2,113 results on '"education of the deaf"'
Search Results
2. Problematizing translanguaging as an inclusive pedagogical strategy in deaf education.
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Swanwick, Ruth, Goodchild, Samantha, and Adami, Elisabetta
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EDUCATION of the deaf , *INCLUSIVE education , *BILINGUAL education , *CLASSROOM activities , *GESTURE - Abstract
This paper critically analyses the meaning and use of translanguaging as an inclusive pedagogical strategy in the context of a bilingual deaf education classroom where there are asymmetrical sensorial experiences of being deaf and being hearing, and different access to 'codified' (either speech or sign-language) resources. The pedagogical opportunities and constraints of translanguaging are examined through an analysis of the meaning-making resources among deaf and hearing interlocutors in face-to-face interaction. Using two short excerpts from an English class with two deaf pupils, a hearing teacher of the deaf and hearing communication support worker the authors analyse ways in which the modes of image, sound and speech, gesture and signing, gaze, body posture are coordinated in the spatial context for meaning-making. A multimodal and layered analysis of two short turn sequences describes ways in which modes are integrated and coordinated in the spatial layout of the classroom in ways that either facilitate or inhibit inclusive communication. Strategies for the analysis and deployment of multimodal resources that may facilitate the inclusive potential of translanguaging in this interactional context are discussed. [ABSTRACT FROM AUTHOR]
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- 2024
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3. Literacy and signing deaf students: a multi-national scoping review.
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Dostal, Hannah, Scott, Jessica, Gediel, Ana, Vilhalva, Shirley, and Gasparin, Camila
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DEAFNESS & psychology ,READING ,STUDENTS with disabilities ,SYSTEMATIC reviews ,EDUCATION of the deaf ,LITERATURE reviews ,SPANISH language ,RESEARCH ,LITERACY ,ENGLISH language ,SIGN language ,PSYCHOSOCIAL factors ,LANGUAGE acquisition ,PSYCHOLOGY information storage & retrieval systems ,ERIC (Information retrieval system) ,WRITTEN communication - Abstract
Many literature reviews or other types of reviews (e.g. meta-analyses, scoping reviews) in deaf education research are focused upon primarily or exclusively research that is performed in U.S. contexts or English-speaking contexts only. However, research that is conducted in non-English-speaking, non-U.S. settings that may be more likely to be multilingual, has value for our understanding of how deaf students using multiple languages may develop literacy skills. The objective of this review was to explore the literature on literacy development with deaf learners conducted outside of English-speaking contexts that has been published in English, Portuguese, or Spanish. We identified 13 English-language articles, 9 Portuguese-language articles, and 0 Spanish articles that met inclusion criteria. From these articles, we glean important insights into the reading process, including the teaching of subskills of reading, writing instruction, early literacy experiences, and the potential relationship between signed languages and literacy. We also note the need for multiple, converging sources of evidence and the value of an asset-driven approach to understanding deaf learners. [ABSTRACT FROM AUTHOR]
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- 2024
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4. The role of grit in thinking styles and academic major satisfaction.
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Cheng, Sanyin, Deng, Li, and Li, Jiaqi
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PSYCHOLOGICAL resilience ,PEARSON correlation (Statistics) ,SATISFACTION ,T-test (Statistics) ,RESEARCH funding ,STUDENTS with disabilities ,STUDENTS ,EDUCATION of the deaf ,ACADEMIC achievement ,PSYCHOLOGY of college students ,FACTOR analysis ,PSYCHOSOCIAL factors ,THOUGHT & thinking - Abstract
Satisfaction with one's academic major is critical to a university student's development. This study explores the interrelationships among thinking styles, grit, and academic major satisfaction in both deaf or hard-of-hearing (DHH) and hearing students, employing independent samples t-tests to compare the two groups, Pearson's correlation analysis to explore relationships among the variables, and mediation analysis to understand the mediating effect of grit on the relationship between thinking styles and academic major satisfaction. The results indicated significantly higher levels of grit and consistency of interest in DHH students than hearing students, with no significant differences in perseverance of effort. A strong correlation was found between thinking styles and both grit and academic major satisfaction, particularly in DHH students. Mediation analysis revealed that grit significantly mediated the relationship between thinking styles and academic major satisfaction, underscoring its role in enhancing students' academic experience. These findings contribute to the limited literature on DHH students' psychological attributes and the complex interplay of psychological constructs in academic major satisfaction, offering valuable insights for tailored educational strategies. [ABSTRACT FROM AUTHOR]
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- 2024
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5. Deaf education in Portugal and Brazil in the nineteenth century: Similarities and differences.
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Geciauskas Sofiato, Cássia, Coelho, Orquídea, and Vaz de Carvalho, Paulo
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QUALITATIVE research ,RESEARCH funding ,PHONOLOGICAL awareness ,CONTENT analysis ,TEACHING methods ,DESCRIPTIVE statistics ,BIBLIOGRAPHICAL citations ,EDUCATION of the deaf ,BIBLIOGRAPHY ,ECONOMIC impact ,PRACTICAL politics ,SIGN language - Abstract
Deaf education officially began in Portugal in 1823, with Pedro Aron Borg, at the invitation of D. João VI and his daughter, D. Isabel. In Brazil, it began in 1857, when Édouard Adolfo Huet Merlo founded the first institution, with the consent of D. Pedro II. The Royal Institute for the Deaf-Mute and the Blind in Lisbon and the Imperial Institute for Deaf-Mutes in Rio de Janeiro shared the objective to promote the intellectual and professional development of deaf students. This study intends to identify similarities and differences in pedagogical proposals of the first deaf education institutions in the two countries during the nineteenth century. The study presents a documentary investigation that follows a qualitative approach. The research findings concluded that there were significant differences in how deaf education originated in Portugal and Brazil, and in their approaches to language acquisition. Nevertheless, there were many common aspects, including the administrative organisation of the institutes, the pedagogical proposal design, and the appointment of former students as specialised tutors of younger deaf students. In both countries, the main purpose of the schools was to prepare deaf students for adulthood through professional training. [ABSTRACT FROM AUTHOR]
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- 2024
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6. Designing deaf spaces: education, hygiene, and citizenship in nineteenth-century France.
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Park, Sun-Young
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SCHOOLS for the deaf , *EDUCATION of the deaf , *SCHOOL building design & construction , *SPECIAL education , *HISTORY of education - Abstract
This article examines the changing architectural environments of deaf education in the nineteenth century, taking the national institutes in Paris and Bordeaux as its main focus. Founded in the late eighteenth century and initially housed in government-expropriated properties, both schools underwent comprehensive renovation and reconstruction projects in the nineteenth century to emerge as modern educational spaces. Although these projects remain overlooked in the history of modern architecture, they were closely tied to contemporary discourses on education, hygiene, and citizenship. The renovation of the Paris Institute for Deaf-Mutes during the 1820s–30s engaged pressing questions about hygiene and social progress in the postrevolutionary era of national reconstruction. The architectural transformation of the Bordeaux Institute for Deaf-Mute Girls from the 1860s not only reflected the changing pedagogical focus from sign language to oralism; it was also imbricated in broader debates about laïcité and educational standardisation as France transitioned from empire to republic. Far from being marginal, these institutions functioned as key sites for working through notions of citizenship and national identity. Their histories reveal how architectural and material frameworks could serve to impose ideology on the one hand, and provide important grounds for the formation of a minority community on the other. [ABSTRACT FROM AUTHOR]
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- 2024
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7. Embracing new citizens: the education of D/deaf pupils in the Late Ottoman Empire.
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Cristaldi, Maria Pia Ester
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EDUCATION of the deaf , *OTTOMAN Empire , *DEAF students , *SCHOOLS for the deaf , *SIGN language , *CURRICULUM , *HISTORY of education - Abstract
The process of reform of the education system of the Ottoman Empire during the nineteenth century was central for the establishment of new institutes for the less advantaged members of the society. Among these, special schools for D/deaf students stand out, not least because all the communities that were part of the Empire could be enrolled in these institutes. Allowing traditional school subjects to be taught to D/deaf people, the establishment of these schools represents a turning point in the history of the Ottoman education system. Through an analysis of the legal and historical framework that led to their institution, the aim of this article is to contextualise the schools for the D/deaf within the education policies of the Ottoman Empire from the second half of the nineteenth to the first decade of the twentieth century. Moreover, through an examination of their academic programmes, this article proposes to investigate the role of these institutions and their educational curricula in the attempt to make D/deaf people an active part of the Ottoman civil society. [ABSTRACT FROM AUTHOR]
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- 2024
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8. A New Method for Documenting Sign Language Productions in Schools.
