers provided data on their postsecondary education and their professional development activities related to mathematics. Administrators were also questioned to investigate the schools' contribution to these activities. Results reveal an insufficient level of mathematics preparation among deaf education teachers, especially at the high school level. Few hold degrees in a mathematics-related field, and only a moderate number seek professional development in this discipline. Recommendations for improving the mathematics competencies of deaf education teachers are provided, with the objective of improving student performance.
Acceptance of Deaf Students by Hearing Students in Regular Classrooms
Authors: Cambra Cristina
Published: July 2012

Peer relations are of great importance during adolescence. Belonging to a group and feelings of acceptance or rejection by other members are paramount. The article explores the attitudes of 792 hearing students from 10 to 20 years of age in 22 different schools in Spain toward the classroom mainstreaming of deaf students. In general terms, the results, obtained from a scale similar to the Likert and consisting of 19 questions, show that the deaf student is well received socially by hearing classmates. Hearing students in general felt that deaf students might be better looked after at a special school and that deaf students did not work as hard as hearing students. Young female hearing students reported the strongest support for mainstreaming of deaf students. Teachers were perceived as dedicated and patient.
Evaluation of Captioning Features to Inform Development of Digital Television Captioning Capabilities
Authors: Kirkland C. Eric
Published: July 2012

With rapid advances in digital technology, the broadcast television industry will soon be providing cinema-quality sound and video in the home. Given this technological advance, how should captions change to better serve consumers who are deaf or hard of hearing? To address this question, consumer preference data were collected from 207 deaf students and adults. Videodisc examples of various captioning feature combinations were used to obtain ratings from these consumers. Findings from multivariate conjoint analysis show that some current captioning features should be retained (white letters and speaker-dependent placement), while other features should be adopted (captioning in sentences and use of a clear or semitransparent background). These findings offer guidance to the captioning and television industries as they launch the digital television age.
The Role of Interpreters in Inclusive Classrooms
Authors: Antia Shirin D. , Kreimeyer Kathryn H.
Published: July 2012

The roles of interpreters in an inclusive classroom were examined through a qualitative, 3-year case study of three interpreters in an inclusive school. Interviews were conducted with interpreters, classroom teachers, special education teachers, and administrators. The interview data were supplemented with observations and field notes. Results indicate that in addition to sign interpreting between American Sign Language and speech, the interpreters clarified teacher directions, facilitated peer interaction, tutored the deaf children, and kept the teachers and special educators informed of the deaf children's progress. The interpreter/aides and the classroom teachers preferred this full-participant interpreter role, while the special educators and administrators preferred a translator role. Classroom teachers were more comfortable with full-time interpreters who knew the classroom routine, while the special educators and administrators feared that full-time interpreters fostered child and teacher dependence. These issues are discussed in terms of congruence with the Registry of Interpreters code of ethics and how integration of young children might be best facilitated.
Time Spent Viewing Captions on Television Programs
Authors: Jensema Carl J. , Danturthi Ramalinga Sarma , Burch Robert
Published: July 2012

The eye movements of 23 deaf subjects, ages 14 to 61 years, were recorded 30 times per second while the subjects watched four 2.5-minute captioned television programs. The eye movement data were analyzed to determine the percentage of time each subject actually looked at the captions on the screen. It was found that subjects gazed at the captions 84% of the time, at the video picture 14% of the time, and off the video 2% of the time. Age, sex, and educational level appeared to have little influence on time spent viewing captions. When caption speed increased from the slowest speed (100 words per minute, or wpm) to the fastest speed (180 wpm), mean percentage of time spent gazing at captions increased only from 82% to 86%. A distinctive characteristic of the data was the considerable variation from subject to subject and also within subjects (from video to video) in regard to percentage of time spent gazing at captions.
Using Technology to Educate Deaf and Hard of Hearing Children in Rural Alaskan General Education Settings
Authors: Pillai Patrick
Published: July 2012

Teachers in Alaskan rural schools were surveyed on their use of instructional technology. The surveyed teachers included the entire population of certified elementary and secondary school classroom teachers of deaf and hard of hearing students in these schools. Respondents generally were older, more experienced, elementary level female teachers who were relatively well educated. Almost half of the respondents held special education certification; about 25% had an endorsement in deaf education. Data analysis indicates that educators who use instructional technology, either in curriculum or broad agenda formats, may be older, hold an advanced degree and secondary education certification, benefit from in-service training on site, are connected to the Internet, and actively use the technology available at their schools. Most of the surveyed educators identified lack of training in the use and integration of software as a barrier to increased classroom use of technology. Based on the study findings, recommendations are made concerning the training needs of teachers in rural Alaska.
Welcome to the Real World: Reflections on Teaching and Administration
Authors: Miller Kevin J.
Published: July 2012

