bluuebunny/crossref_metadata_2025 huggingface dataset:
Chapter 6: The Teletypewriter and the Videotape Recorder: Media Equipment that Tap Student Resources
Authors: Ruberry Joan , Lyon Edythe
Published: April 2013

This paper addresses itself to the uses of the portable videotape recorder and the portable teletypewriter as resources for teaching English to deaf students. The paper discusses the language skills of deaf students who have not developed native speaker competence in either English or a conventional sign language. The paper briefly describes the language abilities the students utilize to signal semantic relationships and shows how the VTR and TTY can be employed to bridge the gap between the semantic intent of the students' communication and standard English syntax. Additional benefits the TTY can provide the students and community are also included.
Chapter 38: The Language Arts Curriculum Goes Hollywood
Authors: Pollock Cristine O'Brien
Published: April 2013

Captioned Entertainment Films' movie classics are being used to provide more than passive entertainment for deaf children. When used as a teaching tool, in conjunction with a language arts curriculum, Captioned Entertainment Films serve as a valuable support for the teaching of reading, language, and composition. Captioned Entertainment Films provide students and teachers with a concrete, common, visual frame of reference from which to practice language arts skills. This shared experience enables teachers to be more efficient and expeditious in helping students organize their thoughts. Captioned Entertainment Films provide students with the opportunity to improve skills in reading, language, and composition and to taste some of Hollywood's great literary classics.
Toward Development of a Computer Programming Ability in Deaf Pre-High-School Students: A Pilot Study
Authors: McLeod Raymond
Published: April 2013

A special 3-week course in Common Business Oriented Language (COBOL) programming was conducted for five deaf middle-school boys and girls (aged 14-16). The instructor was a hearing college professor, experienced in teaching computer courses, and the interpreter was experienced in deaf education. The instructor prepared a special textbook which employed controlled vocabulary and sentence structure and made liberal use of visual aids. All five students satisfactorily performed homework assignments and coded and ran a program written in the COBOL language. Results indicate that deaf boys and girls in this age group can learn basic computing skills. Programs such as this can introduce career paths to students early in the education process, enabling improved career planning and course selection.
Congenital Cytomegalovirus Infection: A Significant Cause of Deafness and Mental Deficiency
Authors: Eichhorn Sarah K.
Published: April 2013

The paper surveys the literature that explores the occurrence of hearing loss as a result of congenital cytomegalovirus (CMV) infection. CMV, a herpes virus, infects 1% of all newborns. Ninety percent of these infants will develop normally, but the remaining 10% will have neurological damage causing auditory defects and/or mental retardation. Diagnosis is often delayed because the hearing loss can be unilateral or progressive in nature. CMV has been linked to lower IQ scores. One study predicted school failure of CMV-infected children to be 2.7 times greater than that of a matched control group and 8 times greater than random controls. It is recommended that professionals in the field of deafness be familiar with CMV as a significant cause of deafness. Early diagnosis would allow prompt implementation of appropriate services to the child.
Instruction: The Forgotten Variable?: A Discussion of Methodological Issues in the Investigation of Sensory Communication Aids
Authors: Granzin Alex , Morganstern Kenneth
Published: April 2013

The paper discusses the need to exercise greater experimental control over instructional variables in the investigation of sensory communication aids for the deaf. An analysis of several recent papers with respect to control of instructional variables, the need for better procedural descriptions in research reports and its relationship to evaluation of experimental outcomes is also discussed. The authors suggest a minimal set of critical instructional variables that should be taken into consideration on the design and implementation of studies evaluating sensory communication aids.
Media for Ability, not Dis ability
Authors: Chapman Dona
Published: April 2013

The purpose of this paper is to discuss media and aids that assist/allow Special Needs students to learn in accordance with their abilities. The media and aids discussed are categorized by the special areas in which they are most commonly found. It is hoped that this discussion will lead to a mutual sharing of ideas and a reminder that each of these aids may serve many purposes. The discussion will include various media used with hearing impaired—gifted program, in the mainstreaming process, and in general; severely and profoundly handicapped (two or more handicapping conditions); vision/hearing impaired; physically handicapped; teachers as a visual aid for learning; teacher-made materials; and teacher/parent devised machines. Special Education and its population are ever changing and present new challenges daily to the ingenuity of a media staff. Media people and teachers should, therefore, be flexible and willing to try most anything before ruling it out as not workable. We have often been surprised at the success of ideas once thought to be silly. We, at the media center, believe that MEDIA means: Media can Educate and Develop Innate Ability.
Implementing Computer Assisted Instruction in a School: An Administrator's Perspective
Authors: Klopping Henry
Published: April 2013

