bluuebunny/crossref_metadata_2025 huggingface dataset:
Building a Language Base in Hearing-Impaired Students
Authors: Luetke-Stahlman Barbara
Published: April 2013

This article discusses the importance of fostering the development of a "first language" as demonstrated by each hearing-impaired student. Support for the discussion is provided by research from the field of (hearing) bilingual education. Nine factors are presented that should be considered by educators working with children who do not have a strong first-language base on which to build second-language (i.e., English) skills and by educators who wish to facilitate bilingual/bimodal proficiency.
What Parents of Hearing Impaired Students Need to Know About Student Reading Levels
Authors: LaSasso Carol
Published: April 2013

Most parents of hearing impaired students gauge their child's progress in reading by comparing the child's reported reading level from year to year. Parents become concerned when the child's reading level does not increase as fast as they believe it should. Increasingly, teachers and administrators are becoming reluctant to report reading levels to parents of hearing impaired students. This reluctance is based in part on accumulated research which suggests that reading levels computed on reading tests developed for hearing students may vary considerably depending on the test used. This article summarizes some of the research in this area and suggests ways in which parents can evaluate their child's rate of progress in reading besides using reading levels.
Considerations on Deafness and Homosexuality
Authors: Phaneuf Jean
Published: April 2013

This article discusses some of the emotions, attitudes and general reactions towards homosexuality in deaf individuals. A review of the literature on sexuality and deafness provides a background for considerations on homosexuality. The author describes the social and emotional context in which a deaf person deals with homosexual identity and behavior. The "coming out" process is discussed, with related social, familial and personal implications. Finally, the article discusses counseling and intervention and introduces some ideas for future sex education and research.
Implications of Time-On-Task Research For Teachers of the Hearing Impaired
Authors: Daniele Vincent A. , Aldersley Stephen F.
Published: April 2013

Instructional time devoted to any subject matter may be said to encompass three components: allocated time, used time and engaged time. Research provides evidence that time is a powerful variable in student learning, and that some uses of time may be more judicious than others. Such findings are suggestive of a number of recommendations which teachers may consider for use in their classrooms.
Syllabic Complexity and its Relation to Speech Intelligibility in a Deaf Population
Authors: Porter Kathleen A. , Dickerson Mary V.
Published: April 2013

Syllabic structures produced by 11 severely to profoundly hearing-impaired adolescents were analyzed in terms of three models of syllabic complexity: the traditional model, MacKay's (1974) model, and Kent's (1976) model. A positive correlation was found between complexity according to the three models and error rate. Errors showed a substantial tendency to reduce complexity in each of the models at a highly significant level. Although these conclusions were true for all three of the models, this study suggests that the Kent model and the traditional model are more directly related to the data with this kind of hearing-impaired population than the MacKay model. Positive correlation was also found between intelligibility measurements (National Technical Institute for the Deaf rating scale and the Speech Intelligibility Evaluation ) and correct syllabic production.
Developing Thinking Skills Through the Use of Simple Computer Programming
Authors: Palmer Philip P.
Published: April 2013

The computer education program at the Austine School for the Deaf (ASD), Brattleboro, Vermont, is in its second year. A one-semester course, "Introduction to Computers," is offered to junior high and senior high students. Teaching this course has enabled ASD to see how students' thinking skills can be expanded through the use of simple BASIC programming, Logo turtle graphics, and data processing using the PFS:FILE program. Some of the thinking skills are as follows: developing problem-solving skills to discover the most direct paths to reach goals, logical sequencing, analyzing, and classifying and organizing facts. Included are examples of student-created programs, student-expanded programs, and teacher-created or outside source programs that challenge and develop the students' thinking skills. No teacher has to be a computer expert to use these activities.
A Study of the Relationship Between Syntactic Development and Concrete Operations in Deaf Children
Authors: Dolman David
Published: April 2013

The linguistic and cognitive skills of 59 severe-to-profound and profoundly deaf children between the ages of 7 and 15 were examined. Students were administered a test of syntactic comprehension and four Piagetian operational tasks in the areas of conservation, classification, seriation, and numeration. Operational deaf children performed better than non-operational deaf children on the test of syntactic comprehension. Students whose parents consistently signed to them showed greater syntactic comprehension than did students whose parents signed less consistently. Children with more consistent sign language exposure at home also tended to have more advanced operational skills, though not to a statistically significant degree.
A National Survey of Cardiopulmonary Resuscitation Training for the Deaf
Authors: Beck Kenneth H. , Tomasetti James A.
Published: April 2013

