Deafness & Education International最新文献_第8页

Introducing sign language literature – folklore & creativity 介绍手语文学——民俗与创意

IF 1.4

Deafness & Education International Pub Date : 2017-01-02 DOI: 10.1080/14643154.2017.1314846

P. McDonald

引用次数: 0

Resources for deaf and hard-of-hearing students in mainstream schools in Sweden. A survey 瑞典主流学校中聋哑和听障学生的资源。一项调查显示

IF 1.4

Deafness & Education International Pub Date : 2017-01-02 DOI: 10.1080/14643154.2017.1292670

Ingela Holmström, Krister Schönström

引用次数: 14

Collaborative working practices in inclusive mainstream deaf education settings: teaching assistant perspectives 全纳主流聋人教育背景下的协同工作实践:助教视角

IF 1.4

Deafness & Education International Pub Date : 2017-01-02 DOI: 10.1080/14643154.2017.1301693

J. Salter, R. Swanwick, S. Pearson

{"title":"Collaborative working practices in inclusive mainstream deaf education settings: teaching assistant perspectives","authors":"J. Salter, R. Swanwick, S. Pearson","doi":"10.1080/14643154.2017.1301693","DOIUrl":"https://doi.org/10.1080/14643154.2017.1301693","url":null,"abstract":"ABSTRACT This paper presents findings from an empirical study that investigated the learning experiences of deaf students in mainstream secondary classrooms, from teaching assistants’ (TA) perspectives. These findings indicate that effective collaboration between mainstream teachers and specialist teachers of the deaf (ToD) is required to ensure appropriate expectations of deaf students to support improved outcomes. A qualitative, collaborative methodology was developed that facilitated a trustworthy approach to the collection of data to represent TAs’ perspectives. The participants comprised 10 TAs, 5 mainstream teachers, 7 deaf students and 3 ToDs. Each TA had a minimum of three years’ experience supporting deaf students in mainstream classrooms. The TAs discussed their experiences in focus group discussions and semi-structured interviews. Interview data, generated by the other participants, served to validate the TAs’ perspectives of their working contexts. Consideration was given to how the TAs talked about learning and the challenges they perceived deaf students encountered, with particular emphasis on specialist knowledge and working relationships in the classroom. The TAs were explicit in their belief that mainstream teachers were frequently unaware of the challenges many deaf students experienced. Analysis revealed the degree of collaboration between mainstream teachers, ToDs, TAs and deaf students, and the limited extent to which specialist knowledge informed pedagogical and support practices.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89947219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Early Literacy Development in Deaf Children 失聪儿童早期读写能力发展

IF 1.4

Deafness & Education International Pub Date : 2016-10-01 DOI: 10.1080/14643154.2016.1245300

K. Davis

引用次数: 4

Text Revision in Deaf and Hearing Bilingual Students 聋人与听力双语学生的课文修改

IF 1.4

Deafness & Education International Pub Date : 2016-10-01 DOI: 10.1080/14643154.2016.1256658

L. Teruggi, Rafaela Gutiérrez-Cáceres

引用次数: 3

Reading and Writing Skills of Deaf Pupils with Cochlear Implants 耳蜗植入聋哑学生的阅读和写作能力

IF 1.4

Deafness & Education International Pub Date : 2016-04-02 DOI: 10.1080/14643154.2016.1155346

C. Mayer, Linda M. Watson, S. Archbold, Zheng Yen Ng, I. Mulla

{"title":"Reading and Writing Skills of Deaf Pupils with Cochlear Implants","authors":"C. Mayer, Linda M. Watson, S. Archbold, Zheng Yen Ng, I. Mulla","doi":"10.1080/14643154.2016.1155346","DOIUrl":"https://doi.org/10.1080/14643154.2016.1155346","url":null,"abstract":"Abstract Thirty-three young people with cochlear implants, aged between 9 and 16 years, were assessed for use of their implant system, cognitive abilities, vocabulary, reading, and writing skills. The group came from throughout England and included 26 born deaf, six deafened by meningitis, one with auditory neuropathy, and five with additional needs. Nineteen had bilateral implants with a mean age at first implantation of three years six months. The majority were educated in mainstream, with 85 per cent using oral communication in school. The group was cognitively able, all scoring within or above the normal range. In terms of receptive and expressive vocabulary, 75 per cent and 67 per cent scored within the average range respectively. Using the Single Word Reading Test, 55 per cent were within the average range, and 21 per cent above. As measured by the York Assessment of Reading Comprehension, 72 per cent were commensurate with hearing peers, and 9 per cent above on reading rate, and 75 per cent within the average range, and 13 per cent above on comprehension. Free writing samples indicated that 25 per cent were performing at the expected level for their age, 19 per cent above, and 56 per cent below. Influences on outcomes were age at implantation, bilateral implantation, and age at testing. Overall this group demonstrated good use of their technology, and much stronger outcomes in vocabulary and reading than evidenced in the deaf population prior to implantation. Writing outcomes were not as strong as in reading, but were not showing the use of non-standard English as in the past, and were showing writing strategies such as invented spelling, common in hearing children.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2016-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89500935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30