The author compares his former position as an assistant professor in a program preparing future teachers of deaf and hard of hearing students with his present position as an administrator of a public school program serving these students. He maintains that in some ways, teacher training programs in deafness and the public school settings hiring these graduates are separate worlds. The emphasis in teacher training programs appears to be on preparing graduates to work with deaf students in self-contained or residential school settings even though most teaching positions are with hard of hearing students mainstreamed in public schools. Other important areas, such as collaboration with general education teachers, litigation, parental relationships, and individualized education programs, seem to be overlooked by teacher training programs. The author employs the mockingbird metaphor from the novel To Kill A Mockingbird (Lee, 1960) to highlight differences between teacher training programs and public school settings, while making recommendations for strengthening connections between the two.
Identification of Hearing Loss After Age 18 Months Is Not Early Enough
Authors: Yoshinaga-Itano Christine , Apuzzo Mah-rya L.
Published: July 2012

The general development of 40 deaf and hard of hearing infants was analyzed. The infants were placed into one of two groups according to age at which hearing loss was identified: (a) before age 6 months and (b) after age 18 months. The mean age at testing was 40 months. Developmental quotients (DQs) were used to compare results regardless of the infants' age at time of testing. Infants were evaluated on the basis of their DQ scores on the Minnesota Child Development Inventory (MCDI; Ireton & Thwing, 1972). MCDI subtests include general development, gross motor, fine-motor, expressive language, comprehension-conceptual, situation-comprehension, self-help, and personal-social. Infants whose hearing loss was identified before age 6 months scored significantly higher than those whose hearing loss was identified after age 18 months in the expressive language and comprehension-conceptual subtests. The performance of the earlier-identified group supports the earliest identification of hearing loss and encourages implementation of universal hearing screening.
Patterns of Spelling in Young Deaf and Hard of Hearing Students
Authors: Allman Tamby M.
Published: July 2012

The study examined the invented spelling abilities demonstrated by kindergarten and first-grade deaf and hard of hearing students. The study included two parts: In Part 1, the researcher compared three groups (deaf, hard of hearing, and hearing) using posttesting only on the Early Reading Screening Inventory, or ERSI (Morris, 1998), and in part 2 collected and analyzed samples of the spelling of deaf students in a Total Communication program. Analysis showed that the deaf group performed significantly differently in three areas: concept of word, word recognition, and phoneme awareness ("invented spelling"; Read, 1971). The deaf group outperformed the hearing and hard of hearing groups in concept of word and word recognition. But in phoneme awareness, the deaf group performed significantly less well than the hearing group. Therefore, the deaf group's spelling was followed for 1 year. Deaf students' spelling patterns were not the same as those of hearing and hard of hearing students. Deaf students' spelling miscues were directly related to the cueing systems of lipreading, signing, and fingerspelling.
Stress and Coping in Hearing Mothers of Children With Hearing Loss: Factors Affecting Mother and Child Adjustment
Authors: Calderon Rosemary , Greenberg Mark T.
Published: July 2012

The present study examines maternal and child adjustment as a result of the application of a stress and coping model (Folkman, Schaefer, & Lazarus 1979) to factors associated with having a school-aged child with a hearing loss. Thirty-six hearing mothers of children with hearing loss participated in the study. Information was gathered through parent and teacher questionnaires and home interviews and observations. Results indicated that ( a ) social support emerged as an important predictor of maternal adjustment as well as a buffer between current life stress and maternal adjustment, and ( b ) maternal problem-solving skill emerged as a significant predictor of child adjustment and as a mediating factor between child's age and teacher rating of child adjustment. The discussion focuses on possible explanations for these findings, the utility of a competency-based rather than psychopathology-based perspective in understanding parent and child outcomes, and implications for intervention strategies.
The Educational Attainments of Deaf Students in Mainstream Programs in England: Examination Results and Influencing Factors
Authors: Powers Stephen
Published: July 2012