A national survey of cardiopulmonary resuscitation (CPR) training services for deaf individuals was conducted by contacting regional directors of the American Heart Association, the American National Red Cross, and continuing education programs for the deaf. The results revealed that very little is being done in the way of a CPR training for the deaf. The American National Red Cross appears to be more active in this area than the other two organizations. Communication barriers and lack of adequate training resources (e.g., captioned films and sign interpreters) were identified as the major reasons why so few deaf people are being given CPR instruction.
Personnel Preparation for Multihandicapped Hearing-Impaired Students: A Review of the Literature
Authors: D'Zamko Mary E. , Hampton Ida
Published: April 2013

This article deals with the status of preparing personnel to teach multihandicapped hearing-impaired students. A review of the literature was conducted in the following areas: definition of the term multihandicapped , prevalence, school programs, teacher training programs, and program standards. It was concluded that (a) hearing impairment and any additional handicapping condition constitutes a multihandicap; (b) although prevalence rates are difficult to determine, it is estimated that one-third of all hearing-impaired students can be classified as multihandicapped; (c) appropriate school programs are lacking; (d) few teachers have been trained for this specific population; (e) there is a scarcity of teacher training programs in this area; and (f) training program standards have not been well defined.
Using An Interactive Videodisc Program To Teach Social Skills To Handicapped Children
Authors: Thorkildsen Ron
Published: April 2013

This article describes a videodisc-based social skills training program and provides a brief summary of the research conducted to determine its effectiveness. The most important outcome was a positive change in peer acceptance. Experimental group students scored significantly higher on a posttraining measure of peer acceptance than did control group students. The study deals exclusively with emotionally disturbed and learning disabled students. Hearing-impaired students were not considered in the design of the program or in the field tests; however, the developers believe the program is adaptable to hearing-impaired students.
Using Bilingual Instructional Models in Teaching Hearing-Impaired Students
Authors: Luetke-Stahlman Barbara
Published: April 2013

In this paper, the application of hearing, bilingual research, and methodology are explored in the context of classroom instructional models. Advantages and disadvantages of utilizing four basic models in classrooms for hearing-impaired students are provided. Research to verify the feasibility of the models is suggested.
The Importance of Research for Logo
Authors: Mawby Ronald
Published: April 2013

Logo has excited educators of the deaf by offering a nonlinguistic medium in which students can gain general thinking skills and a sense of empowerment. Research with hearing students, suggesting that few Logo students attain the larger goals of educators, has led some people either to discredit Logo or to discredit the research. This article addresses these oversimplified responses to Logo research. It describes goals of current Logo instruction, reviews some Bank Street College research on Logo and thinking skills, offers guidelines to educators for thinking about this research, and illustrates how research may be used to create improved Logo learning materials.
Authoring Computer Lessons—It's Easy!
Authors: Garvey Mary
Published: April 2013

Computer-assisted instruction can be an efficient and effective supplement to classroom activities. Teachers of hearing-impaired students have often expressed frustration at the lack of software to support concepts emphasized in the reading/language arts curriculum. For this reason, the computer has too often remained outside the curriculum and been used as electronic busy work. There are a number of authoring packages available to Apple Computer users that allow tailoring of lessons not only to curriculum, but also to individual student needs and language level. The teacher need not be a computer expert to write a computer lesson. In fact, teachers can learn to use an authoring package in less than 2 hours and produce lessons in the time required for preparing worksheets or other materials. With the help of easy, cost efficient authoring packages, students and teachers can benefit from a computer-assisted instruction component in the curriculum.
Interpreting Nonverbatim Cloze Responses to Evaluate Program Success and Diagnose Student Needs for Reading Instruction
Authors: Kelly Leonard , Ewoldt Carolyn
Published: April 2013

Student nonverbatim cloze responses, appraised for their semantic and syntactic acceptability, were used to evaluate an elementary school's implementation of the whole language approach to reading instruction. Ninety-six hearing-impaired students, ranging in age from 7 to 15 years, completed cloze versions of stories written at the students' respective reading levels. In addition to crediting students for verbatim responses, judges rated nonverbatim responses for their semantic and/or syntactic acceptability. Acceptability of student performance on the full passage was established by the Borderline Group technique. Comparison of the cloze results to both probe and free response measures of comprehension indicated that the cloze procedure produced valid discrimination. Reliability was not measured directly, but evidence of stable measurement was also apparent. The diagnostic value of individual student scores is discussed and corresponding instructional strategies explained.
Software Adaptations for the Multi-Handicapped: A Case Study
Authors: Egan Kathleen
Published: April 2013

