Academic literature on the topic 'Career choices for hearing impaired'
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Journal articles on the topic "Career choices for hearing impaired"
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Kaya, Zehranur, Meltem Ozten Anay, Gokcen Abali, Guzin Karasu, and Cem Girgin. "Acquaintance with profession: Using internship as a tool for." Contemporary Educational Researches Journal 7, no. 3 (November 10, 2017): 134–43. http://dx.doi.org/10.18844/cerj.v7i3.2649.
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Vocational education is an important stage of one’s educational process and this multi-layered process prepares an individual to his/her future profession. It is underlined that in this process, a hearing-impaired individual has problems to plan and manage his/her career, due to many reasons, like; communication difficulties in workplaces and lack of recognition about hearing-impaired as a category of disability in work environments. Internship is one of the important opportunities to acquainted with profession and its effective use in vocational education of hearing-impaired students is significant. In this study, internship is handled as an integrated process which covers before, during, and after activities as a whole. The research aims at effective use of internship in familiarizing process of hearing-impaired senior students of Anadolu University, School for the Handicapped (SFH) with work places. The research was conducted as action research. For efficient use of internship process in SFH, some steps were defined targeting before, during and after periods of internship and various sub-activities were planned and applied for strengthening each step and for effective contribution of internship experience to vocational education. The research indicated that through the activities, performed in internship process, hearing-impaired students improved their career perceptions and they had attempt to recognise work environments. The research results are expected to provide a new perspective to teachers of hearing-impaired students and consultants, who is working for the formation of vocational education programs of hearing-impaired. And also it is thought that the results will provide huge motivation to hearing-impaired students in familiarizing process with profession.
Keywords: Hearing Impaired, action research, vocational education, special education, career planning.
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Rechitskaya, Ekaterina G., and Anastasia N. Kupreenko. "Career guidance for hearing impaired students: promising ways of development." Science and School, no. 5 (2021): 77–82. http://dx.doi.org/10.31862/1819-463x-2021-5-77-82.
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King, Suzanne. "Comparing Two Causal Models of Career Maturity for Hearing-Impaired Adolescents." American Annals of the Deaf 135, no. 1 (1990): 43–49. http://dx.doi.org/10.1353/aad.2012.0445.
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Wu, Jiaojiao, and Yuhan Xie. "THE EARLY INTERVENTION TENDENCY OF CHINESE CHILDREN WITH COCHLEAR IMPLANTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 222. http://dx.doi.org/10.17770/sie2016vol3.1430.
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From the change of adult unilateral cochlear implantation into young children even under the age of six implant cochlear, sequential bilateral cochlear implantation, which benefit by early hearing screening and technological development of cochlear implants. It is a worldwide trend that simultaneous bilateral cochlear implantation for hearing impaired children under the age of three. Cochlear implants bring changes of education opportunities and choices for children with hearing impairment. Family-centered postoperative early intervention is important, at the same time, hearing impaired children group characteristics tend to be diversified. A growing number of children with cochlear implants study in regular school, consequently, the number of deaf student is decreasing in deaf school. Regular school faces the challenge of lacking of professional teaching staff.
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Parasnis, Ila, Vincent J. Samar, and Kalyani Mandke. "Deaf Adults' Attitudes Toward Career Choices for Deaf and Hearing People in India." American Annals of the Deaf 141, no. 5 (1996): 333–39. http://dx.doi.org/10.1353/aad.2012.0239.
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Gunawan, Wawan, Yanty Wirza, and Nici Azhari Holik. "Textual construction of the hearing-impaired students’ recount texts: A case of students with special needs in writing to mean." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 526–37. http://dx.doi.org/10.17509/ijal.v10i2.28603.
