Academic literature on the topic 'Hearing support classes'
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Journal articles on the topic "Hearing support classes"
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Luckner, John L. "Mainstreaming Hearing-Impaired Students." Language, Speech, and Hearing Services in Schools 22, no. 1 (January 1991): 302–7. http://dx.doi.org/10.1044/0161-1461.2201.302.
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Increased emphasis has been placed on mainstreaming hearing-impaired students into regular classes with their hearing peers. The purpose of this study was to survey a large sample of regular education teachers who currently provide educational services to hearing-impaired students. Information regarding their attitudes about working with hearing-impaired students, administrative support, assistance from the teacher of the hearing-impaired, and student socialization were obtained and are reported. Concerns about current practices in teacher-training programs and existent approaches to mainstreaming hearing-impaired students are raised.
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Grunblatt, Henna, and Lisa Daar. "A Support Program." Language, Speech, and Hearing Services in Schools 25, no. 2 (April 1994): 112–14. http://dx.doi.org/10.1044/0161-1461.2502.112.
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A program for providing information to children who are deaf about their deafness and addressing common concerns about deafness is detailed. Developed by a school audiologist and the school counselor, this two-part program is geared for children from 3 years to 15 years of age. The first part is an educational audiology program consisting of varied informational classes conducted by the audiologist. Five topics are addressed in this part of the program, including basic audiology, hearing aids, FM systems, audiograms, and student concerns. The second part of the program consists of individualized counseling. This involves both one-to-one counseling sessions between a student and the school counselor, as well as conjoint sessions conducted—with the student’s permission—by both the audiologist and the school counselor.
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Aiken, Milam, Jeanette Martin, Mahesh Vanjani, and Randall Sexton. "Group Decision Support Systems in Higher Education." Journal of Educational Technology Systems 23, no. 1 (September 1994): 3–12. http://dx.doi.org/10.2190/7ehf-dbhv-c5g1-q3fe.
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A Group Decision Support System (GDSS) can be an effective tool in teaching groups of college students. This article describes a typical GDSS in use at the University of Mississippi and shows how the system can be used in teaching at the college level. A GDSS can enhance communication and learning in seminar, foreign language, and hearing-impaired classes. Teachers may interactively test their students with a GDSS and can present a lecture through the system. Moderate to large groups involved in exchanging comments or preferences experience more efficient and effective communication along with greater group satisfaction when using the system.
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Karasu, H. Pelin. "Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey." World Journal of Education 7, no. 4 (August 23, 2017): 104. http://dx.doi.org/10.5430/wje.v7n4p104.
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Support services provide an essential role for hearing-impaired students attending public schools, in terms ofimproving their language and academic skills. In this study, the writing skills of hearing-impaired students enrolled inpublic schools were evaluated, and the relationship between the writing scores, audiological variables and educationalvariables were examined. Seventeen students, who were enrolled in in the primary and middle school classes of publicschools and benefited from the support services, participated in this study. The results of the study indicated that themean writing score of the students was 68.35 out of 100. It was determined that there is a relationship between the ageof first hearing aid and the duration of preschool education. According to the results of the study, it can be stated thathearing-impaired students enrolled in public schools benefit from the support services designed according to theirindividual needs, along with early exposition to implant and early inclusion in education.
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Nguyen Minh, Phuong. "CURRENT SITUATION OF THE DEVELOPMENT OF LISTENING AND SPEAKING SKILLS FOR CHILDREN WITH HEARING IMPAIRMENT AGED 3-6 YEARS IN INCLUSIVE KINDERGARTEN CLASSES." Journal of Science Educational Science 66, no. 5A (December 2021): 66–74. http://dx.doi.org/10.18173/2354-1075.2021-0217.
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This article analyzes the current situation of the development of listening and speaking skills for children with a hearing impairment aged 3-6 years in inclusive kindergarten classes. The survey was conducted on 127 teachers who have worked with those children in 15 inclusive kindergartens in 05 provinces including Hanoi, Ninh Binh, Thai Nguyen, Yen Bai, and Quang Ngai. The survey results show that: Most of the teachers are properly aware of the role and meaning of the development of listening and speaking skills for children with hearing impairments in inclusive kindergarten classes. The teachers started to select and implement a number of contents and ways of the development of listening and speaking skills for children with hearing impairment in accordance with the general contents and methods specified in the early childhood education curriculum. However, due to the lack of in-depth training on inclusive education for children with hearing impairment, the teachers had no specific methods to support children in whole-class activities as well as individualized sessions. Therefore, building guidelines and organizing professional training courses for teachers on how to develop listening and speaking skills for children with hearing impairment is very essential.