This paper describes the effects of a computer program used with a deaf and mentally retarded student in a public school. The software programs Toddlers' Tutor (Silicon Valley Systems) and Story Machine (Spinnaker Software Corporation) have been used for about 1½ years, along with fingerspelling and sign language interpretation. Results indicate that computers can be effective teaching tools with multihandicapped individuals. Improvements have been noted in the reception/expression of basic and expanded forms of signed and written language. Also described are implications for students with similar handicaps. Additional research and software development is emphasized.
Microteaching as a Tool for Improving Simultaneous Communication in Classrooms for Hearing-Impaired Students
Authors: Kluwin Thomas N. , Kluwin Bridget
Published: April 2013

Communication in classrooms for hearing-impaired students using simultaneous communication, the use of speech and sign language together, is limited at present by inherent inefficiencies of the manual coding systems and a general lack of continuous training and skill upgrading in staff preparation. The authors propose several modifications to existing manual representation systems and a training procedure for implementing those modifications. A variation on microteaching, the use of videotaped feedback during training, is suggested as an efficient and effective way for improving teachers' communication ability. Manually encoding English within a system of simultaneous communication has improved the climate for communication in classrooms for hearing-impaired students. The modifications and training proposed by the authors is expected to further enhance effective interaction.
Mainstreamed Hearing-Impaired High School Seniors: A Re-Analysis of a National Survey
Authors: Gregory James F. , Shanahan Timothy , Walberg Herbert J.
Published: April 2013

Of 26,146 high school seniors surveyed in the recent High School and Beyond study, 514 identified themselves as having hearing problems. The data on these respondents were compared to those on their normally hearing peers regarding demographic characteristics, academic achievement, and motivation. Black students were underrepresented among mainstreamed hearing-impaired seniors. Furthermore, the hearing-impaired subgroup's scores on indices of academic achievement and motivation were significantly lower than those of the hearing group. These findings highlight a need for more extensive academic and guidance support services for this population if its potential is to be realized.
An Analysis of the Language of Young Hearing-Impaired Children in Terms of Syntax, Semantics, and Use
Authors: Schirmer Barbara R.
Published: April 2013

The purpose of this study was to describe the language acquisition of young hearing-impaired children. The 20 participants were 3- to 5-year-old children who had severe to profound hearing losses. They were videotaped for one hour, interacting individually with the investigator who was using stimulus materials. Each of the four analysis methods measured at least one component of language-syntax, semantics, or use. The results showed that the subjects were acquiring language using the same semantic categories, syntactic forms, and functional uses as normally developing children but at later chronological ages. All of the hearing-impaired children were developing a rule system consistent with patterns of normal language acquisition. Therefore, their language could best be described as delayed.
The Nuts and Bolts of Interactive Video: How It Works and How To Get Started
Authors: Pollard Gerald
Published: April 2013

This paper explains in a fundamental way how interactive video can be used to create a special type of software that was not possible a few years ago. This software is a marriage between the best features of videotape (motion and color) and computer-assisted instruction. This new instructional design offers to special educators a variety of teaching strategies not yet fully explored. A rationale for interactive video is provided, and a sample lesson from the user's point of view is described. The developmental sequence of (a) connecting the components, (b) applying a time code on the videotape, (c) logging the time code for starts and stops, and (d) programming in SuperPILOT for computer-assisted instruction are discussed. To assist others in getting started, a reference section provides journal articles, books, workshops, organizations, and interface card manufacturers.
The Use of Sign by Deaf Children: The Opinions of a Deaf Community
Authors: Stewart David A.
Published: April 2013

This study surveyed deaf adults and documented their viewpoints on appropriate methods of communication for deaf children. A questionnaire was designed, pilot-tested, and then administered to 162 deaf adults in the Greater Vancouver metropolitan area. The consensus of the deaf adults was that sign language should be learned at an early age and before speech; language should be acquired bilingually and that American Sign Language and English signs should form the basis of the two languages; and deaf children should be able to obtain a bilingual education and to converse with their teachers in either language. Finally, members of the deaf community felt they should be involved in the formulation and implementation of policies regarding the education of deaf children.
Evaluating Commercial Software
Authors: Kettler Karen
Published: April 2013

Commercial software development has increased markedly in the last several years, allowing school programs many choices in the purchase of educational software. Factors that can assist school personnel in the decision-making process will be presented. These include the instructional, content, and technical characteristics of the software package. The importance of previewing software and the use of software with students as a part of the evaluation process will also be discussed.
Graphing and Percentage Applications Using the Personal Computer
Authors: Innes Jay
Published: April 2013