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West, Erin and Dettman, Shani
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DOCUMENTATION standards , *DOCUMENTATION , *RESEARCH funding , *STATISTICAL sampling , *DESCRIPTIVE statistics , *MULTILINGUALISM , *DEAFNESS , *EDUCATION of the deaf , *PHONETICS , *SIGN language , *SCHOOL health services , *INTER-observer reliability , *RELIABILITY (Personality trait) ,RESEARCH evaluation - Abstract
Purpose: There are well-established guidelines for the recording, transcription, and analysis of spontaneous oral language samples by researchers, educators, and speech pathologists. In contrast, there is presently no consensus regarding methods for the written documentation of sign language samples. The Handshape Analysis Recording Tool (HART) is an innovative method for documenting and analyzing word level samples of signed languages in real time. Fluent sign language users can document the expressive sign productions of children to gather data on sign use and accuracy. Method: The HART was developed to document children’s productions in Australian Sign Language (Auslan) in a bilingual–bicultural educational program for the Deaf in Australia. This written method was piloted with a group of fluent signing Deaf educational staff in 2014–2016, then used in 2022–2023 with a group of fluent signing professionals to examine inter- and intrarater reliability when coding parameters of sign accuracy. Results: Interrater reliability measured by Gwet’s Agreement Coefficient, was “good” to “very good” across the four phonological parameters that are components of every sign: location, movement, handshape, and orientation. Conclusions: The findings of this study indicate that the HART can be a reliable tool for coding the accuracy of location, orientation, movement, and handshape parameters of Auslan phonology when used by professionals fluent in Auslan. The HART can be utilized with any sign language to gather word level sign language samples in a written form and document the phonological accuracy of signed productions. [ABSTRACT FROM AUTHOR]
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- 2024
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9. Deaf/hard of hearing students' experiences with higher education's real-time captioning services.
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Jolly, Aaron J, Macfarlane, Cassidy E, and Barker, Brittan A
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DEAFNESS & psychology ,SCHOOL environment ,SATISFACTION ,RESEARCH funding ,UNIVERSITIES & colleges ,STUDENTS with disabilities ,EDUCATIONAL technology ,NONBINARY people ,EXPERIENCE ,STUDENTS ,THEMATIC analysis ,EDUCATION of the deaf ,COMMUNICATION ,HEARING disorders ,STUDENT attitudes ,TEACHER-student relationships ,PSYCHOSOCIAL factors ,COMMUNICATION barriers ,ACCESS to information - Abstract
Real-time captions appear to be an effective tool in assisting deaf and hard of hearing (DHH) college students' access information and communication in certain classroom settings. However, there is limited knowledge of DHH students' direct experiences with real-time captioning services. In this study, we gathered narratives from 15 DHH college students across the United States about their experiences with real-time captioning services in college. We analyzed the stories using thematic narrative analysis and uncovered 4 types that students told about their experiences. The story types were (a) stories of overcoming obstacles, (b) stories of resignation, (c) pragmatic stories, and (d) stories of personal connection. These story types reveal that although many students eventually experience effective communication access through real-time captioning services, they can initially struggle to overcome barriers to using the services successfully. Making time and space to listen to DHH students' narratives can teach educators and professionals how to support these students and resolve barriers before they arise. [ABSTRACT FROM AUTHOR]
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- 2024
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10. The interpreter's role and deaf students' autonomy in mainstream classrooms.
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Prinzi, Lisa M
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MEDICAL interpreters ,SCHOOL environment ,OCCUPATIONAL roles ,AUTONOMY (Psychology) ,MAINSTREAMING in special education ,HEALTH facility translating services ,DEAFNESS ,EDUCATION of the deaf ,COMMUNICATION ,STUDENT attitudes ,TEACHER-student relationships ,PROFESSIONAL-student relations ,SIGN language - Abstract
This article explores the interpreter's role and approaches to working with deaf students as seen from deaf individuals' and interpreters' perspectives. A group of 41 formerly mainstreamed deaf individuals and interpreters offered insights into how the interpreter's role in mainstream classrooms influences deaf student autonomy and participation. This research illustrates the significance of autonomy for mainstreamed deaf students and suggests a correlation between the interpreter's role and deaf students' perceived autonomy in the classroom. In addition, the findings suggest that deaf students do not always know what an interpreter is supposed to do in K-12 classrooms. This study also finds that educational team members do not always explicitly communicate their roles and responsibilities to deaf students, leading to confusion that impacts their autonomy and overall experience. Finally, this research finds that deaf students are not trained with the ability to negotiate and renegotiate the interpreter's role. This article concludes with considerations and recommendations for deaf education and interpreter education communities. [ABSTRACT FROM AUTHOR]
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- 2024
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11. The historical demography of the Martha's Vineyard signing community.
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Power, Justin M and Meier, Richard P
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COMMUNITY health services ,HEALTH risk assessment ,DEAFNESS ,EDUCATION of the deaf ,SOCIODEMOGRAPHIC factors ,MAPS ,SIGN language ,DEMOGRAPHY ,REMOTE access networks - Abstract
The deaf population of Martha's Vineyard has fascinated scholars for more than a century since Alexander Graham Bell's research on the frequent occurrence of deafness there and since Groce's book on the island's signing community (Groce, N. E. (1985). Everyone here spoke sign language: Hereditary deafness on Martha's Vineyard. Cambridge, MA: Harvard University Press.). In Groce's work, and in that of subsequent scholars, the Vineyard signing community has often been portrayed as remote and outlying, having developed independently of mainland signing communities for roughly 133 years until 1825. We re-examine that interpretation in light of historical, demographic, and genealogical evidence covering the period 1692–2008. We argue that the Vineyard signing community began in Chilmark in 1785, 93 years later than previously thought, and that it had had a brief period of independent development, roughly 40 years, before becoming well connected, through deaf education, to the nascent New England signing community. We consider the implications of the Vineyard community's history for our understanding of how village signing communities develop. [ABSTRACT FROM AUTHOR]
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- 2024
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12. Sign language policy implementation in special schools for the deaf in Zimbabwe.
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Chegovo, Reward, Musengi, Martin, and Runo, Mary
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SCHOOL environment ,CURRICULUM ,COMMUNICATIVE competence ,LANGUAGE & languages ,HUMAN services programs ,PSYCHOLOGISTS ,PSYCHOLOGY of teachers ,HEALTH policy ,INTERVIEWING ,GOAL (Psychology) ,DESCRIPTIVE statistics ,THEMATIC analysis ,DEAFNESS ,SPECIAL education schools ,SCHOOL administration ,EDUCATION of the deaf ,STUDENT health ,INTERPERSONAL relations ,STAKEHOLDER analysis ,SIGN language ,PEOPLE with disabilities ,LOCAL government ,LANGUAGE acquisition - Abstract
The aim of this study was to examine how sign language policies are being implemented in special schools for the Deaf in Zimbabwe. It employed in-depth interviews to solicit data from 29 participants who were four district school inspectors, four educational psychologists, four school heads and 17 grade one to three specialist teachers. Data were analysed using deductive thematic analysis at the semantic level. The study revealed inconsistencies in sign language policy implementation as consequences of ambiguity of policy goals and conflict of the means of achieving the policy goals. The study further revealed that government officers were not proficient in sign language and so could not monitor policy implementation. Several other factors influenced the implementation of sign language policies in the special schools. Policy implementers were not aware of the meaning of sign language policies and how the policies were supposed to be implemented. There were, therefore, misunderstandings regarding how policies were to be implemented. Schools used various forms of sign language as a way of implementing the policies. On the basis of these findings, it was recommended that policymakers ensure that they formulate sign language policies whose goals and means are not ambiguous to avoid conflict in the way the policies are implemented. It was also recommended that the Ministry of Education provides capacity development opportunities to sign language policy implementers starting from those at national, provincial, district and down to school levels where classroom teachers need to be taught how the sign language policies can be implemented. [ABSTRACT FROM AUTHOR]
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- 2024
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13. Educators' perceptions of supporting parents of deaf and hard-of-hearing children.