Implementing CAI in a school involves a process that many individuals using CAI do not perceive. Administrators face many hurdles in achieving innovations such as CAI. This article takes the reader behind the scenes of how one school and one administrator responded to the challenges of implementing CAI. The evolutionary process of computer use at the California School for the Deaf, Fremont and the critical need for ongoing change are emphasized. Problem areas are presented with discussion as to how they were resolved.
Educational Management of Children With Cochlear Implants
Authors: Moog Jean S. , Geers Ann E.
Published: April 2013

During the last decade, the technology of assistive hearing devices for hearing-impaired children has improved significantly. Improvements in hearing aids and the introduction of cochlear implants and wearable tactile aids for children have made spoken language available to more deaf children and have changed the techniques for teaching listening and speaking skills. In June 1990, the Food and Drug Administration approved the Nucleus 22 channel cochlear implant for use with children. As a result, it is expected that more children will be implanted and, consequently, that the teachers and audiologists in the schools in which they are enrolled will need to learn to manage the devices. Since the Nucleus 22 cochlear implant does not restore normal hearing, children will continue to need instruction in listening and speaking. Furthermore, school personnel, who will be responsible for caring for and monitoring the implants, will have to learn how to maintain the devices. This article outlines some procedures for maximizing the benefits that profoundly deaf children can achieve with the cochlear implant.
Signed English: A First Evaluation
Authors: Bornstein Harry , Saulnier Karen Luczak , Hamilton Lillian B.
Published: April 2013

The English language development of an unselected group of 20 hearing-impaired children taught Signed English was studied over a 4-year period. The children were enrolled in residential and day school settings. Their language development was individually tested annually with the Peabody Picture Vocabulary Test, the Northwestern Syntax Screening Test, and a tailor-made Signed English Morphology Test. Over the 4 years, the children's receptive vocabulary grew at the rate of 43% of that manifested by hearing children. The vocabulary level reached at age 8 was similar to that reported for comparable hearing-impaired children at age 11 taught by other methods. There was no apparent syntax development until after the first year. For the succeeding 3 years, however, syntax developed at a steady and, seemingly, accelerating rate. There was little growth in the children's ability to speechread single word utterances when they were presented orally. After 4 years all but two children simultaneously spoke and signed every word in the test situation. It is doubtful, however, that the quality of their speech improved very much if any. After 3 years, mothers were judged, on the average, to have acquired somewhat between a beginner and an average skill in Signed English. Fathers, on the other hand, did not get beyond the beginner's stage.
Chapter 19: Focus on Reading: Project Update
Authors: Stoefen Jill M. , Brunsen Judie , Dam Lois , Kelly Kathy , Kingsbury Martha , La Gow Robert L. , Morariu Janis
Published: April 2013

The Media Development Project for the Hearing Impaired (MDPHI) has been developing a reading program for the hearing impaired since its beginning in 1977. This article reviews the theoretical foundation for the program. It provides a sample unit of instruction with illustrative materials. Sample materials from other units are also provided.
The AAMD Adaptive Behavior Scale Norm Referenced for Deaf-Blind Individuals: Application and Implication
Authors: Suess James F. , Dickson Andrew L. , Anderson Howard N. , Hildman Lee K.
Published: April 2013

Part One of the AAMD Adaptive Behavior Scale was completed for 77 deaf-blind individuals between the ages of 3 and 21 years. The completed Scales were grouped by age into five categories. Domain and Item means and standard deviations were computed for the total group and for the five age groups. Norm-referenced tables, based on age, were constructed along the format displayed in the 1975 version of the AAMD ABS Manual. Individual Items means were analyzed to discern Item effect on Domain Scores. Results indicated that the ABS does identify multi-dimensional aspects of the daily behaviors exhibited by a deaf-blind population. The large disparity found between Domain Scores of the deaf-blind sample and the AAMD normative sample, however, disallows a valid comparative interpretation for this population. The utility of the ABS was shown to be greatly enhanced when norm-reference, age functioning levels were computed for this multihandicapped population. Further implications for use of the ABS are discussed.
Analysis of the Communication Skills of Young Deaf Adults over a 2-Year Interval of Technical Training
Authors: Conklin John M. , Subtelny Joanne D. , Walter Gerard G.
Published: April 2013

Speech, speechreading, and manual reception skills of 78 deaf students were evaluated over a 2-year interval of residency at NTID. This was done to determine the relative stability of these skills within an integrated environment which stresses the use of amplification and oral-aural instruction. Analysis of data revealed that most students made significant gains in manual communication with no associated deterioration in speech or speechreading skill.
Media Design for the Gifted Hearing Impaired
Authors: Fleury Peggy , MacNeil Barbara , Pflaum Michael
Published: April 2013

The unique characteristics of the gifted hearing-impaired student are discussed. These bright and creative minds present a need to create a new design for media. Flexibility of response and use are among the keys to this design. The students can profit from the opportunity to interact and create their own media. The future is bright for a multitude of media uses with this exciting student population.
The Microcomputer as an Administrative/Educational Tool in Education of the Hearing Impaired
Authors: Graham Richard
Published: April 2013