This paper describes how the computer and several new software programs, particularly IBM Graphing Assistant and Apple Softgraph, are used to foster a multifaceted approach to the application of certain mathematical concepts. The paper highlights how a survey can be undertaken using the computer as a word processor, data bank, and source of visual displays. Mathematical skills reinforced in the process include estimating, rounding, graphing, and solving percent equations. Such cognitive skills as analyzing collected information, organizing and encoding data, and comparing part/whole relationships are also discussed.
Motivations for Television Viewing Among Deaf and Hearing Students
Authors: Austin Bruce A.
Published: April 2013

Television viewing motives among hearing and hearing-impaired teenagers were compared in this study. Additional measurements were taken on the sample's frequency of daily televiewing, frequency of specific program viewing, enjoyment of specific programs, attraction to the medium, and perceptions of how true-to-life television portrayals are. Factor analysis revealed seven viewing motives; differences between hearing and hearing-impaired respondents were found on three motives. Frequency of televiewing, affinity toward television, and perceived realism of television were each explained by the seven viewing motivations. Discriminant analysis of the data correctly classified 83% of the hearing-impaired and 78% of the hearing respondents. Results of this study suggest an explanatory framework in which hearing-impaired viewers and their interaction with television can be better understood.
American Literature: Making a Mountain Out of a Molehill
Authors: Riley Dawn
Published: April 2013

An interdisciplinary course in American Literature was offered to a number of higher-achieving students in the high school department at the California School for the Deaf-Fremont. The course presented a comprehensive survey of American literature in a historical context. Subject areas were identified and integrated with literary selections of five historical periods, and supplemental activities were designed to highlight the cross-disciplinary nature of the class. Skills in research, critical thinking, expression of ideas and opinions, and group interaction were emphasized. The course was designed with a team-approach; two language-reading teachers were responsible for its content. Students in the course were called upon to recognize relationships and patterns, to assimilate new elements into those patterns, and to understand discontinuities when they arose.
The American School for the Deaf Computer Literacy Program
Authors: Polansky Daniel W.
Published: April 2013

This paper describes the American School for the Deaf (ASD) Computer Literacy Program for its high school students. ASD's Computer Literacy course consists of units for key-punchers, operators, programmers, and analysts, each of which will be described in this paper. Each unit in the course also contains three types of objectives: knowledge, skill, and attitude. Knowledge is gained in the classroom. Skills are practiced and tested in the lab. Attitude objectives are designed to reduce frustration and anxiety, develop a spirit of helping and teamwork in problem solving, and encourage outside reading and learning about computers. These objectives are developed throughout the course.
Behavior Modification Studies with Hearing-Impaired Students: A Review
Authors: Jones Thomas W.
Published: April 2013

Six criteria were used to identify studies in which behavior modification was used with hearing-impaired students. Thirty-four studies were selected and analyzed with regard to the students involved, setting, procedures, target behaviors, accommodations for hearing impairment, evaluation, and place of publication. Comparison of the studies supported the conclusions that, although frequently behavior modification has not been specifically adapted for hearing-impaired students, it has been used successfully with those students. It also has been used to teach hearing-impaired students a variety of academic and general social skills. Further research is needed, however, particularly on the use of behavior modification to teach specific academic skills and on the use of complex procedures such as chaining and varying the schedules of reinforcement.
A Locus of Control Inventory for Postsecondary Hearing-Impaired Students
Authors: Dowaliby Fred J. , McKee Barbara G. , Maher Henry
Published: April 2013

Previous research has repeatedly demonstrated the importance of a student's perceived locus of control to various aspects of instruction. Studies with hearing-impaired students have demonstrated the need for and have called for a psychometrically sound instrument especially designed for hearing-impaired persons. The Locus of Control Inventory for the Deaf (LCID), specifically developed for this purpose, is presented. Scale development procedures, scoring information, and empirical evidence in support of the reliability and construct validity of the LCID are also reported. The findings demonstrate the soundness of the LCID for hearing-impaired persons as compared with two other commonly used scales originally developed for normally hearing persons.
Software for English, Mathematics, and Elementary Classes
Authors: Fleharty Janet
Published: April 2013

There is a variety of computer software on the market today—some is appropriate for use with hearing-impaired students, much of it is inappropriate. To meet these students' curricular needs, it is necessary to find good programs, adapt existing ones, and/or write new ones. At the Colorado School for the Deaf and the Blind (CSD), teachers help make decisions to buy, adapt, or write programs. Every student (preschool to 12th grade, multihandicapped or college-bound) is scheduled for computer-assisted instruction, programming, word processing, and/or Logo at least once a week. The CSD staff is enthusiastic about its computer lab program, and everyone actively participates. This paper provides an overview of the uses of software for teaching English and mathematics classes, as well as for generally enhancing thinking skills. No one on the CSD staff is an expert programmer, yet all can write programs to meet a variety of student needs.
Microcomputers, Model Rockets, and Race Cars
Authors: Mirus Edward A.
Published: April 2013

