Rozprawy doktorskie na temat „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.
Pełny tekst źródłaStaten, 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.
Pełny tekst źródłaElgar, 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.
Pełny tekst źródłaElgar, 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.
Znajdź pełny tekst źródłaBiggs, 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.
Pełny tekst źródłaRoss, 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.
Pełny tekst źródła方玉英 i 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.
Pełny tekst źródłaFong, 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.
Pełny tekst źródłaGottardis, 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.
Pełny tekst źródłaAlothman, 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/.
Pełny tekst źródłaWarren, Sarah Danielle. "DeaFFA: An Exploration of Agricultural Education in Schools for the Deaf and Hard of Hearing". UKnowledge, 2019. https://uknowledge.uky.edu/cld_etds/47.
Pełny tekst źródłaLissi, Maria Rosa. "A descriptive study of deaf students and their reading teachers using English to participate in computer-networked conversations /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaHaji, Shahminan Hajah Norbayah. "A critical exploration of deaf young people's underachievement in Brunei Darussalam". Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7693.
Pełny tekst źródła[Verfasser], Sewalem Tsega Agegnehu. "Gender and Deafness in Education of the Deaf in Ethiopia: Problems, Gender Disparities and Possible Solutions at Alpha and Mekanissa Special Schools for the Deaf. / Sewalem Tsega Agegnehu". Aachen : Shaker, 2012. http://d-nb.info/1069047538/34.
Pełny tekst źródłaJones, Erica. "Leadership Practices in K-12 Public Schools for Deaf and Hard-of-Hearing Students| A Qualitative Study". Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10979683.
Pełny tekst źródłaThis study aspired to understand the practices implemented by school leaders to ensure deaf and hard-of-hearing students have access to nonacademic and extracurricular activities and services commensurate with their hearing peers. The participants for this study were school leaders as well as non-school leaders who worked with deaf and hard-of-hearing students in their nonacademic and extracurricular activities in secondary public schools. The data were collected through document reviews and semi-structured interviews to address the research question: What are the practices, if any, that school leaders implement and employ to support their staff in developing transformative leadership skills to ensure a culture of inclusion that ensures deaf and hard-of-hearing students have access to nonacademic and extracurricular services commensurate with their hearing peers? The data were analyzed through the lens of transformative leadership theory and illuminated three themes: administrative guidance, resources, and culture. Key findings indicated the need for more explicit policies at the district and school levels, more access to resources, and greater professional development opportunities to support the development of a strong culture.
Choi, Sungkyu. "Cross-cultural attitudes toward deaf culture in a multi- and singular cultural society : a survey of residential school based teachers for the deaf who are deaf and hearing". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941571.
Pełny tekst źródłaDepartment of Special Education
Leatherman, Edgar A. "Benefits of the West Virginia School for the Deaf horticulture program to past graduates 1984-1997". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1619.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains vi, 35 p. Vita. Includes abstract. Includes bibliographical references (p. 29-30).
Gross, H. "Social interaction and play in the deaf nursery school". Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380087.
Pełny tekst źródła馮詠儀 i Wing-yee Fung. "Self-concept in hearing impairecd secondary school integrators". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956403.
Pełny tekst źródłaAlmutairi, Theeb. "The social interaction of children who are deaf and hard of hearing in mainstream schools in Saudi Arabia". Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723434.
Pełny tekst źródłaFung, Wing-yee. "Self-concept in hearing impairecd secondary school integrators". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13597164.
Pełny tekst źródłaBurnette, A. Megan. "Factors influencing the decision-making processes of parents for the educational placement of their children who are deaf : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /". Click to access online version, 2006. http://proquest.umi.com/pqdweb?index=95&did=1296090481&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1256313010&clientId=28564.
Pełny tekst źródłaLee, Chongmin. "MIDDLE SCHOOL DEAF STUDENTS’ PROBLEM-SOLVING BEHAVIORS AND STRATEGY USE". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291230924.