The author reports findings of an investigation into educational outcomes of 16-year-old deaf students in mainstream programs in England in 1995 and 1996. Data on examination results, communication competence, and social acceptance were collected by questionnaire and analyzed against several background factors. All the background factors investigated contributed an effect of about 20% on examination results, emphasizing the need to investigate the effect of other factors. Relatively strong predictors of examination success were family socioeconomic status, presence of any additional learning difficulty, whether English was used as a main language in the home, age at onset of deafness, and parents' hearing status. Degree of hearing loss did not appear to have an important effect on examination success but was linked to other outcomes. The discussion considers how different codings of examination success can affect the results obtained from statistical analysis. Findings on the ethnic status of deaf students are also noted.
The Impact of Cognitive Strategy Instruction on Deaf Learners: An International Comparative Study
Authors: Martin David S. , Craft Anna , Zhang Ning Sheng
Published: July 2012

Teacher cohorts in England and China received special training in techniques for teaching higher-level critical and creative cognitive strategies to deaf learners. Both cohorts implemented the strategies in the classroom at least twice weekly for 6 months. Measures included Raven's Standard Progressive Matrices (1959), a systematic observation checklist for cognitive behaviors (Martin & Craft, 1998), and critical and creative problem situations to which students had to respond. Results were compared with those from a study of similar learners in the United States (Martin & Jonas, 1985), and little difference was found. Students in all three countries improved in reasoning, devising real-world problem solutions involving critical thinking (but not creative thinking), using cognitive vocabulary in the classroom, and expressing others' viewpoints. Postintervention focus groups showed teachers in China used a more invariant sequence in teaching the cognitive strategies, but teachers in all three countries experienced similar expansion in cognitive terminology and self-perceptions as teachers of problem solving.
Gender Differences in Response to Auditory-Verbal Intervention in Children Who Are Deaf or Hard of Hearing
Authors: Easterbrooks Susan R. , O'Rourke Colleen M.
Published: July 2012

Recent research has questioned the role of gender in language development and in special education outcomes, yet neither issue has been addressed in literature on students who are deaf or hard of hearing. To determine if language and placement outcomes differ by gender, the present study considered the behavior of children who attended a clinical program subscribing to an auditory-verbal philosophy. Parents of 28 boys and 42 girls with hearing losses evaluated their children using the Parent Rating Scale of the Letter International Performance Scale—Revised (Roid & Miller, 1997) and the Parental View of Therapy Scale (developed for the present study). Also, clinical file data were surveyed. The boys were found to be more likely than the girls to be rated by their parents as having basic features of temperament nonconducive to traditional clinical language intervention. The girls' language and placement outcomes surpassed the boys', although both groups' outcomes were positive. A possible limitation of the study was that the population was atypical of students with hearing losses in general.
Developmental Practicum Experiences of Preservice Teachers in Deaf Education: Implications for Practicum Placement and Faculty-Student Collaborative Research
Authors: Guteng Simon I. , Tracy Tracy , Chappell Brenda
Published: July 2012

The study examined the developmental practicum experiences of second-year graduate students in deaf education. Participants in the study consisted of a convenient sample of five practicum students. Triangulated data for the study came from the researcher's observational notes, e-mail correspondence with participants, and participants' journals. Inductive analysis was used to analyze the data. Results of the study evinced developmental experiences that are different from those reported in previous studies. The results of the study have significant implications for (a) practicum placement of graduate students in deaf education in terms of site-based orientation, use of the clinical model of supervision, opportunities for self-reflection, and periodic practicum seminars; and (b) faculty-student collaborative research in terms of planning, ethical issues, students' time needs, and training.
Providing the Support Services Needed by Students Who Are Deaf or Hard of Hearing
Authors: Luetke-Stahlman Barbara
Published: July 2012

When students who are deaf or hard of hearing are appropriately placed, program-level and curriculum-level adaptations may both need to be discussed to ensure social as well as academic progress. Programmatic modifications may involve communication, linguistic, and grading issues, and both the listening and physical settings. Curricular modifications may involve the classroom structure, rapport and affect, the instructional format and language, the lesson format and materials, comprehension monitoring, activity and assignment completion, and placement choices. Professionals should work cooperatively to make and monitor changes.
Assessing Semantic-Syntactic Features of Verbs from Thirteen Verb Subsets
Authors: White Alfred H.
Published: July 2012