The Wisconsin School for the Deaf (WSD) has implemented an Industrial Education Orientation Program that presents problem-solving situations to all seventh- and eighth-grade students that require the application of academic skills within a vocational setting. The orientation program was developed to emphasize that vocational classes require the use of the mind as well as the hands. Because the number of students (20-30) and the spread of student academic abilities in each course made it increasingly difficult to give individualized help where needed, WSD began the development of user-friendly microcomputer software that would guide students individually through complex computations that involve model race cars and rockets and would at the same time, free instructors to work with gifted or slower students. This article describes the development process.
Keynote Address: Microelectronic Technology and the Hearing Impaired: The Future
Authors: Thorkildsen Ron
Published: April 2013

The potential of microelectronic technology to help alleviate or eliminate the communication problems of hearing-impaired persons is discussed from a futuristic point of view. The need for computer literacy training is related to rapidly changing career opportunities. The proposition that an understanding of computer programming is essential to being computer literate is presented. Computer literacy, artificial intelligence, and videodisc technology are described and related to the extensive training that will be required to use newly developed prosthetics.
Problems with Rewritten Materials, as Exemplified by "To Build a Fire"
Authors: Ewoldt Carolyn
Published: April 2013

Although rewritten or "simplified" materials are often used with older deaf students, this article points out the damage done to the literary quality of an original work as well as to its readability when it is rewritten. Suggestions are given for alternatives to using rewritten material.
A Comparison of Intellectual Structure in Deaf and Hearing Children
Authors: Zwiebel Abraham , Mertens Donna M.
Published: April 2013

Results on the Snijders-Oomen Nonverbal Intelligence Test for 251 deaf children and 101 hearing children in Israel revealed that (a) the factor structure for the total deaf group differs from that of the hearing group, (b) differences in cognitive structure were evident by age level for the deaf, (c) differences exist between the cognitive structures of hearing and deaf subjects of the same age, and (d) a similar abstract thinking component is found for younger hearing and older deaf subjects. The findings of this study are discussed in terms of both their theoretical and methodological implications for reaching a better understanding of the intellectual development of deaf children.
Integration and Implementation: A Four-point Mainstream Model
Authors: Sheie Timothy P.
Published: April 2013

Planning, training, development, and evaluation are critical to an effective implementation model for integrating technology for special education into a total district-wide technology plan. This paper analyzes these areas to see what their critical components are and what interaction must occur between them for successful implementation. Districts seeking to initiate or enhance their use of technology for instructional and management purposes should know what to expect, what to avoid, and what to prepare for. The model presented and analyzed here is based on direct implementation experience in a suburban district with 33,000 students, 10% of whom receive services from the special education program. The program for hearing-impaired students (as well as the entire special education program) is highly diverse, with mainstreamed, resource room-based, and self-contained settings and referrals to residential settings. Special education staff include itinerant and consulting teachers, building-based teachers, and a wide variety of support and ancillary staff. Specific examples of other models are provided.
Maternal Reports of Vocabulary Development in Four-Year-Old Deaf Children
Authors: Howell Ruth F.
Published: April 2013

This study was to determine if the vocabulary development of deaf children of deaf parents and the vocabulary development of deaf children of hearing parents compared favorably if the hearing parents had conversational sign skills. The presented data indicate that the process of vocabulary development occurs in a similar fashion for young deaf children whether they have deaf or hearing parents, as long as fluent communication is established in the home.
Deaf Awareness Through Literature Using Deaf Adults As Role Models
Authors: Schimmel Ruth S. , Monaghan Christy
Published: April 2013

A new program, Deaf Awareness Through Literature, at the Mississippi School for the Deaf promotes students' language development, positive self-concept, and mental health skills through fluent communication. A deaf student advisor leads weekly discussion/storytelling for students in kindergarten through high school. Teachers reported unexpected positive effects of this innovative program. An overwhelming majority of teachers found the deaf educator to be an excellent role model for classroom teaching techniques and everyday interaction with deaf students. The deaf adult is often an untapped resource at residential schools for the deaf.
Computer-Assisted Video Instruction at Moore-Norman Vocational Technical School
Authors: Stapleton Marles Long
Published: April 2013

This paper describes the Computer-Assisted Video Instruction (CAVI) programs that have been developed at Moore-Norman Vocational Technical School for use with young adult hearing-impaired students. The programs provide individualized instruction in vocabulary, activities, and concepts for specific areas of study (accounting and shop safety). They run on a reasonably priced and accurate interactive computer-video system. The specific value of the program to deaf students is that it provides visual examples of vocabulary, activities, and concepts on the video tape that are not easily understood from written explanations on the computer. The computer program can then teach the vocabulary, activity, or concept that has been demonstrated and test the student, review the video, or continue the program depending on student responses.
Authoring Languages and the Development of CAI for Hearing-Impaired Learners
Authors: Clymer E. William
Published: April 2013

