Relevant bibliographies by topics / Schools for the deaf

Academic literature on the topic 'Schools for the deaf'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Schools for the deaf"

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Barron, Sandy. ""The World is Wide Enough for Us Both”: The Manitoba School for the Deaf at the Onset of the Oralist Age, 1889-1920." Canadian Journal of Disability Studies 6, no. 1 (March 27, 2017): 63. http://dx.doi.org/10.15353/cjds.v6i1.333.

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Historical research on the oralist era in North American deaf education has typically been undertaken through a national lens. This study asserts that a more localized and regional view of the communication methods practiced at deaf schools will aid in the creation of a more complex picture of how oralism spread in Canadian and North American deaf schools. Based on an analysis of the papers of the Manitoba Ministry of Public Works; the archives of Silent Echo, the Manitoba School’s newspaper; and published works by the school’s principals, this paper contends that strict oralism faced fierce resistance in Manitoba from both Deaf citizens and teachers, as well as the school’s hearing principal, before 1920. Principal Duncan McDermid and deaf teacher J.R. Cook published and republished arguments in the Echo against oralism and in favour of moderation in the sign debate. In consideration of all three characteristics of strictly oralist schools in the early twentieth century – a ban on sign language, separation of deaf students from Deaf communities, and the expulsion of deaf teaching staff – the Manitoba School for the Deaf emerges as an exception to the trend of encroaching oralism in Canadian deaf schools during the early twentieth-century.
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Tatei, Ayame. "Deaf culture at Indian schools." International Journal of Human Culture Studies 2017, no. 27 (2017): 319–36. http://dx.doi.org/10.9748/hcs.2017.319.

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McGlade, Kieran, Emma Saunders, Clare Thomson, and Jayne V. Woodside. "Deaf awareness training in medical schools." Medical Teacher 35, no. 9 (April 22, 2013): 789–90. http://dx.doi.org/10.3109/0142159x.2013.786808.

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Tsegay Moges, Rezenet. "“From White Deaf People’s Adversity to Black Deaf Gain”: A Proposal for a New Lens of Black Deaf Educational History." JCSCORE 6, no. 1 (July 15, 2020): 68–99. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.68-99.

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This paper re-visits Bauman and Murray’s (2014) “Deaf Gain,” using the perspectives of Black Deaf history. Due to the enforcement of the Oral policy in U.S. educational system during 1890s through 1960s, the language transmission of American Sign Language (ASL) for many generations of White Deaf people were fractured (Gannon, 1981). During the segregation, approximately 81.25% of the Black Deaf schools maintained their signed education, which ironically provided better education than the White-only schools. Consequently, the language variation of Black Deaf people in the South, called as “Black ASL” (McCaskill et al., 2011), flourished due to the historical adversity of White Deaf experience. Thus, the sustainability of Black ASL empowered this ethnic group of American Deaf community, which I am re-framing to what I call “Black Deaf Gain” and presenting a different objective of the ontology of Black Deaf experience.
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Stewart, David A., Donald McCarthy, and Jo-Anne Robinson. "Participation in Deaf Sport: Characteristics of Deaf Sport Directors." Adapted Physical Activity Quarterly 5, no. 3 (July 1988): 233–44. http://dx.doi.org/10.1123/apaq.5.3.233.

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Twenty-one deaf sport directors were surveyed to provide preliminary information of the characteristics of those involved in deaf sport and the socialization processes that lead to their involvement. Communication-related factors provided incentives for deaf individuals to participate in deaf sport. Schools for the deaf as well as deaf acquaintances were the dominant factors for socializing deaf individuals into deaf sport. More research on such sport is needed so that the nature of individuals who participate in it and the general implications that it has for them can be fully understood.
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Möhr Nemčić, Renata, and Sandra Bradarić-Jončić. "Relacije kulturnog identiteta i nekih demografskih obilježja gluhih i nagluhih osoba." Hrvatska revija za rehabilitacijska istraživanja 52, no. 1 (July 8, 2016): 63–77. http://dx.doi.org/10.31299/hrri.52.1.6.