There are three major classes of verbs: intransitive, transitive, and linking. These three types of verbs can be divided into 13 semantic-syntactic subsets. Verbs within each subset give rise to sentences that have similar syntactic form, albeit a form distinct from that of sentences associated with other subsets. Preliminary research found that more than 90% of sentences written by children or for children contain verbs from 1 of the 13 verb subsets. The sentence form associated with each verb subset might be viewed as a "sentence template" that operationally defines a fixed set of 13 underlying semantic-syntactic relationships essential to communication. A strategy for assessing a child's knowledge of verbs from each subset is described.
The Role of Educators of the Deaf in the Early Identification of Hearing Loss
Authors: Arehart Kathryn Hoberg , Yoshinaga-Itano Christine
Published: July 2012

About 16,000 babies each year will be identified with hearing loss by age 3 months once universal newborn hearing screening becomes a reality. Identification of hearing loss in infancy, followed by appropriate intervention by age 6 months, can result in normal language development, regardless of degree of hearing loss. As the average age of identification of hearing loss moves downward toward 2 months, children with hearing loss will enter the educational system earlier and with language skills commensurate with those of their hearing peers. In order to provide appropriate services to children with hearing loss and their families, early interventionists will need to forge links to health care providers involved in universal newborn hearing screening programs, to have specialized training in deafness and hearing loss, and to have expertise in providing services to very young children and to children with hearing loss in the broad range from mild to profound.
A Deaf Child's Language Acquisition Verified Through Text Retelling
Authors: Luetke-Stahlman Barbara , Griffiths Cindy , Montgomery Nancy
Published: July 2012

The researchers studied a method of mediation with a deaf second grader. Language needs were identified through transcription of the child's retellings of weekly basal stories. These were either targeted for adult-mediated conversations during reading activities or left "untargeted but tracked." During two intervention phases, the student's performance on semantic and syntactic features of interest incorporated into retellings improved when an adult facilitated; when an adult was intentionally unavailable to mediate retellings, documentation of positive linguistic changes indicated internalization or acquisition of these features. Analysis of language behaviors that did not improve during unmediated retellings indicated a need for continued mediation. Untargeted but tracked behaviors that went unchanged during data collection further documented that language behavior changes resulted from adult mediation, not maturation. The child achieved 1 year's reading growth during the data collection period (1 academic year) on the Gates-MacGinite Test of Reading (hearing norms; W. MacGinite & R. MacGinite, 1989). Text retelling methodology proved useful, although group design study is warranted.
Grandparents' Role in Family Systems with a Deaf Child: An Exploratory Study
Authors: Nybo William L. , Scherman Avraham , Freeman Paige L.
Published: July 2012

This qualitative study explored the role of grandparents in hearing/deaf family systems. Specifically, the grandparental role was examined in six family systems across at least three generations (grandparent, parent, deaf grandchild). The study's purpose was to provide insight into personal and interpersonal functioning of extended family systems with a deaf member and to provide a basis for future quantitative research. Results indicated that grandparents were willing to provide diverse support services to their children and grandchildren to the extent permitted by their resources and the nature of their existing relationship with the deaf child's parent(s). The advent of a deaf grandchild appeared to have strong effects on the extended family system, but typically system responses were consistent with the quality of preexisting relationships. Families with weak intrafamilial communication tended to have difficulties with incorrect assumptions. Families with unresolved individuation issues tended to replay these issues within the context of attempts to adapt to their changed circumstances.
A National Survey of Social Work Services in Schools for the Deaf
Authors: Esp Jacqueline
Published: July 2012

The purpose of the present study was to determine the role of school social workers and the services they deliver in schools for the Deaf. A 15-item survey was sent to 101 schools for the Deaf in the United States. The survey consisted of questions relating to personal characteristics, work experience, and job responsibilities of school social workers. A 72% response rate was obtained. Results suggest that, in general, social workers in schools for the Deaf perform functions similar to those of other social workers. However, social workers in schools for the Deaf tend to handle more health and financial concerns of students and their families. Social workers in schools for the Deaf lag behind other school social workers in professional training. Approximately a quarter of the surveyed social workers were deaf or hard of hearing.
Diversity of Deaf Identities
Authors: Bat-Chava Yael
Published: July 2012