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Goico, Sara A. and Montiegel, Kristella
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OCCUPATIONAL roles ,SENSORY perception ,INTERVIEWING ,ETHNOLOGY research ,FAMILIES ,TEACHERS ,THEMATIC analysis ,DEAFNESS ,EDUCATION of the deaf ,RESEARCH methodology ,HEARING disorders ,FAMILY support ,SOCIAL support ,DISCRIMINATION against people with disabilities ,VIDEO recording - Abstract
In this article, we address the question: How do educators of the deaf and hard-of-hearing (EODs) perceive their role vis-a-vis communication modality and educational philosophy of deaf and hard-of-hearing (D/HH) children? Using an ethnographic framework, we report on findings from semi-structured interviews conducted with 16 EODs across public, private, and state levels in California. Through thematic analysis of interview transcripts, we found that EODs have strongly adopted a perspective of supporting informed parent choice. Building on a relational sociology framework, we discuss how these efforts are impacted by ableism, which permeates the network of interdependent social relations and systems that constitute the larger D/HH field. In highlighting the socially structured and produced nature of the decision-making process for parents of D/HH children (Bourdieu, P. 1977. Outline of a theory of practice. Cambridge University Press), we argue that to support informed parent choice more effectively, the entire system of relations would need to reflect on the way in which ableism and audism are pervasive throughout the system. [ABSTRACT FROM AUTHOR]
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- 2024
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14. Advocacy, Support, and Rehabilitation Programs.
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SUPPORT groups , *NATIONAL health services , *EXECUTIVES , *REHABILITATION , *GOVERNMENT agencies , *PROFESSIONAL associations , *PATIENT advocacy , *SCHOOL administrators , *DEAFNESS , *VOCATIONAL rehabilitation , *EDUCATION of the deaf , *HEARING impaired , *COMMUNITY-based social services - Published
- 2024
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15. University and College Programs for Personnel in Deafness.
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EDUCATION of college teachers , *UNIVERSITIES & colleges , *INFORMATION resources , *HEALTH facility translating services , *EDUCATION of the deaf , *TEACHER development , *DEAF-blind disorders - Published
- 2024
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16. Educational Programs for Deaf Students.
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HUMAN services programs , *INFORMATION resources , *EDUCATION of the deaf , *SPECIAL education schools , *DEAFNESS - Published
- 2024
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17. Special Education Assessment: Practices That Support Eligibility and Intervention.
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Power-deFur, Lissa A.
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TREATMENT of language disorders , *SPEECH therapy , *DISABILITIES , *EARLY medical intervention , *PROFESSIONAL practice , *FEDERAL government , *TEACHERS , *ELIGIBILITY (Social aspects) , *SPEECH evaluation , *EDUCATION of the deaf , *SPECIAL education , *NEEDS assessment , *EVIDENCE-based medicine , *SCHOOL health services , *GOVERNMENT regulation - Abstract
Purpose: Federal special education requirements specify that information districts must gather and review during the process of finding a student eligible for special education and developing a student's Individualized Education Program (IEP). The purpose of this tutorial is to describe the federal requirements related to evaluation and assessment and to apply best practices in assessment to those expectations, thereby enhancing teams' ability to identify students' strengths and needs, determine eligibility for services, and create high-quality IEPs. Method: This tutorial includes a detailed review of the Individuals with Disabilities Education Act (IDEA) statute and regulations and the U.S. Department of Education guidance related to evaluation, assessment, and IEP development. The tutorial also reflects on an analysis of existing data regarding the identification of students with speech-language impairment in one state and a narrative review of the current literature related to assessment and its role in intervention planning. Results: The results indicate that the IDEA requires rigorous evaluation and assessment practices to determine eligibility (evaluation) and identify students' unique strengths and needs for intervention (assessment). By adhering to these requirements and employing evidence-based assessment practices, speech-language pathologists (SLPs) can be assured that they are gathering accurate and useful information. This information is fundamental to developing an IEP that will support students' acquisition of the knowledge and skills needed to progress in the general curriculum. Conclusions: This tutorial reviews federal requirements related to assessment and links these with best practices in assessment, to facilitate compliance with federal evaluation requirements and IEP development in a manner that meets the needs of all students. SLPs can rely on the IDEA for guidance in completing their special education evaluations and assessments, using this as a framework for employing evidence-based assessment practices. [ABSTRACT FROM AUTHOR]
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- 2024
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18. JUSTIÇA CURRICULAR E EDUCAÇÃO DE SURDOS: ENCONTRO POSSÍVEL?
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Cristina Santiago, Mylene and Tanus Cherp Martins, Gabriel Pigozzo
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DEAF students , *AUTISM spectrum disorders , *LINGUISTIC rights , *JUSTICE , *DEAF people - Abstract
This work discusses the challenges and possibilities in ensuring equal opportunities and curricular justice for deaf students. We begin our text by presenting an experience report of a school situation, involving a deaf student with a possible diagnosis of autism spectrum disorder. Next, we discuss the inclusion process, educational policies and pedagogical and curricular practices at the school aimed at deaf students. Finally, we seek to define the concept of curricular justice, as a possible horizon in deaf education. Our results point to the need to guarantee the linguistic rights of deaf students, as an essential condition for offering opportunities for participation, learning and curricular accessibility. [ABSTRACT FROM AUTHOR]
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- 2024
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19. Writing instruction with grade-level/college-bound secondary deaf students.
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Wolbers, Kimberly, Dostal, Hannah, Holcomb, Leala, and Spurgin, Kelsey
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CURRICULUM ,FOCUS groups ,RESEARCH funding ,HIGH school students ,TEACHING aids ,TEACHING methods ,TEACHERS ,EDUCATION of the deaf ,COLLEGE teacher attitudes ,COMPARATIVE studies ,TEACHER-student relationships ,NEEDS assessment ,WRITTEN communication - Abstract
In the current study, we used a sequential explanatory design to examine secondary writing instruction for deaf students in various school settings. An examination of secondary writing instruction was carried out in two cycles using a survey and subsequent focus group discussions. The first cycle (n = 222) presented an overview of secondary writing instruction for deaf students with diverse skill levels. The second cycle (n = 18) focused on writing instruction specific to grade-level or college-bound deaf students. We compared results from both cycles to investigate the similarities and differences in instructional practices and research needs between the two groups. We found that teachers are generally more prepared to instruct deaf students who are at grade level due to widely available curricula aligned with grade-level benchmarks. This contrasts with the challenges teachers face with creating or adapting materials for those who have experienced language deprivation. According to teachers, grade-level students receive 1.5 hr more weekly in writing instruction compared to the full sample. This study also indicates the importance of training teachers to teach skills in crafting arguments through writing, given its applicability to deaf students' future academic and personal goals. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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20. ISL-signing mothers' practices for boosting hearing-signing children's engagement in shared reading.
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Fuks, Orit
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HEARING disorder diagnosis ,TREATMENT of hearing disorders ,READING ,MOTHERS ,EARLY intervention (Education) ,BOOKS ,LONGITUDINAL method ,EDUCATION of the deaf ,STORYTELLING ,CASE studies ,SIGN language ,CHILDREN - Abstract
This longitudinal multiple-case study research focused on the scaffolding strategies that two Israeli deaf mothers use to boost their young hearing children's engagement in reading interactions. Despite being significant to language learning, few studies have examined the dialogic reading practices of deaf-signing mothers. The study shows that until the age of 22 months, the mothers shared picture books with their children. Between the ages of 12 to 24 months, the mothers used mostly low-demand cognitive prompts and responsive utterances. Between the ages of 24 to 36 months, they used more high-demand prompts (including open-ended questions) and expanded their responses. In line with previous studies, this research demonstrated that the Israeli deaf mothers used the books as a foundation for storytelling and reading conversations. The shared reading provided the mothers with opportunities to model the construction of ISL narratives and language functional behaviors, such as asking questions, describing things or expanding on the text. [ABSTRACT FROM AUTHOR]
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- 2024
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21. The quality of teaching behaviors in learning environments of DHH students.