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The aim of this research was to examine the frequency of a particular identity type, as well as the relationships between cultural identification and demographic variables related to the hearing, educational and marital status of deaf and hard of hearing persons. The research sample consisted of 443 hearing-impaired persons of both sexes (274 deaf and 169 hard of hearing), aged between 18 and 87 years, from 17 Croatian cities. For the purpose of collecting demographic data, a questionnaire was constructed. Cultural identity was examined using the DAS (Deaf Acculturation Scale, Maxwell-McCow and Zea, 2011). Although 58% of the respondents were attending oral schools for the deaf and regular elementary and secondary schools, with only 12% of them having deaf parents, 80% of them showed either deaf acculturation (48%) or bicultural identifi cation (32%); 12% were hearing acculturated, while 8% had marginal identity, which is in accordance with previous research results. Statistical analyses showed significant relations between cultural identity and the degree of hearing loss (hard of hearing persons more often than deaf persons were hearing-acculturated, biculturally, or marginally acculturated), the age of hearing loss onset (being significantly lower in deaf acculturated persons than in biculturally acculturated and hearing-acculturated ones), the age at which respondents started learning Croatian Sign Language (deaf acculturated started significantly earlier than biculturally acculturated and hearing acculturated persons); educational level (the highest levels are achieved by hearing and biculturally acculturated persons); the type of elementary school (those from schools for the deaf tend toward deaf or bicultural identity; those from regular schools more frequently have hearing identity; those from oral schools for the deaf more often have marginal identity) and secondary school (those who had attended regular schools more often had a hearing identity, whereas those who attended school for the deaf more often had a deaf identity), marital status (more single persons were found among hearing and marginally acculturated persons), as well as their partner’s hearing status (hearing acculturated persons preferred hearing partners, and deaf acculturated persons preferred deaf ones). The relationship between cultural identity and the respondents’ parents’ hearing status didn’t prove to be significant. The practical implications of the obtained results are being considered.
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Shantie, Courtney, and Robert J. Hoffmeister. "Why Schools for Deaf Children Should Hire Deaf Teachers: A Preschool Issue." Journal of Education 182, no. 3 (October 2000): 42–53. http://dx.doi.org/10.1177/002205740018200304.

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First languages are assumed to be learned in the home. Since 90 to 97 percent of Deaf children are born to hearing parents who do not know American Sigh Language (ASL), their first exposure to ASL will be in the school setting. Deaf children will spend approximately 50 percent of their waking hours with teachers, who are their main language models. However, a substantial number of teachers of the Deaf report that they learned to sign from their students, only 45 percent of teachers claim they can sign as well as their students, and only 33 percent claim to understand their student's signing as well as they understand English. Moreover, over the years, educators created a variety of manual codes for English (MCE) in the mistaken notion that manually coding English would promote literacy in English. However, studies have shown that the key to reading and writing success was students'knowledge of ASL and ASL discourse as well as the ability to use ASL to approach learning the second language. The key to educational success for Deaf children lies in their being taught in a truly bilingual manner. Bilingual education has been shown to be successful if the first language is strong and there are adequate language models present. Thousands of Deaf children are currently being taught by the impoverished MCE model and by hearing teachers who could not pass the native signing requirements. More discussion and training in ASL proficiency should be required of educators of the Deaf and those training to become educators of the Deaf. In the crucial preschool years, teachers of Deaf children should be Deaf or Children of Deaf Adults (CODAs) themselves to ensure the future success of our Deaf students.
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Butterfield, Stephen A. "Physical Education and Sport for the Deaf: Rethinking the Least Restrictive Environment." Adapted Physical Activity Quarterly 8, no. 2 (April 1991): 95–102. http://dx.doi.org/10.1123/apaq.8.2.95.

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Efforts to include children with disabilities in mainstream settings often raise questions as to what constitutes “least restrictive.” This paper addresses educational placement of deaf children, especially as it pertains to physical education and sport. Many leaders in deaf education hold that placement of deaf children in public schools often occurs without regard to their socioemotional/cultural/language needs. This paper provides a rationale for the residential school as a viable and legitimate placement option for deaf children. Also included in the paper is a brief historical overview of deaf education including the contributions of residential schools to deaf sport and deaf culture.
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Nunes, Terezinha, Ursula Pretzlik, and Jenny Olsson. "Deaf children's social relationships in mainstream schools." Deafness & Education International 3, no. 3 (October 2001): 123–36. http://dx.doi.org/10.1179/146431501790560972.