Social Identity Theory (Tajfel, 1981) posits that members of minority groups achieve positive social identity by (a) attempting to gain access to the mainstream through individual mobility or (b) working with other group members to bring about social change. Some people may use a combination of both strategies. Through the use of cluster analysis, the existence of three identities associated with these strategies was discerned in a sample of 267 deaf adults: culturally hearing identity, culturally deaf identity, and bicultural identity, each comprising about a third of the sample. A subset of 56 people were interviewed in depth; excerpts are presented to illustrate the identity types. Qualified support was found for the prediction that people with culturally deaf and bicultural identities would have higher self-esteem.
Reliability and Validity of Generalizable Skills Instruments for Students Who Are Deaf, Blind, or Visually Impaired
Authors: Loeding Barbara L. , Greenan James P.
Published: July 2012

The study examined the validity and reliability of four assessments, with three instruments per domain. Domains included generalizable mathematics, communication, interpersonal relations, and reasoning skills. Participants were deaf, legally blind, or visually impaired students enrolled in vocational classes at residential secondary schools. The researchers estimated the internal consistency reliability, test-retest reliability, and construct validity correlations of three subinstruments: student self-ratings, teacher ratings, and performance assessments. The data suggest that these instruments are highly internally consistent measures of generalizable vocational skills. Four performance assessments have high-to-moderate test-retest reliability estimates, and were generally considered to possess acceptable validity and reliability.
An Examination of Two Coteaching Classrooms
Authors: Luckner John L.
Published: July 2012

The present study presents data on two classrooms that used a coteaching approach to provide services to students who were deaf, hard of hearing, and hearing. The author conducted extensive observations, as well as interviews with teachers, students, administrators, and parents. The resulting qualitative data supported coteaching's effectiveness as a service delivery model. However, the research also identified important and specific challenges. Seven subthemes about coteaching are presented, and quotes from various stakeholders are provided to support and illustrate the information reported. Suggestions for future research are provided. The author makes recommendations on how to establish coteaching teams and describes issues surrounding communication, staff development, and family involvement.
Removing Barriers and Building Bridges: American Deaf Interns Teaching Chinese Deaf Children
Authors: Martin David S. , Hussey Leslie , Sicoli Debbie , Zhang Ning Sheng
Published: July 2012

Two deaf American student-teaching M.A. candidates did an internship at a school for the Deaf in China. This was the first such internship ever done in China. Critical procedures for establishing international internships are described; cultural and educational experiences and the accommodations made to guarantee the success of such internships are analyzed, including issues related to communication modality, educational philosophy, expectations for deaf learners, and teaching methods. The views of both interns, and those of two teacher educators, one American and one Chinese, are included.
An Investigation of the Career Development of High School Adolescents with Hearing Impairments in New Zealand
Authors: Furlonger Brett
Published: July 2012

Although the need for better-skilled workers has been signaled by the marketplace, people with hearing impairments generally are employed in unskilled or semiskilled jobs. They are, therefore, at heightened risk of unemployment and underemployment. Compounding this risk are the levels of vocational preparation and job awareness of adolescents with hearing impairments, which are generally considered inadequate. With a view to improving prevocational programs for hearing impaired adolescents, the researcher collected information on career awareness and vocational maturity. Significant differences were identified between hearing impaired and hearing adolescents on a range of career measures. In particular, adolescents with hearing impairments were identified as having less career awareness.
Success with Academic English: Reflections of Deaf College Students
Authors: Toscano Rose Marie , McKee Barbara , Lepoutre Dominique
Published: July 2012

The study identified social, educational, and demographic characteristics of deaf postsecondary students who demonstrated strong reading and writing skills. Questionnaire information, information from institutional databases, and in-depth personal interviews were used to identify factors and characteristics that positively influenced the attainment of strong academic literacy skills. Among the areas investigated were school experiences, reading and writing experiences, study habits and attitudes, communication preferences, personality traits, and home and family background. Results of the study generally support previous work conducted with talented hearing youth. Several primary themes emerged from the study: heavy parental involvement in early education and educational decisions, differing modes of communication but extensive family communication, early exposure to and intensive experiences with reading and writing, an enjoyment of reading, a relatively limited social life, high parental and secondary school expectations, the importance of television, and positive self-image.
Responses to Interactive Stress: Infants Who Are Deaf or Hearing
Authors: Koester Lynne Sanford , Meadow-Orlans Kathryn P.
Published: July 2012