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Rivera, M Christina, Catalano, Jennifer A, Branum-Martin, Lee, Lederberg, Amy R, and Antia, Shirin D
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SCHOOL environment ,READING ,RESEARCH funding ,RESEARCH methodology evaluation ,TEACHING methods ,DEAFNESS ,EDUCATION of the deaf ,TEACHER-student relationships ,LANGUAGE acquisition ,PROFESSIONAL competence ,PREDICTIVE validity - Abstract
Classrooms are complex learning environments, with instruction, climate, and teacher–student interactions playing important roles in students' academic progress. To investigate the learning environments of deaf and hard-of-hearing (DHH) students, we developed a new observational tool called the Quality of the Learning Environment-DHH rating scale (QLE-DHH) and rated 98 teachers of DHH students being educated in a range of classroom environments. The present study sought to (1) determine if the items on the QLE-DHH are good indicators of theoretically meaningful dimensions of classroom quality; (2) determine to what extent these dimensions predicted language and reading outcomes of DHH students; and (3) examine how teachers of DHH students were rated on the indicators of classroom quality. The findings suggested that the QLE-DHH has excellent structural validity. Ratings predicted student reading outcomes. Finally, the QLE-DHH was able to capture teachers' strengths and skills in need of improvement. The QLE-DHH appears to hold promise for use in both research and teacher preparation programs. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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22. How Children with and without Hearing Loss Describe Audiovisual Content.
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Cambra, Cristina and Silvestre, Núria
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COCHLEAR implants , *NONPARAMETRIC statistics , *STATISTICS , *AGE distribution , *AUDIOVISUAL materials , *CASE-control method , *HEARING aids , *MANN Whitney U Test , *FISHER exact test , *LEARNING strategies , *SEX distribution , *HEARING disorders , *EDUCATION of the deaf , *STUDENT attitudes , *FRIEDMAN test (Statistics) , *DATA analysis , *CHILDREN - Abstract
The main objective of this study was to explore the benefits of the use of educational audio-visual materials in facilitating learning for students with hearing loss. The study analysed whether students with hearing loss had a visual learning preference when they watched an audio-visual and if the images present contributed to the retention of more information by this group. The study sample was made up of 28 participants, from 7 to 9 years old, of whom 14 had prelingual hearing loss and 14 were age- and sex-matched students without hearing loss. They were all schooled together in general education classrooms in an oral modality. They were asked to watch an educational video and then to describe its contents orally. The results obtained from analysing the references to the video content indicate that, despite the fact that the hard of hearing group made greater reference to video content transmitted from the images than the group without hearing loss, the effect does not achieve statistical significance. The study reinforces the idea that deafness does not determine a specific learning preference. [ABSTRACT FROM AUTHOR]
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- 2024
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23. Implementing co-enrollment in preschool education in China: A case study.
- Author
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Li, Qun, He, Jia, Liu, Min, Lu, Ruijing, and Wang, Xueying
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PARENT attitudes ,CONFIDENCE ,SOCIAL perception ,MULTILINGUALISM ,STAKEHOLDER analysis ,DEAFNESS ,HEARING disorders in children ,PROFESSIONAL employee training ,LANGUAGE & languages ,SIGN language ,MAINSTREAMING in special education ,SURVEYS ,PATIENTS' attitudes ,LEARNING ,LANGUAGE acquisition ,PRESCHOOLS ,CASE studies ,RESEARCH funding ,VOCABULARY ,TEACHERS ,INTERPROFESSIONAL relations ,QUESTIONNAIRES ,EDUCATION of the deaf ,EMOTIONS ,SOCIAL integration - Abstract
This study aims to document the implementation of sign bilingualism and co-enrollment education in a kindergarten in Quzhou, Zhejiang Province, China, to identify the major characteristics of the programme, and to report findings of children's language in terms of vocabulary and surveys on the views and attitudes of the stakeholders of the programme, including deaf and hard-of-hearing (DHH) as well as hearing children and teachers. The results indicate that (a) both deaf and hearing teachers enjoy working in the Sign Bilingualism and Co-enrollment (SLCO) class and believe it is beneficial for their professional development; (b) parents of both DHH children and hearing children are happy to send their children to the SLCO class; (c) the teachers and parents agree that the SLCO programme is helpful for the overall development of not only the DHH children but also the hearing children. They believe that such an environment benefits the children's language and communication skills and the development of self-confidence and social cognition; (d) both the teachers and parents believe that the DHH children and their hearing peers get along well with each other in the SLCO class and also enjoy learning sign language. Furthermore, they all agree that the SLCO programme is promising and should be continued in the current school and implemented in more schools. [ABSTRACT FROM AUTHOR]
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- 2024
- Full Text
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24. Measuring academic attainment and progress of deaf and hard of hearing students in Sign Bilingualism and Co-enrollment (SLCO) classrooms: A case study.
- Author
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Yiu, Chris Kun-man
- Subjects
DISEASE progression ,SCHOOL environment ,SPEECH perception ,COCHLEAR implants ,LITERACY ,COGNITION disorders ,INDIVIDUAL development ,DEAFNESS ,MULTILINGUALISM ,SIGN language ,HEARING aids ,ACADEMIC achievement ,HEARING disorders ,DESCRIPTIVE statistics ,CASE studies ,COMMUNICATION devices for people with disabilities ,INTERPERSONAL relations ,COMMUNICATION ,EDUCATION of the deaf ,MEDICAL instrument maintenance ,LONGITUDINAL method - Abstract
Deaf and hard of hearing (DHH) students in Hong Kong face great challenges in academic learning since for decades oral language has been the only means of communication in classrooms. The establishment of the Sign Bilingualism and Co-enrollment in Deaf Education (SLCO) Program aims to provide an accessible mainstream environment that supports DHH children's education. This study explores the impact of SLCO education on DHH children's academic performance. A longitudinal study was conducted for four cohorts of DHH students (n = 24) who completed their 6-year primary education at the SLCO school. Data on their academic performance based on standardised assessments in Chinese Language, English Language and Mathematics were collected over the six years of primary education to review their development against normative grade levels and annual growth rates. Results indicate that SLCO-DHH students achieve normative standards in both English Language and Mathematics based on their median grade levels. They do, however, lag behind normative standards by one year in Chinese Language. When their academic development was analysed annually, they were comparable to their hearing peers, with an average growth rate very close to "1" for all three subjects. Additionally, no significant relationships could be found between degrees of hearing loss and speech perception and their academic performance. Instead, early Chinese literacy attainment serves as a strong factor predicting their later academic attainment in both Chinese Language and Mathematics. The SLCO education environment appears to be an education model that effectively reduces barriers to accessing academic content in classrooms and promotes positive academic development. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
25. Sign language and inclusive deaf education: An Asian perspective.
- Author
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Tang, Gladys
- Subjects
SOCIAL support ,SERIAL publications ,SIGN language ,MAINSTREAMING in special education ,STUDENTS with disabilities ,LANGUAGE acquisition ,PSYCHOSOCIAL factors ,EDUCATION of the deaf - Published
- 2024
- Full Text
- View/download PDF
26. Teaching Literacy to Filipino Deaf Students in Multilingual Classrooms Amid a Pandemic.
- Author
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Francisco, Marian Patricia Bea U., Perez, Maria Veronica T., and Reyes, Baby Ruth Evelina C.
- Subjects
- *
SCHOOL environment , *CURRICULUM , *LANGUAGE & languages , *OCCUPATIONAL roles , *INTERPROFESSIONAL relations , *EDUCATORS , *TEACHING aids , *STUDENTS with disabilities , *PSYCHOLOGICAL adaptation , *TEACHING methods , *MULTILINGUALISM , *DEAFNESS , *EDUCATION of the deaf , *RESEARCH , *TEACHER development , *LEARNING strategies , *SPECIAL education , *ALTERNATIVE education , *COVID-19 pandemic , *PSYCHOSOCIAL factors , *CULTURAL pluralism , *SIGN language , *ACCESS to information - Abstract
This article describes the current landscape of teaching literacy to Filipino Deaf students in a multilingual, multi-cultural classroom amid the pandemic. The article highlights the uniqueness of Filipino Deaf students as multilingual learners in a multi-cultural classroom and the lack of literature and research on Deaf multilingualism both locally and globally. Moreover, the article focuses on the role of Deaf teachers in teaching Filipino Deaf students, especially in their literacy development. The steps being done to ensure that the curriculum is inclusive of Deaf learners who use Filipino Sign Language (FSL), teacher preparation and materials development, and the challenges in the shift to distance learning amid the COVID-19 pandemic are also discussed. Future directions and recommendations include review of curriculum and adaptation, enhancement of teacher preparation, promotion of collaborative teaching and research efforts, and the production of more appropriate and accessible instructional materials for Deaf students. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
27. Introduction: Deaf Education and Research with Filipino, South Korean, and Taiwanese Communities.
- Author
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Cannon, Joanna E. and Wang, Qiuying
- Subjects
- *
AUDITORY perception testing , *COMMUNITIES , *INTERSECTIONALITY , *LINGUISTICS , *EDUCATION of the deaf , *MEDICAL research , *HEARING disorders , *LEARNING strategies , *HUMAN voice - Abstract
An introduction to articles published within the issue is presented, including one on reading and writing literacy and instruction in Taiwan, another on vocabulary development for d/Deaf and hard of hearing (d/DHH) learners in Hong Kong, China, and one on the current state of literacy instruction for d/DHH learners in South Korea.