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Gormally, Cara. "Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes." CBE—Life Sciences Education 16, no. 1 (March 2017): ar6. http://dx.doi.org/10.1187/cbe.16-06-0194.
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For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students’ attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students’ characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology.
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Koroleva, I. V., G. Sh Tufatulin, and M. S. Korkunova. "Model of development of the regional system of medical, psychological and pedagogical assistance to infants with hearing impairment." Russian Otorhinolaryngology 20, no. 1 (2021): 41–50. http://dx.doi.org/10.18692/1810-4800-2021-1-41-50.
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The study provides an analysis of medical and psychological and pedagogical assistance to children with hearing impairment at an early age in St. Petersburg in accordance with the modern standard «1-3-6». It was found that only 19% of children with hearing impairment registered at the Audiology Center were diagnosed with hearing loss before the age of 3 months, at the age of 6 months. 5,4% of children had hearing aids. A model for the development of a system of comprehensive care for young children with hearing impairment in St. Petersburg has been developed. The model includes 5 stages, for each of which a system of organizational measures is presented, aimed at improving the effectiveness of comprehensive care using a family-centered approach. The implementation of the model made it possible to increase the proportion of children diagnosed before the age of 3 months and to reduce the average age of hearing aid in young children. Expansion of the range of services in the Audiology Center (a course of classes on adapting a child to hearing aids during primary hearing aids, group deaf pedagogical and musical classes with children and parents, a school for parents, parental counseling by a psychologist), as well as the introduction of remote forms of support contributed to an increase in the competence of parents in matters of hearing aids, development of infant with hearing loss and parental activity in the classroom with the child. Remote forms of work made it possible to continue the rehabilitation of children during the COVID-19 pandemic. The developed model for the development of comprehensive care for young children with hearing impairment and their families may be useful for other regions of the Russian Federation.
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Werle, Gretchen D. "The Lived Experience of Violence: Using Storytelling as a Teaching Tool With Middle School Students." Journal of School Nursing 20, no. 2 (April 2004): 81–87. http://dx.doi.org/10.1177/10598405040200020501.
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This qualitative study explored 8th-grade students’ responses to hearing stories about the lived experience of violence. A convenience sample of 13 students attending health education classes at a public middle school was used. After hearing each story, students answered a series of questions using the process of free writing. Free writing is a technique that allows students to explore their thoughts and reactions while promoting critical thinking. Student free writing samples were analyzed using a process of constant comparison. Three themes emerged from the data: (a) students gain insights into the realities of violence through hearing these stories, (b) students respond on an emotional level to both the stories and the storytellers, and (c) students respond positively to and are engaged by these stories. The findings lend support to the use of storytelling in teaching youth about violence. School nurses can develop and implement violence prevention education programs using the storytelling model, seek grant and community support for such programs, and conduct further research into the use of the storytelling model.
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Abdullina, K., and N. Zhienbayeva. "Features of the formation of communication activity of hearing-impaired students in the process of joint art-felting training." Pedagogy and Psychology 49, no. 4 (December 15, 2021): 218–28. http://dx.doi.org/10.51889/2021-4.2077-6861.26.
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The article considers the features of the formation of meaningful components of communication of hearing-impaired students of grades 5-7 in the conditions of joint training in the national applied art -felting. The methods of social activity of students based on the formation of creative knowledge and correction of physical state by means of art felt are described. The main idea of the education of hard-of-hearing students is the preservation of residual auditory qualities, an increase in vocabulary in the development of independent communication skills, the ways of providing special psychological and pedagogical support in the process of teaching and upbringing, through the art of national felting, are described. The specific of the art - felting process as an effective joint activity of children with hearing impairments is substantiated. Experimentally revealed: features of the formation of speech communication of hearing-impaired students in the subject-practical classes "Artistic work"; the importance of national art - felting in the activation of speech and cognitive joint activity of students. The results of compensatory capabilities of students with hearing impairments in the process of learning the national applied art – felting are demonstrated.
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Andreev, V., A. Fominykh, O. Mikheeva, I. Konovalov, and A. Morozov. "COMPENSATION FOR THE AGE GAP IN THE DEVELOPMENT OF SPEED ABILITIES IN SCHOOLCHILDREN WITH HEARING IMPAIRMENT AGED 11–12 YEARS BASED ON THE MEANS OF ATHLETICS." Human Sport Medicine 20, no. 3 (December 1, 2020): 146–52. http://dx.doi.org/10.14529/hsm200317.