Pełny tekst źródłaBliss, Courtney C. "Reframing Normal:The Inclusion of Deaf Culture in the X-Men Comic Books". Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu149143787039966.
Pełny tekst źródłaHe, Xirong. "How Chinese hearing parents support their deaf children to be ready for and educated at mainstream schools in Beijing, China". Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/30255/.
Pełny tekst źródłaMikutel, Douglas William. "From "Silence and darkness" : historical origins of the Florida School for the Deaf and Blind /". Link to online version, 2004. http://etd.lib.fsu.edu/theses/available/etd-05252004-181636.
Pełny tekst źródłaMelander, Hilary Ann. "An Evaluative Case Study of a Mathematics Program at a Deaf School in Ghana and an Ecological Explanation for Challenges Preventing Deaf Students Access to Quality Education". Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2669.pdf.
Pełny tekst źródłaStemela, Unati. "Career construction and support of D/deaf high school learners in the Eastern Cape Province". Doctoral thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/34000.
Pełny tekst źródłaWolf, Jennifer. "The Effects of Testing Accommodations Usage on Students' Standardized Test Scores for Deaf and Hard-of-Hearing Students in Arizona Public Schools". Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195185.
Pełny tekst źródłaHenderson, Murdock M. "The prevalence of learning disability among deaf youth a descriptive and comparative study /". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Pełny tekst źródłaCamatti, Liane. "A emergência do sujeito pedagógico surdo no espaço de convergência entre comunidade e escola de surdos". Universidade Federal de Santa Maria, 2011. http://repositorio.ufsm.br/handle/1/6960.
Pełny tekst źródłaA visibilidade adquirida pela escola de surdos, com a renitência de discursos que tomam a surdez como diferença linguística e cultural, gera um cenário de permanente convergência entre comunidade e escola de surdos. Isso ocorre em razão de a comunidade surda ter encontrado no espaço da escola uma trincheira que possibilita as articulações comunitárias. Daí, abrem-se possibilidades de investigar práticas delimitadas pelo espaço simbólico emergente, considerando-se a intersecção entre escola e comunidade. Esta pesquisa busca entender como se dá a produção do sujeito pedagógico surdo na convergência entre os espaços comunitário e escolar. Para isso, investigou-se o contexto de três cidades do Rio Grande do Sul Caxias do Sul, Porto Alegre e Santa Maria , através de discussões com alunos e professores surdos partícipes da escola e também líderes da comunidade. Para realizar o empreendimento de análise da materialidade obtida, buscou-se sustentação teórica nos estudos de vertente pós-estruturalista. O desenvolvimento deste estudo possibilitou traçar um panorama no qual a comunidade surda se articula a partir do seu capital cultural e catalisa possibilidades de resistência. Já a escola de surdos, tomada com grande positividade, constitui-se como um espaço privilegiado de constituição de modos específicos de ser surdo. A partir disso, tem-se que a comunidade se insere na escola de surdos com o propósito de investir recursivamente na formação de um perfil político no surdo pedagogizado nessa escola, com vistas a assegurar a manutenção da própria comunidade.
Langer, Elizabeth Caldwell. "Classroom discourse and interpreted education: What is conveyed to deaf elementary school students". Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3256442.
Pełny tekst źródłaBower, Sarah. "Deaf pupils' experiences of inclusion within a mainstream primary school : a case-study". Thesis, Open University, 2006. http://oro.open.ac.uk/49073/.
Pełny tekst źródłaElhageen, Adel Abdelfatah M. "Effect of interaction between parental treatment styles and peer relations in classroom on the feelings of loneliness among deaf children in Egyptian schools /". Berlin : WVB Wissenschaftlicher Verlag, 2005. http://www.wvberlin.de/data/inhalt/elhageen.htm.