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- 2024
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- View/download PDF
28. Educational inclusion of deaf children: current policy, practices, and future possibilities.
- Author
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Oppong, Alexander M, Swanwick, Ruth, and Fobi, Daniel
- Subjects
CAREGIVERS ,ATTITUDES of medical personnel ,RURAL conditions ,CHILDREN with disabilities ,SYSTEMS theory ,INTERVIEWING ,COLLEGE teacher attitudes ,MAINSTREAMING in special education ,GOVERNMENT policy ,RESEARCH funding ,TEACHERS ,INTERPERSONAL relations ,EARLY intervention (Education) ,INFORMATION resources ,EDUCATION of the deaf ,METROPOLITAN areas - Abstract
This paper examines policies and practices of inclusive education for young deaf children in Ghana. Though existing Government policy promotes the principles and implementation of educational inclusion of all children in Ghana, caregivers often encounter significant challenges ensuring access to early years' education for their deaf children. We used Bronfenbrenner's (2005) bioecological systems theory and interviewed 15 educators of deaf children and 9 hearing-health clinicians, to capture different knowledge, experience, and perspectives on policy, practice, and inclusive approaches to deaf children's education. We ask: (a) How do teachers, clinicians, and caregivers connect to promote early childhood care education (ECCE) for young deaf preschoolers in Ghana? and (b) What resources and precarities are available to educators of deaf children and hearing-health clinicians in sustaining inclusive educational practices across urban and rural contexts in Ghana? We address these unanswered questions about the potential pathway to bring about changes in policy and practice in promoting successful inclusive education for deaf children in Ghana. Implications for national and international policy and practice of ECCE for deaf children are discussed and recommendations are made. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
29. Signed Rhyme and Rhythm With Deaf Children: Early Childhood Teacher Interviews.
- Author
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Holcomb, Leala and Higgins, Michael
- Subjects
LITERACY ,SPEECH therapy ,HEARING impaired ,PROFESSIONS ,CONFIDENCE ,DEAFNESS ,CHILD development ,PROFESSIONAL employee training ,SIGN language ,CHILDREN with disabilities ,COGNITION ,INTERVIEWING ,COLLEGE teacher attitudes ,LANGUAGE acquisition ,QUALITATIVE research ,SELF-efficacy ,EARLY intervention (Education) ,TEACHERS ,REHABILITATION ,EDUCATION of the deaf ,THEMATIC analysis ,CHILDREN - Abstract
Early childhood programs promote language play opportunities due to the well-documented positive influences on cognition, language, and literacy development. This qualitative investigation explores language play through the form of signed rhyme and rhythm among young deaf children. Teachers specializing in deaf education within an early childhood program were interviewed to assess their knowledge and implementation of signed rhyme and rhythm in their pedagogical practices. The results reveal that despite recognizing numerous advantages and deeming signed rhyme and rhythm as essential for deaf children's development, these teachers perceive themselves as lacking adequate knowledge and preparation to effectively incorporate this approach in their classrooms. To address this gap, professional development opportunities should be provided to develop knowledge and confidence in teachers, empowering them to effectively implement signed rhyme and rhythm with deaf children. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
30. Políticas Públicas de Inclusão e Capacitação do Profissional de Libras na Educação Básica.
- Author
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Barbosa da Silva, Espedita Micaelle and Gomes da Rocha Santos, Juliana Iraci
- Subjects
- *
LEGAL history , *SCHOOL environment , *COMMUNICATION in law , *TEACHER qualifications , *GOVERNMENT policy , *BILINGUAL education - Abstract
This is qualitative research using bibliographical reviews, articles, books and website regarding public policies for inclusion and training of Libras professionals (teacher, interpreter and AEE specialist) in regular education. This research begins with the historical context of deaf education in Brazil, seeking to understand its origins. Also bringing advances in laws with all the struggles and resistance, the education of the deaf gained a new stage in history with the legalization of law no. 10,436/2002, which recognizes Libras as a legal means of communication between the Brazilian deaf community, and the decree no. 5,626 - which modifies the existing educational reality, which required bilingual schools. Giving a greater face to professional qualification, pedagogical resources, and the appropriate school environment for the best qualification of these students. This research supports the need to guarantee and ensure the rights of the deaf community, pointing out the difficulties and existing public policies that ensure rights, through the LDB (Law of guidelines and bases of national education.), seeking to bring the importance of the professional and from the Libra interpreter to Brazilian education and the difficulties that decent people face when working in the classroom. With everything, it was possible to analyze the need for greater qualification for Libras professionals, more investments in pedagogical subjects, more investments in structuring the school environment in which these students are inserted and more technological resources for the qualification of these students and teachers. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
31. An analysis of how metalinguistic terms are realised in British sign language in the context of teaching English to deaf learners.
- Author
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Aldersson, Russell
- Subjects
PHONOLOGICAL awareness ,TEACHING methods ,MULTILINGUALISM ,SIGN language ,INTERVIEWING ,LEARNING strategies ,CONCEPTUAL structures ,ENGLISH as a foreign language ,INTERPROFESSIONAL relations ,EDUCATION of the deaf ,DATA analysis software - Abstract
To date, there has been no investigation into how metalinguistic terms, pertaining to English language teaching, are expressed in British Sign Language (BSL). This preliminary study explored how these terms are realised in BSL with the relevant professional community. The investigation was underpinned by translanguaging as a theoretical framework and positioned as practitioner research. It was a collaborative enquiry and structured in two phases. The first involved an initial round of interviews and a targeted elicitation task using an English word list of 87 metalinguistic terms. How participants expressed the terms in BSL were recorded and analysed using ELAN, a multi-media annotation software. These articulations were recreated by two deaf presenters for the purposes of anonymously sharing the data with the participants for the second phase of the study that sought their reflections. The data evidenced considerable linguistic variation and motivation regarding articulation. Variants evidenced strong visually motivated form-meaning mapping (iconicity and transparency), while a minority were more arbitrary in nature. Some demonstrated borrowing from English, through fingerspelling, loan translations and mouthing. Others provided evidence of semantic change (broadening) by using signs from other contexts or by using multiple signs that served as an explanation of the meaning. Quite a number evidenced multiple features and motivations. The study concludes there is a lack of consensus and a dearth of established signs for terms referred to in the English language classroom. It is proposed that further research and collaboration are needed with the goal of developing a glossary of signs. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
32. Slovenski znakovni jezik skozi čas.
- Author
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Kulovec, Marjetka
- Abstract
Copyright of School Chronicle / Šolska Kronika is the property of Slovenski Solski Muzej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
33. Considerations for practitioners using applied behavior analysis therapy with autistic deaf/hard of hearing clients.
- Author
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Edmier, Kathleen, Kazee, Amanda, and Yosick, Rachel
- Subjects
- *
DIAGNOSIS of autism , *DIAGNOSIS of deafness , *HEARING disorder diagnosis , *TREATMENT of autism , *PROFESSIONAL practice , *HEALTH services accessibility , *COMMUNICATIVE competence , *BEHAVIOR therapy , *SIGN language , *EVIDENCE-based medicine , *ABILITY , *TRAINING , *TREATMENT effectiveness , *VERBAL behavior , *EDUCATION of the deaf , *CHILDREN - Abstract
There is scarce research on adapting evidence‐based practices, such as Applied Behavior Analysis (ABA)‐based therapy, for Deaf/Hard of Hearing (DHH) children diagnosed with autism spectrum disorder (ASD). The current case involved delivering intensive ABA‐based intervention for improving communication skills to a 5‐year‐old child, Lilly, with dual diagnoses of DHH and ASD. Teaching procedures were modified to include consideration of deaf cultural norms, incorporation of American Sign Language (ASL)‐specific instructional procedures, and consultation with an ASL interpreter within all intervention sessions. Outcome data measured by the Verbal Behavior Milestones Assessment and Placement Program (VB‐MAPP) reflected rapid skill acquisition across multiple verbal operants within a 7‐month admission. Recommendations on how to deliver intensive ABA‐based intervention services to children with dual diagnoses of DHH and ASD are provided for further research and discussion. Utilizing modified behavior analytic procedures can provide increased access to needed services for this population. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