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Read, Elmer D. "Americanization in Our Schools for the Deaf." American Annals of the Deaf 142, no. 3 (1997): 49–52. http://dx.doi.org/10.1353/aad.2012.0590.

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Dissertations / Theses on the topic "Schools for the deaf"

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González, Moraga Maribel del Carmen. "Being and becoming a Deaf Educator : the construction of Deaf Educators' roles and pedagogies in Chilean Deaf Schools." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723458.

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Staten, Frederick Douglass. "Examining the influence of the residential school for the deaf experience on deaf identity." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2773.

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This study explored the impact of the residential school for the deaf experience on deaf identity development. The researcher utilized qualitative methodology, constant comparative analysis, and semi-structured interviews with 5 current students and 5 alumni from the Oregon School for the Deaf. The triangulation of participant interviews collectively yielded 67 textural codes and 8 structural categories in response to the four research questions: 1. Were there experiential factors that contributed to current students and alumni making the decision to attend the residential school for the deaf? 2. What, if any, is the impact of the residential school for the deaf on the identities of those who experience it? 3. How do the participants perceive their experience at the residential school for the deaf as preparation for life after graduation? 4. Based on participants' experiences with helping professionals, are there competencies, from their perspective, that helping professionals need in order to best serve individuals who are deaf? The data in the form of participant responses revealed that the immersive nature of the residential school for the deaf experience led to unfettered communication and comfort through sign language, thus making their educational experience more comfortable; increased personal and social Deaf cultural identification; and perceived readiness for life after graduation. In reference to helping professional competencies, participants reported professionals need to know the language and culture of the individuals who are being served.
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Elgar, Fern. "A comparative study of native residential schools and the residential schools for the deaf in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0018/MQ26914.pdf.

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Elgar, Fern (Fern Margaret) Carleton University Dissertation Sociology and Anthropology. "A Comparative study of native residential schools and the residential schools for the deaf in Canada." Ottawa, 1997.

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Biggs, Nalini Asha. "HIV/AIDS education in Kenyan schools for the deaf : teachers' attitudes and beliefs." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2a3a2ac0-133d-46f6-b0f3-fcdd2e588a96.

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How do teachers’ attitudes and beliefs impact how HIV/AIDS education is implemented in Kenyan schools for the deaf? How do these attitudes and beliefs reflect how teachers think about Deafness? While there is extensive literature exploring in-school HIV/AIDS-related education in East Africa, there are few studies focusing on segregated schools for the deaf. There are also few studies exploring how educators think about Deafness as culture in this region. Western Kenya offers a useful site for the exploration of these topics with mandated, in-school HIV/AIDS curriculum and a high density of schools for the deaf. Related research also argues that teachers’ attitudes and beliefs and the politics of schooling are useful in exploring socio-cultural constructions of Deafness. While previous studies have argued that “Deaf-friendly” HIV/AIDS education is not occurring in this region, this study found examples in these schools. Data from this study also revealed that this education was shaped by the beliefs and attitudes teachers held about sexuality, and Deafness and sign language. Furthermore, this study found that these attitudes and beliefs revealed underlying beliefs about Deafness that illustrate a range of constructions within this group of teachers. This study spanned 15 weeks of fieldwork gathering data through interviews, questionnaires and observations with 81 participants. Data focused primarily on interviews and questionnaires with 43 teachers in three segregated schools for the deaf in the Nyanza and Western provinces. There were 8 Deaf teachers who participated from these school sites supplemented by an additional 24 Deaf participants working in schools across Kenya to balance data. This study found that while the nationally-mandated HIV/AIDS course curriculum was not implemented in these schools, there was a significant presence of “embedded” and informal HIV/AIDS education. Teachers had a range of feelings about this education, some of which were unique to teaching Deaf children and children using sign language. They also reported how “Deaf stereotypes” shaped how they approached and implemented this education. In some cases these beliefs and attitudes simply heightened preexisting concerns about HIV/AIDS education in similar ways to parallel studies of “regular” schools in this region. However the most striking conclusion from this research was that the presence of “Deaf culture” and the use of sign language among the student population changed the way teachers approached, implemented and reflected upon this education in unique ways not seen in “regular” schools. Interviews also showed that some teachers rationalized their approach to this education because they felt that the Deaf were “different” in certain ways, especially in terms of sexuality. These conclusions are helpful for those in HIV/AIDS education, Comparative and International Education, Disability Studies, Deaf Studies and Medical Anthropology.
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Ross, Linda L. "Becoming deaf : an ethnographic exploration of enculturation and acculturation at a residential deaf school /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488187049543208.

