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Journal articles on the topic 'Schools for the deaf'

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Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Okalidou, Areti, Ioanna Papavassiliou-Alexiou, Christina Zourna, and Flora E. Anagnostou. "Managing Communication of Students With Cochlear Implants in Schools for the Deaf: Professional Practices." Communication Disorders Quarterly 39, no. 4 (September 14, 2017): 451–65. http://dx.doi.org/10.1177/1525740117730044.

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Despite the trend for mainstreaming children with cochlear implants (CI), a considerable number, either with or without additional disabilities, attend schools for the deaf today. The purpose of this study was to address approaches and practices, interdisciplinary involvement, and challenges within schools for the deaf for managing the communication needs of students with CI. Focused semistructured interviews of school personnel were used for documenting current practices and drawing out areas of concern. Several differences emerged across schools but also between past and current practices in managing the communication of students with CI. These included management of technology, speech–language pathologist (SLP) involvement, instruction models, student regrouping, and modifications in communication mode in teacher–student interchange. Challenges were related to technology, interactions with other professionals and carriers, and reaching the student’s oral communication potential. The importance of an interdisciplinary approach and the school’s orientation are discussed as key factors in the management process.

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12

Abdel-Maksoud, Asmaa Hamed. "The Role of Universal Design in Virtual Deaf Schools : Case Study Deaf Space." مجلة التصميم الدولية 6, no. 3 (July 2016): 77–94. http://dx.doi.org/10.12816/0036499.

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13

O'Brien, Catherine, and Kerry K. Robinson. "Cultural Leadership in Schools for the Deaf: Leadership for Cultural and Language Diversity in the Context of Schools for the Deaf." Journal of School Leadership 27, no. 3 (May 2017): 304–32. http://dx.doi.org/10.1177/105268461702700301.

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This study examined the variation in cultural competence among leaders in four different residential schools for the Deaf across the United States. The study explored where leaders fell on the cultural continuum, and how this was reflected in the schools in the way each perceived and validated Deaf culture as well as other cultures present in the schools. This qualitative multi-case ethnographic methodology utilized interviews as primary data sources which were video-taped in order to accurately transcribe them and to score concepts and themes for analysis by grounded theory methodology. The findings highlighted the complexities of culture and the ways that administrators embraced or knowingly or unknowingly overlooked the cultures that the students brought to the schools. Finally, the leadership decisions made by administrators were also tied to their own cultural proficiency.

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Iantaffi, Alessandra, Joy Jarvis, and Indra Sinka. "Deaf pupils' views of inclusion in mainstream schools." Deafness & Education International 5, no. 3 (October 2003): 144–56. http://dx.doi.org/10.1179/146431503790560673.

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15

Martin, D., and Y. Bat-Chava. "Negotiating deaf-hearing friendships: coping strategies of deaf boys and girls in mainstream schools." Child: Care, Health and Development 29, no. 6 (October 30, 2003): 511–21. http://dx.doi.org/10.1046/j.1365-2214.2003.00371.x.

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16

Rianto, Bambang Udji Djoko. "Role of early education in reading ability of deaf students." Paediatrica Indonesiana 49, no. 4 (August 31, 2009): 189. http://dx.doi.org/10.14238/pi49.4.2009.189-94.

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Background Reading is a very complex process which includescognitive process. Reading is initialized by visual analysis and lettertransformation into vocabulary form, word identification by lettersound mapping, words correlation, and interpretation. Deafnesscauses difficulties in acquiring language information via hearingprocess thus inhibits a successful conversation process.Objective To determine the role of early education in deaf students to reading ability.Methods A cross sectional design was performed from Septemberuntil December 2007. This study compared deaf students,younger than 6 years old, who received early education in specialeducation schools B (group I), with deaf children aged 6 years old and older who received education in special education schools B/conventional educational method (group II).Results There were 22 deaf children in group I and 24 in group II. The measured variables included age, age of school enrollment, duration of studies, degree of deafness, sex, and parental educational level. Logistic regression analysis showed that the variables which significantly contributed to reading skills were the early education and duration of study. In early education group, the children had significantly better reading ability (P=0.02; OR= 19.95; 95% CI 1.939 to 53.62), besides duration of study (P=O.Ol; OR=70.754; 95% CI 6.267 to 798.75), compared to conventional education.Conclussion Compared to those who receive education in specialeducation school B with a conventional educational method, deafstudents who receive early education in special education schoolsB have better reading ability significantly. Duration of studyalso contribute significantly to reading skill.