34. Empowering Deaf Learners: The Promise of Sign Language MOOCs.
- Author
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Escudeiro, Paula and Gouveia, Márcia Campos
- Subjects
DEAF students ,MASSIVE open online courses ,SIGN language ,EDUCATION of the deaf ,DIGITAL learning - Abstract
In the realm of education, deaf students face significant communication barriers that limit their integration and success within intellectual communities. Due to the use of distinct mother languages, a communication gap arises between deaf and non-deaf communities. This poses serious difficulties for deaf students, who communicate primarily in sign language and are unable to fluently read materials written in spoken language. As most didactic materials in higher education are available exclusively in spoken languages, this further limits the opportunities and chances for deaf students to succeed. While technological advancements have made it possible to create tools and services that translate between spoken and sign languages, they are often expensive and not widely available in educational settings. The proposal is a pedagogical model that seeks to overcome these obstacles and foster inclusivity by offering deaf students access to educational resources in their mother language -- sign language. This is accomplished using Massive Online Open Courses (MOOCs) paired with automatic sign language translation technology. To demonstrate this model's effectiveness, a digital literacy course for schoolteachers was developed and evaluated within a group of users, including deaf students. The paper discusses the state-of-the-art of digital educational content available to the deaf, the process of translating digital learning materials into sign languages, the specifications needed to structure educational content for the deaf, and an example of the development methodology for creating multilingual learning objects for the deaf. The evaluation results indicate that MOOC is inclusive and positively impacts deaf students' learning outcomes. The proposed pedagogical model has significant implications for improving access to education and promoting inclusivity for deaf students worldwide. By utilizing technological advancements and creating inclusive digital educational materials, it is possible to bridge the communication gap between deaf and non-deaf individuals, thereby enabling deaf students to acquire, expand, and improve their knowledge in various subjects. [ABSTRACT FROM AUTHOR]
- Published
- 2023
35. Assessing Lexical and Syntactic Comprehension in Deaf Signing Adults.
- Author
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Zorzi, Giorgia, Aristodemo, Valentina, Giustolisi, Beatrice, Hauser, Charlotte, Donati, Caterina, and Cecchetto, Carlo
- Subjects
PHONOLOGICAL awareness ,STATISTICAL reliability ,DEAFNESS ,RESEARCH methodology evaluation ,SIGN language ,LANGUAGE acquisition ,DESCRIPTIVE statistics ,RESEARCH funding ,EDUCATION of the deaf ,DATA analysis software ,LANGUAGE disorders ,ADULTS - Abstract
Among the existing sign language assessment tools, only a small number can be used in clinical settings. This contribution aims at presenting three comprehension assessment tests (two lexical and one syntactic) that offer a solid basis to build tools to assess language impairments in deaf signing adults. We provide the material and guidelines, based on psychometric analyses of the items, to make these tests suitable for clinical assessment. They are available for French Sign Language and Italian Sign Language. So far, the three tests were administered to three groups of deaf participants based on age of exposure (AoE) to sign language: native (AoE from birth), early (AoE = from 1 to 5 years), and late (AoE = from 6 to 15 years) signers. The results showed that the three tests are easy for the typical deaf signing population, and therefore, they can be adapted into tests that assess a deaf signing population with language impairments. Moreover, the results of the syntactic test reveal a categorial difference between native and non-native signers and therefore show the need for baselines that mirror the effect of AoE to sign language when assessing language competence, in particular in clinical assessment. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
36. Reading comprehension strategies used by Chilean deaf adults. A think-aloud study.
- Author
-
Lissi, María Rosa, González, Maribel, Escobar, Verónica, Vergara, Martín, Villavicencio, Camila, and Sebastián, Christian
- Subjects
TEACHER-student relationships ,HIGH schools ,READABILITY (Literary style) ,STRATEGIC planning ,DEAFNESS ,MOTIVATION (Psychology) ,COGNITION ,INTERVIEWING ,QUALITATIVE research ,ACHIEVEMENT tests ,UNIVERSITIES & colleges ,RESEARCH funding ,EDUCATION of the deaf ,ELEMENTARY schools ,CHILEANS - Abstract
This qualitative study aimed to identify and analyse reading comprehension strategies used by five deaf adults, 22–47 years old, who were close to complete or had already completed their studies at a higher education institution. The method chosen was a partial replication of the one used by Banner and Wang (2011) in their think-aloud study to describe cognitive and metacognitive reading comprehension strategies use among deaf students and adults. The present study included similar interview questions and think-aloud procedures, which were conducted by a deaf teacher, native user of Chilean Sign Language (LSCh). Participants read informational texts and were interrupted three times during the reading task to answer questions about their cognitive and metacognitive processes. Results showed that these deaf adults can use strategies from all the categories identified by Pressley and Afflerbach (1995): constructing meaning, monitoring and improving comprehension, and evaluating comprehension. Some strategies described in the study from Banner and Wang were observed only in individual cases, and some of them were not used at all. The deaf participants of this study also used some strategies that were not included in some previous studies. Since very few deaf adults in Chile have completed higher education, the information provided by this study could be useful in guiding interventions aimed to improve reading comprehension in elementary, high school, and college DHH students. The relevance of early experiences with reading, and motivational factors associated to reading achievement are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
37. A Systematic Review and Meta-Analysis of Vocabulary Interventions for Deaf/Hard of Hearing Children and Adolescents.
- Author
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Aldemir, Hülya, Solís-Campos, Adrián, Saldaña, David, and Rodríguez-Ortiz, Isabel R.
- Subjects
- *
ONLINE information services , *PSYCHOLOGY information storage & retrieval systems , *META-analysis , *CONFIDENCE intervals , *DEAFNESS , *SYSTEMATIC reviews , *LANGUAGE acquisition , *COMPARATIVE studies , *VOCABULARY , *HEARING disorders , *DESCRIPTIVE statistics , *RESEARCH funding , *EDUCATION of the deaf , *MEDLINE , *DATA analysis software , *EDUCATIONAL outcomes , *ERIC (Information retrieval system) , *ADOLESCENCE - Abstract
Purpose: The development of vocabulary size in deaf/hard of hearing (DHH) children and adolescents can be delayed compared to their peers due to lack of access to early language input. Complementary vocabulary interventions are reported in the literature. Our aim is to evaluate the effectiveness of intervention methods for their vocabulary improvement. Method: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, we searched five databases for peer-reviewed journal articles in English, published between 2000 and 2022 (inclusive), reporting vocabulary interventions for 2- to 18-year-old DHH children and adolescents without comorbidities. We conducted separate meta-analyses using a random-effects model on receptive oral vocabulary, expressive oral vocabulary, and signed vocabulary. We assessed the methodological quality of each paper. This review is preregistered in PROSPERO (International Prospective Register of Systematic Reviews) with ID CRD42021243479. Results: We included 25 group studies in this review out of 1,724 identified records. The quality assessment of the studies revealed risk of bias ranging from some concerns to high risk. Experimental vocabulary instruction produced improvement in receptive oral vocabulary (Hedges’s g = 1.08, 95% CI [0.25, 1.90], I2 = 93.46, p = .01), expressive oral vocabulary (Hedges’s g = 1.00, 95% CI [0.18, 1.83], I2 = 96.37, p = .02), and signed vocabulary (Hedges’s g = 1.88, 95% CI [1.09, 2.66], I2 = 96.01, p < .001) in the experimental groups. Written vocabulary and general vocabulary skills are also reported as a synthesis of results. Conclusions: Multisensory and multimodal explicit vocabulary instruction for DHH children and adolescents is helpful in improving vocabulary acquisition with respect to baseline levels. However, its effectiveness must be carefully interpreted due to the lack of proper control groups and details on treatment as usual reported in the studies. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
38. The science of reading and deaf education.
- Author
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Gabriel, Rachael
- Subjects
READING ,SCHOOL environment ,PHONOLOGICAL awareness ,NEUROSCIENCES ,EDUCATION of the deaf ,CURRICULUM planning ,HEARING disorders ,SPECIAL education ,SIGN language ,LANGUAGE acquisition - Abstract
The article discusses the Science of Reading (SoR) and the literacy development of deaf and hard of hearing (DHH) people. Topics include distinct meanings of the SoR in popular media and legislation, different ways that SoR is used across society, and ways SoR has shaped policy and pratice over the past five years .