The use of microcomputers in education has provided us with a unique tool which, when used properly, will enhance student learning, awareness, and employability. The microcomputer may also assist the school administration operate the school plant with increased effectiveness in the days of reduced funding. "Micros" are able to perform many tasks in a matter of minutes that once required hours of an individual's time. This paper will demonstrate three ways in which Apple computers are used in a day school program for the hearing impaired. Topics discussed will include a student history file used to generate information regarding the student population, a method for storing and retrieving student scores on the Stanford Achievement Test, and an example of how spelling vocabulary may be reinforced by using a microcomputer in the classroom.
Hearing Parents and Deaf Children: Some Perspectives on Sign Communication and Service Delivery
Authors: Ritter-Brinton Kathryn , Stewart David
Published: April 2013

The results of a survey of hearing parents' perceptions of their use of sign communication with their deaf children are reported. Survey questions addressed parental understanding and motivation in choosing a particular system of sign communication, input from professionals and deaf adults that was found to be most and least helpful, and parental assessment of their service needs. The results of the survey highlight the need for family focused services throughout the deaf child's development, and the discussion includes specific comments made by parents.
Chapter 32: Reelizing the Full Potential of Captioning Educational Films for the Deaf through Lesson Guide Utilization
Authors: Graham Lester , Loysen Garry J.
Published: April 2013

As we begin the decade of the 1980's, the Captioned Films for the Deaf Program and all who are associated with the education of the deaf can look with pride on the accomplishments of the program since 1965. A national network of 65 depositories exists, each capable of circulating over 950 captioned educational films —films which have passed rigid standards for selection by educators of the deaf from among the estimated 25,000 films in the educational film marketplace. While the films have been and will continue to be the most visible and sought after facet of the program, another facet of the program is of equal importance. Since 1965, 15 volumes of Lesson Guides for Captioned Films have also been created. Each Lesson Guide is designed to give the film user insights into the message, content, purposes, and applications of each film in the collection. Each Lesson Guide follows a continuously improved formula of providing film users the necessary information on the most effective utilization of captioned films. Going beyond the synopsis provided by the Captioned Films Catalog, the Lesson Guides offer a comprehensive outline of each film. In recent years, the Lesson Guides have also offered a comprehensive subject heading index attempting to cross-reference each film under the maximum number of possible subject headings: In 1978 Volume XIV of the Lesson Guides added for the first time, an inclusive alphabetical title index. Captioned films can make a difference if they are utilized wisely, judiciously, and with care. Lesson Guides offer the user of captioned films the inside track on effective utilization of captioned films and a chance of making that all important breakthrough to knowledge with their students. If we are in fact committed to better, more effective utilization of the captioned films we already have (and can look forward to receiving), Captioned Films Lesson Guides are a necessary, vital, and valuable resource.
Speechreading Skills of Young Normal Hearing and Deaf Children
Authors: Green Kathleen W. , Green Walter B. , Holmes David W.
Published: April 2013

This study compared the speechreading performance of deaf children to that of normal hearing children. Performance was assessed across word, phrase, and sentence stimuli. Analyses were performed to determine if there were both quantitative and qualitative differences between the two groups. Results revealed significantly better performance by the normal hearing children on all stimuli. Both groups, however, performed significantly better on word than either phrase or sentence stimuli. Further, both groups experienced greater difficulty with the identification of verbs and adjectives than nouns. An important difference, however, was that the normal hearing children may have been assisted by the visible aspects of words while the deaf children seemed to be influenced solely by language structure.
How the Use of Media Will Develop the "Gift of Gab" in Gifted Hearing-Impaired Students
Authors: Solomon Judith
Published: April 2013

This paper opens with an overview of the ways in which videotape inspires gifted hearing-impaired children to "totally communicate" their feelings and reactions. The author speculates on the existence of a "camera/communication reflex" wherein the children, having viewed their peers on TV communicating animatedly in varying environments will do so themselves when in those environments as well as in the process of presenting videotapes of themselves in those environments. The balance of the paper explains the manner in which videotape can be used with a group of gifted hearing-impaired children to enhance the curriculum. The concept of a class presidential election (part of the social studies curriculum) is explored, and the election campaign detailed. The culminating activity, a videotaped debate between the two presidential candidates, is described as well as the "communicatory" activities which ensued.
Chapter 13: "How About That:" T.V. Programs for Deaf Students
Authors: Raymond Sarah
Published: April 2013

This paper discusses the need for and the variety of processes connected with producing a videotape program, "How About That!" This program was designed, written, acted, and filmed with the deaf as the target audience. Segments of completed programs will be shown to depict the magazine format and convey the nature of the content of "How About That!"
The Role and Function of a Counselor in Residential Schools for the Deaf
Authors: Degrell René E. , Ouellette Sue E.
Published: April 2013