Nineteen infants who were deaf (D/H) and 19 infants who were hearing (H/H) were observed during face-to-face interactions with their hearing mothers. Infant behaviors were coded for repetitive physical activity and gaze aversion during two episodes of normal play which were interrupted by a "still-face" episode. Mothers' assessments of their infants as "difficult" or "easy" were derived from the Parenting Stress Index (Abidin, 1986). "Difficult" deaf infants displayed significantly more repetitive activity during the initial normal interaction and significantly more gaze aversion during the still-face episode, compared to "easy" deaf babies and both "easy" and "difficult" hearing babies. Implications of these findings are discussed in the context of parental perceptions of infant behaviors, and the importance of visual attention and nonverbal signals for the optimal development of infants who are deaf.
Resilience and Success Among Deaf High School Students: Three Case Studies
Authors: Charlson Elizabeth Stone , Bird Robin L. , Strong Michael
Published: July 2012

Case studies are presented of deaf high school students who were identified as "outstandingly successful" in a national survey. In the analysis of case histories, a subgroup of students had achieved success despite numerous stressful circumstances. Students who would have been expected to do poorly were nonetheless achieving. Although from different sociocultural, linguistic, and educational backgrounds, these students appeared to have one attribute in common: a high level of resilience. The study explores resilience and how three deaf students were able to overcome many obstacles to achievement.
Access to Sign Language Interpreters in the Criminal Justice System
Authors: Miller Katrina R.
Published: July 2012

Historically, the provision of sign language interpreters to deaf suspects, defendants, and offenders has been a problematic issue in the criminal justice system. Inconsistency in the provision of interpreter services results largely from the ignorance of criminal justice professionals regarding deaf people's communication needs and accommodation options. Through analysis of 22 post-Americans with Disabilities Act cases and a survey of 46 professional sign language interpreters working in criminal justice settings, the present study considered access issues concerning sign language interpreters in law enforcement, courtrooms, and correctional settings. Recommendations to increase the accessibility of interpreting services include providing ongoing awareness training to criminal justice personnel, developing training programs for deaf legal advocates, and continuing access studies.
Results of Two National Surveys of Leadership Personnel Needs in Deaf Education
Authors: LaSasso Carol , Wilson Amy
Published: July 2012

Seventy university teacher preparation programs and 100 instructional programs serving at least 120 deaf and hard of hearing students were surveyed separately to (a) determine the demand for additional doctoral-level leadership personnel in deaf education, (b) obtain guidance for university leadership preparation programs in deaf education for the purpose of recruiting leadership personnel, and (c) identify experiences that would be relevant to the positions for which prospective leadership personnel are preparing. Data representing 54% of teacher preparation programs and 65% of instructional programs serving deaf and hard of hearing students in the United States evince the need for additional doctoral-level personnel for faculty positions in university teacher preparation programs in deaf education, as well as the need for leadership positions in instructional programs serving deaf and hard of hearing children. Data also provide direction for leadership preparation programs in addressing the leadership personnel needs of the field.
Lexidactylophobia: The (Irrational) Fear of Fingerspelling
Authors: Grushkin Donald A.
Published: July 2012

Fingerspelling is a system of manually representing the graphemes of a spoken language used by members of Deaf communities worldwide. Yet, at least within the North American educational system, fingerspelling appears to be largely discounted in favor of sign usage, despite its high potential for linkage to the orthographical system of English and literacy development. The author describes fingerspelling in connection with how it is used within the American Deaf community, and also describes the development of fingerspelling skills in deaf (and hearing) children. He also describes how deaf adults use fingerspelling to promote literacy development in young deaf children. Strategies for increasing the use of fingerspelling by teachers and parents of the Deaf are outlined.
Test-Taking Skills: A Missing Component of Deaf Students' Curriculum
Authors: LaSasso Carol J.
Published: July 2012

Often, conclusions about what students have learned in school are based on their performance on standardized or informal tests. For several reasons, these tests may not accurately reflect deaf students' learning. The author discusses the limitations of tests and other "products" administered to students during or after reading that are interpreted as reflecting comprehension of what is read. The author also reviews documented differences in test-taking abilities of deaf and hearing students, and describes specific compensatory test-taking strategies used by deaf readers. A rationale is provided for including a formal test-taking skills component in the curriculum for deaf students. Finally, the author discusses portfolio assessment and contemporary societal forces working against academic testing.
Speech-Language Pathologists in Schools for the Deaf: A Survey of Scope of Practice, Service Delivery, Caseload, and Program Features
Authors: Seal Brenda C. , Rossi Patricia , Henderson Chris
Published: July 2012