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17

O’Brien, Dai. "Theorising the deaf body: using Lefebvre and Bourdieu to understand deaf spatial experience." cultural geographies 28, no. 4 (March 19, 2021): 645–60. http://dx.doi.org/10.1177/14744740211003632.

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In the field of Deaf Geographies, one neglected area is that of the individual deaf body and how individual deaf bodies can produce deaf space in isolation from one another. Much of the work published in the field talks about collectively or socially produced deaf spaces through interaction between two or more deaf people. However, with deaf children increasingly being educated in mainstream schools with individual provisions, and the old social networks and institutions of deaf communities coming under threat by the closure of deaf clubs and changing work practices, more research on the way in which individuals can produce their own deaf spaces and navigate those spaces is needed. In this paper, I outline two possible theoretical approaches, that of Lefebvre’s productive gestures to produce social space, and Bourdieu’s habitus, capital and hexis. I suggest that these theories can be productively utilised to better understand the individual basis of the production of deaf spaces.

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18

Khairuddin, Khairul Farhah, Susie Miles, and Wendy McCracken. "Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communication." Social Inclusion 6, no. 2 (May 17, 2018): 46–55. http://dx.doi.org/10.17645/si.v6i2.1345.

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The Government of Malaysia has embraced international policy guidelines relating to disability equality, including the United Nations Convention on the Rights of Persons with Disabilities. Its aim is to ensure that 75% of children with disabilities are included in mainstream classrooms by 2025 as part of a wider agenda to eliminate discrimination against people with disabilities. Including deaf children on an equal basis in the linguistically diverse, exam-oriented Malaysian school system is an ambitious and complex task given the difficulties they face in developing effective language and communication skills. The data presented here are taken from a larger study which explored teachers’, head teachers’, parents’, and children’s experiences of inclusion through in-depth interviews in three Malaysian schools. The study design was informed by a framework developed in the UK to guide best practice of educating deaf children in mainstream schools and focused specifically on the learning environment. This article presents contrasting educational experiences of two deaf adults, and then considers the experiences of four deaf children in their government-funded primary schools. A series of inter-related dimensions of inclusion were identified—these include curricular, organisational, social, acoustic and linguistic dimensions, which impact upon children’s ability to communicate and learn on an equal basis. Poor maintenance of assistive technology, insufficient teacher training and awareness, inflexibility of the education system, and limited home-school communication are some of the factors constraining efforts to promote equal participation in learning. There are promising signs, however, of teacher collaboration and the creation of more equitable and child-centred educational opportunities for deaf children.

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19

Brookhouser, Patrick E. "Ensuring the Safety of Deaf Children in Residential Schools." Otolaryngology–Head and Neck Surgery 97, no. 4 (October 1987): 361–68. http://dx.doi.org/10.1177/019459988709700404.

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In 1983, 75,000 to 90,000 children and youth in the United States had hearing impairments severe enough to warrant some sort of special education, and 28% of that total (i.e., 21,000 to 25,000) were in residential schools. Deaf youngsters in institutional settings are at risk for maltreatment by surrogate caretakers—foster parents or institutional child care workers. Attempts to report the abuse may produce denials by institutional administrators who do not want to believe that children under their care have been abused or who fear serious personal and/or institutional consequences should the abuse report become public. Clearly, steps must be taken to ensure the safety of deaf children being educated in residential institutions. Health providers must assume a special responsibility for detecting and preventing abuse/neglect of handicapped children for whom they are providing medical care on a continuing basis. This article will explore relevant aspects of the present system for delivery of health services to deaf children, as well as present specific strategies for detection, documentation, and prevention of maltreatment of these particularly vulnerable children.