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Being cohesive in writing for the hearing-impaired students is very crucial, serving as an alternative means of expressing ideas without using sign language in communicating with people in general. This study aims to analyze the textual structure of the hearing-impaired students’ recount texts to instantiate how they structure language in communication. This study focused on investigating the choice of theme and thematic progression patterns as an instantiation of making meanings among the hearing-impaired students as a minority group of students with special needs. The data were 36 recount texts of high and low achiever students collected from three educational levels: elementary, junior high, and senior high schools. Following a qualitative approach to data collection and analysis, this study relied on Systemic Functional Linguistics as the main conceptual framework for investigating types of theme and thematic progression patterns, and how these two elements showed the features of writing to mean among the hearing-impaired students. In terms of theme choices, the findings indicate that low achiever hearing-impaired students employed more marked themes with a lack of ability in writing to mean. In terms of thematic progression, theme reiteration pattern was the most frequently employed pattern, indicating a strong intention to the topic. The study informs that the textual description of the hearing-impaired students’ writings could help the teachers understand what and how to teach to improve their writing to mean.
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King, Suzanne. "Background and Family Variables in a Causal Model of Career Maturity: Comparing Hearing and Hearing-Impaired Adolescents." Career Development Quarterly 38, no. 3 (March 1990): 240–60. http://dx.doi.org/10.1002/j.2161-0045.1990.tb00386.x.
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Deslandes, S., and L. Burnip. "Choosing an Early Intervention Program for Hearing Impaired Children." Australasian Journal of Special Education 19, no. 2 (January 1995): 54–61. http://dx.doi.org/10.1017/s1030011200023460.
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Hearing parents of young children newly diagnosed with a hearing loss typically know little of this condition or how it can best be managed. Information and assistance is available through early intervention programs. However, these take a variety of forms and offer different, sometimes conflicting, philosophies. The selection of an early intervention program is an important choice and one which requires parents to collect and assimilate large amounts of information and opinion. This must be done during what is, for most, a highly traumatic period. It is generally accepted that parents should make the major choices for themselves and their children, rather than have them made for them by experts, but that this should be done in a collaborative manner. This requires that the relevant experts are able and willing to provide information and advice which is balanced, comprehensible, and appropriate to the needs and abilities of the parents - that is, information and advice which is helpful. This study surveyed parents who had been through the early intervention process to identify the sources from which they obtained their information, and their perceptions of the helpfulness of the information provided.
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Howze, Yvonne Simmons. "Increasing Visually Handicapped Students’ Awareness about Jobs." Journal of Visual Impairment & Blindness 79, no. 10 (December 1985): 473–74. http://dx.doi.org/10.1177/0145482x8507901013.
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Many visually handicapped students’ misconceptions and misinformation about jobs may result in disappointment when their idealized career images cannot be actualized. Professionals in the field, then, must seek to provide these youth with opportunities for examining a variety of occupations in an effective, but non-threatening manner. The project described in this article was one teacher's innovative attempt to involve ten visually impaired youth, enrolled in a public day school, in an activity which would assist them in making realistic career choices.
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Parasnis, Ila, James J. DeCaro, and Marie L. Raman. "Attitudes of Teachers and Parents in India Toward Career Choices for Deaf and Hearing People." American Annals of the Deaf 141, no. 4 (1996): 303–8. http://dx.doi.org/10.1353/aad.2012.0396.
Full textDissertations / Theses on the topic "Career choices for hearing impaired"
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Punch, Renee J., and n/a. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060608.124321.
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In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.
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Punch, Renee J. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366624.
Full textAbstract:
In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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King, Suzanne. "Modeling the career maturity of hearing and hearing-impaired adolescents." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/80294.
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The purpose of this study was to determine whether the career development process was the same for hearing-impaired and normally-hearing adolescents. Subjects included 71 deaf and 318 nonhandicapped adolescents and their parents. A literature-based causal model of career maturity (Model 1) was developed that was designed to explain career maturity in terms of background variables, family characteristics, and individual characteristics. The inclusion of these variables was based on family systems theory, social learning theory, and the empirical literature on the career maturity of nonhandicapped adolescents.
