ethanporcaro/eric-fulltext-meta huggingface dataset:
Deaf Children with Disabilities: Rights under the IDEA
Author: Raimondo, Barbara
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Deafness,Disabilities,Parents,Teaching Methods,Barriers,Instructional Effectiveness,Educational Legislation,Federal Legislation,Eligibility,Individualized Education Programs,Educational Objectives,Student Placement

Parents of children who are deaf and who have disabilities often face barriers in ensuring that their children receive the services they need. Some of these barriers include lack of awareness about deafness-disability constellations, shortages of professionals knowledgeable about how deaf children learn or the impact of the disability on deaf children's learning, and lack of research-based recommendations on effective teaching methods. Regardless of the presence of barriers, each state's education system is required to serve those children appropriately. Deaf children with additional disabilities constitute a large minority of deaf children. This article provides information on how the Individuals with Disabilities Education Act (IDEA) Part B applies to this category of children. Part B covers children ages 3 through 21. Part C is the section of the law that applies to children under age 3.
Advocating for Your Child's Education: What You Need to Know
Author: Rider, Matthew
Date: 2010-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Parents,Child Advocacy,Special Education,Childrens Rights,Federal Legislation,Individual Needs,Parent School Relationship,Academic Accommodations (Disabilities),Costs,Mainstreaming

Parents of deaf and hard of hearing children in the special education system may feel overwhelmed by the amount of information they need to learn. This article aims to give parents a place to begin in the effort to work with the school to ensure that their child receives an appropriate education. There are three broad areas that parents need to be familiar with: (1) their child's rights under the Individuals with Disabilities Education Act (IDEA); (2) their child's needs and strengths; and (3) how to work with the school to ensure that their child's needs are met.
Helping Children with Sensory Processing Disorders: The Role of Occupational Therapy
Author: Sweet, Margarita
Date: 2010-00-00
Type: Journal Articles
Subjects: Occupational Therapy,Sensory Integration,Sensory Experience,Perceptual Impairments,Children,Elementary School Students,Special Schools

Normally functioning sensory systems develop through sensory experiences. Children are stimulated through their senses in many different ways. Even though a person's sensory system is intact, he or she may have a sensory processing disorder (SPD), also known as sensory integration dysfunction. This means the person's brain does not correctly process the data it receives through the senses. SPDs are linked to many issues, including autism spectrum disorders, Attention Deficit Disorder, developmental and/or neurological disorders such as Fragile X Syndrome, Down syndrome, fetal alcohol syndrome, and even food allergies (Mitchell, 2010). The red flags of sensory integration dysfunction in children are a child's unusual responses to touching and being touched, and/or to moving or being moved. Children, who may have not yet learned how to independently compensate for sensory difficulties they experience, face challenges in focusing on learning in school. This is where occupational therapy (OT) comes in. Occupational therapists determine why people have difficulties with daily activities and help them develop skills or strategies for adapting to and participating in these activities. Therapists play a valuable role in the school system, working with students who have SPDs. The author presents a story of three students at Kendall Demonstration Elementary School (KDES) that illustrates how OT can help.
Pet Therapy: A New Way of Reaching Students with Additional Disabilities
Author: Mockler, Kimberly
Date: 2010-00-00
Type: Journal Articles
Subjects: Animals,Therapy,Deafness,Multiple Disabilities,Preschool Children,Special Needs Students,Nonverbal Communication,Interpersonal Competence,Psychomotor Skills

In this article, the author discusses pet therapy, using therapy dogs, as a new way of reaching students with additional disabilities. Therapy dogs aid in instruction in a variety of ways. They are particularly suited to work with preschool-aged children and special needs populations where the curriculum most easily can incorporate a therapy dog into lessons. With these two populations, therapy dogs can assist with teaching eye contact (a vital lesson within classrooms for the deaf), turn taking (i.e., playing a game of fetch or Hide-and-Seek with the dog), and fine motor skills (i.e., brushing the dog and pouring water into a bowl for him or her). While most therapy dogs are hearing and trained auditorally, there are some deaf therapy dogs and hearing therapy dogs who are trained visually (using American Sign Language, standard obedience hand signals, or a combination of the two). These visually trained dogs are ideal therapy dogs for classrooms with deaf and hard of hearing students.
Partners with a Purpose: The Consultant Teacher Model in Educating Deaf and Hard of Hearing Students
Author: Mascia-Reed, Candi
Date: 2010-00-00
Type: Journal Articles
Subjects: Deafness,Special Schools,Special Education,High Schools,Elementary Schools,Middle Schools,Regular and Special Education Relationship,Consultants,Models,Educational Methods