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20

Student. "DEAF KIDS NEED TO BE TAUGHT ENGLISH." Pediatrics 84, no. 2 (August 1, 1989): A80. http://dx.doi.org/10.1542/peds.84.2.a80.

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Efforts to place deaf students in regular public schools have backfired, leaving many with an inadequate education, a government commission told a Senate panel.... The panel found that 95% of the nation's deaf students have had no hearing since birth or have been deprived of it in infancy; it recommended improvements in identifying these children and teaching them English.... Deaf students [need] access to special training programs other foreign-language students now receive.

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21

TACHIIRI, Hajime. "Audiological Services in Schools for Children Who Are Deaf." Japanese Journal of Special Education 35, no. 4 (1998): 21–27. http://dx.doi.org/10.6033/tokkyou.35.21_2.

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22

Park, Kyung-Ran. "Curriculum Changes at Schools for the Deaf in Japan." Special Education Research 9, no. 3 (October 31, 2010): 91. http://dx.doi.org/10.18541/ser.2010.10.9.3.91.

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23

Delgado, Gilbert L. "Outreach: The Resource of State Schools for the Deaf." American Annals of the Deaf 138, no. 5 (1993): 411–14. http://dx.doi.org/10.1353/aad.2012.0296.

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24

Clark, Jeffrey K. "Health Education Curricula in Residential Schools for the Deaf." American Annals of the Deaf 140, no. 5 (1995): 410–14. http://dx.doi.org/10.1353/aad.2012.0323.

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25

Kluwin, Thomas N., and Arlene Blumenthal Kelly. "Deaf Adolescents Who Drop Out of Local Public Schools." American Annals of the Deaf 137, no. 3 (1992): 293–98. http://dx.doi.org/10.1353/aad.2012.0467.

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26

Kučera, Pavel, and Eva Souralová. "Language cognizance and sign language awareness on the part of deaf individuals at 2 nd level primary schools for hearing impaired individuals in the Czech Republic." Social welfare : interdisciplinary approach 4, no. 2 (December 10, 2014): 100–109. http://dx.doi.org/10.15388/sw.2014.28184.

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A deaf individual’s language cognizance is one of the main factors leading to his/her inclusion in the community of the deaf. Sign language has a major influence on the development and creation of deaf individuals’ identity. The conscious use of sign language as a communication tool is closely related to the different perception of the world and, thus, culture dissimilarities. At present, the subject ‘Sign Language’, contributing to the overall development of language cognizance of deaf individuals — sign language users -, is being introduced at primary schools for hearing impaired individuals within the framework education programme. The following text presents the conclusions of the research focused on ascertaining the perception of sign language, the level of knowledge relating to the theory of sign language, and the position of sign language in the society (culture of the deaf) on the part of sign language users themselves — pupils at 2nd level primary schools for hearing impaired individuals — through the qualitative approach method.

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Hudzaifah, Hudzaifah, Muhammad Akhyar, and Siti S. Fadhilah. "Analysis of Sentences for Deaf Children in Primary School." International Journal of Multicultural and Multireligious Understanding 8, no. 8 (August 15, 2021): 86. http://dx.doi.org/10.18415/ijmmu.v8i8.2825.

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This study aims to find out the ability to compose sentences of deaf children in outstanding schools. This study was conducted using qualitative case study method in the form of interviews and documentation studies of students' learning outcomes, interviews were conducted on 14 elementary school teachers. This research was conducted by two schools, namely in SLB-B YRTRW and SLB YAAT surakarta. The results showed that deaf children have problems in composing sentences and understanding the meaning of sentences. This is due to, 1) the receptive ability of children who are hampered by hearing ability, 2) the interest in learning deaf children in indonesian language is low, and 3) the use of non-standard sign language systems in communication between deaf children in activities outside the classroom. According to the class teacher, most deaf children also think that indonesian language is a difficult and boring lesson. Therefore, teachers need to increase innovation and creativity in the delivery of Indonesian language materials to be more interesting, either by using media or props that are fun and worth using to increase the motivation of learning deaf children and help the understanding of materials composing Indonesian sentences.