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方玉英 and Yuk-ying Theresa Fong. "To study the hearing impaired children's academic and social adjustment in ordinary schools and the supportive services theyrequired." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977315.

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Fong, Yuk-ying Theresa. "To study the hearing impaired children's academic and social adjustment in ordinary schools and the supportive services they required." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13745128.

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Gottardis, L. "Deaf primary school children's achievement in mathematics." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f.

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The present research aims to evaluate the extent of deaf children’s delay in mathematics, identifying the moderators of this delay and determine the longitudinal predictors of their mathematical achievement. For five decades, studies have reported that deaf children lag behind their hearing peers in mathematics (Gottardis, Nunes and Lunt, 2011). Background factors such as age, degree of hearing loss, presence of cochlear implant and types of educational provision were previously hypothesised to be moderators of the extent of this delay but, up to now, they have not been tested. Pagliaro (2010) argued that number knowledge, working memory and degree of hearing loss could be possible causes of deaf children’s difficulties in mathematics but no clear conclusions were reached. The present investigation aims to provide insight into the causes of deaf children’s delay in mathematics. The survey study addressed the first aim of the present study. The maths test of the Performance Indicators for Primary School (PIPS) was used as outcome measure. Factors related to deaf children (degree of hearing loss, age, years in education, presence of cochlear implant, gender, causes of deafness) and background factors (highest maternal education, language used at home, type of educational provision) were assessed as possible predictors and moderators of the extent of deaf children’s delay in mathematics. The overall extent of deaf children’s delay in mathematics was of -1.76 SDs. The older the children get and the more years they spend in special schools for the deaf or in units for hearing impaired, the wider is their gap in mathematics achievement compared with their hearing peers. It is, therefore, necessary to intervene in their mathematical learning in the early years of schooling in order to create pathways for improvement. The second aim of the present study was addressed through a longitudinal design. Logical-mathematical reasoning, working memory and counting ability were chosen as predictors of deaf children’s mathematical attainment on the basis of theoretical framework, evidence from longitudinal studies and from the analysis of the difficulties that deaf children have in these factors compared with hearing peers. Hierarchical regression analyses were used to assess the independence of the contributions of logical-mathematical reasoning, working memory and counting ability to the prediction of deaf children’s mathematical achievement measured through the PIPS. Age, years in education, type of educational provision and non-verbal intelligence were used as controls. Counting ability and working memory did make independent contributions to the prediction of deaf children’s mathematical success but logical mathematical reasoning was by far the strongest predictor. When the predictors were entered in the model, none of the control variables predicted significantly deaf children’s mathematical achievement. This study makes several empirical contributions. First, it established age, years in education and types of educational provision as moderators of the extent of deaf children’s delay in mathematics. Second, it determined the plausibility of a causal link between logical-mathematical reasoning, counting ability, working memory and deaf children’s mathematical achievement. The implication is that schools must explicitly plan to improve deaf children’s mathematical reasoning, counting ability and working memory when they are in kindergarten and in the first years of school in order to help the children’s mathematical development.
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Alothman, Abdulaziz. "Inclusive education for deaf students in Saudi Arabia : perceptions of schools principals, teachers and parents." Thesis, University of Lincoln, 2014. http://eprints.lincoln.ac.uk/19026/.