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Aim. The article aims to organize and implement inclusive physical education of students with hearing impairment, as well as to experimentally justify the use of athletics-oriented tools for speed abilities based on an individual approach. Materials and methods. The experiment involved 23 students with hearing deprivation, 11 of them from the Special secondary boarding school for deaf and hard-of-hearing children and 12 from School No 24 implementing inclusive education. The first group followed a standard curriculum for these types of educational organizations, the second group used an experimental method of working in inclusive classes with healthy peers. Special testing was applied to determine the level of speed abilities, and a variable scheme was used to apply an individual approach. Methods of mathematical statistics were used to process the results of the study. The calculations were performed in Microsoft Excel 2007. Results. The experimental method for compensating the age gap in the development of speed abilities in schoolchildren with hearing impairment is a developed and implemented system for conducting classes in inclusive education. The high-level indicators obtained are the result of a set of measures carried out at the preliminary and main stage of the study. This type of training represents a systematic approach to inclusive physical education and provides the development of a multi stage alternative education with comprehensive support. Conclusion. As a result of applying the method in the experimental group, the results of participants with hearing impairment began to correspond with those of healthy peers. Moreover, the concomitant influence increased the indicators of physical fitness, there was a complex positive effect on the motor and emotional spheres.
Dissertations / Theses on the topic "Hearing support classes"
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Chang, su-yu, and 張素玉. "The Investigation of support services for Hearing Impaired Students in inclusive classes of elementary schools in Kaohsiung city, Kaoshiung county, and Pintung city." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/36054212569493705463.
Full textAbstract:
碩士國立高雄師範大學
特殊教育學系
92
Abstract The purpose of this study was to explore teachers’ perception in services for hearing impaired students in inclusive classes. Questionnaires were sent to 60 teachers who taught regular classes at elementary schools in Kaohsiung city, Kaoshiung county, and Pintung city. All subjects had at least one hearing impaired student in the class. The questionnaire has eighty-five items of support services that were divided into four major categories, support in administration, in teaching, in school life adaptation, and for family. Subjects were asked to rate the degree of the importance for each service and the degree each service being provided. The study revealed the following. 1.More than 50% of the teachers rated all 85 services as important. 2.The average score rated by teachers in the degree of importance were above 3 for all four categories of support services, the highest possible score was 4. 3.As for the degree in which support service was provided, the average score rated by teachers was below three. The difference between the degree of importance and the degree of its being provided was significant for all four categories of support services (p<.05). Twelve background variables were analyzed to see if the difference was significant. Results showed that only one variable, to cut down the number of students in the class, was significant. (p<.05). 4.The three cities studied did not reveal any difference in the following three aspects regarding support services, the degree of importance, the degree of its being provided, and the discrepancy between them. 5.Kaohsiung city, Kaoshiung county, and Pintung city showed different pattern of results in cross comparison in four categories of support services.
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." Thesis, 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." 2000. http://hdl.handle.net/1959.13/24905.
Full textAbstract:
This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
Books on the topic "Hearing support classes"
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Trussell, Jessica W., and M. Christina Rivera. Word Identification and Adolescent Deaf and Hard-of-Hearing Readers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0011.
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Many deaf and hard-of-hearing (DHH) high school students graduate with reading abilities that leave them poorly prepared for postsecondary settings. In college, reading ability is an important predictor of graduation rates and level of degree attained, and the postsecondary degree a DHH student completes will affect his or her future earnings, upward mobility, and job satisfaction. Considering how important reading is to a DHH student’s future, this chapter will review the evidence base surrounding the foundational building block of reading, decoding. Researchers suggest that decoding instruction for adolescents should occur not only during language arts classes but also in the content areas (i.e., math, science, and social studies). This chapter reviews successful decoding strategies and suggests decoding strategies that teachers can use to support adolescents in various content-area disciplines. The authors discuss how teachers and parents can make strategic decisions when implementing decoding interventions that have no available evidence base.
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Marschark, Marc, Shirin Antia, and Harry Knoors, eds. Co-Enrollment in Deaf Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.001.0001.
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Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and the class is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through “co-teaching” and avoids both academic segregation of DHH students and their integration into classes with hearing students without the need for additional support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Co-enrollment programming has been described as a “bright light on the educational horizon” for DHH learners, giving them unique educational opportunities and educational access comparable to that of hearing peers. Co-enrollment programming shows great promise, but research concerning co-enrollment programming for DHH learners is still in its infancy. This volume provides descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don’t know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.