Educating deaf and hard of hearing students is a rewarding yet complex endeavor. Students are the beneficiaries when educators consistently reflect on and dialogue about teaching strategies, curriculum, student expectations, and school culture beliefs and practices. In the Union Street School for the Deaf and the Hackensack High School Program for the Deaf, in Hackensack, New Jersey, each student's learning potential is maximized through an innovative educational model adapted from the Special Education Department in the Hackensack School District called the Consultant Teacher Model. In this model, instruction, resources, and support are provided by a quartet of participants: the consultant teacher, educational interpreter, general education teacher, and teacher assistant; the student is the fifth participant. In this article, the author discusses the consultant teacher model and how the model was used in the Union Street School for the Deaf and the Hackensack High School Program for the Deaf. (Contains 1 figure.)
Determining a Student's Readiness to Successfully Use Interpreting Services
Author: Huff, Cindy
Date: 2010-00-00
Type: Journal Articles
Subjects: Deafness,Special Needs Students,Deaf Interpreting,Readiness,Competence,Elementary Secondary Education

Ideally, all students would experience direct, multidimensional communication in the K-12 setting. This experience is generally considered to be more efficient, effective, and empowering. Interpreted communication, because it involves a third party, tends to be more linear. This makes it critical that quality standards for interpreting services be in place when direct and multidimensional communication is not possible for all or part of the educational process for a deaf or hard of hearing student. A common assumption is that providing a deaf or hard of hearing student in grades K-12 with an interpreter is enough for that student to access his or her total school experience in interpreted programs. The reality is that innumerable factors have an impact on whether a student experiences success with an interpreted education. To address these factors, it is vital that an interactive and trained educational team carefully consider each child's individual needs, skills, and readiness for accessing through an interpreter. In this article, the author discusses how to determine a student's readiness to effectively use interpreting services. (Contains 3 figures.)
Addressing Students' Language Needs in a Bilingual ASL and English Classroom
Author: Shadow, C. Michelle
Date: 2010-00-00
Type: Journal Articles
Subjects: English,American Sign Language,Bilingual Education,Classroom Techniques,Grade 1,Elementary School Students,Grouping (Instructional Purposes),Code Switching (Language),Goal Orientation,Peer Teaching,Language Variation

In the fall of 2008, the authors began team teaching in a bilingual American Sign Language (ASL)/English classroom. They faced the same challenge teachers everywhere face: a new year with new goals and a classroom of students with diverse learning needs. This article discusses how the authors address students' language needs in a bilingual ASL and English classroom by adopting a new approach to developing bilingual proficiency and an appreciation for both languages in students. The best approach to developing bilingual proficiency and appreciation would be making careful choices about language use based on the goal of the activity or lesson taking place at the moment. The authors applied this approach to each classroom interaction. Providing students who use both ASL and spoken English with the opportunity to work collaboratively was crucial to achieving the authors' goals. The students ended the year with a great appreciation for both languages and both modes of English. They all developed a strong sense of their language needs and instinctively chose the language that would be the most useful to them in various situations.
The Guided Reading Approach: A Practical Method to Address Diverse Needs in the Classroom
Author: Schaffer, Laura M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Deafness,Reading Instruction,Special Schools,State Schools,Small Group Instruction,Elementary Education,Reading Achievement

Many deaf students struggle with learning to read. This is the case nationally as well as at the Michigan School for the Deaf (MSD). In 2006, the elementary teaching staff began working together to implement a change in their reading instruction so their approach would be systematic and consistent across grade levels. With the diverse backgrounds and specific learning needs of many MSD's students, it was essential to choose an approach that allowed targeted instruction based on individual student needs. The Guided Reading Approach, developed by Fountas and Pinnell (1996) and popular among teachers of hearing students, was one such model. The focus of this approach is on small group instruction and it allows the teacher to choose from any reading material. In this article, the authors discuss the selection and implementation of the Guided Reading Approach at MSD and examine the impact of using the approach with deaf students. (Contains 3 resources.)
Enhancing the Reading Process: Tips for ASL/English Bilingual Classrooms
Author: Rusher, Melissa
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Instruction,American Sign Language,English,Bilingual Education,Deafness,Educational Strategies

In the author's role as a teacher trainer, her goal is for future teachers of the deaf to have a more solid foundation. From her own personal teaching experiences, in her observations of effective reading teachers, and with support from current literature, the author has compiled a list of strategies that will help teachers using a bimodal bilingual approach to reading instruction. Tips for American Sign Language (ASL)/English bilingual classrooms are presented.
Helping Students toward Independence: The STEPS Program at USDB
Author: Smale, Kimberley P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Deafness,Blindness,Special Schools,State Schools,High School Students,Transitional Programs,Daily Living Skills,Individualized Transition Plans,College Preparation,Vocational Education

