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PubMed1984

After early identification--what follows? A study of some aspects of deaf education from an otolaryngological viewpoint.

Otolaryngologists have accepted their role in the early diagnosis of the deaf and hard of hearing child: however, the social implications and habilitative programs embarked upon may often be regarded as unrelated to the practice of otolaryngology. The otolaryngologist is a key member of the team responsible for early detection and diagnosis, and he must become as involved with the available educational programs as are the other highly qualified competent individuals bringing expertise to the problem. The reason for emphasizing this area is that the otolaryngologist has witnessed a number of a major expansions in knowledge which have occurred in the past 15 years. These include: 1. Early identification of deafness through screening programs. 2. Early diagnosis through peripheral and brain stem evoked response audiometry. 3. Improvement in amplification in hearing aids. 4. Earlier placement in educational programs, many of which have been the center of controversy, particularly in the past 15 years. 5. Emphasis on continued research and development of programs such as the Cochlear Implant. A historical review of deaf education is presented together with an evaluation of the various claims made by the supporters of the auditory-oral vs. total communication techniques. No totally convincing argument for either system can be advanced. There is considerable doubt that the tri-stimulus, or total communication approach to teaching of the deaf, has any superiority over the auditory-oral approach. There are failures with both philosophies and the "deaf voice" is a stigma often associated with either system's graduates. A 13-year follow-up case study is presented in which the child was enrolled in an auditory-oral program. Comments are made as the child was followed through home training to preschool and on to complete integration in the regular school system. The implications of such a study for the Otolaryngologist, particularly with regard to early identification in order to avoid linguistic delay, are outlined.

Achievement↗
PubMed1992

Use of a multichannel cochlear implant in the congenitally and prelingually deaf population.

Fourteen children and three adults, each congenitally and prelinguistically deaf, received the Nucleus multichannel implant. All underwent extensive evaluations and rehabilitation. The surgery was uneventful, and no patients have been lost to follow-up. Results have shown a significant increase in auditory and speech reception and perception skills in all children. Some children have open-set speech recognition using the prosthesis alone. The adults have shown an increased awareness of sound along with minimal improvement in perceptual skills. This supports the concept that early implantation of congenitally and prelinguistically deaf individuals results in improved performance.

Adult↗
PubMed1994

Hearing research career development for deaf students.

One goal of the Americans with Disabilities Act is to enhance access to career opportunities for individuals with hearing loss. Hearing-impaired professionals are woefully underrepresented among the cadre of scientists currently involved in hearing and deafness research. Information was obtained by questionnaire from 190 consecutive attendees (13 through 17 years of age) at a summer program for gifted hearing-impaired adolescents regarding career goals, attitudes toward academic and extracurricular activities, educational placement, primary communication modality, and parental hearing status. A follow-up questionnaire completed by 80 of these youth, presently attending college, provided comparison data regarding type of college attended and academic major. Males were significantly more likely to select majors in mathematics and science-related disciplines. The percentage of college attendees majoring in the sciences was much lower than the percentage of high school students who aspired to a scientific career. Strategies for attracting qualified hearing-impaired students into science majors should include educational efforts directed at students, parents, and academic advisors.

Adolescent↗
PubMed1980

Between worlds: the problems of deafened adults.

The problems of deafened adults have been largely ignored in social work literature. Deafened people have lost all usable hearing as adults. Their problems are different from those of people who were born deaf or who have become hard of hearing. Social workers need to have special understanding of deafened people's problems in communication, social functioning, and in their feelings about themselves.

Adolescent↗
PubMed1994

Educational interpreting and teacher preparation. An interdisciplinary model.

Educational interpreting remains the fastest growing area in the field of interpreting largely due to the Individual with Disabilities Education Act and the Americans with Disabilities Act. The United States Department of Education, Personal Preparation and Special Topics, has awarded grants to a number of organizations, agencies, colleges and universities to establish preparation programs for educational interpreters. This article describes how resources, namely the curriculum, extant in a teacher preparation program in deafness are used in establishing a four year preparation program for educational interpreters leading to a Bachelor of Science degree. The interdisciplinary model outlined follows the curriculum recommendations of the Council on Education of the Deaf/Registry of Interpreters for the Deaf Ad Hoc Committee for Educational Interpreting.

Curriculum↗
PubMed1994

A case study in planning staff development. What do teachers really need?

Through individual interviews and small focus groups, teachers, support staff, parents, students and administrators participated in a training needs assessment (TNA). The purpose of the TNA was to seek information about actual or current performance of teachers signing skills, the optimal performance desired, feelings, causes of performance problems and possible solutions from a variety of perspectives. All TNA participants provided information about how the program may help to motivate, facilitate and enhance teachers' communication skills in the classroom. The use of the TNA was an effort to collaborate with teachers rather than criticize them for their level of signing skills. The case study demonstrated that staff development alone was not the remedy for performance problems and that other factors contributed to teacher performance.

Deafness↗
PubMed2004

Healthy families of children who are deaf.

Families provide the building blocks for the development of healthy, happy, competent children. The purpose of the present study was to identify and interview healthy families of children who were deaf. The researchers were interested in identifying factors that contribute to families' health as well as in collecting suggestions for other families with children who are deaf and for professionals in the field of deaf education. Nineteen families, all nominated by deaf education professionals, were interviewed. The interviews were transcribed and coded, and responses to each interview question were grouped under recurring themes. A summary of the results, limitations of the study, suggestions for future research, and recommendations for practice are provided.

Adolescent↗
PubMed2006

An examination of twenty literacy, science, and mathematics practices used to educate students who are deaf or hard of hearing.

