ethanporcaro/eric-fulltext-meta huggingface dataset:
School Bullying: A Problem for Deaf and Hard of Hearing Students? Insights & Strategies
Author: McCrone, William P.
Date: 2004-00-00
Type: Journal Articles
Subjects: Bullying,Schizophrenia,Partial Hearing,Deafness,Psychology,Identification (Psychology),Depression (Psychology),Anxiety Disorders,Emotional Disturbances,Suicide,At Risk Persons,Self Concept,Withdrawal (Psychology),Victims of Crime

Bullying is an ongoing method of mistreating, dominating, hurting, frightening, and/or browbeating another person by an individual or group. Bullies use physical, verbal, and psychological methods to humiliate, embarrass, and overpower others. Bullying by boys and girls can happen at any age, but it peaks in the middle school/junior high school years. The bullying of deaf and hard of hearing students is surely at least as common as bullying among hearing students. Bullies of deaf and hard of hearing students can be deaf, hard of hearing, or hearing. For some resilient students, incidents of bullying pass without lasting psychological damage. But for other students, bullying results in lifelong emotional damage and/or attempts, sometimes successful, at suicide. Studies show that students who are chronically victimized by bullies are at increased risk for depression, schizophrenia, self-concept problems, anxiety disorders, social withdrawal, and long-term victim status identification. Occasionally bullying results in murder. This article provides insights on bullying and some counseling strategies.
It Can Be Ordinary: Help Children Manage--And Even Benefit--When They Encounter Evil
Author: Harvey, Michael A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Partial Hearing,Deafness,Disabilities,Child Advocacy,Coping,Helping Relationship,Attitudes toward Disabilities,Change Strategies,Antisocial Behavior,Empathy

People cannot protect their children--hard of hearing, deaf, or hearing--from exposure to evil. The prevalence of evil, perhaps especially ordinary evil, is particularly high for those with disabilities, including hard of hearing and deaf people. Everybody bears witness to ordinary evil, or will do so in the not-too-distant future, despite good laws like the Americans with Disabilities Act. This is particularly painful when it affects the deaf and hard of hearing children. This article discusses ways on how one can help hard of hearing or deaf child cope with ordinary evil, the benefits of facing ordinary evil, and the importance of advocacy.
To See the World in a Tray of Sand: Using Sandtray Therapy with Deaf Children
Author: Betman, Beth Gwinn
Date: 2004-00-00
Type: Journal Articles
Subjects: Art Activities,Partial Hearing,Deafness,Mental Health,Therapy,Mental Health Programs,Therapeutic Environment,Counseling Techniques,Hearing Therapy,Counseling Services,Case Studies,Children,Childrens Art

Sandtray therapy, in which students use figures and the sand itself to build and design miniature worlds in a tray, can be a powerful and effective tool in meeting the mental health needs of children and adolescents, including and maybe especially children who are deaf and hard of hearing. It is a highly visual approach that crosses language and cultural barriers. In this article, the author illustrates how sandtray therapy can benefit children, especially deaf and hard of hearing children for whom easy linguistic interaction may be impossible and who may experience teasing, ridicule, and bullying in circumstances where their deafness is misunderstood or considered abnormal. Sandtray therapy provides a visual and tactile approach that enables children to figure out how to make order out of chaos and hurt and to determine a way to behave in the face of their experience. As children create their own world in the sand, their internal world becomes visible and begins to make sense to them. With a trained counselor who can "hold" the child's world, healing from within can occur.
A Researcher Looks Back: First Person
Author: Steyger, Peter S.
Date: 2004-00-00
Type: Journal Articles
Subjects: Role Models,Bullying,Partial Hearing,Deafness,Reflection,Transformative Learning,Personal Narratives,Self Concept,Self Esteem

In high school, the author was bullied constantly. The bullying centered on the fact that he could not easily articulate new multi-syllable words or participate in casual conversations with other boys. The bullying had several effects: (1) he became more isolated in society and far less confident in his abilities; (2) he became afraid to ask questions of teachers, colleagues, authoritarian figures, or relatives; and (3) he did not challenge assumptions or the status quo. It has only been recently, with his own 12-year-old daughter in school, that he can appreciate just how vulnerable he was as a young boy. It is extremely important for teenagers who are deaf or hard of hearing to have positive images of their own self-worth, high self-esteem, and an identity that incorporates their hearing loss. For many deaf individuals, talking about feelings that surround hearing loss is a first important step to developing a positive sense of self-worth and a strong identity. For the author, this process occurred through interacting with both peers and role models who have already successfully developed a strong sense of identity. He joined Self Help for Hard of Hearing People, the Alexander Graham Bell Association for the Deaf and Hard of Hearing, and became aware of the National Association of the Deaf. In this article, the author looks back and realizes now that denial of one's deafness or hearing loss is a recipe for setting up situations where bullying can occur.
Bullying: A School Responds
Author: Fidler, Coletta
Date: 2004-00-00
Type: Journal Articles
Subjects: Special Schools,Bullying,Correctional Institutions,Academic Achievement,Suicide,Victims of Crime,Depression (Psychology),Juvenile Gangs,Drug Use,Emotional Development,Social Development,Workshops,Deafness,Secondary School Students,Prevention,Behavior Change