A questionnaire was sent to 50 residential schools for the deaf in order to generate data regarding the role and function of the counselor in this setting. Results indicate that counselors most often work with adolescents, spend most of their time in individual counseling, and focus most on behavioral problems. Sixty percent of the counselors received formal training in counseling whereas less than 30% were trained specifically as counselors with the hearing impaired. Counselors found the most fulfilling aspects of their work to be the interaction with students and their families whereas the great amount of paper work and large case loads were cited as the least fulfilling aspects of the job.
The Prediction of the Achievement of Deaf Adolescents from Self-Concept and Locus of Control Measures
Authors: Koelle William H. , Convey John J.
Published: April 2013

The relationship of self-concept and locus of control with the achievement of deaf adolescents was examined. The Rotter Internal-External Locus of Control Scale and the Piers-Harris Children's Self-Concept Scale, along with modifications of each to compensate for problematic syntax and vocabulary, were administered to 90 deaf adolescents from four residential schools. The achievement data came from standardized test scores in the students' records. Generally, parent hearing status and self-concept were the most important predictors of achievement. An increase in the prediction of achievement for six of nine subtests resulted when the modified forms of the scales were used in place of the original forms. This increase was due particularly to the locus of control variable.
The "Rubella Bulge" and Vocational Planning
Authors: Wyks Hollis W.
Published: April 2013

Educators of the deaf were caught unprepared for the numbers and the additional handicaps presented by deaf children in the 1963-65 "bulge." This combined with the assumption of responsibility for many of these children by "regular" education, to produce less than an optimum educational environment. Many are lacking in the attitudes and skills which will be the foundation for future occupational success. More postsecondary programs are not needed, but existing programs, and particularly rehabilitation facilities designed for the severely handicapped, need to be strengthened by personnel competent to offer quality vocational and independent living skills to young deaf adults.
Mainstream Teenagers with Care
Authors: Kindred Elizabeth M.
Published: April 2013

Successful techniques for careful mainstreaming of accoustically handicapped teenagers are presented. Many of the factors can be useful in mainstreaming learning disability, mentally retarded, and emotionally disturbed students. The following questions are discussed: (a) What team effort is required? (b) How are future mainstreamed students and their teachers prepared? (c) In what ways are teenagers evaluated to forecast success? (d) How does mainstreaming affect students' social, educational, and/or work life?
Normal Language Acquisition: A Model for Language Programming for the Deaf
Authors: Holmes Kathleen M. , Holmes David W.
Published: April 2013

The purpose of this article is to review the language acquisition process in the hearing infant and to discuss its potential as a model for an initial language program for the deaf child.
Microcomputers are "Macrocontributors" to Special Education Programs
Authors: Mothner Henry , Shawn Joel
Published: April 2013

Microcomputers play an important role in the field of educational technology. They are just now being introduced into a limited number of special education programs and, in particular, programs for the hearing impaired. The purpose of this article is to provide an overview of how microcomputers have been introduced and implemented in a secondary-level program for the hearing impaired. They are helping to create an exciting and motivating educational environment for a large deaf and hard-of-hearing population. The authors hope the information presented will be beneficial to others who wish to use computer technology in deaf education.
Neurologic Damage and Behavior Disorder in Rubella Children
Authors: Chess Stella , Fernandez Paulina
Published: April 2013

A longitudinal study of 214 rubella-deaf children revealed a low incidence (10%) of neurologic damage among those with normal intelligence, but a high incidence (51%-70%) among those who were mentally retarded or blind. Neurologic damage in the eight deaf of normal intelligence included behavior disorder or Chronic Brain Syndrome in approximately one-third of this small group. Behavioral symptoms associated with these disorders are described.
Simultaneous Communication: Are Teachers Attempting An Impossible Task?
Authors: Strong Michael , Charlson Elizabeth Stone
Published: April 2013

This paper reports on the analysis of narrative samples of simultaneous communication (SC) from three elementary school teachers of the deaf. Patterns of deletion in the signed component were found consistent with earlier studies of teachers at other grade levels. Further analysis of other deviations revealed five distinct strategies which the teachers employed in an attempt to cope with the difficult task of communicating in two channels at once. It was concluded that the model of English presented by teachers using SC is neither consistent nor complete enough to permit a young learner to acquire the rules of the language successfully. Alternative means of providing manual input in the classroom are suggested.
Genetic Counseling in a School for the Deaf: A Pilot Program
Authors: Warren Nancy Steinberg , Gallien Jill Unger , Porter Gerald
Published: April 2013

