Social competence of deaf and hard-of-hearing children
In: Professional perspectives on deafness: evidence and applications
6 Ergebnisse
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In: Professional perspectives on deafness: evidence and applications
In: American annals of the deaf: AAD, Band 127, Heft 1, S. 18-25
ISSN: 1543-0375
The study examined social interaction of partially mainstreamed children with their hearing and hearing-impaired peers. It was found that hearing-impaired children interacted less frequently with peers and more frequently with teachers than did hearing children. Hearing-impaired students interacted more frequently with hearing-impaired peers. Mode of communication did not appear to affect frequency of interaction. It was concluded that physical proximity was necessary but not a solely sufficient condition for interaction and that opportunities for social interaction between hearing and hearing-impaired students needed to be carefully planned by teachers.
In: American annals of the deaf: AAD, Band 146, Heft 4, S. 355-365
ISSN: 1543-0375
The roles of interpreters in an inclusive classroom were examined through a qualitative, 3-year case study of three interpreters in an inclusive school. Interviews were conducted with interpreters, classroom teachers, special education teachers, and administrators. The interview data were supplemented with observations and field notes. Results indicate that in addition to sign interpreting between American Sign Language and speech, the interpreters clarified teacher directions, facilitated peer interaction, tutored the deaf children, and kept the teachers and special educators informed of the deaf children's progress. The interpreter/aides and the classroom teachers preferred this full-participant interpreter role, while the special educators and administrators preferred a translator role. Classroom teachers were more comfortable with full-time interpreters who knew the classroom routine, while the special educators and administrators feared that full-time interpreters fostered child and teacher dependence. These issues are discussed in terms of congruence with the Registry of Interpreters code of ethics and how integration of young children might be best facilitated.
In: American annals of the deaf: AAD, Band 156, Heft 1, S. 35-46
ISSN: 1543-0375
The purposes of the study were to obtain and analyze data on the need for, and desired characteristics of, faculty in deaf education at American institutions of higher education (IHEs), and to assess the present and projected status of doctoral-level teacher preparation programs in deaf education at American IHEs. Program directors and coordinators provided information on current and projected faculty openings, the number of active doctoral students, faculty research interests, program strengths, and needs in the field. Results indicated a pending shortage due to faculty retirements and a paucity of doctoral-level graduates. Most faculty listed literacy and language as a primary research interest as well as a program strength. The ability to generate new knowledge through research was found to be less desirable for future faculty than teaching ability. Suggestions for improving doctoral preparation and moving the field to evidence-based practices are provided.
In: Research and Practice for Persons with Severe Disabilities, Band 49, Heft 2, S. 71-87
ISSN: 2169-2408
Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students' perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants' employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant's employment, education, and social goals. Implications for practice and research and study limitations are described.
In: American annals of the deaf: AAD, Band 160, Heft 5, S. 440-452
ISSN: 1543-0375
T he field of education of deaf and hard of hearing (DHH) students has a paucity of evidence-based practices (EBPs) to guide instruction. The authors discussed how the research methodology of single-case design (SCD) can be used to build EBPs through direct and systematic replication of studies. An overview of SCD research methods is presented, including an explanation of how internal and external validity issues are addressed, and why SCD is appropriate for intervention research with DHH children. The authors then examine the SCD research in the field according to quality indicators (QIs; at the individual level and as a body of evidence) to determine the existing evidence base. Finally, future replication areas are recommended to fill the gaps in SCD research with students who are DHH in order to add to the evidence base in the field.