Bullying has gone on in schools for decades. Defined as "browbeating" or being "habitually cruel to others who are weaker," bullying can cause physiological and psychological injuries that last a lifetime. Unchecked, this behavior can lead the bully to drug and gang cultures and eventually prison. It can drive the victim to depression and suicidal thoughts. At the very least, bullying interferes with the social, emotional, and academic progress of both the victim and the bully. Counselors and teachers often are unaware of bullying going on because students hesitate to report it. This article describes the workshop which evolved as part of a comprehensive plan for preventing bullying at the Model Secondary School for the Deaf.
Go, Class, Go: Using Dr. Seuss in Early Reading Instruction
Author: Allman, Tamby
Date: 2004-00-00
Type: Journal Articles
Subjects: Early Reading,Basal Reading,Reading Programs,Partial Hearing,Reading Instruction,Deafness,Instructional Material Evaluation,Reading Material Selection,Technology Integration,Emergent Literacy

As more and more reading programs make the move from the basal reading series to authentic text, teachers are asking the same question: How do I choose appropriate books for my class? Teachers of students who are deaf or hard of hearing are no exception. In this article, the author describes her use of Dr. Seuss books in early reading instruction.
Family Fun Night: Where Stories Come Alive!
Author: Waldner, Heather M.
Date: 2004-00-00
Type: Journal Articles
Subjects: Picture Books,Deafness,Emergent Literacy,American Sign Language,Reading Strategies,Learning Activities,Parent Education,Story Telling,Family Involvement

The National Academy of Education, Commission on Reading, emphasized that the best way to make children successful readers is to read aloud to them. This can be difficult for teachers and parents of deaf children. This article describes a program called Family Fun Night created by the Capital Area Intermediate Unit (CAIU) in Summerdale, Pennsylvania. The goal of Family Fun Night was to expose students and families to the beauty and pleasure of reading a story using American Sign Language. Its objective was to expose parents to various strategies for reading to their deaf children and to include them in their young children's literacy development. Family Fun Night included four major components: (1) motivating and entertaining picture books; (2) storytellers and other staff volunteers; (3) related activities; and (4) families.
In the Face of Force: Helping Deaf Children Cope
Author: Tresh, Jennifer
Date: 2004-00-00
Type: Journal Articles
Subjects: Bullying,Partial Hearing,Deafness,Defense Mechanisms,Safety Education,Victims of Crime,Change Strategies,Coping,Counseling Techniques,Children,Helping Relationship

Bullying happens everywhere--in residential settings, schools, neighborhoods, and even at home with siblings or relatives. Bullying can occur within the deaf school community as well. Students can be victimized in the hallways and playgrounds, and residential students can be victimized in the dormitories. Bullies typically target children they see as easy victims--students who are physically weaker, may have poor communication abilities, or are often alone. Deaf and hard of hearing children can be at an even greater risk. In their ignorance, bullies may see deaf or hard of hearing children as weaker because they cannot hear and defenseless because they cannot tell what has happened to them. This article provides some basic self-defense techniques.
Partnering: Teachers and Parents Design a Plan for Student Success
Author: Forney, Joan M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Cognitive Style,Teacher Effectiveness,Individualized Education Programs,Federal Legislation,Partial Hearing,Deafness,Academic Achievement,Individualized Instruction,Disabilities,National Standards,Parent Teacher Cooperation,Partnerships in Education

When administrators, teachers, and other professionals join parents in developing meaningful goals for deaf and hard of hearing students, it is exciting, rewarding, and fun; it is also considerable work. However, the result is critical. These goals can be the key to success for deaf and hard of hearing students, especially when delineated in each child's Individualized Education Program (IEP). This article discusses how working together to develop IEPs that take into account the mandates of No Child Left Behind Act (NCLB), the National Agenda, the states' learning standards, the awareness of parents and teachers of successful strategies and programs, and, most importantly, a child's individual learning style is a daunting task. However, it can provide children with effective teaching and lead to marked educational achievement. (Contains 1 resource.)
Miscues: Meaningful Assessment Aids Instruction
Author: Luft, Pamela
Date: 2009-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Teacher Effectiveness,Federal Legislation,Deafness,Miscue Analysis,Reading Difficulties,Reading Instruction,Individualized Instruction,Academic Accommodations (Disabilities),Teaching Methods,Educational Strategies,Classroom Techniques,Case Studies,Partial Hearing