The outcome of a pilot program to provide genetic counseling to parents and students in a school for the deaf is reported. The etiologies of deafness for the 26 children whose families expressed interest in the study were defined and genetic counseling provided. By simple methods, the causes of severe hearing impairment for half of the children were proposed. A genetic counselor's potential role in the counseling and education of students, parents, and staff in schools for the deaf is suggested.
Signed English: A Brief Follow-Up to the First Evaluation
Authors: Bornstein Harry , Saulnier Karen L.
Published: April 2013

One year after the first evaluation, teachers rated 18 children on their frequency of use of the Signed English markers. On the average, the group showed a slight improvement in their use of the marker system. Six children used the markers significantly better, seven slightly better, and three showed no change. Two children could not be rated. Additionally, frequency of use of each of the 14 markers was also rated by the teachers. The regular plural and the possessive were frequently used. The ing marker and the regular past were somewhat regularly used. Five other markers were seldom used and five were rarely used. Some possible explanations for these results are offered.
Administration Modifications on the WISC-R Performance Scale with Different Categories of Deaf Children
Authors: Sullivan Patricia M.
Published: April 2013

Two studies are reported that investigated the effects of administration modifications on subtest scaled scores of the WISC-R Performance scale with different groups of severely/profoundly hearing-impaired children. Experiment 1 compared the standardized verbal subtest directions with Total Communication using a public school sample. Total Communication resulted in significantly higher scores. Experiment 2 compared pantomime, visual aids, and Total Communication using a residential school sample with genetic, questionable, and multiply handicapped etiologies. Total Communication was found to result in higher scores on all subtests in the genetic and multiply handicapped groups. Lower Coding scores were found for the multiply handicapped group irrespective of administration mode. Differential subtest administration patterns were found for the questionable group. Implications for the use of Total Communication in assessment procedures with hearing-impaired children, currently employed administration modifications, and the deaf norms of the WISC-R Performance Scale are discussed.
Deafness and Rubella: A Challenge and a Charge to Rehabilitation
Authors: Mills Craig
Published: April 2013

The author summarizes some salient information emerging from the preceding papers. Nine major issues and recommendations emerge, including the fact that considerable underutilized legislation should be brought to bear on the needs of children and adults with rubella. Better coordination and combined planning among institutions and agencies is urged, particularly for multiply handicapped deaf persons. He concludes on an optimistic note suggesting that out of the 1963-65 tragedy may come better services for all severely disabled deaf children and adults.
An Instructional Strategy to Combat the Word-Matching Tendencies in Prelingually Deaf Students
Authors: Scouten Edward L.
Published: April 2013

In answering written questions from an open text, prelingually deaf students often try to match a specific word or phrase in a question with a particular word or phrase in the text. Upon locating a sentence with the particular word or phrase, the whole is automatically copied as the answer, without regard for the concept involved. This tendency is sufficiently common in deaf students to require a technique for combating it. The strategy proposed, involves the use of overhead materials which include a sample story followed by overlay question strips. The questions are written in synonymical vocabulary rather than in the identical words of the text. Students may thus practice matching the "concept-asked-for" with the correct "concept-answer" without being influenced by like-words. Preparation of materials and class procedures are also described.
Deaf-Blind Children with Maternal Rubella: Implications for Adult Services
Authors: Lockett Theodore , Rudolph James
Published: April 2013

The rubella epidemic of the early 60's has been a catalyst for the development of educational services for deaf-blind children. As these students near the end of their mandatory educational experience, it becomes apparent that a gap exists in the traditional service delivery continuum. This paper provides data on the numbers and developmental functioning levels of this low incidence population, and it discusses the ramifications of their future needs on the traditional vocational rehabilitation process.
Deafness and Human Sexuality: A Developmental Review
Authors: Shaul Susan
Published: April 2013

The literature on the psychosocial development of deaf children is reviewed as it pertains to human sexuality. Available research on sexual behavior in deaf adults is also discussed. It appears that many deaf children, while in need of sexual information and opportunities for affective development, are generally exposed to neither. Residential schools, for the most part, are doing a cursory job of sex education with unprepared teachers. Parents are limited by communication difficulties or other concerns and priorities. The emotional sequelae—marital difficulties, sexual dysfunction or unwanted pregnancies—are unsubstantiated but strongly suspected. Intervention programs are discussed at the conclusion of the article, with some recommendations for future directions in sex education.
Developing Hearing-Impaired Students' Writing Skills: Martin Buber's Mutuality in Today's Classroom
Authors: Teller Henry E. , Lindsey Jimmy D.
Published: April 2013

This manuscript reviews the philosophy of a unique but forgotten individual—Martin Buber. Buber's philosophy of mutuality and its relationship to education is described for teachers of the hearing impaired. A brief review of the literature as relates to Buber's positions is presented. Educational programs which have successfully implemented Buber's philosophy to develop written language competencies are briefly described.
General American Speech and Phonic Symbols
Authors: Calvert Donald R.
Published: April 2013