The results of a multistep process to begin identifying best practices in deaf education are presented. To identify current practices, a survey was conducted of the literature, the Web sites of professional organizations, and states' education Web sites, which yielded a number of commonly discussed practices. Ten of the more highly cited practices in literacy instruction and 10 of the more highly cited practices in science and mathematics instruction were identified for additional scrutiny. Hundreds of articles were examined to identify research support for the 20 identified practices. Some practices had adequate research support; others had minimal support. The authors identify each of the 20 practices, describe the practice, present a summary of the literature that was examined, and rate the usefulness of the knowledge base relative to a "best practice" designation.

Education of Persons with Hearing Disabilities↗
PubMed1998

Development of text structure knowledge as assessed by spoken and signed retellings of a deaf second-grade student.

Encouraged by research documenting improved reading comprehension when the components of text structure are realized by students who are deaf or hard of hearing (e.g., Kluwin & Papalia, 1989; Schirmer & Bond, 1990), the researchers analyzed 28 texts retold by the same second-grade deaf child. Methodology provided for analysis of transcripts of the child's weekly text retellings across a Baseline Phase, Intervention Phase 1, and Intervention Phase 2 of data collection. Initially, stimulus for the retellings was provided by narrative and expository text in a second-grade basal reader adopted by the school and used by staff in the child's deaf education program, in keeping with the district's inclusion philosophy. During Intervention Phase 2, instructional-level stories were added and analyzed. Quality of adult mediation was manipulated during intervention. Improvements in the child's ability to include specific elements of text structure were documented over 9 months. A 12-month increase in reading ability and improved narrative ability (evidenced by school district curriculum-based assessment) were also documented.

Child↗
PubMed1999

The relationship between teacher sign skills and student evaluations of teacher capability.

This study examines the extent to which deaf students' perceptions of their teachers' effectiveness and ease of communication in the classroom are related to the teachers' sign skills. Thirty-three faculty, teaching a variety of courses at the National Technical Institute for the Deaf (NTID), were rated on "teaching effectiveness" and "communication ease" by their students over a 2-year period. Faculty sign proficiency was evaluated independently using the Sign Communication Proficiency Interview (SCPI). Results indicate a moderate relation between students' perceptions of communication ease and teaching effectiveness, and a weak relation of these two variables to the teachers' assessed level of sign skill. The data also show that the students could clearly differentiate three levels of teacher sign skill in the classroom. Results are discussed in relation to the component parts of effective communication from the perspective of students in the classroom.

Communication↗
PubMed2002

Assessing semantic-syntactic features of verbs from thirteen verb subsets.

There are three major classes of verbs: intransitive, transitive, and linking. These three types of verbs can be divided into 13 semantic-syntactic subsets. Verbs within each subset give rise to sentences that have similar syntactic form, albeit a form distinct from that of sentences associated with other subsets. Preliminary research found that more than 90% of sentences written by children or for children contain verbs from 1 of the 13 verb subsets. The sentence form associated with each verb subset might be viewed as a "sentence template" that operationally defines a fixed set of 13 underlying semantic-syntactic relationships essential to communication. A strategy for assessing a child's knowledge of verbs from each subset is described.

Deafness↗
PubMed1997

The use of signed English pictures to facilitate reading comprehension by deaf students.

Many deaf students have severe difficulty acquiring literacy and developing reading comprehension beyond an elementary school level. This difficulty apparently results from a combination of perceptual, communication, instructional, linguistic, and experiential deficits. Although some deaf students develop a degree of signed English proficiency, this does not necessarily translate into reading proficiency. Recent studies examining the possible association between signed English pictures and comprehension of printed text present some support for facilitation of students' word recognition in a format combining those two elements. Whether this format enhances comprehension remains unclear from previous studies. The present study, involving 16 severely or profoundly deaf students across two reading-proficiency groups, examined whether the use of signed English pictures in association with printed text enhances students' reading comprehension. The study found that comprehension was significantly enhanced by the use of signed English reading books, with poorer readers deriving greater benefit than better readers. Practical implications of the findings are discussed.

Adolescent↗
PubMed1997

Patterns of classroom discourse in an integrated, interpreted elementary school setting.

The purpose of this study was to describe the patterns of classroom discourse experienced by an integrated deaf child with full-time interpreting services in an elementary setting. The child was videotaped for 3 hours during classroom instructional time. The videotapes were analyzed to determine patterns of discourse between the child and the teacher and the child and the interpreter, as well as to gauge the deaf student's accessibility to teacher-class discourse. It was found that the deaf student interacted predominantly with the interpreter; in fact, this student received more direct instruction from the interpreter than from the teacher. The discourse to which the student was exposed was largely academic, rather than cultural or social. Findings are discussed in terms of the extent to which implicit classroom discourse and cultural knowledge were inaccessible to the deaf student.

Child↗
PubMed1997

Teachers' perceptions and actions in carrying out communication policies in a public school for the deaf.

The purpose of this study was to investigate teachers' opinions on school communication policies in a public school for the Deaf in Taipei, Taiwan. Specifically, the authors examined how teachers carried out communication policies, and examined possible discrepancies between teachers' perceptions of their communication methods and the methods they actually used in the classroom. Questionnaires were distributed to all 120 teachers at Taipei Municipal School for the Deaf. Thirteen of the 85 respondents were selected as subjects for personal interviews followed by direct classroom observation and videotaping. Sixteen deaf high school seniors at the school were interviewed concerning their opinions about the teachers' communication modes and abilities, and about the communication modes the students experienced.

Communication↗