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This study is set in Saudi Arabia within the context of increasing national and international emphasis on inclusive education of deaf students and where policy overtly supports increasingly inclusive schools. This research is important because it is one of the few qualitative Saudi Arabian studies that have been conducted within the interpretive paradigm with a view to understanding the complexity of inclusive education. It specifically explores the factors that have influenced its theory and practice at inclusive boys’ primary schools for deaf students in the Saudi educational context. The empirical study which was set in the Local Educational Authority in Riyadh city focuses on the perceptions of schools' principals, teachers and parents of deaf students. It explores the knowledge, understanding, attitudes and experiences of these three groups of participants regarding the inclusive education of deaf students, in order to establish the factors that influence inclusive education and determine the kind of services that are needed for inclusive education of deaf students in the Saudi context. The study had two stages: the first involved exploratory focus-group interviews with schools' staff including schools' principals, teachers and parents of deaf students; and, stage two was based upon individual interviews, observations and documentary data. I adopted a purposive sampling strategy in both cases and overall 61 participants were included. A key finding was that principals of inclusive schools lacked the knowledge and understanding of inclusive education necessary for effective education for deaf students. This arguably has affected their attitudes and unconstructively influenced their attitudes towards the inclusive education of deaf students in their schools. Whilst the majority of teachers of deaf children had more knowledge and the necessary positive views towards their inclusive education and have tried to adapt classroom materials and activities to accommodate deaf students, the lack of support from principals inhibited them. In addition parents appear to lack knowledge about inclusion and its possibilities for their children and they are as such excluded from influencing educational policy and mostly do not play the role in inclusive schools to support their children that Saudi Arabian policy suggests they should. Other inhibiting factors for inclusive education for deaf students included insufficient facilities and resources, lack of training courses and lack of collaboration among school staff and between staff and parents of deaf students. My research indicates that these insufficiencies cannot be addressed without there being a symbiotic relationship between principals, teachers, parents, the Local Educational Authority, the Ministry of Education and the school environment. There is a strong need to create mechanisms to change the knowledge, attitudes and qualifications of principals, teachers and parents. Therefore in response to these findings I have developed and proposed a strategic model that focuses on the deaf student and their educational support, for the Saudi Education System. There is considerable research needed if inclusive education for deaf students is to be more grounded in an understanding of the context. The study ended with utilising its findings and previous literature to develop recommendations for theories of inclusive education and made contributions to knowledge about the role of attitudes. It also provided a set of policy guidelines and made suggestions about pedagogy. In Saudi, organisationally the Local Educational Authority need to pay more attention to funding inclusive schools and providing facilities and specialised training to school staff and parents. With work this may lead to successful inclusive education for deaf students in Saudi Arabia.
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Books on the topic "Schools for the deaf"

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Society, National Deaf Children's. Deaf friendly schools: A guide for principals, staff & governors. Belfast: NDCS, 2002.

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Eastman, Gil. Deaf mosaic. Washington, DC: Dept. of Television, Film, and Photography, Gallaudet University, 1991.

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Eastman, Gil. Deaf mosaic. Washington, DC: Dept. of Television, Film, and Photography, Gallaudet University, 1991.

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1936-, Powers Stephen, and Gregory Susan 1945-, eds. Deaf and hearing impaired pupils in mainstream schools. London: David Fulton, 1999.

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Eastman, Gil. Deaf mosaic. Washington, D.C: Gallaudet University, Dept. of Television, Film & Photography, 1989.

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Blatchford, Claire H. Going with the flow. Minneapolis: Carolrhoda Books, 1998.

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Eastman, Gil. Deaf mosaic. Washington, DC: Dept. of Television, Film, and Photography, Gallaudet University, 1992.

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General, Utah Legislature Office of the Legislative Auditor. A performance audit of the Utah Schools for the Deaf and Blind. Salt Lake City, UT: Office of the Legislative Auditor General, 2004.

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Pennucci, Annie. Comparative review of Washington State schools for students with sensory disabilities. 2nd ed. Olympia, Wash: Washington State Institute for Public Policy, 2006.