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Ferreira, Renata Lena de Lourdes, Rosa Maria da Exaltação Coutrim, and Marco Antonio Torres. "Inclusion for whom? The struggle of families for schooling deaf students." Revista Tempos e Espaços em Educação 15, no. 34 (March 24, 2022): e16890. http://dx.doi.org/10.20952/revtee.v15i34.16890.

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Researchs about family, school and inclusion reveals that deaf inclusion policies have changed in Brazil since the 2000s. This research had as general objective analyzed how the school and family’s relation is configured in the process of inclusion of deaf students in a city in the countryside of Minas Gerais. From a qualitative perspective, the research preferred on the comprehensive interview to two mothers of deaf students from popular layers and the questionnaire applied to two directors and two teachers selected from two schools in the city. It was concluded that, although these students are protected by the laws, they are not being fulfilled. So this, schools and families do their best to include these students within the possibilities available, however, the schooling process still presents many obstacles and has caused frustration and a feeling of powerlessness for deaf students and their families.

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Maria Hannah Martin and Kathleen Ronquillo. "Effect of Motivation on Reading Activity and Text Comprehension of Adult Filipino Deaf Learners." Modern Journal of Studies in English Language Teaching and Literature 3, no. 1 (June 30, 2021): 119–39. http://dx.doi.org/10.56498/31202153.

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Reading is an important facet of the literacy enhancement of an individual. Studies in reading comprehension and the variables affecting it are considered important because society gives much importance to reading and demands higher literacy rates. While there is a plethora of research on reading motivation among learners, there is a scarcity of studies that deal with reading motivation among learners with physical disabilities. Hence, the present study aimed at investigating the link between the Filipino deaf learners’ reading motivation and reading activity and comprehension of English texts. The researchers used Parault and Williams’ (2010) Reading Activity Questionnaire and Motivation for Reading Questionnaire (MRQ) as instruments to answer the research questions. The results of the study revealed that there is no significant relationship between reading motivation of deaf learners and their reading amount and text comprehension. Nonetheless, the study may have implications for the current deaf bilingual literacy curricula in local schools, particularly in addressing Filipino deaf bilinguals’ motivation for reading.

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HIRANE, Takamitsu. "OUTLINE OF DEAF SCHOOLS ON THE LEVEL THROUGHOUT THE COUNTRY : A study on architectural planning for the deaf school Part 1." Journal of Architecture, Planning and Environmental Engineering (Transactions of AIJ) 450 (1993): 39–46. http://dx.doi.org/10.3130/aijax.450.0_39.

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Karic, Jasmina, Sinisa Ristic, Snezana Medenica, Vaska Tadic, and Svetlana Slavnic. "Reading characteristics of deaf and hard-of-hearing pupils." Vojnosanitetski pregled 69, no. 10 (2012): 846–51. http://dx.doi.org/10.2298/vsp1210846k.

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Background/Aim. Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of spech production movements leading to speech formation (socalled kinesthesia in speach). The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Methods. Kostic and Vladisavljevic test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. Results. The triage-articulation test for assessing reading speed (Kostic and Vladisavljevic?s test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the threedimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, ie, if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. Conclusion. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard of-hearing children. It is essential that in deaf and heard-of hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

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Kolsters, Bob. "Tweetaligheid en Alfabetisering Van Doven." Toegepaste Taalwetenschap in Artikelen 59 (January 1, 1998): 9–18. http://dx.doi.org/10.1075/ttwia.59.02kol.