Pełny tekst źródłaTAVEIRA, CRISTIANE CORREIA. "FOR A DIDACTICS OF DEAF INVENTION: PEDAGOGICAL PRACTICE IN THE PILOT SCHOOLS OF SIGN BILINGUAL EDUCATION IN THE MUNICIPALITY OF RIO DE JANEIRO". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23563@1.
Pełny tekst źródłaCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
O problema central desta tese está no letramento de alunos surdos, o que levou à reflexão sobre a constituição do pensamento através de signos e seus possíveis significados construídos socialmente. Faz-se a tentativa de preencher a lacuna apontada por Lebedeff (2010) sobre quais seriam as práticas pedagógicas advindas da necessidade discursiva da experiência visual da surdez e a quais eventos de letramento visual se referem esses discursos. Os objetivos específicos da pesquisa foram os seguintes: 1. Identificar as características das práticas pedagógicas dos instrutores surdos em atuação nas escolas-piloto de educação bilíngue no município do Rio de Janeiro; 2. Analisar as inter-relações entre as práticas pedagógicas dos instrutores surdos com o letramento visual ou o uso de recursos apoiados em imagens. 3. Caracterizar as práticas pedagógicas negociadas com o professor (ouvinte) junto ao instrutor surdo. Contudo, verificamos que há outras práticas que estão ocorrendo diante de fatores, tais como a forte tendência autobiográfica do surdo, manifesta na construção de narrativas surdas em uma linguagem própria, o que envolve não somente a língua de sinais ou língua escrita (portuguesa). Para a compreensão das negociações de sentido, parte-se para a linguagem de interações que é fator fundamental à compreensão da comunicação e da sociabilidade; estas não se concretizam somente por meios e suportes, mas também mediada por interpretações, anseios e conflitos. Diante dessa perspectiva, consideramos que os surdos encontram-se em um processo de desequilíbrio ritual e abordamos os jogos de interação em uma linguagem goffmaniana (1981, 1985, 1988, 2011). Motivou-nos abordar esse panorama complexo em escolas regulares onde foram validadas etapas metodológicas sucessivas: 1. Conhecimento do contexto arquitetônico, humano e tecnológico das escolas; 2. Apresentação da educação bilíngue ao diretor e coordenador pedagógico; 3. Acompanhamento das salas de recursos, pela pesquisa, de modo a documentar a bidocência por meio dos registros fílmicos; 4. Construção de material de formação continuada a partir da edição de fotografias e filmagens para espaço da formação com os Instrutores Surdos, Intérpretes de LIBRAS e Professores das Salas de Recursos; 5. Encontros anuais de Educação Bilíngue organizados para 400 a 600 participantes. A pesquisa envolveu também algumas providências quanto a: equipar as salas de recursos com materiais pertinentes à surdez; capacitar professores, instrutores surdos e intérpretes de LIBRAS; oferecer cursos de formação continuada em LIBRAS. Delinearam-se três estilos de aula: a. Expositiva em língua de sinais com o uso mais tradicional de apresentação de assunto ou tema com incremento de imagens; b. Informatizada em língua de sinais com o uso de outros meios como história em quadrinhos, desenhos, jogos e representações; c. Dramatizada ou teatralizada em língua de sinais com o uso de recursos cênicos. Considerando que a perspectiva fundamental da didática assume o processo ensino-aprendizagem em sua multidimensionalidade, ou seja, os aspectos político, humano e técnico, como nos indica Candau (1983, 2012a), enxergá-la junto a uma parte dos instrutores surdos de língua de sinais fez parte da proposta desta pesquisa-ação que demandou 69 incursões a campo com filmagens desses estilos de aula e de recursos usados em 12 escolas-piloto de Educação Bilíngue no Município do Rio de Janeiro. Justifica-se o esforço de análise e, principalmente, de catalogação dos artefatos encontrados nas escolas públicas municipais cariocas, cerne desta tese, na qual o pano de fundo não deixam de ser as narrativas surdas, porém não nos prendendo a elas, mas à arte dos surdos e de alguns ouvintes em criar suportes, recursos, práticas pedagógicas que criam outros modos de ensino-aprendizagem em prol de uma didática da invenção surda.