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Virginia. Educational Interpreter Standards Study Team. Educational interpreters in Virginia's public schools: Factors affecting supply, demand, and training : a report of the Educational Interpreter Standards Study Team. [Richmond]: Virginia Dept. of Education, 1993.

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Book chapters on the topic "Schools for the deaf"

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Fellinger, Johannes, and Daniel Holzinger. "Enhancing Resilience to Mental Health Disorders in Deaf School Children." In Resilience in Deaf Children, 169–205. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7796-0_7.

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Lytle, Linda Risser, Gina A. Oliva, Joan M. Ostrove, and Cindi Cassady. "Building Resilience in Adolescence: The Influences of Individual, Family, School, and Community Perspectives and Practices." In Resilience in Deaf Children, 251–77. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7796-0_10.

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"Visiting Deaf Schools." In Deaf Daughter, Hearing Father, 36–43. Gallaudet University Press, 2014. http://dx.doi.org/10.2307/j.ctv2rcnfz3.7.

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O’Brien, Catherine A. "The Impact of Identity and Culturally Responsive School Leadership: Leaders of Schools and Programs for the Deaf." In Deaf Identities, 120–44. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190887599.003.0006.

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This chapter explores the relationship between culturally responsive school leadership and school culture in schools for the deaf. The author demonstrates how Deaf culture, identity, and culturally responsive school leadership intertwine and influence each other. This chapter reports on observations of and interviews with leaders in six schools for the deaf in the United States. Many current school leaders serving Deaf children lack knowledge and understanding of Deaf culture and Deaf identity. Culturally responsive leaders in the schools for the deaf that were studied were almost all part of Deaf culture. If school leaders are to better meet the needs deaf students’ education and identity development, they must recognize the students’ cultures and identities. The author makes a plea for better equipping potential principals and other leaders of schools for the deaf.
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"The Role of Schools in Resilience." In Black Deaf Students, 82–108. Gallaudet University Press, 2009. http://dx.doi.org/10.2307/j.ctv2rh297b.9.

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Reis, Michael. "A Tale of Two Schools:." In The Deaf History Reader, 85–115. Gallaudet University Press, 2009. http://dx.doi.org/10.2307/j.ctv2rh28tn.8.

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Woods, Carrie Ann. "Deaf Culture in Inclusive Schools." In Advances in Educational Technologies and Instructional Design, 321–35. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8181-0.ch015.

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The purpose of this chapter is to examine the culture of students who are d/Deaf and hard of hearing within the broader context of inclusive schools, specifically as demonstrated though their learning experiences, socialization, and identity issues in such an environment. The chapter will include qualitative data in the form of observations and in-depth student interviews to allow the reader insight into the shared cultural model of students who are d/Deaf and hard of hearing. The goal is to provide a holistic picture of cultural phenomena through the points of view of d/Deaf and hard of hearing students themselves. The description of the culture of this group of students may prove useful in shaping effective inclusive environments for students who are d/Deaf and hard of hearing.
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"Chapter 7 The Roots of Deaf Culture: Residential Schools." In Understanding Deaf Culture, 297–331. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853595479-012.

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"Aspen School:." In Deaf Children in Public Schools, 13–25. Gallaudet University Press, 2011. http://dx.doi.org/10.2307/j.ctv2rr3dh8.7.

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Pérez, Mar, Begoña de la Fuente, Pilar Alonso, and Gerardo Echeita. "Four Co-Enrollment Programs in Madrid: Differences and Similarities." In Co-Enrollment in Deaf Education, 235–56. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.003.0012.

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This chapter describes and analyzes the developmental process followed by four schools with sign bilingual and co-enrollment education in Madrid, Spain. We compare and contrast the four schools’ socioeconomic contexts, the type of facility (private schools and those funded by the state), the school culture, and the methodologies used. Readers will be able to see how we respond with equity to the diversity of students in the classroom. This chapter reflects upon the challenges associated with an inclusive pedagogy for all, including deaf students, among others. Three focus groups were held during the school year 2016–2017. Groups were made up of the management teams of the four schools and focused on two areas: the co-teaching dynamic and the quantity and quality of languages used.
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Conference papers on the topic "Schools for the deaf"

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Almager, Irma. "Learning to Lead Deaf Education: Engaging Schools in Understanding/Implementing Education Access for Deaf Children." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444386.