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Schools for the deaf in the Netherlands are currently looking for ways of converting their current education into bilingual education. The first language of prelingual deaf children in the Netherlands is Sign Language of the Netherlands (SLN); their second language is Dutch. In the first part of the thesis, the bilingual situation of prelingual deaf children is examined with the help of a theoretical framework designed by J. Cummins and a model designed by J. Kurvers. Cummins' theoretical framework takes a thorough look at language development in different bilingual situations. Kurvers' model examines the different ways for bilingual people to obtain literacy. Both theories support the view that in order to stimulate development of the first and the second language, sign language should be the language of instruction in schools for the deaf as well as the language in which prelingual deaf children obtain literacy. Since this implies the use of a notation system for sign language in deaf education, the second part of the thesis deals with the design of a prototype of an educational method that stimulates metalinguistic knowledge with the help of such a notation system.

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Amril, La Ode, Darhim, and Dadang Juandi. "DEAF STUDENT AND MENTAL ACT IN MATHEMATICS PROBLEM SOLVING." Indonesian Journal of Social Research (IJSR) 2, no. 1 (June 9, 2020): 100–110. http://dx.doi.org/10.30997/ijsr.v2i1.25.

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Mathematics has an important role in the cognitive development of deaf students. Through learning mathematics in schools, deaf students will explore and build knowledge, because literally mathematics is the parent of knowledge and human activities. One important aspect in learning mathematics is the ability to solve problems. Problem solving means engaging in a task for which the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and through this process, they will often develop new mathematical understandings.This study aims to analyze the mental act of deaf students in solving mathematical problems in fraction material. Respondents of 20 students were randomly selected from 3 special schools. This type of research is qualitative with a case study design. Data was collected through the instrument of problem solving abilities, interviews, and observations. Data were analyzed using grouded theory. The results of this study indicate that the mental act used by deaf students in solving mathematical problems is interpreting, explaining, inferring, and problem solving.

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34

Bartlett, Robin. "The experience of deaf students in secondary mainstream classrooms." Educational and Child Psychology 34, no. 4 (December 2017): 60–69. http://dx.doi.org/10.53841/bpsecp.2017.34.4.60.

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Aim:This article aims to explore the classroom experience of students of secondary age who are deaf and who are being educated in mainstream secondary schools in England. In this approach, there is considerable emphasis on hearing the authentic voice of the students separate from the influence of their teachers and parents.Method:In-depth interviews were conducted in the students’ homes. Recordings of the interviews were transcribed and employed to identify themes in the data, adopting a ‘Grounded Theory’ approach. Further analysis of the themes led to a consideration of what implications there may be for the students, for the adults who support their learning, including educational psychologists, and for policymakers.Findings:The findings indicate that both the medical and social models of disability may need to be reappraised in terms of the framework they provide for guiding schools in educating their students. An alternative model, the risk and resilience model, is considered, which recognises the importance of the active contribution which the students may make in maintaining their placement in their schools.Conclusions:The evidence arising from this investigation suggests that the learning outcomes for deaf students in mainstream classrooms are finely balanced. Not to learn from the students about their experience would be to overlook a rich source of information on how schools and teaching might be improved and the underperformance of deaf children addressed.

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Snoddon, Kristin, and Joanne Weber. "Commentary: Shapes and Sites of Deaf People’s Transinstitutionalization." Canadian Journal of Disability Studies 9, no. 3 (September 26, 2020): 16–27. http://dx.doi.org/10.15353/cjds.v9i3.644.

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This commentary describes our perspective on transinstitutionalization as deaf teachers and researchers from different regions of Canada, and accounts for some of the ways in which transinstitutionalization manifests in the lives of deaf people, particularly in educational settings. In the present day, so-called inclusive education is often presented as the progressive alternative to institutionalization, or deaf schools. However, mainstream education in regular settings without adequate sign language support and the continuing polarization of language and identity options for deaf children are two of the main ways in which transinstitutionalization recurs for deaf children and adults and threatens the vitality of sign languages.

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Aghaji, Ada E., Richard Bowman, Vincent C. Ofoegbu, and Andrew Smith. "Dual sensory impairment in special schools in South-Eastern Nigeria." Archives of Disease in Childhood 102, no. 2 (January 18, 2017): 174–77. http://dx.doi.org/10.1136/archdischild-2016-311285.