- Published
- 2024
- Full Text
- View/download PDF
39. Deaf and Hard of Hearing Multilingual Learners.
- Author
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Amadi, Chidinma, Cannon, Joanna, and Guardino, Caroline
- Subjects
SCHOOL environment ,DIVERSITY training programs ,INTERPROFESSIONAL relations ,STUDENTS with disabilities ,MULTILINGUALISM ,DEAFNESS ,EDUCATION of the deaf ,HEARING disorders ,SPECIAL education ,NEEDS assessment ,PSYCHOSOCIAL factors ,SIGN language ,CULTURAL pluralism ,LANGUAGE acquisition ,ACCESS to information - Abstract
The article focuses on multilingual d/Deaf and hard of hearing (d/Dhh) learners (DML), individuals whose home language differs from the dominant spoken or signed language. Topics include the schooling environments and language acquisition processes being experienced by these students, the need for teacher preparation programs to incorporate culturally and linguistically responsive teaching practices into the curriculum, and recommendations highlighted in the literature research on DMLs.
- Published
- 2024
- Full Text
- View/download PDF
40. Reflections From the Pandemic: Lessons Learned.
- Author
-
Probert, Blake, Neild, Raschelle, and Graham, Patrick
- Subjects
- *
ONLINE education , *TEACHING methods , *HEALTH occupations students , *SERIAL publications , *SCHOOL administrators , *LEARNING strategies , *TEACHERS , *EDUCATION of the deaf , *COVID-19 pandemic , *PARENTS , *DIFFUSION of innovations , *REFLECTION (Philosophy) - Abstract
During the COVID-19 pandemic, many children experienced multiple challenges while transitioning from traditional to online schooling. Teachers, administrators, and parents were expected to work together to provide students an optimal educational experience through those turbulent times. This experience generated new insights into how to teach deaf and hard of hearing (DHH) students and assess their knowledge. New tools were invented and used during the pandemic, and though teachers and students are slowly returning to traditional learning environments, educators now know that alternative forms of teaching and learning exist. We acknowledge the ways teachers, administrators, and parents can innovate and bring new knowledge to the table. The present article introduces an American Annals of the Deaf Special Issue that offers further research and discussion in the event that another, comparable challenge occurs. Multiple issues must be considered in DHH education, from academic rigor to social-emotional wellness. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
41. Through the Looking Glass: Perceptions About Virtual Visits From Deaf Mentors in the SKI-HI Network.
- Author
-
Pittman, Paula and Crace, Jodee S.
- Subjects
- *
TREATMENT of deafness , *TREATMENT of hearing disorders , *ONLINE education , *TELEREHABILITATION , *COVID-19 , *WORK , *MULTILINGUALISM , *SIGN language , *MENTORING , *FAMILY health , *CREATIVE ability , *MEDICAL personnel , *INTERNET access , *PATIENTS' families , *EXPERIENTIAL learning , *TEACHING aids , *ACCESS to information , *EDUCATION of the deaf , *STAY-at-home orders , *EARLY medical intervention , *FAMILY services , *CHILDREN - Abstract
The SKI-HI Deaf Mentor Program is an early intervention model that supports families in creating an effective bilingual environment (American Sign Language [ASL]/English) with their deaf or hard of hearing child. The program can be adopted and implemented in any state. A Deaf Mentor is a deaf or hard of hearing adult specifically trained to engage with and teach families ASL using the Deaf Mentor Curriculum Manual. The program and materials were created for face-to-face delivery to families in home settings. When COVID-19 lockdowns and stay-at-home orders went into place in March 2020, Deaf Mentors had to think creatively to provide services to families virtually. This created a variety of challenges as well as new learning opportunities. The authors discuss both the challenges and positive experiences shared by Deaf Mentors about shifting family services to a virtual platform. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
42. Deaf Education Teachers and Online Instruction: Ensuring Equity in Instructional Activities and Collaboration.
- Author
-
Graham, Patrick, Neild, Raschelle, and Kenyon, Kit
- Subjects
- *
TEACHER education , *SCHOOL environment , *INTERPROFESSIONAL relations , *MENTAL health , *TEACHING methods , *LEARNING , *EDUCATIONAL technology , *EDUCATION of the deaf , *ONLINE education , *COMPUTER assisted instruction , *LEARNING strategies , *SPECIAL education , *INTERPERSONAL relations , *HEALTH education , *COVID-19 pandemic , *CRITICAL thinking , *SOCIALIZATION - Abstract
The changes brought about by the COVID-19 pandemic resulted in more virtual instruction in schools. Teachers experienced multiple new challenges while moving online. As Fleming (2020) notes, "Unlike developing a whole-class lesson plan online, special education teachers are now tasked with developing unique plans for every student that align with their IEPs [individualized education programs], as required by federal mandate" (p. 1). In the present article, we consider how to best incorporate active learning, engagement, and critical thinking into an online learning environment while supporting language and social development for all students. Alexander (2020) notes the importance of socialization, observing that the loss of face-to-face interactions decreases students' confidence and affects their mental health. We also consider how to meaningfully incorporate social interaction, engagement, and active learning to support deaf and hard of hearing students in developing a sense of classroom and school community. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
43. Universal Design for Learning Supports Distance Learning for Deaf Students.
- Author
-
Taylor, Katie and Yuknis, Christina
- Subjects
- *
DEAFNESS & psychology , *UNIVERSAL design , *SPECIAL education , *TEACHING methods , *HEALTH services accessibility , *MAINSTREAMING in special education , *LEARNING strategies , *HEARING disorders , *SCHOOLS , *ASSISTIVE technology , *EDUCATION of the deaf , *ALTERNATIVE education - Abstract
When the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered and used for the distance learning formats. In the present article, we provide an overview of the challenges schools faced in the quick move to distance learning, present the principles of Universal Design for Learning (UDL), and give some examples of ways in which UDL can benefit students who are deaf in distance learning. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
44. Is the Window of Learning Only Cracked Open? Parents' Perspectives on Virtual Learning for Deaf and Hard of Hearing Students.
- Author
-
Alford, Andrea D., Bencak, Jamie M., Tucker, Erich A., Williams Jr., Douglas C., Courson, Frances F., Buchanan, Beverly J., Greene, Ashley N., and Clark, M. Diane
- Subjects
- *
STATISTICAL correlation , *SATISFACTION , *STATISTICAL sampling , *PARENT attitudes , *DESCRIPTIVE statistics , *SURVEYS , *STUDENTS , *EDUCATION of the deaf , *ONLINE education , *RESEARCH , *DATA analysis software , *COVID-19 pandemic - Abstract
During the COVID-19 pandemic, parents quickly assumed the role of teachers to support their children's learning at home. Deaf and hard of hearing (DHH) students often rely on additional accommodations to access their education. The authors investigated the perspectives of 40 parents of K–12 DHH students on the use of virtual learning during the pandemic. An electronic survey was distributed through Qualtrics to gain an understanding of the new learning environment of remote instruction. The participants' responses revealed that they felt that challenges occurred in the areas of time management, language access, technology, motivation, and children's ability to function independently. The respondents were almost evenly split between satisfaction and dissatisfaction with their child's overall educational experience during the pandemic. The results indicated that degree of access significantly influenced the children's experiences of education in virtual learning settings. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
45. The Abrupt Transition to Online Learning: Multiple Perspectives.
- Author
-
Probert, Blake, Neild, Raschelle, and Graham, Patrick
- Subjects
- *
ONLINE education , *COMPUTER simulation , *SCHOOL environment , *SPECIAL education , *TEACHING methods , *DEAFNESS , *COMPUTER assisted instruction , *COLLEGE teacher attitudes , *FAMILIES , *SCHOOL administrators , *STUDENTS with disabilities , *LEARNING strategies , *INTERNET access , *EXPERIENCE , *SOCIAL context , *HUMAN services programs , *PSYCHOSOCIAL factors , *STUDENTS , *HEARING disorders , *INTELLECT , *EDUCATIONAL technology , *EDUCATION of the deaf , *STUDENT attitudes , *POLICY sciences , *COVID-19 pandemic , *EARLY medical intervention - Abstract
Transitioning to virtual learning environments during the COVID-19 pandemic made the numerous obstacles faced by deaf and hard of hearing students more apparent, and created new challenges for all involved. From this experience, much knowledge was gained that can continue to be implemented and researched to provide better access and accommodations for ongoing online education. In the present article, we introduce an American Annals of the Deaf Special Issue whose contributing authors offer a response to the challenges experienced by deaf education researchers, administrators, policymakers, faculty, and other educators in areas ranging from early childhood to higher education, as well as students and families, because of the abrupt transition to virtual learning. This Special Issue provides perspectives, strategies, and scenarios that can enhance deaf education across age and grade ranges and augment the research and literature base of online learning in deaf education. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