LeRoy was a deaf sixth grader who used signs and his voice to communicate. Yanetta was a deaf eighth grader who had deaf parents and preferred American Sign Language (ASL). Michael was a deaf fifth grader in a suburban school who attended an oral program and used his voice exclusively to communicate. All three students struggled with reading. They had taken standardized tests and other tests required by the No Child Left Behind legislation, but the tests did not give their teachers the insight to develop an effective teaching plan. For LeRoy, Yanetta, and Michael, like so many deaf students, reading comprehension threatened to be a barrier that prevented them from achieving academically. In an effort to assess their reading more fully and to develop effective instructional plans, teachers decided to use miscue analysis. Miscue analysis has been defined as a structured observation of student reading in which teachers give students interesting and challenging material and systematically note errors as they read. Used since the late 1960s, miscue analysis enables teachers to see how effectively students use and apply content and textual schemata and observe students' successful and unsuccessful skills and strategies as they make sense of print. This article shows how teachers can use miscue analysis to identify appropriate research-based literacy practices for deaf students regardless of the communication policies of their schools. (Contains 4 figures and 9 resources.)
Bilingual Students Publish Works in ASL and English
Author: Horn-Marsh, Petra M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Bilingual Students,English,American Sign Language,Special Schools,State Schools,Bilingual Education,Deafness,Writing (Composition),Student Journals,Student Projects,Video Technology,Story Telling,Technology Uses in Education

The Kansas State School for the Deaf (KSD) is a bilingual school where American Sign Language (ASL) and English are used equally in the classroom and dormitory as the languages of instruction and communication. As a result, KSD has been part of bilingual education training through the Center for ASL/English Bilingual Education and Research (CAEBER) housed at Gallaudet University. The Center supplies pre-service and in-service training to teachers, schools, and universities that provide research-based bilingual education to deaf and hard of hearing students. In its eleventh year of bilingual education in-service training, KSD has successfully trained most of its personnel, including most or all classroom teachers, paraprofessional educators, school counselors, administrators, dormitory staff, the transition specialist, the audiologist, and the superintendent. As bilingual children and teens, KSD students deal with the acquisition and learning of two languages--ASL and English. The acquisition and learning processes follow the postulates of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) set forth by Jim Cummins. The Bilingual Multi-Media Room (BMMR) is the place where KSD students strengthen their academic skills in both ASL and English. In this technologically sophisticated and dedicated environment, students work on video journals and writing projects as well as videotape oral presentations. This article describes how the BMMR provides students with opportunities to develop and refine their ASL and English skills. (Contains 3 tables.)
Literacy in a Bag: Colorado School for the Deaf Sends Reading Home
Author: Branch, Deborah
Date: 2009-00-00
Type: Journal Articles
Subjects: Special Schools,State Schools,Deafness,Partial Hearing,Family Literacy,Language Skills,American Sign Language,Reading Materials

To assist parents with deaf or hard of hearing children who may need help supporting their child's learning, the Colorado School for the Deaf and the Blind developed Family Literacy Packs. These literacy packs, available to families within the state of Colorado, provide fun, interactive activities that help parents support their children's literacy while also helping to build family connections. Each literacy pack is a kid-friendly backpack filled with a collection of children's books and a variety of other literacy materials, including a DVD on which a deaf storyteller presents the material in American Sign Language, addresses vocabulary, asks questions about the story, and encourages further learning on related topics. Each literacy pack centers on a theme. There are 24 themes and four literacy packs devoted to each theme in circulation. One copy of each theme has been adapted for children who are deaf-blind, blind, or visually impaired. Spanish translations are in development. Literacy packs give parents the tools and structure to support their children's literacy and language development and the opportunity to share quality time with their children. They provide high-quality books and DVDs to make the stories accessible to all, encourage families to improve their sign language skills while having fun, and empower parents to teach their children.
For Information and Fellowship: Deaf Club Eases Isolation
Author: Lindeman, Karen
Date: 2009-00-00
Type: Journal Articles
Subjects: Partial Hearing,Deafness,Clubs,Rural Areas,Geographic Isolation,Parents,Teachers,Children,Socialization