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In a cross-sectional study to determine the magnitude of dual sensory impairment (DSI-combined hearing and vision loss) in children in single-disability special education schools, children in schools for the blind and schools for the deaf in four states in South-East Nigeria were examined by an ophthalmologist and otorhinolaryngologist to determine the level of their disability and to identify other disabilities if any. Participants were all students with childhood blindness or childhood deafness. The magnitude and causes of DSI and the burden of undetected DSI were the main outcome measures. A total of 273 students were examined. About 7% of these students had DSI out of which over 60% (12/19) was previously undetected. There was more DSI in the blind schools than in the deaf schools (p=0.003). There is a large burden of undetected DSI in children in special schools in Nigeria. There is a need to create awareness of this problem and advocate appropriate screening, rehabilitative and educational strategies for children who have it.

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Pribanić, Ljubica. "Sign Language and Deaf Education." Investigating Understudied Sign Languages - Croatian SL and Austrian SL, with comparison to American SL 9, no. 1-2 (December 31, 2006): 233–54. http://dx.doi.org/10.1075/sll.9.1.12pri.

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Deaf education in Croatia still continues to use a predominantly auditory-speech approach, spoken Croatian only, and simultaneous communication (SC). In the last few years a few changes in tradition have been made: most importantly, educational interpreting is now available in high schools and at the university level. Given the lack of bilingual deaf education and early sign language exposure, deaf children make very slow progress in literacy, compared with deaf children of deaf parents. Benefits of early sign language acquisition can be seen in deaf children of deaf parents not only in better social adaptation skills, but also in their better academic achievement compared with other deaf children. The cultural approach to deaf education views sign language as the most natural linguistic form of deaf people, and a powerful means of communication for all purposes and in all circumstances. Here, we discuss case studies of Sweden and Denmark, with 20 years of tradition in deaf bilingual education; the Netherlands, with about 10 years of deaf bilingual education; and Spain, where deaf bilingual education is in the process of implementation. These examples (Sweden, Spain, Netherlands) demonstrate the processes of policy changes and the shift to deaf education that is aimed at taking care of the needs of deaf children and their families, as well as implementing the human rights protections for linguistic minorities.

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Menezes, Adriane, and Vânia Chiella. "PUBLIC POLICIES, THE BNCC AND THE CURRICULUM IN THE BILINGUAL SCHOOL FOR THE DEAF." Momento - Diálogos em Educação 31, no. 02 (July 28, 2022): 350–73. http://dx.doi.org/10.14295/momento.v31i02.14500.

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This article presents the Brazilian context in which Bilingual Education for the Deaf is inserted. We understand that such a context of linguistic minorities in deaf communities requires, in addition to the linguistic right in education, the construction of a bilingual curriculum, a reference for the insertion of the Brazilian Sign Language (Libras) as a curricular component. Such elements are fundamental in the integral process of schooling of deaf children, and they are in agreement with the evidence of international and national research according to which sign language in the curriculum should promote the consolidation of linguistic competence and the mastery of metalinguistic awareness of Libras, in order to constitute competent meanings in the languages that circulate in the school. In this paper, we aim to promote reflections on the context of implementing the Bilingual Education for the Deaf curriculum in line with the standardizing and guiding document for all Brazilian schools, the National Common Curricular Base. The focus is on this document, as an important ally for the construction of the curricula of bilingual schools for the deaf, in a perspective of guaranteeing the learning rights of these students.

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Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (December 2, 2019): 177. http://dx.doi.org/10.22146/jh.44767.

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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.

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Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (May 28, 2019): 177. http://dx.doi.org/10.22146/jh.v31i2.44767.

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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.

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TACHIIRI, Hajime. "Audiology Situation Nationwide in Schools for Students Who Are Deaf." Japanese Journal of Special Education 36, no. 1 (1998): 39–46. http://dx.doi.org/10.6033/tokkyou.36.39.

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El-Aziz, Asmaa. "Prevalence of Visual Impairment among Deaf and Mute Schools Children." Ophthalmology Research: An International Journal 2, no. 4 (January 10, 2014): 204–11. http://dx.doi.org/10.9734/or/2014/9256.