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Yusuf, Munawir, Dian Atnantomi Wiliyanto, Feri Ardiyanto, and Priyono Priyono. "Exploring The Views of Deaf Students about The Attitudes of Non-Deaf Students in Inclusive Schools." In ICLIQE '21: The 5th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3516875.3516958.

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Robinson, Marika, Sara Bianco, and Adonia K. Smith. "OLDEST SCHOOLS FOR THE DEAF: SIGNED LANGAUGES ARE THE KEY." In 47th International Academic Conference, Prague. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.047.018.

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O'Brien, Catherine. "The Impact of Identity on Culturally Responsive School Leadership: Leaders in Schools and Programs Serving Deaf Students." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584204.

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Liu, Qin. "The Application of Visual Teaching Resources in Chinese Teaching in Schools for the Deaf*." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.226.

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Liao, Mingying. "A Discussion on the Education Model of Children's Mental Health in Deaf-mute Schools." In Proceedings of the 3rd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emehss-19.2019.58.

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Budiati, Eryana Fatimasari Retno, Sri Joeda Andajani, Yuliati, Endang Pudjiastuti Sartinah, and Muhammad Nurul Ashar. "The Development of Guidance in Language Development Field: Listening and Speaking for Deaf Child (Hard of Hearing) in Special Kindergarten Schools for Deaf." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.131.

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Brathwaite, MIchelle. "THE CHALLENGES IN THE PROVISION OF QUALITY EDUCATION FOR THE DEAF WITHIN THE MAINSTREAM SCHOOLS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2214.

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Karaush, Irina S. "Family factors of psychosocial rehabilitation of children with hearing and visual impairments." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-40-46.

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. The article presents the results of a survey of 368 students of 7-18 years of special (correctional) schools, including 186 students with hearing impairments (hard of hearing and deaf) and 182 visually impaired students and 280 parents of students of special schools. The characteristics of families are given, the main characteristics that affect the mental health of children, as well as the possibilities of rehabilitation intervention are identified
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Empe, Nico Ace A., Raniel Cyrus L. Echon, Herson Dave A. Vega, Patrick Lenard C. Paterno, Marilou N. Jamis, and Emeliza R. Yabut. "SimboWika: A Mobile and Web Application to Learn Filipino Sign Language for Deaf Students in Elementary Schools." In 2020 IEEE 8th R10 Humanitarian Technology Conference (R10-HTC). IEEE, 2020. http://dx.doi.org/10.1109/r10-htc49770.2020.9357056.

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Reports on the topic "Schools for the deaf"

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Gournaris, Kara. Engaging in a Rural Deaf Community of Practice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6993.

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Rahman, Asad, Maira Siddiqui, Sarah Shaikh, Richard Geary, Aaron Awasen, and Daniel Plaut. EdTech Interventions for Deaf Learners: Sprint 2 Review. EdTech Hub, January 2021. http://dx.doi.org/10.53832/edtechhub.0131.

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Sibieta, Luke. Schools spending. IFS, March 2015. http://dx.doi.org/10.1920/bn.ifs.2015.00168.

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Hoxby, Caroline Minter. Do Private Schools Provide Competition for Public Schools? Cambridge, MA: National Bureau of Economic Research, December 1994. http://dx.doi.org/10.3386/w4978.

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Knight, Megan. The Cultural Gap: Deaf Community and Speech-Language Pathologists. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.131.

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Edmiston, Jessica L. Alabama Institute for Deaf and Blind Biodiesel Project Green. Office of Scientific and Technical Information (OSTI), September 2012. http://dx.doi.org/10.2172/1051406.

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Walsh, Patrick. Service delivery to deaf persons : a survey and proposal. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1981.

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Ruhl, Janice. American Deaf Students in ENNL Classes: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6796.

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Linkov, V. V., and I. A. Katashev. DIRECTIONS OF DEVELOPING PROFESSIONAL EDUCATION IN DEAF AND DUMB PEDAGOGY. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-20111.

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