The central concern in this thesis is in the literacy of deaf students, which led to the consideration of the constitution of thought through signs and its possible socially constructed meanings. It is focused on the attempt to fill the gap pointed by Lebedeff (2010) on which would the pedagogical practices be from the discursive need of the visual experience of deafness and to which visual literacy events these discourses refer to. The specific objectives of the research were: 1. To identify the characteristics of the pedagogical practices of the deaf instructors acting in pilot schools of bilingual education in the city of Rio de Janeiro; 2. To analyze the interrelationships between the pedagogical practices of the deaf instructors with visual literacy or the use of resources supported by images. 3. To describe the pedagogical practices negotiated with the teacher (listener) together with the deaf instructor. However, we found out that are other practices that are occurring in the face of these factors such as the strong autobiographical tendency of the deaf individuals, expressed by the construction of deaf narratives in their own language, which involves not only sign language or written language (Brazilian Portuguese). To understand the negotiations of meaning, we set out to the language of interactions, which is a key factor in understanding the communication and sociability; these are realized not only by means and media, but also mediated by interpretations, desires and conflict. Given this perspective we considered that the deaf individuals are in a process of ritual imbalance and we approached games of interaction in a Goffman language (1981, 1985, 1988, 2011). We were motivated to address this complex panorama, in research, in regular schools where successive methodological steps were validated: 1 Knowledge of architectural, human, and technological context of the schools; 2 Presentation of bilingual education for the director and pedagogical coordinator; 3 Monitoring of resource rooms, in order the research, to document two teachers (deaf and hearing) through the records on film (movie); 4 Construction of continuing education material from the photo editing and filming for training with the deaf instructors, sign language interpreters and teachers of resources rooms; 5. Bilingual Education Annual meetings arranged for 400 to 600 participants. The research also involved some steps as: equip the rooms with resource materials relevant to deafness; continuing training for teachers, deaf instructors and deaf sign language interpreters; offer continuing education courses in sign language. Outlining three styles of curricula: a. Lecture in sign language with the more traditional use of presentation of subject or theme with incremental images; b. Computerized lesson in sign language with the use of other media like comics, cartoons, games and representations; c. Dramatized lesson in sign language with the use of scenic resources. Whereas basic didactic perspective assumes teaching-learning process in its multidimensionality, i.e. the political, human and technical aspects, as indicated by Candau (1983, 2012a), it was part of the purpose of this action-research to comprehend it along with some of the Deaf Instructors of the sign language: the lesson styles and the resources used by 12 Deaf Instructors. They are those who managed to promote sign language and deaf culture, with greater effectiveness, as the largest investment of resources in pilot schools of Bilingual Education in the Municipality of Rio de Janeiro. The effort of analysis is justified and especially the cataloging of the artifacts found in the public municipal schools of Rio de Janeiro - core of this thesis - in which the background is nonetheless deaf narratives, but not holding on to them, but to the art of deaf individuals and some listeners in creating means, resources, pedagogical practices that create other approaches to teaching and learning towards a teaching of the deaf invention.
Chake, Nkhululeko. "Evaluation of support and training sign language services at Setotolwane Secondary School". Thesis, University of Limpopo, 2018. http://hdl.handle.net/10386/2351.
Pełny tekst źródłaSupport and training services serves as a key to easy life for the deaf community. The whole experience allows deaf people to batter people who understand who they are and how life should be. The purpose of this study was to evaluate the support and training Sign Language services provided at Setotolwane Secondary School. Data was collected from Setotolwane Secondary School using semi-structured interviews. Qualitative approach was used where ten (10) people were interviewed. Among then there were five (5) deaf learners and five (5) Sign Language teachers. Finally, the results show that deaf people are being provided with support and training Sign Language service. The services provided are not enough that are further recommendations to improve in the situation. This study aims to indicate how relevant support and training can improve and empower the deaf community around the world. Keywords Sign Language, support services, training services
Watson, Martreece Richardson. "Telling Their Stories:Black d/Deaf High School Students Graduating with Diplomas, A Case Study". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499772454465427.