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Knudson, Bradley G. "Superintendents of American Residential Schools for the Deaf: A Profile." American Annals of the Deaf 148, no. 1 (2003): 49–55. http://dx.doi.org/10.1353/aad.2003.0005.

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Lomas, Gabriel, and Anthony K. Van Reusen. "Counseling Services in Texas Schools for Students Who Are Deaf." TCA Journal 27, no. 1 (March 1999): 15–22. http://dx.doi.org/10.1080/15564223.1999.12034539.

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Gray, Roger F. "Causes of deafness in schools for the deaf in Madras." International Journal of Pediatric Otorhinolaryngology 18, no. 2 (December 1989): 97–106. http://dx.doi.org/10.1016/0165-5876(89)90062-1.

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Powers, Steve. "Investigating Good Practice in Supporting Deaf Pupils in Mainstream Schools." Educational Review 53, no. 2 (June 2001): 181–89. http://dx.doi.org/10.1080/00131910120055606.

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Shoji, Masashi. "Early Intervention in Deaf Schools for Infants with Hearing Loss." Japan Journal of Logopedics and Phoniatrics 45, no. 3 (2004): 224–29. http://dx.doi.org/10.5112/jjlp.45.224.

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Gibbons, Elizabeth M. "Supporting Deaf and Hard-of-Hearing Students in the Schools." Contemporary School Psychology 19, no. 1 (October 28, 2014): 46–53. http://dx.doi.org/10.1007/s40688-014-0039-1.

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Ahmed, Mohamed Elsayed, and Shinobu Hasegawa. "Development of New Distance Learning Platform to Create and Deliver Learning Content for Deaf Students." Education Sciences 12, no. 11 (November 17, 2022): 826. http://dx.doi.org/10.3390/educsci12110826.

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With the increasing transformation of using distance learning platforms in educational institutions, deaf student instructors in schools and universities have no specialized platform for remotely delivering learning content for deaf students with sign language translation videos. This study suggests a new asynchronous distance learning platform for deaf students with particular capabilities to assist deaf student instructors in developing and delivering educational materials over distance. Nineteen educational technology experts, seven instructors for deaf students, and sixteen undergraduate deaf students participated in this study to assess the proposed platform. Qualitative methods were used to collect data using online questionnaires. According to the findings, the suggested platform is suitable for distance learning when creating and delivering educational materials with sign language translation videos for deaf students. Deaf students could easily access and study the courses remotely with the help of the proposed platform.

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Roksandić, Ivana, Ivana Pavković, and Jasmina Kovačević. "THE CHARACTERISTICS OF BEHAVIOR OF DEAF AND HARD-OF-HEARING LEARNERS IN DIFFERENT TYPES OF SCHOOL ENVIRONMENT." Journal Human Research in Rehabilitation 8, no. 1 (April 2018): 27–34. http://dx.doi.org/10.21554/hrr.041804.

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The school environment is a context that provides students with the opportunity to acquire certain skills during regular teaching, extracurricular and other activities, as well as to manage social relationships, adapting their behavior to specific social demands and interactions. The results of a large number of surveys indicate the specificities and shortcomings in social adaptation, communication, education, problems in the behavior of deaf and hard-of-hearing learners that result from primary damage. This paper analyzes the behavior of deaf and hard-of-hearing students who are educated in regular schools and schools for deaf and hard-of-hearing students, especially aspects of behavior during the class, at the break time, towards friends as well as their emotional attitude. The similarities and the differences in the behavior of deaf and hard-of-hearing learners in different types of school environment are highlighted. Finally, some general guidelines for the approaches to the development of individual educational models of support for deaf and hard-of-hearing students are given. The pointed out fact is the importance of the participation of defectologists in the inclusive school environments in order to provide the expert guidance to the teachers, the teaching staff and theparents in order to create an incentive environment for the development of positive interactions and forms of behavior for deaf and hard-of-hearing students.

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