A variety of authoring tools are available for teachers of hearing-impaired persons to use to create interactive instructional software. The decision of when and how to use authoring tools should be reached after careful consideration of the many factors that influence the instructional problem to be solved with the computer-assisted instruction (CAI) software. This article describes how instructional development (ID) can be used to reach better CAI development decisions; then it describes and compares different levels of authoring tools for use in different types of instructional situations.
Classroom-Based Approaches to Developing Social Competence Among Hearing-Impaired Youth
Authors: Schloss Patrick J. , Selinger Jim , Goldsmith Larry , Morrow Lonny
Published: April 2013

Recent literature has highlighted the importance of therapeutic services directed at improving the social competence of hearing-impaired youth. Unfortunately, little attention has been given to social development approaches applicable to classroom settings. This paper reviews eight major strategies that may be employed by teachers of hearing-impaired youth. Strategies range from environmental management to skill training approaches. Finally, observational procedures are discussed for identifying individual program approaches that surpass the general strategies.
The Education of the Deaf Child: For Integration or Autonomy?
Authors: Arnold Paul
Published: April 2013

It is argued that Oralism and Total Communication underestimate the profound nature of deafness and the potential value of fundamental research. The evolution of these philosophies is described, and changes in philosophy are discussed.
The Attributional Beliefs of Hearing-Impaired Students Concerning Academic Success and Failure
Authors: Wolk Steve
Published: April 2013

Academic attributions, developed by students to explain success or failure, were examined for 225 hearing-impaired students. The students read descriptions of academic experiences of hearing or hearing-impaired students and derived causal explanations of these experiences. Results indicated that patterns of attributions of hearing-impaired students closely resembled those of hearing students. The internal factors of ability and effort received the strongest attributional ratings for success, whereas the external and unstable factor of luck received the weakest rating. Additionally, there was evidence for an in-group bias by hearing-impaired students in attributing more importance to the personal qualities of students like themselves when success was experienced, relative to the attributions made for hearing students; this bias was also shown in the explanations given for success in the classrooms of hearing-impaired versus hearing teachers.
Designing and Implementing the Use of Microcomputers in a Program for Hearing-Impaired Students
Authors: Spidal Karen M.
Published: April 2013

Two years ago a computer committee of teachers and dormitory representatives at the New York School for the Deaf (NYSD) studied the use of microcomputers in schools for hearing and hearing-impaired students. Upon completion of this study, the committee made plans for including microcomputers in the curriculum at NYSD. Administrative approval and support was received. The first stage, investigation, was critical. Not only did it set the tone for the design and implementation of the program to follow, but it also proved a time and money saver throughout the program. Another vital aspect was the role of in-service training for teachers, teacher assistants, dormitory personnel, supervisors, and administrators. All staff members associated with the educational process at the school needed to know about computers and be comfortable with them. The strategies employed at NYSD in meeting the goals and objectives identified for the students are discussed in this paper.
Identical Deaf Triplets: Audiological, Speech-Language, and Psychological Characteristics
Authors: Bentler Ruth A. , Elfenbein Jill L. , Schum Robert L.
Published: April 2013

A multidisciplinary team at a university speech and hearing clinic had a rare opportunity to closely follow and evaluate identical deaf male triplets from age 2 years 6 months to the present. Test results have shown that the boys demonstrate nearly identical auditory, speech-articulation, language, developmental, and intellectual abilities, yet distinctly different personality characteristics. It is hypothesized that, over the next few years, the triplet described as being the most communicative, interactive, and visually attentive will demonstrate an emerging superiority to his brothers in communication skills. At present he appears to be acquiring vocabulary skills more rapidly than either brother. The general attitude taken in this extended case study is that communication and psychological development have an interactive effect.
Science Education for Hearing-Impaired Students in the Eighties: Priorities and Projections
Authors: Lang Harry G. , Egelston-Dodd Judy , Sachs Marvin C.
Published: April 2013

Eight needs statements are described in the area of science curriculum development for hearing-impaired students. Progress toward meeting these needs is outlined, and suggestions are provided for educators to help narrow the gap between existing and desired conditions in science education.
Memory for Spatial and Temporal Order in Deaf Children
Authors: Das J. P.
Published: April 2013