Analyses of surveys of speech-language pathologists (SLPs) in schools for the Deaf across the United States enable a profile of SLPs' scope of practice, caseload size and characteristics, and delivery of services, as well as features of programs through which they serve students. The findings are compared to previous results of surveys, both large and small, of SLPs in local school programs. Results point favorably to the services provided by SLPs in schools for the Deaf in terms of SLPs' proficiency in sign language, their smaller caseloads, the amount of time they spend in direct services, and a broad range of practice that focuses on written language, sign language, and functional communication.
Ages of Diagnosis, Amplification, and Early Intervention of Infants and Young Children with Hearing Loss: Findings from Parent Interviews
Authors: Prendergast Susan G. , Lartz Maribeth Nelson , Fiedler Barbara Casson
Published: July 2012

A survey was conducted to determine the status of early identification of children with hearing loss in Illinois. Over a 3-year period, parents of 77 children with severe to profound hearing loss were interviewed while attending an educational program at a state residential school for the Deaf. Results indicated that these children had lower ages of identification than those reported in national studies (Arehart, Yoshinaga-Itano, Thomson, Gabbard, and Stredler Brown, 1998; Harrison & Roush, 1996) and in an earlier study in Illinois (Kittrell & Arjmand, 1997). Delays between suspicion and the initiation of diagnosis and amplification were reported, and were most often attributed to physicians' failure to investigate the possibility of hearing loss. Delays in the onset of early intervention services were noted for half of the children. Although the study reports progress across all areas, the ages of identification, amplification, and early intervention remain higher than recent research (Harrison & Roush, 1996; Kittrell & Arjmand, 1997; Marschark, 1998) indicates is justifiable.
Interpreting in Mental Health Settings: Issues and Concerns
Authors: Vernon McCay , Miller Katrina
Published: July 2012

Sign language interpreters in mental health settings face extreme linguistic and cultural difficulties in interpreting basic, everyday language used in these settings. This is particularly true when deaf clients have limited English proficiency, which often requires interpreters to use expansion techniques in order to render messages successfully. To examine how diagnostics may be affected by interpretation, Brauer (1993), Montoya et al. (2001), and Steinberg, Lipton, Eckhardt, Goldstein, and Sullivan (1998) translated two widely used psychological screening instruments into American Sign Language (ASL). The Minnesota Multiphasic Personality Inventory (MMPI) and the Diagnostic Interview Schedule-IV (DIS-IV) were selected for translation, and data from the three studies are presented and discussed. Their implications in terms of the expectations and stresses placed on interpreters are described within a framework of demand and control theory. Finally, sections of the Code of Ethics of the Registry of Interpreters for the Deaf (RID) are examined relative to both the issue of confidentiality and what the interpreter's contribution should be in mental health settings.
Integrated Perspective of Evolving Intrapsychic and Person-Environment Functions: Implications for Deaf and Hard of Hearing Individuals
Authors: Jung Vivienne , Short Robert H.
Published: July 2012

The authors review and integrate certain diverse theories to explain and suggest appropriate interventions for difficulties in socioemotional functioning experienced by many deaf persons. These diverse perspectives include a hierarchical circular systems approach, psychosocial stage theory, social learning theory, and representational models, or evolving expectancies of others. These perspectives, which can facilitate understanding of social behaviors and development and lead to improved interventions, provide background for a 3-level model proposed in the article. The model focuses on the relationship between the deaf person and the proximal social environment. The model's first level takes into account intrapsychic processes such as self-concept; the second highlights reciprocal interactions between the person and the social environment. The third describes the resulting memories and expectancies that develop and evolve and that influence the person's previous intrapsychic thoughts, feelings, and perceptions. These, in turn, affect social interactions, in a recurrent, spiraling fashion. This hierarchical model can be used as a framework for concurrent or sequential interventions with Deaf people.
Successful Students Who Are Deaf in General Education Settings
Authors: Luckner John L. , Muir Sheryl
Published: July 2012