Teachers of deaf students have similar goals, objectives, and needs. They need to meet the academic needs of their students. They need to support families as they make choices about their children's learning. They need to provide ways for their students to meet each other and experience authentic socialization. At the same time, they need to stay informed about the ever-changing fields of cochlear implants, technology, and research. However, for those who work in rural areas, where deaf and hard of hearing students are scattered throughout a variety of programs across a wide geographical area, the most severe challenge they face is that of isolation. This article describes the creation of the Jr. Deaf Club. In addition to providing fun and friendly contacts for the students, the Jr. Deaf Club has benefitted parents, too, as they network with each other and the professional community. Students, parents, and teachers have found the Jr. Deaf Club to be a source of information, support, and fellowship. They are not isolated anymore.
Hands Working Together for Behavioral and Academic Success
Author: Sinnott, Cheri
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Behavior,Educational Environment,Deafness,Behavior Modification,Positive Reinforcement,Teaching Methods,Intervention

This article describes a program called &quot;Positive Behavior Interventions and Supports&quot; (PBIS), a nationwide effort to develop school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. The John Powers Center is the Illinois Service Resource Center (ISRC) demonstration site for this program in a setting for deaf and hard of hearing students. The ISRC is an Illinois State Board of Education Technical Assistance Project serving deaf and hard of hearing students' behavioral needs. PBIS provides behavioral support for students along a continuum following the same model used to provide intervention in academics. This continuum extends to all students, with increased support for students who need it. The program has a strong visual component, specific behavioral expectations, and an understanding that students are sometimes cut off from incidental learning and need to have positive behaviors taught, modeled, prompted, and reinforced. PBIS addresses student behavior from three perspectives: (1) development of a system-wide approach; (2) consistent practices; and (3) review of data. When systems, practices, and data are connected, opportunities for student success are enhanced. As school personnel focus on a positive approach, students respond in a positive way. When students succeed in demonstrating appropriate behavior, there is often a noticeable change in school climate. (Contains 1 resource.)
Transition Program Pays off: Iowa Students Learn to Search for, Find, and Keep Jobs
Author: Angeroth, Cynthia
Date: 2009-00-00
Type: Journal Articles
Subjects: Transitional Programs,Career Development,Special Schools,State Schools,Deafness,Daily Living Skills,Employment Interviews,Job Application

In this article, the author discusses a transition program at the Iowa School for the Deaf (ISD) that helps students learn to search for, find and keep jobs. ISD's personal and career development (PCD) classes, which began in the fall of 2005, are required for the school's ninth through twelfth graders. The goal is to ease transition from school to work and independent life. In addition to the skills directly related to getting and keeping work, ISD's PCD classes assure students learn independent life skills--some of which come as a shock to young people who have lived primarily in the care of their parents.
Technology--and Colorado Early Education Staff--Helping Deaf and Hard of Hearing Children with Disabilities
Author: Shuler-Woodard, Dee
Date: 2009-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Multiple Disabilities,Early Childhood Education,Technology Uses in Education,Grants,Augmentative and Alternative Communication

The youngest deaf and hard of hearing children with disabilities in Colorado can now participate more fully in the world around them thanks to funding from grants solicited through the Early Education Department at the Colorado School for the Deaf and the Blind. The grants enable the children, from birth to age 3, to overcome their physical limitations by adapting their environment to support their ability to participate actively in their daily home activities. This may include the ability to play successfully with toys and other children, to communicate needs and ideas, to make choices, and to move independently and participate in family life. Through technologically sophisticated kits and trained professionals, these children are able to turn on the TV, make milkshakes, play tapes, and activate bubble machines. The kits are called &quot;Quick Start Environmental Kits&quot; and they contain everything needed to start using augmentative assistive communication in a child's home. The kits have proved to be effective in facilitating the transition between home-based services and school as well. Over time, as children and their families become familiar with using this technology, they become more confident and enjoy increased opportunities for school success.
Inclusion at a School for the Deaf: Making It Work for a Student with Special Needs
Author: Brehm, Bob
Date: 2010-00-00
Type: Journal Articles
Subjects: Inclusive Schools,Special Schools,Elementary Schools,Deafness,Multiple Disabilities,Pervasive Developmental Disorders,Elementary School Students,Play,Teaching Methods,Parent School Relationship

Making schools for the deaf inclusive settings for deaf students with disabilities is important for their all-around development. The consequences of disregarding this need may be severe. In this article, the author describes a boy's experience at Kendall Demonstration Elementary School (KDES) which shows it is possible to make inclusion at a school for the deaf work. The boy, Miguel, is a student at KDES who has a diagnosis of Pervasive Developmental Disorder, or PDD, which along with the more common forms of autism is characterized by significant developmental delays and challenges in relating to others, learning and using language, and sensory processing. By incorporating Developmental, Individual Differences, Relationship-based Approach, or DIR[R], into Miguel's education and using a play-based approach known as Floortime[TM], Miguel's overall progress both at school and at home has been amazing. This progress shows that when families take the lead in Floortime, when schools focus their efforts on an approach like DIR, and when both actively collaborate, wonderful things can happen for a child with significant challenges.