Profoundly deaf pupils attending a special school were tested to determine their preference for spatial or temporal organization of pictures they were asked to remember. Their performance on four other cognitive tasks was also obtained. Spatial-temporal memory was measured in a free recall and a probed-recognition condition; the deaf were contrasted with Grade 4 (age equivalent) and Grade 2 hearing children in both conditions. Results showed that the deaf pupils did not recall spatial order better than temporal. Compared to the hearing pupils, the deaf pupils were not less competent in probed recognition. However, the deaf pupils made fewer recognitions in temporal-probe than in spatial-probe conditions. One of the cognitive tests, serial recall of words, was found to be positively correlated with temporal recall and recognition. A developmental study of deaf children's spatial-temporal memory and its relation to item order and item identification was suggested.
Graphics Software Packages as Instructional Tools
Authors: Chiavaroli Julius J. , Till Ronald J.
Published: April 2013

Many graphics software packages for microcomputers have application in the classroom. These commercially prepared packages can be used for visually presenting concepts in virtually every academic field. They allow teachers and students to quickly and accurately create and present data, diagrams, drawings, or charts. Graphics software can be an effective instructional tool for assisting the hearing-impaired students in visualizing and comparing ideas. Graphics software can also demonstrate spatial relations and encourage creativity. This article will describe a variety of these programs and how they have been used with a deaf population.
The ALPHA Interactive Microcomputer System for Teaching Reading, Writing, and Communication Skills to Hearing-Impaired Children
Authors: Prinz Philip M. , Pemberton Elizabeth , Nelson Keith E.
Published: April 2013

In this study, hearing-impaired children received supplementary instruction designed to simultaneously enhance text skills and general communication skills. Microcomputer-assisted instruction was used, emphasizing exploratory learning—not typical programmed instruction. Microcomputer presentations of pictures, text, and sign language were directly initiated by the children from a special keyboard during exploratory learning phases. A teacher also was an essential part of the instructional process, sustaining dialogue to stimulate the children's communication and their attention to the text, sign, and pictures. Tests required the children to "write" their text answers on the TV screen by pressing the words on their keyboards to match an action sequence on the TV. A total of 79 hearing-impaired children with ages between 3.2 and 14.3 years participated in the project. The children mastered a series of lessons and learned to write text sentences that were highly accurate interpretations of either animated pictured action sequences (an average of 94% correct) or sign language sentence animations (96%-98% correct). Moreover, the children made significant advances on two measures of general communication—sentence imitation and referential communication.
Recruiting Black Teacher-Trainees Into Programs for the Hearing Impaired
Authors: Luetke-Stahlman B.
Published: April 2013

In an attempt to obtain information as to how more minority students can be recruited into college deaf education training programs, a questionnaire was randomly sent to programs for the hearing impaired employing more than 100 staff. Data from a variety of black respondents (57%) resulted in suggestions and comments that can be useful in encouraging minority recruitment.
Microcomputer Awareness for Educators: A Workshop
Authors: Graham Richard D.
Published: April 2013

Many classroom teachers now have access to microcomputers in their schools. The use of computers in classrooms varies from very appropriate activities to nothing more than a time filler for students. This paper describes 15-hour workshops designed for educators in special as well as regular education programs who have had little or no previous computer experience. The intent of the workshop is to provide participants with a wide range of experiences in the use of microcomputers in the classroom and to develop a general understanding of the value of computers in working with children in schools.
A Survey of Sign Language Instruction in Junior and Community Colleges
Authors: Delgado Gilbert L.
Published: April 2013

A national survey of community and junior colleges gathered information about the availability of sign language classes and interpreter training. Of the 790 institutions responding, 373 (47%) offer sign language classes. More than 30,000 students are enrolled in these sign classes each year. Interpreter training is offered at 54 colleges, with a total enrollment of more than 2,100 students.
The Primary Mode of Human Communication and Complex Cognition
Authors: Sharpe Susan L.
Published: April 2013

This study compared deaf and hearing adolescents at the level of formal operations, specifically, on their ability to solve analogies. Language bias was controlled by designing a research instrument containing figure analogies and word analogies; in the word analogies, all terms were drawn from a second-grade or lower vocabulary level. The theoretic premise, that the oral-aural mode of human communication provides sensory experience that facilitates the perception of the contrast necessary to cognition and hierarchic cognitive development, led to the prediction that normal hearing students would demonstrate better analogical reasoning than would congenitally profoundly deaf students. This hypothesis was supported. The results are discussed in light of methodological as well as theoretic implications for research on cognition and deafness.
The Classroom Computer as a Partner in Teaching Basic Skills to Hearing-Impaired Children
Authors: Hart-Davis Sandra R.
Published: April 2013