Book chapters on the topic "Hearing support classes"
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Bortfeld, Heather, Kathleen Shaw, and Nicole Depowski. "The Miracle Year." In Theoretical and Computational Models of Word Learning, 153–71. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2973-8.ch007.
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In recent years, a functional perspective on infant communication has emerged whereby infants’ production of vocal sounds is understood not only in terms of the acoustic properties of those sounds, but also in terms of the sounds that regulate and are regulated by social interactions with those hearing them. Here, the authors synthesize findings across several disciplines to characterize this holistic view of infant language learning. The goal is to interpret classic and more recent behavioral findings (e.g., on infants’ preferences) in light of data on pre- and postnatal neurophysiological responses to the environment (e.g., fetal heart rate, cortical blood flow). Language learning is a complex process that takes place at multiple levels across multiple systems; this review is an attempt to embrace this complexity and provide an integrated account of how these systems interact to support language learning.
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Santra, Soumen, and Arpan Deyasi. "Prototype Implementation of Innovative Braille Translator for the Visually Impaired With Hearing Deficiency." In Emerging Trends in IoT and Integration with Data Science, Cloud Computing, and Big Data Analytics, 272–90. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-4186-9.ch014.
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Text-to-Braille conversion as well as speech-to-Braille conversion are not available in combined form so far for the visually impaired, and there is tremendous need of a device that can look after this special class of people. The present chapter deals with a novel model that is designed to help both types of impaired people, be it visual problem or related with hearing. The proposal is itself unique and is also supported by experimental results available within the laboratory condition. This device will help people to read from text with their Braille language and will also help to convert the same form to audio signal. Since text and audio are the two main interfaces for any person to communicate with the external world apart from functionalities of sensory organs, the work has relevance. With the help of DANET, the same data, in text or speech form, can be accessed in more than one digital device simultaneously.
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Minta, Michael D. "Introduction." In Oversight. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691149257.003.0001.
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This introductory chapter sets out the book's purpose, namely to demonstrate via an analysis of congressional oversight activities that black and Latino legislators provide superior substantive representation of minority interests compared to white legislators. The book shows that black and Latino legislators are more likely to advocate on issues such as racial profiling and affirmative action. They are also more likely to intervene in agency decision making by attending, testifying, and engaging in deliberations at congressional oversight hearings in support of minority interests. Moreover, minority legislators write more letters urging agency officials to pursue the enforcement of civil rights policies, and they spend significant time and effort promoting and advocating for class-based solutions that benefit all racial and ethnic groups, such as efforts to end poverty and increase Medicaid and community development funding. An overview of the subsequent chapters is also presented.
Conference papers on the topic "Hearing support classes"
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"Classroom Implementation of Instructional Strategies and Techniques that are Based on Universal Instructional Design Principles and Support Diversity." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4197.
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Aim/Purpose: This paper describes foundational principles of universal instructional design (UID), which is also known as universal design for learning, that support accessibility and inclusivity for a diverse population of students and discusses how these design principles and instructional strategies are being implemented in courses we instruct. Background: The goal of any instructor should be to ensure all students have their learning needs met. Unfortunately, this is complex. Each student is unique and can have individual learning needs and preferences. Consequently, it would likely be impossible to create instructional materials that address the specific learning needs and preferences of every individual. Principles of UID help to minimize this challenge. UID strategies should support deaf and hard of hearing individuals, students with a vision loss, learners who have difficulties staying focussed, weak readers, academically-weak students, students with low confidence, learners with high anxiety, individual learning preferences, and cultural minorities. UID principles should also lead to the creation of instructional materials that support cognitively-gifted students. The principles applied in our classroom, based on the principles of UID, helped to address these challenges that students have and foster a classroom environment that was conducive to supporting the diversity in our student population. Methodology: This is not applicable because this is a practical paper, not a research paper. Contribution This paper provides practical instructional strategies and techniques that can presumably help students with disabilities learn more effectively while also fostering a culture of inclusivity. Findings: There are no formal findings for this paper. Recommendations for Practitioners: Readers should consider applying the discussed instructional strategies and techniques to support their own students that have disabilities. Recommendations for Researchers: Researchers should create instructional interventions for students with specific disabilities and assess whether those interventions help students with that disability learn more effectively. Impact on Society: Although not proven by research on populations of individuals with disabilities, the presented instructional strategies and techniques are presumed to help students with a disability learn more effectively. The aim is for other instructors to create instructional materials with similar instructional strategies and techniques to enable accessibility and promote inclusivity for their diverse population of students. Future Research From a practical perspective, instructors should apply the presented instructional strategies and techniques in their classrooms for their diverse population of students. In-class research could be done afterwards.