Utah Schools for the Deaf and the Blind (USDB) serves students with varying abilities and needs. At the high school level, a range of transition services is required to help this diverse group of students prepare for life after high school. USDB established the STEPS program as part of this range of services. STEPS is a training and transition program geared toward students 16-21 years of age. It allows them to learn and practice real-life skills that will help them become contributing members of their community. The program is designed for higher functioning or moderately disabled students who are planning to transition to independent living upon exiting the program. It was introduced into the USDB curriculum during the 2006-07 school year, and it is showing great promise with progressive student outcomes. In this article, the author discusses the STEPS program concept and transition planning and enrollment in STEPS. The STEPS program offers both educational and career/trade components. The author describes both components of the program.
A Key to Evaluation: The Transition Competence Battery for Deaf Adolescents and Young Adults
Author: Davis, Cheryl
Date: 2007-00-00
Type: Journal Articles
Subjects: Partial Hearing,Deafness,Job Training,Young Adults,Adolescents,Education Work Relationship,Evaluation,High School Students,Sign Language,Test Items,Pilot Projects,Career Choice

Guiding deaf and hard of hearing students in making important decisions about their adult careers can be a difficult task. Twenty years after its inception, the TCB, as adapted for deaf and hard of hearing students, may help. The TCB is a unique assessment tool designed to measure the transition skills of deaf high school adolescents and young adults who plan to enter the workforce, job training programs, or two-year colleges. This segment of the deaf high school population is both the largest and the most in need of services to succeed in their transition to adult life. The defining characteristic of the TCB is its accessibility to students who rely on sign communication. (Contains 3 figures.)
Anti-Tobacco School-Based Programming for Deaf Youth
Author: Berman, Barbara A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Smoking,Prevention,Hearing Impairments,Deafness,At Risk Students,Adolescents,Health Promotion,Program Effectiveness,Curriculum Development,Relevance (Education),Student Needs,Addictive Behavior,Self Esteem,Peer Influence,Decision Making,Advertising,High School Students,College Students,Knowledge Level

As part of the effort to reduce cigarette smoking--the single most preventable cause of death in the society--researchers have tried for over half a century to identify effective school-based anti-tobacco education that can discourage tobacco use among children and adolescents. Unfortunately, deaf and hard of hearing young people have been largely excluded from this effort. Prevention messages available to hearing youth are often inaccessible and inadequate, and culturally and linguistically appropriate programming has not been developed. This may leave deaf and hard of hearing young people more vulnerable to a substance that is responsible for about one in five deaths--400,000 each year--in the United States, and over four million deaths across the globe. Children and adolescents that struggle with issues of social acceptance and self-esteem, who experience communication barriers, and who face difficulties when it comes to school performance are at great risk for tobacco use and other risk-taking behaviors. In this article, the authors describe a tobacco prevention curriculum tailored to the needs of deaf and hard of hearing youth. This "Hands Off Tobacco!" curriculum is now being tested in a quasi-experimental non-equivalent control group design involving over 600 deaf and hard of hearing students at four schools in California, New Jersey, and Minnesota.
Looking Back... Longing for a Group of Friends
Author: Oliva, Gina
Date: 2007-00-00
Type: Journal Articles
Subjects: Public Schools,Hearing Impairments,Deafness,Friendship,Adolescents,Peer Relationship,Personal Narratives,Mainstreaming,Educational Environment,Social Influences

In this first-person account, the author reflects on her struggles during the adolescent years as she searched for a sense of belonging and identity as a hard of hearing youth. She stresses that deaf and hard of hearing children, like all other children and solitaires, need a critical mass of peers, friends, and companions to whom they can reach out to year round. In spite of adults' best efforts to normalize the school experiences of hard of hearing and deaf children, there will be days, weeks, months, and even years where children who are deaf and hard of hearing feel they have no one who really understands their challenges. There seems to be ample evidence that once these individuals reach adulthood, if they then  experience the fullness of engagement with others like themselves, they express regret that they did not have this connection when they were adolescents. Deaf and hard of hearing peers will likely remain an invaluable resource for each other for the remainder of their lives.
Leadership Camp for Hard of Hearing and Deaf Students Provides Participants Power and Pride
Author: Poeppelmeyer, Diana
Date: 2007-00-00
Type: Journal Articles
Subjects: Adventure Education,Partial Hearing,Team Training,Youth Leaders,Leadership,Deafness,Peer Groups,Peer Relationship,Teamwork,Recreational Activities,Resident Camp Programs

In this article, the authors describe a leadership experience that allows hard of hearing students to learn from the diverse identities of their peers. They describe a Youth Leadership Retreat for mainstream students that includes motivational speeches, adventure learning, ropes courses, team building activities, reflective and small group discussions, mentoring, games, skits, dancing, and just plain fun. Key elements that contribute to the model's uniqueness and success are discussed.
&quot;Ground Control to Deaf and Hard of Hearing Students...&quot;: Space Camp Provides Lessons in Science, Math, Teamwork, and Fun
Author: Perkins, Becky
Date: 2007-00-00
Type: Journal Articles
Subjects: Partial Hearing,Deafness,Science Interests,Learning Experience,Teamwork,Children,Mathematical Enrichment,Science Activities,Mathematics Activities,Self Esteem,Experiential Learning,Simulation,Space Sciences,Adolescents,Resident Camp Programs