The regression of career maturity on the eight predictor variables in Model 1 explained about 20% of the variance in career maturity for the hearing group, and 28% for the deaf. Family cohesion was the strongest predictor of career maturity for both groups.
Despite several similar patterns of influence among the variables, a number of relationships among the variables differed for the two groups. Furthermore, differences were noted between the groups in terms of the total effects for some of the eight predictor variables such as age and achievement.
A second model was developed to describe the career development of the deaf. Model 2 included all of the variables in Model 1 as well as five additional variables specific to the experiences of the deaf. Model 2 explained 31% of the variance in the career maturity of the deaf subjects. The increase in variance explained was not great enough to be considered significant. The degree of the subject's hearing loss and the degree of mother-child communication were influential in describing the career development process for the deaf in Model 2.
The results suggest that there are similarities and differences in the development of career maturity for deaf and hearing adolescents. The process is more reliant upon background characteristics, such as age, for the hearing. For the deaf, family variables intervene to influence career maturity to a greater extent than for the hearing. For both groups, higher family cohesion scores were associated with greater career maturity. The inclusion of deaf-specific variables contributed to the explanatory power of the basic model, although not to a significant degree.Ph. D.
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Yin, Lin Wen, and 林玟吟. "A Study of Career Development among Hearing-impaired Students of the Vocational Program in High Schools for the Deaf." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/w6f7zd.
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碩士國立臺東大學
進修部暑期特教碩士班
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This study collected information from eight hearing-impaired students of the vocational program in high schools for the deaf, both by in-depth interview of the qualitative research and by semi-structural interview outlines. This aims to understand the experience on exploring career development among hearing-impaired students of the vocational program in high schools for the deaf, and to further investigate the obstacles on their paths. These were to provide the reference bases for the courses to consult and plan their careers of hearing-impaired students of the vocational program. The results of this study are as followings: 1. Hearing-impaired students of the vocational program in high schools for the deaf can perceive their own hearing-impaired problem but cannot completely receive this problem. 2. Hearing-impaired students of the vocational program in high schools for the deaf understand their own interests, but the areas of those interests are limited. 3. Hearing-impaired students of the vocational program in high schools for the deaf narrowly describe their own qualities. 4. Hearing-impaired students of the vocational program in high schools for the deaf understand their own capabilities, but they are capable of doing only household chores, schoolwork, and school activities. 5. Hearing-impaired students of the vocational program in high schools for the deaf realize the different ways of communicating with different people. 6. Hearing-impaired students of the vocational program in high schools for the deaf are lack of opportunities to make decisions before entering the stage of vocational high school. 7. The personal career development difficulties of Hearing-impaired students of the vocational program are: not having received their own impairment, earlier living experience limitation, narrow-minded understanding of their own qualities and capabilities, the need of sign language interpreter helping them communicate, the lack of opportunities to making decisions, and not knowing about the future. The environmental difficulties are: the negative realization of normal hearing people toward hearing impaired, the family financial difficulties, the insufficiency of career information, and the need of professionals helping them hunt jobs. Finally, based on the findings offer some suggestions for reference to the relevant units and teachers.
Books on the topic "Career choices for hearing impaired"
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Schwartz, Sue. Choices in deafness: A parents guide. Kensington, Md: Woodbine House, 1987.
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Sue, Schwartz, ed. Choices in deafness: A parents' guide to communication options. 3rd ed. Bethesda, MD: Woodbine House, 2007.
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Cronkite, Walter. D-Day: Eisenhower's return to Normandy. [New York]: Reader's Digest Video & Television, 1999.
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Watson, Douglas, and Michael Bullis. Career Education of Hearing-Impaired Students: A Review. Arkansas Research & Training Center in Vocational Rehabilitation, 1986.
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Sue, Schwartz, ed. Choices in deafness: A parents' guide to communication options. 2nd ed. Bethesda, MD: Woodbine House, 1996.