46. Early grammar‐building in French‐speaking deaf children with cochlear implants: A follow‐up corpus study.
- Author
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Le Normand, Marie‐Thérèse and Thai‐Van, Hung
- Subjects
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COCHLEAR implants , *STRUCTURAL equation modeling , *ANALYSIS of variance , *MULTIVARIATE analysis , *COMPARATIVE grammar , *SPEECH evaluation , *REGRESSION analysis , *LANGUAGE acquisition , *COMPARATIVE studies , *SOCIOECONOMIC factors , *FACTOR analysis , *RESEARCH funding , *EDUCATION of the deaf , *EARLY medical intervention - Abstract
Background: One of the most consistent findings reported in the paediatric cochlear implant (CI) literature is the heterogeneity of language performance observed more in grammatical morphology than in lexicon or pragmatics. As most of the corpus studies addressing these issues have been conducted in English, it is unclear whether their results can be generalized to other languages. In particular, little is known about languages known for their grammatical complexity, such as French. Aims: The aim of this corpus study was to compare the productive use of function words (FWs) and some agreement features (AGRs) in children with CIs and children with typical development (TD) matched for mean length of utterance in words (MLUwords), a general index of grammatical complexity, and auditory experience, as measured by hearing age (HA) and chronological age (CA), respectively. Methods & Procedures: Natural speech samples from 116 monolingual French‐speaking children, including 40 children with CIs followed longitudinally and 76 TD children, were collected. FWs and AGRs were analysed using a Part of Speech Tagger (POS‐T) from the Child Language Data Exchange System (CHILDES). Outcomes & Results: The two groups differed by 3 years for HA and CA. No effect of family socio‐economic status (SES) was found in the CI group. Stepwise regression analyses showed that the two groups did not share the same predictors of MLUwords: plurals and determiners predicted MLUwords in children with CIs, at 2 and 3 years of HA, whereas feminine markers and subject‐pronouns were found to best predict MLUwords in TD children at 2 and 3 years of CA. Structural equation models (SEMs), a combination of confirmatory factor analysis (CFA) and path analysis, yielded a different hierarchical structure of grammatical relations (GRs). Selective difficulties affecting verbal clitics and other pronominal forms were found specifically in the CI group (object‐pronouns, reflexive, relative and past participles). Dependency grammar analysis confirmed these contrasting developmental profiles in multiword utterances, such as preposition/nouns, subject/verbs, and verb/determiner/nouns. Conclusions & Implications: Atypical grammatical patterns in children with CIs reflect a specific architecture of syntactic dependencies of FWs underpinning morphological complexity and syntactic connectivity. Clinical implications are discussed for assessment and intervention planning. What This Paper Adds: What is already known on this subject: The productive use of FWs has been identified as a particular area of weakness in children with CIs compared with TD children. In addition, heterogenous grammatical performance has often been found after 1–3 years of CI use, regardless of demographic factors such as age at implantation, duration of deafness or SES. What this paper adds to existing knowledge: Assessing the early building of FWs and AGRs in children with CIs helps to understand the syntactic complexity and hierarchical structure of their language. Since most corpus studies on grammatical morphology have been conducted in English, it is not clear whether their difficulties can be generalized to other languages. The French language has a system of FWs and inflections that determine the morphophonological properties of nominal and verbal forms. Early grammar learning in children with CIs born with profound deafness were compared with the two groups of TD children matched both for duration of auditory experience (i.e., HA of CI children, CA of TD children) and for MLUwords. We found a similar profile between groups at 2 years but not at 3 years for HA and CA. The two groups do not share the same predictors of MLUwords: namely, plurals and determiners for CI children versus feminine markers and subject pronouns for TD children. They show a different syntactic organization of GRs. Children with CIs struggle with selective difficulties affecting verbal clitics and pronominal forms (object‐pronouns, reflexive, relative and past participles). Consistent with theories of morphophonological richness and syntactic connectivity, our results support the distributional learning hypothesis of language acquisition that infants and toddlers are sensitive to FWs and AGRs at an early age. Specific components of syntactic organization are disrupted in children with CIs. What are the potential or actual clinical implications of this work?: This work has potential clinical implications because it unravels the limitations of morphophonological processing in children with CIs. Its results highlight a specific difficulty in learning FWs and AGRs in a verbal inflectional morphology context. [ABSTRACT FROM AUTHOR]
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- 2023
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47. DEMOGRAPHICS IN THE FORMATION OF LANGUAGE COMMUNITIES AND IN THE EMERGENCE OF LANGUAGES: THE EARLY YEARS OF ASL IN NEW ENGLAND.
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Power, Justin M. and Meier, Richard P.
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HISTORICAL linguistics , *LINGUISTIC change , *AMERICAN Sign Language , *EDUCATION of the deaf , *SOCIOLINGUISTICS - Abstract
How may the structure of a new linguistic community shape language emergence and change? The 1817 founding of the US’s first enduring school for the deaf, the American School for the Deaf (ASD) in Hartford, Connecticut, heralded profound changes in the lives of deaf North Americans. We report the demographics of the early signing community at ASD through quantitative analyses of the 1,700 students who attended the school during its first fifty years. The majority were adolescents, with adults also well represented. Prior to 1845, children under age eight were absent. We consider two groups of students who may have made important linguistic contributions to this early signing community: students with deaf relatives and students from Martha’s Vineyard. We conclude that adolescents played a crucial role in forming the New England signing community. Young children may have pushed the emergence of ASL, but likely did so at home in deaf families, not at ASD. [ABSTRACT FROM AUTHOR]
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- 2023
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48. Supporting the development of scientific enquiry and conceptual understanding in science with deaf and typically hearing preschool children through a home-based science intervention.
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Jones, Lindsey, Chilton, Helen, and Theakston, Anna
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HOME environment ,PILOT projects ,STATISTICS ,CAREGIVERS ,ANALYSIS of variance ,COMMUNICATIVE competence ,INTERNET ,COGNITION ,CHILDREN with disabilities ,MEDICAL care ,ABILITY ,TRAINING ,RANDOMIZED controlled trials ,LANGUAGE acquisition ,T-test (Statistics) ,RESEARCH funding ,EDUCATION of the deaf ,STATISTICAL sampling ,DATA analysis ,SCIENCE ,EDUCATIONAL outcomes ,EARLY medical intervention ,CHILDREN - Abstract
The study sought to determine the effects of a pilot home-based science intervention on deaf and typically hearing children's conceptual understanding of science and their abilities to reason about and communicate their understanding (scientific enquiry skills). Data show that by age 5 years a science attainment gap exists between deaf children and those typically hearing yet early interventions with deaf children typically neglect the development of science. We created an intervention to support caregivers (N = 17) to incorporate the language of science into their daily routines. Participants were placed into a control or intervention group; within each group were caregivers of deaf and typically hearing children. Over a period of 13 months, caregivers completed five assessments (each at two different time points); four on their child's understanding of concepts and one on their developing scientific enquiry skills. All caregivers, irrespective of group, reported positive gains in their child's conceptual understanding. Caregivers of deaf children reported greater gains in scientific enquiry skills than those of typically hearing children. This offers preliminary evidence to suggest that longer-term interventions may provide an opportunity to narrow the attainment gap between deaf and typically hearing children. [ABSTRACT FROM AUTHOR]
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- 2023
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49. University and College Programs for Personnel in Deafness.
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EDUCATION of college teachers , *ALLIED health education , *INFORMATION resources , *UNIVERSITIES & colleges , *EDUCATION of the deaf , *DEAF-blind disorders , *HEALTH facility translating services , *TEACHER development - Published
- 2023
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50. Educational Programs for Deaf Students.
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SPECIAL education schools , *UNDERGRADUATE programs , *INFORMATION resources , *EDUCATION of the deaf - Published
- 2023
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