Pełny tekst źródłaDalvi, Rubina. "A case study of the constitution of school mathematics for the deaf in three primary school classrooms". Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12011.
Pełny tekst źródłaIncludes bibliographical references.
This dissertation presents an investigation of the constitution of mathematics for a group of deaf learners in grades 4, 5 and 6. These learners were taught in sign language on the topics of integers, time and fractions. Four lessons were observed and video-recorded. The lessons were transcribed from sign language to English.
Gustus, Christine H. "E-Mentoring an Educator in a State School for the Deaf| An Action Research Study". Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284660.
Pełny tekst źródłaThe purpose of this qualitative action research study was to explore the benefits and challenges of e-mentoring an adult learner in a rural state school for the deaf that taught children with hearing loss to listen and speak. This school lacked the benefit of a spoken language programs for deaf children. This study focused on e-mentoring the Lead Teacher/SLP, in order to enhance her understanding of language development in children with hearing loss and improve her ability to use diagnostic teaching, in order to implement strategies that would allow the children in this specialized classroom to continue to develop spoken language. Through use of synchronous and asynchronous e-mentoring, I assisted the mentee as she developed a plan specifically focused on providing her with the skills needed to lead/direct the program independently, in order for it to continue successfully. The mentee and supervisory/administrative staff were participants of this study. The mentee participated in the e-mentoring process twice each month, for 30-45 minutes per session, for one academic school year.
The mentee typically guided the topic of the e-mentoring session by asking for assistance in a particular instructional area. On alternate weeks, I was in contact with the mentee via email, text, and/or phone. After e-mentoring, I completed a journal entry with my thoughts about the session and the mentee responded to questions about the e-mentoring experience. At the conclusion of the academic year, I conducted a focus group with the supervisors and administrators of the spoken language program asking for input about this new program. Secondary data were collected from vocabulary and concept tests on the children attending the program using. Results from the journaling and responses to questions and focus group were coded and analyzed for emerging themes. One major themes was Change, with subthemes of opportunities, e-mentoring the spoken language program, progress of the children, perceptions of the program, increase in enrollment, and scheduling. Other major themes included Andragogy and e-mentoring, Teaching Strategies, and Technology. The results of this study may be important to administrative personnel in state schools for the deaf, interested in initiating a spoken language classroom.
Amann, Nancy Hilbok. "Closed captioning as a literacy tool for deaf and hard-of-hearing middle school students". Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282903.
Pełny tekst źródłaMadsen, Britania. "Hidden in Plain Sight: Black Deaf Education and the Expansion of the Carceral State". Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619128044814797.
Pełny tekst źródłaPang, Lau Seung-man Bessie. "Social aspects of integration of children with profound hearing impairment in Hong Kong primary schools". Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627085.
Pełny tekst źródłaStobbart, Carlin Lillian. "Home-based literacy experiences of severely to profoundly deaf pre-schoolers and their hearing parents". Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04172007-133642.
Pełny tekst źródłaGibbons, Elizabeth. "A NATIONAL SURVEY ON THE ROLE OF THE SCHOOL PSYCHOLOGIST IN EDUCATIONAL PLACEMENT DECISIONS FOR DEAF STUDENT". Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/18763.
Pełny tekst źródłaPh.D.
One of the most controversial issues in the field of education is the determination of the educational placement of deaf K-12 students. Although school psychologists are involved in the determination process, little is known about their specific role in decision-making. School psychologists (n=357) with varying degrees of specialization in this area were surveyed with regard to their experience and perceptions. Results indicated that student audiological status predicts the types of assessment data that school psychologists collect and report in order to inform educational placement decisions. Participants who responded to the survey on the basis of their experience making placement decisions for deaf students (n=54) perceived themselves as less influential over the decisions than participants who responded on the basis of their experience making placement decisions for hearing students (n=303). Additionally, there was a relationship between school psychologists' specialization in the area of deafness and the interpretation of the phrase, the "least restrictive environment." Possible explanations and the associated implications of these findings are discussed.