The study identified successful students who were deaf and were receiving most of their educational services in general education settings, in order to examine factors contributing to their success. Teachers in a western state were asked to nominate students who were deaf who were in the upper elementary through high school grades and were receiving most of their educational services in general education classrooms. Qualitative procedures were used to gather information on 20 successful students who were deaf. Inquiry focused on observation of the students in general education settings and interviews to gather perceptions of (a) the successful students themselves, (b) deaf education teachers, educational interpreters, and paraprofessional note takers serving these students, (c) general education teachers working with these students, and (d) parents. The students' primary communication modes were closely divided between sign language and spoken English; communication mode did not seem to be a salient factor in success. Results of the interviews with each group, a summary of observations, and themes that emerged across groups are provided.
Name Signs in Greek Sign Language
Authors: Kourbetis Vassilis , Hoffmeister Robert J.
Published: July 2012

Name signs have existed in Greek Deaf culture since antiquity. However, little is known about Greek Sign Language (GSL) and the Greek Deaf community. Based on interviews with 200 people, the phonological characteristics of Greek name signs are described, as well as the frequency of occurrence of specific name signs and the influence of spoken Greek. Comparisons are made with American Sign Language and the naming process in general Greek culture. The Greek Deaf community uses both types of name signs, descriptive name signs (DNS) and arbitrary name signs (ANS). The most popular form of naming uses the DNS process. Name signs are not passed down within families but are assigned by members of the Deaf community or by Deaf peers in the educational setting. Once a name sign has been assigned it stays with the recipient, usually for life. Traditionally, most name signs describe personal characteristics, but with many hearing people now learning GSL, initialized signs are appearing. Whether the Greek Deaf community will accept this practice remains uncertain.
Deaf College Students' Reading Comprehension and Strategy Use
Authors: Kelly Ronald R. , Albertini John A. , Shannon Nora B.
Published: July 2012

Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension.
Hmong Immigrants' Views on the Education of Their Deaf and Hard of Hearing Children
Authors: Wathum-Ocama John C. , Rose Susan
Published: July 2012

The study investigated the attitudes, perceptions, and feelings of parents of 7 Hmong families that included a deaf or hard of hearing child attending a U.S. public school. The findings indicate that many Hmong parents value education and want to be involved in their deaf or hard of hearing child's learning. However, the parents in the study did not know how to become involved, and needed the support of the school. Although they accepted their deaf or hard of hearing children unconditionally, they had lower academic expectations of that child than of their hearing children. Most of the parents reported limited knowledge of the policies, procedures, practices, and organizational structures of special education, and all cited communication barriers as impediments to involvement in their child's education. Most of the parents expressed strong satisfaction with their child's educational program. The findings suggest several areas for further research.
An Evaluation of the SOAR-High Project: A Web-Based Science Program for Deaf Students
Authors: Barman Charles R. , Stockton Jamie D.
Published: July 2012

The investigators evaluated the SOAR-High (Science, Observing, and Reporting—High School) Project, a web-based earth systems science course involving collaborating teachers and deaf students at high schools in California, Washington, DC, and Indiana. In SOAR-High, students use Internet- and computer-based technologies to gather and report information. The investigators and stakeholders identified 4 key questions: (a) Are the SOAR-High students becoming proficient in using the science process skills? (b) Do the SOAR-High curriculum materials explicitly stress the use of science process skills? (c) Do the SOAR-High students develop skills to work independently? (d) Does the SOAR-High Project aid in student motivation? Quantitative and qualitative evaluative tools to address each question included student and teacher interviews, classroom observations, performance-based tasks, and reviews of student website work. Findings showed convincing evidence for affirmative answers to all 4 questions. However, some students described difficulties with the reading levels of the SOAR-High materials; some teachers expressed concern about SOAR-High's effectiveness because of its use with students at different grade levels.
A "Consumer" Survey of Educational Provision for Deaf and Hard of Hearing Students
Authors: Byrnes Linda J. , Sigafoos Jeff
Published: July 2012

The researchers report the results of a survey of 140 deaf and hard of hearing students attending integrated or self-contained high school classrooms in the state of New South Wales, Australia. The survey was designed to gather information about educational experiences and preferences for various types of educational placements. There were no gender differences in placement, but there were hearing status differences (81.6% of the students in segregated placements had severe or profound hearing losses, compared to 52.4% of the students in integrated settings). Even though students were aware of the advantages and disadvantages of the different placement options, 80% indicated that they were generally satisfied with their current placement. One implication is that a range of options seems to be more appropriate than a one-size-fits-all model, at least from students' perspectives. The views and preferences of students should be considered when educational provisions are designed for students who are deaf or hard of hearing.