Speech and phonic symbols, adapted from the Northampton symbols, are presented as a simplified system for teaching reading and speech to deaf children. The symbols reflect the General American spelling-pronunciation relationships found throughout the midwestern and western United States. Ways to use the symbols for indicating features of speech production are suggested.
Assessing Language and/or System Preferences of Spanish-Deaf Preschoolers
Authors: Luetke-Stahlman B. , Weiner Frederick F.
Published: April 2013

Three Spanish deaf children were taught receptive vocabulary in oral English, English sign-mix, oral Spanish, Spanish sign-mix, and sign alone. Subject 1 learned best using sign alone. Subject 2 performed best using oral Spanish or sign alone. Subject 3 seemed to profit from sign, Spanish sign-mix, or oral English. These results were discussed relative to bilingual models of education. Conclusions drawn were that neither heritage nor etiological classification should dictate the language used to educate Spanish deaf children. Rather, a combination of factors should be considered. These include: (a) the language and/or system of the caretaker, (b) the amount of exposure to sign language and/or systems, (c) the degree of usable aided hearing ability, and (d) the language and/or system demonstrated to be the most effective for learning.
Mainstreaming: A Closer Look
Authors: Thompson Marie , Thompson Gary
Published: April 2013

A case history of a hearing-impaired child is presented which covers a period in the child's life from 18 months of age to 13 years. A description of the original assessment and preschool program is provided, and the outcome of "mainstreaming" during the elementary school years is discussed. A position is stated which contends that the least restrictive environment for a given child should not necessarily imply "mainstreaming." Rather, decisions about school placement should be made on the basis of the individual child's needs and on the basis of the availability of continued professional support by qualified persons after the placement has been made.
New Jersey's Telecommunication Training Program for the Deaf
Authors: Torrey Judith
Published: April 2013

The availability and use of telecommunication devices for the deaf is increasing. To insure that New Jersey's hearing-impaired students are exposed to these devices, a statewide telecommunication training program was developed. This program, in which 14 different school districts are involved, serves residential and day schools, self-contained classrooms, and resource rooms. It includes an orientation program, a "TTY communication network" among the schools, portable units for home use, and a "TTY Newsletter."
School Psychological Services for Hearing-Impaired Children in the New York and New England Area
Authors: McQuaid Michael F. , Alovisetti Max
Published: April 2013

This survey investigated psychological services available in schools and programs for hearing-impaired children in New York State and New England States. A total of 95 schools and programs in the seven state area were contacted. The results indicate that most institutions provide psychological services and that the providers of such services perform similar roles. However, most providers lack training in the delivery of psychological services to hearing-impaired children.
But Don't Quote Me: Reflections by Parents on Deafness and Rubella
Authors: Fairchild Bonnie
Published: April 2013

In preparation for this article, the author interviewed numerous parents of deaf children, some with maternal rubella. Great concern is evident from their comments about the future of their children. She urges advocacy on the part of parents, but advocacy which includes knowledge, tact, and the ability to work as a member of a team with those who provide services. She urges planning which will give major attention to the more severely involved client and student.
A Comparative and Normative Study of the Iconicity of Signs Rated by Three Groups
Authors: Griffith Penny L. , Robinson Jacques H.
Published: April 2013

One hundred American Sign Language signs selected from sign vocabularies used with mentally retarded persons were rated for iconicity by 20 college students, 12 deaf adults, and 20 first-graders. A Pearson Product-Moment correlation showed that ratings tended to be highly similar for the three groups. Classification of signs based on ratings by each group, however, showed that perceptions of iconicity were not identical across the groups. Deaf subjects rated more items as iconic than did hearing groups. Hearing subjects rated about one-half of the signs as noniconic. Results suggest that sign ratings for iconicity will be helpful for teachers in determining which signs will be most easily acquired by retarded learners. Findings also suggest that factors other than iconicity contribute to the ease of sign acquisition in nonverbal retarded learners.
Working Parents' Dream: Instructional Videotapes for their Signing Deaf Child
Authors: Seal Brenda C.
Published: April 2013

Sign language instruction for parents of hearing-impaired preschoolers is critical in facilitating communication skills that improve the linguistic environment of the home. Few signing instructors are able to match their instructional hours with the preschooler's activities and parents' work schedules. This report describes a videotape project designed to accommodate scheduling conflicts. Its application to other classrooms is suggested.
School Science Programs for Hearing-Impaired Students
Authors: Sunal Dennis W. , Burch Daniel E.
Published: April 2013