Temple University--Theses
Danielsson, Louise. "Det teckenspråkiga klassrummet : en arena för möte mellan elever och lärare". Licentiate thesis, Stockholms universitet, Specialpedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-93151.
Pełny tekst źródłaClubb, Orville Leverne. "The use of IT in enhancing the literacy and communication skills of deaf Chinese school pupils". Thesis, University of Sunderland, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391919.
Pełny tekst źródłaMüller, Janete Inês. "Língua portuguesa na educação escolar bilíngue de surdos". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/149088.
Pełny tekst źródłaIn conjunction to Cultural Studies in Education, to the Deaf Studies and to Linguistics, it is sought, in this thesis, to answer the problem of search: how has the Portuguese language teaching for deaf been produced in bilingual education contexts in Rio Grande do Sul? For this, the objective is to: a) describe and discuss bilingual education in deaf schools in Rio Grande do Sul; b) investigate and analyze discursive practices of Portuguese teaching for deaf in bilingual education contexts. When operating with theoretical and methodological tools of Foucault's discourse analysis, the data of this research were produced in stages: 1) visits for presentation to eight (8) schools participating in the survey, including conversations with members of the school management and teacher teams (with routing ethical procedures); 2) research on school documents: School Rules, Political and Pedagogical Plans and the curricular component of Portuguese Studies; 3) in-person interviews with twelve (12) Portuguese-speaking teachers for deaf; 4) conversation circles with participant teachers of the research. In an analysis of cultural artifacts it indicates that, given the failures of deaf students in special or regular schools and the consequent resistance to ineffective oral and bimodal teaching methods, it is necessary to fight for another conduction mode: a bilingual education, which is being built on deaf schools. In the composition of the corpus of this research, undertaken research makes it possible to conclude that a bilingual education for deaf is mainly woven in academic, political and discursive practices being the 'discourse of bilingual education' produced by statements of different discursive fields, which give true status. In defense of the capability of a bilingual education for the deaf, centered on education and access to the world of Sign Language, in contact with artifacts of deaf culture and the encounter with different deaf, the school context research also points obstacles and challenges, particularly language - cultural (use and status of languages in contact), socioeconomic (family participation and investment in school) and political-pedagogical (penetrations of the sponsors, concepts that permeate the education for the deaf, teacher training and educational proposals for teachers). These unique school settings, daily (re)invented stands the Portuguese language teaching, and its importance is attributed to social interaction for the deaf in the country, and these, as students, have signaled greater interest in learning it. In this thesis, the Portuguese language in the written form is understood as an additional language to Sign Language, so that, in pedagogical and discursive practices, it is given relevance for language education and literacy in deaf Portuguese. In these educational processes, they suggest curriculum changes; also show the necessary advances in the production of teaching resources and dialogue with theoretical support and methodological strategies. In addition, the look at the school discursive practices allows to conclude that the Portuguese language teaching is articulated to representations about the deaf subject, the teaching concepts of language and school experiences.
Pedersen, Christian. "The Sensory Garden Experience: A Sensory Enrichment Design for the Arizona School for the Deaf and Blind". The University of Arizona, 2013. http://hdl.handle.net/10150/291178.
Pełny tekst źródłaRoddy, Troy. "Frame Analysis of the Self-Perceived Leadership Orientations of Headmasters of the Independent Schools Association of the Southwest, Southern Association of Independent Schools, and the Association of Independent Schools of Greater Washington Member Schools". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1217.
Pełny tekst źródłaCosta, Raika Sampaio de Macedo. "Educação bilíngue para surdos em uma escola estadual de Manaus: desafios e possibilidades". Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/6704.