Personal computers are being used in a new way at Gallaudet College/Kendall Demonstration Elementary School: as teaching partners in basic skills instruction of hearing-impaired children. Operating as an active partner, the computer supports the speech curriculum by personalizing and extending teaching techniques related to existing textbooks. This approach provides both phonetic and phonologic practice. Benefits of this approach are the faster pace and better retention of the material by the students, peer support in performing exercises correctly, and positive social interaction. Other benefits include a marked improvement in teacher productivity and the byproduct exposure of the students to computers and to typing. In the application to be presented in this article, the computer has been programmed specifically to support teaching with the textbook Discovering Phonics We Use .
Total Communication Effects—A Longitudinal Study of a School for the Deaf in Transition
Authors: Delaney Mary , Stuckless E. Ross , Walter Gerard G.
Published: April 2013

A 10-year study evaluating the effects of introducing Total Communication into a previously oral/aural school environment was undertaken by St. Mary's School for the Deaf with researchers at the National Technical Institute for the Deaf. The report provides data on students' achievement levels and communication skills. Faculty evaluated Total Communication effects on academic achievement, speech development, speechreading, reading, and writing. Three groups were studied: Pre-TC , students enrolled five years prior to Total Communication; Mixed , students who received part of their education under the oral/aural method and part under the Total Communication method; and TC , students who had all their education in Total Communication. Faculty and staff perceptions and empirical test results indicate important changes in achievement levels and communication skills. Causal factors and the impact of Total Communication are examined.
The Communication Policy of the Arizona State School for the Deaf and Blind
Authors: Kilani Barbara Johnson , Waling Sandra DuCharme
Published: April 2013

The communication policy of the Arizona State School for the Deaf and the Blind was developed to increase student communication skills in speech, audition, speechreading, and sign language with the ultimate goal of improving language competence. This paper describes the content of the policy, the process of developing it, and the training program for implementation. Implementation of the policy was designed to meet the needs of groups of staff persons organized by the nature of their contact with deaf students. This article includes a specific description of the training model.
Teachers' Ratings of Deaf Children: An American-Danish Comparison
Authors: Meadow Kathryn P. , Dyssegaard Birgit
Published: April 2013

Teachers' ratings of their hearing-impaired students in Denmark and the United States were collected and compared. The instrument used was the Meadow/Kendall Social Emotional Assessment Inventory (SEAI), specifically constructed for use with this population. American students from day programs ( N = 364) and from residential programs ( N = 368) were compared with Danish students from day programs ( N = 289). When age was controlled, scores on the three subscales (social adjustment, emotional adjustment, self-image) were almost identical. Differences on 29 of the 59 individual items likewise were not significant. Additional item analyses suggested that Danish teachers may value modesty, reserve, and introspective and individually focused attitudes and behaviors, whereas American teachers are more likely to value assertiveness, creativity, and extroverted and group-focused behaviors. Both groups of teachers gave their students generally low ratings on items reflecting motivation, independence, and initiative. The suggestion was made that parents and teachers need to reassess opportunities given to hearing-impaired children to develop independence and responsibility, qualities important for maturity. The conclusion is reached that the Danish and American children are evaluated by their teachers as having very similar levels of overall social and emotional functioning. The content of evaluations leading to that result was similar to some extent: Approximately half the individual inventory items showed no differences among the groups. The shift in high and low ratings on additional items led to the suggestion that cultural differences played a role in determining the content of definition of adjustment to some limited extent.
Using the Turtle Tot Robot To Enhance Logo for the Hearing Impaired
Authors: Lange Mary , Hinzman Laurie
Published: April 2013

This paper describes the Turtle Tot, a Logo powered robot that assists hearing-impaired students in making the transition from the concrete geometric movement of their bodies to the directed geometry of computer Logo. Also described is the process for leading students from describing the elements of their body movements to directing the Turtle Tot through computer Logo, to directing the on-screen turtle with Logo procedures. Through this process, students can explore directionality, basic geometry, language concepts, and logical thinking.
Competencies Critical to Teachers of Hearing-Impaired Students in Two Settings
Authors: Sass-Lehrer Marilyn
Published: April 2013

The purpose of this study was to determine whether teachers of elementary-level hearing-impaired students in two distinct educational settings had similar perceptions of competencies most critical to the effective performance of their jobs. A total of 96 teachers working with pupils 6 through 12 years old in residential and regular public school programs participated in the study. A listing of 45 competency statements were developed by the investigator and reviewed by 12 professionals involved in teacher preparation. Results of the data analysis indicated that the two groups had significantly different perceptions regarding 19 of the 45 competencies and that the groups were highly distinguishable across items. Overall, the results support the notion that teachers working in different educational settings have different perceptions of competencies most critical to their jobs.