In this article, the author describes the Space Camp at the U.S. Space &amp; Rocket Center in Huntsville, Alabama, where deaf and hard of hearing students can pilot spaceships, conduct experiments, and dodge meteorites. Each year in the spring, students from schools all over the United States attend a one-week, hands-on learning experience in math, science, and technology at the center. Dr. John Tiffany, former principal of the Alabama Institute for the Deaf and Blind in Talladega, helped establish the space camp for deaf and hard of hearing students when financial support from the Huntsville Sertoma Club permitted 21 students from three states to participate for one week in May 1987. By spring 1988, 72 students from eight states participated. Since then, students from 25 different states and other countries have participated and become space camp alumni. Space Camp (for students ages 9-11), Space Academy (for students ages 12-14), and Advanced Space Academy (for students ages 15-18) feature a variety of out-of-this-world activities. These activities begin to familiarize students with the experience of astronauts, increase their interest in science and math, foster teamwork exercises, and enhance their self-esteem.
Feelings: Teaching Young Students How to Describe Their Emotions
Author: Lomas, Gabriel I.
Date: 2007-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Deafness,Psychological Patterns,Children,Teachers,Academic Achievement,Student Behavior,Functional Behavioral Assessment

Teaching feelings to deaf children is only one need that teachers must keep in mind as they prepare for a new school year. However, teachers should put as much forethought into classroom management as they do into their curriculum. According to Wong and Wong (1998), the most important factor in student learning is classroom management. In other words, how a classroom is managed determines how well its students learn. This article outlines a few of the things that teachers of the deaf can do to improve students' behavior. The author notes how he helped teachers approach the subject of emotions with their very young deaf students. Being proactive about behavior should help reduce the amount of time teachers spend reacting to outbursts. However, deaf children have unique needs. To address their unique needs, the author presents tips to follow.
Deafness and Autism
Author: Morton, Diane D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Autism,Deafness,Social Development,Neurological Impairments,Teacher Competencies,Behavior Problems,Teaching Skills,Knowledge Base for Teaching,Mainstreaming,Elementary School Teachers,Secondary School Teachers,Vocational Education,Rehabilitation,Community Colleges,College Faculty,Antisocial Behavior,Job Skills

At the most basic level, autism is a neurological disorder that most likely involves a distinct abnormality in brain structure and affects a child's abilities in two areas: communication and social development. It also is marked by repetitive or stereotypical behavior. Because of the variability in the causes of deafness as well as autism--genetics, maternal exposure to viruses, toxins, birth and developmental issues--the simultaneous effect of both autism and deafness creates a more intricate puzzle. As the number of deaf children with autism grows, the impact on deaf education and the deaf community is of great concern. There is a tremendous need for additional training for teachers focusing on deaf autistic individuals at all levels. At the preschool and elementary levels, where autism is first identified and  behavioral programs are initiated, teachers need to be provided with state-of-the-art teaching  techniques and enhanced skills for developing programs to maximize the attention, appropriate behaviors, and learning potential of deaf autistic children in the classroom.  Secondary school teachers and those at community colleges need to be ready and equipped to handle high-functioning autistic deaf students and their often inflexible and socially odd behavior. Vocational rehabilitation counselors, placement specialists, and job coaches should be prepared for a new kind of comprehensive evaluation for deaf autistic clients that focuses on the capacity to function in the work environment and the variability in individual behaviors, including rigid and stereotypical behaviors that can lead to difficulties on the job. For teachers, administrators, and parents, increased knowledge and training can translate into  increased success for deaf autistic individuals.
When Autism and Deafness Coexist in Children: What We Know Now
Author: Szymanski, Christen
Date: 2008-00-00
Type: Journal Articles
Subjects: Intervention,Autism,Deafness,Developmental Disabilities,Children,Individual Characteristics,Symptoms (Individual Disorders),Clinical Diagnosis,Hearing Impairments,Sign Language,Social Development,Socialization,Interpersonal Communication,Child Development,Child Behavior

While many explanations have been offered for the increased rate of autism, the true cause remains unknown. Nonetheless, in the United States, "diagnoses of autism are increasing faster than any other diagnosis of developmental disability in children." But this statement, like others pertaining to the characteristics of autism and the relevant intervention services, does not tell the whole story for all children diagnosed with autism. Research and intervention, as well as fund-raising and media attention typically exclude those who have additional disabilities or do not speak English. In this article the authors describe the characteristics of autism in deaf children and discuss the importance of diagnosing a hearing loss.