The purpose of this study was to survey the state-of-the-art of science education for deaf individuals in residential schools in the United States. Forty-seven schools for the deaf were sampled to obtain a representative description of science program materials in use for students aged 2-14. Of the schools studied, more than 20% had no planned science program. Of the schools that did have a science program: (a) 60% used low student activity curriculum material, (b) 57% used curriculum materials which were not modified for use with deaf students, and (c) science teaching and evaluation strategies of all schools were infrequently modified to meet deaf student needs. Based on this pattern of use, it was concluded that a majority of the sampled residential schools were not providing a science program which met the needs and capabilities of the deaf student. Processes which may help improve science education for deaf students include systematic analysis of curricula according to student needs and capabilities as well as guidelines for science education.
An Evaluation of the United States Rubella Immunization Program
Authors: Preblud Stephen R. , Hinman Alan R. , Herrmann Kenneth L.
Published: April 2013

While the U.S. rubella immunization program has controlled epidemic rubella, endemic rubella activity still occurs and affects primarily adolescents and young adults. Further declines in congenital rubella can be expected only if there is a concerted effort to vaccinate older, susceptible individuals, especially women of childbearing age, as well as all children 12 months of age or older.
The Right to Heritage: The Teaching of Deaf History
Authors: McEntee Maureen K.
Published: April 2013

During the fall semester of the 1979 school year, a program in deaf history was introduced at the Rhode Island School for the Deaf. The course, which was taught in conjunction with the senior Art History class, dealt with the medical, social, and educational aspects of deafness and presented biographies of deaf and hearing individuals of significance. The class drew upon information the students had obtained in other history classes. The results were increased interest and self-awareness and pride in deaf heritage.
Hearing Families With Deaf Children: Stress and Functioning as Related to Communication Method
Authors: Greenberg Mark T.
Published: April 2013

This study examined the attitudes and stress of hearing families with a profoundly deaf preschool child. The 28 families were equally divided into those using oral and simultaneous communication and were additionally subdivided by communicative ability (high vs. low). Mothers completed questionnaires and interviews on stress concerns, parent attitudes, and their child's developmental level. Results of the questionnaires showed few differences between simultaneous and oral families. However, comparison of the four subgroups indicated that those with high competence simultaneous communication skills had more positive attitudes and less stress than highly competent oral communication families. Simultaneous children received a higher estimated social age than oral children. These results are discussed in light of behavioral data showing the simultaneous communication dyads showing more reciprocal and positive social interaction than were the oral communicators. Both groups of parents professed a desire for more counseling and paraprofessional opportunities.
Language Development in One Preschool Deaf Child
Authors: Champie Joan
Published: April 2013

In a classroom of preschool deaf children, language development proceeds slowly and is based on clear communication, frequent repetitions, basic sentences, and an environment which stimulates and rewards communication attempts. The majority of children go home after school to a situation devoid of true symbolic communication, no matter how loving and well-intentioned the family is. Children whose parents sign to them demonstrate an obvious superiority in lanugage skills, as shown in records kept in the classroom. The records are kept primarily to provide reinforcement and guidance for the teacher, however, distinctions are clear concerning the home communication environment. The following study resulted from a 2¼-year record of one child's utterances which showed a growth in language skills and concepts that argues favorably for the use of Total Communication and Signed English in the home and school.
An Analysis of Teletype Conversation
Authors: Geoffrion Leo D.
Published: April 2013

Twenty-one hearing-impaired teenagers with varied English language proficiency conversed with the experimenter using a teletype (TTY) system. A total of 175 samples were gathered and classified using a taxonomy of conversational features adapted from research on face-to-face interaction. Students with low English language proficiency were found to be more passive communicators in this setting. This group used less developed greeting sequences, seldom took a dominant role in the body of the conversation, asked few questions, and showed inadequate leave-taking.
Rubella-Caused Deafness: Maintaining Objectivity and a Positive Frame of Reference
Authors: Pimentel Albert T.
Published: April 2013

We remain encumbered in many parts of the world and in some pockets of this country with the false notion that lack of knowledge and ability to communicate is inherent in deafness. Scientific inquiry too often focuses on "what's wrong" and not "what's right" with deaf children, including those with maternal rubella. Failure to succeed should not ignore factors other than etiology, including educational and communicative factors. Many deaf children need more time to develop, and we should not be surprised that many rubella-deaf children with delayed development will function well as adults. A National Association of the Deaf-operated CETA program has demonstrated this. We should not ignore the support that deaf people offer to one another, and this support will be available to young adults with rubella-caused deafness.
Metaphor and Conservation in Deaf and Hard-of-Hearing Children
Authors: Rittenhouse Robert K. , Morreau Lanny E. , Iran-Nejad Asghar
Published: April 2013