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Choices in Deafness: A Parents' Guide to Communication Options. 2nd ed. Woodbine House, 1996.
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Schwartz, Sue Ph D. Choices in Deafness: A Parents' Guide to Communication Options. 3rd ed. Woodbine House, 2007.
Find full textBook chapters on the topic "Career choices for hearing impaired"
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Saini, Rohan, and Sonali Gupta. "Smart Interactive System for the Hearing and Speech Impaired." In Smart Healthcare for Sustainable Urban Development, 136–47. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2508-4.ch010.
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The deaf face far more difficulties than normal people in day-to-day life, and sign language acts as the most important communication tool for them. Though a lot of books are available as a learning resource for this language, it's not common amongst a major section of the Indian population. An important area of concern is when they need to seek healthcare facilities. The doctors and other hospital staff struggle to understand their issues, and they themselves also put in much effort and time to communicate it to the doctors. Irrespective of joint efforts put in by both the communities, they are unable to get proper health benefits and the services of world-class doctors. In order to solve this problem, SISD, which is a smart interactive system for differently abled persons, based on Indian Sign Language has been proposed. It works similarly to the interactive voice response (IVR) system. SISD provides the user with choices (animations/videos of signs) and recognizes the user's choice via a sign language recognition system.
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Botsyoe, Lily Edinam. "Regina Honu." In Women Community Leaders and Their Impact as Global Changemakers, 194–98. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2490-2.ch033.
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This chapter details the professional career of Regina Honu, who founded a coding initiative for girls in communities and expanded it into the Soronko Academy, established in 2017 as the first human-centered design academy in West Africa. The chapter also highlights inclusion and diversity, which are at the heart of Regina's work with a major focus on meaningful participation for women and persons living with disability through her organisation's partnership with others to run projects that train women in digital skills as well as training for hearing impaired and autistic children.
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Karpf, Juanita. "Chronic Illness and New Thought." In Performing Racial Uplift, 151–60. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496836687.003.0008.
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Hackley projected to the public an image of a healthy, robust and energetic teacher, musician and activist. However, in reality, she suffered from chronic ill health and intermittent impaired hearing during much of her career. She occasionally was forced to alter her singing repertoire or change her touring schedule because of recurring respiratory problems. Moreover, as a person with hearing loss, she experienced life as a disabled person. In this regard, her efforts to mask her physical frailty and limitations bore resemblance to those of a few of her activist contemporaries, notable among them, Mary Church Terrell. Hackley’s allegiance to New Thought principles invites speculation as to whether or not she felt she realized any benefit from mental healing. Hackley’s experiences also underscore the challenges blacks faced when attempting to obtain competent and timely medical care. She knew these challenges firsthand through the many hospitalizations and surgeries she endured.
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Wang, Harris. "A Guide to Assistive Technology for Teachers in Special Education." In Communication Technology for Students in Special Education and Gifted Programs, 105–18. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch009.
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Everyone has the right to learn and to succeed in education. For people with certain disabilities, learning can be a challenging task, and proper use of certain assistive technologies can significantly ease the challenge, and help the learners to succeed. For teachers in special education, knowing existing assistive technology is an important step towards the proper use of those technologies and success in special education. This chapter provides a guide for teachers about assistive technology and its uses in special education. Assistive technology for people with learning difficulties, assistive technology for the visually impaired, and assistive technology for people with hearing difficulties will be discussed. Since online learning and the Internet are becoming trends in distance education, this chapter will focus on assistive technologies for Web-based distance learning, including assistive technologies for better human-computer interaction. Selecting more appropriate assistive technology for a given learner with a certain learning disability, among many choices, will be discussed.
Conference papers on the topic "Career choices for hearing impaired"
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Avdeeva, A. P., O. A. Oreshkina, and Yu A. Safonova. "Career counseling for hearing impaired people using information technology." In Proceedings of the International Scientific and Practical Conference on Digital Economy (ISCDE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iscde-19.2019.129.
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