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O presente estudo foi desenvolvido na extensão do Mestrado em Gestão e Avaliação da Educação da Universidade Federal de Juiz de Fora. O caso estudado constitui-se em análise acerca do ensino oferecido a surdos de uma escola da rede estadual de Manaus, denominada Escola Estadual Augusto Carneiro dos Santos (EEACS), que tem como documentos norteadores o Projeto Político Pedagógico, o Regimento e a proposta curricular bilíngue. Tal proposta tem como base legal o Decreto Federal 5626, de 22 de dezembro de 2005, o qual assegura que os alunos surdos tenham uma educação bilíngue, ou seja, uma educação pautada no ensino da língua de sinais como língua de instrução para a aquisição da língua portuguesa na modalidade escrita. O objetivo definido para este estudo foi compreender de que forma as práticas de ensino desta escola são efetivas no sentido de valorização do indivíduo surdo quanto às suas peculiaridades e especificidades, em respeito às suas diferenças linguística, identitária e cultural. Para tanto, foi feita uma contextualização histórica e política da educação no Brasil, além da descrição da rede estadual de educação de Manaus e da EEACS. Visando ao desenvolvimento de um trabalho pautado no papel da gestão escolar, optamos por uma pesquisa qualitativa, um estudo descritivo e uma pesquisa bibliográfica sobre a educação para surdos. Esta pesquisa utiliza observação do cotidiano escolar e entrevista como instrumentos para coleta de dados. Diante da observação e análise dos dados, percebemos que, por falta de capacitação de alguns professores em língua de sinais e inexistência de um sistema de avaliação adaptado ao surdo, a concepção de educação bilíngue, por parte dos atores envolvidos no processo educacional, se mostrou superficial, distanciando-se do que é apresentado nos documentos que embasam o trabalho da escola. Frente a isso, a pesquisa pretendeu desenvolver um Plano de Ação Educacional (PAE) voltado para uma educação com base em uma perspectiva bilíngue. Para isso, utilizaremos autores que abordam a temática, como Perlin (1998), Skliar (1998), Guarinello (2007), Stürmer (2009), Gesser (2009), Sá (2011), Silvério (2014), dentre outros, além dos fundamentos legais.
The present study was developed in the extension of the Mestrado em Gestão e Avaliação da Educação of the Universidade Federal de Juiz de Fora. The case studied is an analysis about the education offered to the deaf students of a school of the state network of Manaus, called Escola Estadual Augusto Carneiro dos Santos (EEACS), which has as guiding documents the Pedagogical Political Project, the Regiment and the bilingual curriculum proposal. This proposal has as its legal basis the Federal Decree 5626, of December 22, 2005, which ensures that deaf students have a bilingual education, in other words, an education based on the teaching of sign language as a language of instruction for the acquisition of the Portuguese language in written form. The objective defined for this study was to understand how the teaching practices of this school are effective in the sense of valuing the deaf individual as to their peculiarities and specificities, in respect to their linguistic, identity and cultural differences. For that, was made a historical and political contextualization of education in Brazil, besides the description of the state education network of Manaus and of the EEACS. Aiming at the development of a work based on the role of school management, we chose a qualitative research, a descriptive study and a bibliographical research on education for the deaf. This research uses observation of everyday school life and interviews as instruments for data collection. Before the observation and data analysis we realize that, for lack of training of some teachers in sign language and absence of an evaluation system tailored to the deaf, the conception of bilingual education, by the actors involved in the educational process, has showed itself as superficial, distancing itself from what is presented in the documents that underpin the work of the school. Against this, the research intends to develop an Educational Action Plan (Plano de Ação Educacional - PAE) facing an education based on a bilingual perspective. For that, we will use authors who approach the subject, as Perlin (1998), Skliar (1998), Guarinello (2007), Stürmer (2009), Gesser (2009), Sá (2011), Silvério (2014), amongst others, besides the legal grounds.