Eight profoundly deaf and six hard-of-hearing children participated in the study. The deaf children had hearing losses of 90dB or greater with a mean hearing loss of 98dB, and the hard-of-hearing children had losses ranging from 27db-85dB with a mean hearing loss of 65dB. All children had a bilateral loss in the speech range 500-2000 Hz (ISO). All of the children ranged in age from 11 years to 16 years 9 months (mean = 13 years) and ranged in IQ from 90-124 (mean = 107). The average language grade level of the hard-of-hearing children was 5.0, and their average reading grade level was 5.4. The average language grade level of the deaf children was 3.2, and their average reading grade level was 3.6. All of the children were presented conservation of liquid and weight problems and 12 metaphor items. The results suggest that hearing loss does not affect the solution of either conservation or metaphor. Intelligence and age factors both affected conservation and metaphor performance; however, the ability to conserve appeared to be the best predictor of metaphor comprehension.
A Demographic Profile Of the Closed-Caption Television Audience
Authors: Jensema Carl
Published: April 2013

Data were collected from purchasers of the first generation TeleCaption closed caption television decoder. Between early 1980 and the middle of 1985 100,000 decoders were sold. This included 82,000 adapters and 18,000 integrated receivers. Each decoder contained an owner identification card and a total of 28,415 cards were returned. An average of 4.1 viewers reportedly used each decoder, a total audience of approximately 410,000 people. Although most decoders were used in private homes, those in institutional settings had a much larger number of viewers (32.5 vs. 2.9). Slightly less than 60 percent of the audience was hearing impaired. The viewers were relatively young and the population of older hearing impaired viewers was under-represented. Movies and news were listed as the preferred program types. California and New York ranked highest on total number of sales but Iowa and Nebraska ranked highest in per capita sales.
Vision: Its Assessment in School-Age Deaf Children
Authors: Walters James W. , Quintero Sam , Perrigin David M.
Published: April 2013

Between 1977 and 1980, several teams of faculty and students from the University of Houston College of Optometry examined in excess of 2,200 children and young adults from schools for the deaf in the states of Arkansas, Missouri, Louisiana, and Texas. Routine tests and procedures included tests for visual acuity, peripheral vision, pupillary reflexes, ocular motor function, color vision, intraocular pressure, and refractive error as well as a careful examination of ocular structure with biomicroscopy and ophthalmoscopy. Additional testing done on-site on a referral basis included perimetry, electroretinography, and internal and external photography. It is the opinion of the authors that these data indicate a need for increased emphasis on the evaluation of vision function in schools for the deaf. We further believe this can be done on-site by appropriately trained existing staff working in conjunction with a carefully chosen mix of professional consultants.
The Demographics of Deafness Resulting From Maternal Rubella
Authors: Trybus Raymond J. , Karchmer Michael A. , Kerstetter Philip P. , Hicks Wanda
Published: April 2013

This paper reviews data on the size and major characteristics of the population of rubella-deafened children, with emphasis on those born during 1963-65. Three sets of data are presented; first, from the national studies of the Annual Survey of Hearing Impaired Children and Youth; second, from a current study of Gallaudet College students; and third, from a continuing study of students at the Model Secondary School for the Deaf. The focus is on the impact that this large group of deaf youngsters will have on postsecondary educational institutions and rehabilitation agencies during the decade of the 1980's.
Learning Processes and Personality Development in Deaf Children
Authors: Nordén Kerstin
Published: April 2013

The study is an ongoing longitudinal investigation of a group of prelingually deaf children studied by direct observation in combination with videorecordings. The behavior of the children was registered once a month in their preschool and school settings, where activities were based on total communication, i.e., gestures, signs, fingerspelling, lipreading, reading, writing, and the stimulation of remnants of hearing. Our observations show that the use of signs does not impede the development of speech. Instead it seems to increase the children's skill in lipreading, although the early use of written language may play a part by facilitating the encoding of lipmovements. In children with hearing residuals, the use of signs enables them to better use their hearing.
Evaluation of a Multilevel Linguistic Approach to Captioning Television for Hearing-Impaired Children
Authors: Murphy-Berman Virginia , Jorgensen Julie
Published: April 2013

Hearing-impaired students who read at the second, third, and fourth-grade levels viewed five versions of three children's television programs. In versions one through three, captions were presented at different levels of linguistic complexity; version four was captioned according to an intuitively-based method; and version five was shown without captions. Students' comprehension of all three programs was higher with the captioned than the uncaptioned versions and in all three assessments, second-grade readers showed significantly lower comprehension than third and fourth-grade readers. Differentiation in comprehension as a function of captioning mode, however, was found for only one of the three programs. The pattern of results here revealed that as the linguistic complexity of the captions increased, students' comprehension scores declined. Implications for future captioning efforts are discussed.
Developing Word-Identification Skills Within a Total Communication Program
Authors: Geoffrion Leo D.
Published: April 2013

The word identification directives developed by the Exemplary Center for Reading Instruction (ECRI) were modified for use in a Total Communication integrated classroom. Pilot tests showed that the hearing-impaired students substantially increased their reading and spelling vocabularies. The modified ECRI directives and their underlying rationale are presented.