Parent Perceptions of Children's Leisure and the Risk of Damaging Noise Exposure† 父母对儿童休闲的看法与有害噪音暴露的风险

IF 1.4

Deafness & Education International Pub Date : 2016-02-02 DOI: 10.1080/14643154.2015.1136478

L. Carter, D. Black, A. Bundy, W. Williams

{"title":"Parent Perceptions of Children's Leisure and the Risk of Damaging Noise Exposure†","authors":"L. Carter, D. Black, A. Bundy, W. Williams","doi":"10.1080/14643154.2015.1136478","DOIUrl":"https://doi.org/10.1080/14643154.2015.1136478","url":null,"abstract":"Abstract The purpose of this study was to survey the attitudes of parents of adolescent children (with, and without, hearing impairment), with the following objectives: (1) compare perceptions of the parent groups regarding the risk of leisure-noise-related hearing injury; and (2) investigate how comfortable parents felt endorsing their child's participation in a range of everyday leisure activities, some which may involve noise exposure. Cross-sectional cohort study. Experimental group — parents of adolescents (aged 13–18 years) with hearing impairment (HI group) n = 53. Control group — parents of age-matched youths with non-impaired/‘normal hearing’ (NH group) n = 70. Rasch modelling was applied to evaluate the internal validity and reliability of the leisure attitudes items. Rasch-generated interval-level data and raw ordinal-level data were used to identify systematic differences between groups. Most parents (HI and NH groups) perceived leisure-noise to be a significant health risk for young people in general, but few perceived their own child to be at high risk. Parents in the HI group were significantly less comfortable overall, and with several specific leisure activities, than parents in the NH group but, conversely, were more comfortable with two activities. Concerns related to a variety of factors. Leisure-time activities provide a major opportunity for children to socialize and they are a crucial part of healthy emotional and physical development. Parent attitudes may influence children's participation. Parents may benefit from support in identifying and managing concerns about the impact of hearing impairment on their children's leisure participation.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2016-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91124825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Video Analysis of Mother–Child Interactions: Does the Role of Experience Affect the Accuracy and Reliability of Clinical Observations? 母婴互动视频分析:经验的作用是否影响临床观察的准确性和可靠性?

IF 1.4

Deafness & Education International Pub Date : 2016-01-02 DOI: 10.1179/1557069X15Y.0000000009

D. Choo, S. Dettman

{"title":"Video Analysis of Mother–Child Interactions: Does the Role of Experience Affect the Accuracy and Reliability of Clinical Observations?","authors":"D. Choo, S. Dettman","doi":"10.1179/1557069X15Y.0000000009","DOIUrl":"https://doi.org/10.1179/1557069X15Y.0000000009","url":null,"abstract":"During the pre- and post-implant habilitation process, mothers of children using cochlear implants may be coached by clinicians to use appropriate communicative strategies during play according to the family's choice of communication approach. The present study compared observations made by experienced and inexperienced individuals in the analysis of one year post-implant mother–child play interactions. The study (a) explored intra-rater reliability differences in observations made by experienced clinicians versus inexperienced individuals and (b) investigated whether experienced clinicians and inexperienced individuals were able to identify communication approaches used by mothers in the play interactions. Children with prelingual hearing loss, who were implanted prior to 25 months of age, were recruited from early intervention programmes which used aural–oral (n = 7) or sign and speech (n = 5) habilitation approaches. Demographic information and one year post-operative mother-child play interaction video samples were obtained for the twelve children. Raters (n = 23) with varying levels of clinical experience watched five-minute play interaction video recordings of the mother–child dyads and evaluated key mother and child characteristics using the Maternal And Child Interaction Analysis (MACIA) rating form. Findings revealed that 39.13 per cent of all raters demonstrated a moderate level intra-rater agreement (K > 0.4). A higher proportion of experienced clinicians (60 per cent) was consistent their observations of a repeated mother–child video sample as compared to inexperienced individuals (33.3 per cent). All raters tended to under-identify mothers using a signing approach. Experienced clinicians identified communication approaches used by mothers with greater accuracy than inexperienced individuals. The MACIA rating form allowed for the documentation and comparison of observations made between raters.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85334404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Communication Interventions for Families of Pre-School Deaf Children in the UK 英国学龄前聋儿家庭的沟通干预

IF 1.4

Deafness & Education International Pub Date : 2015-06-01 DOI: 10.1179/1557069X14Y.0000000043

R. Rees, M. Mahon, R. Herman, C. Newton, Gordon Craig, J. Marriage

{"title":"Communication Interventions for Families of Pre-School Deaf Children in the UK","authors":"R. Rees, M. Mahon, R. Herman, C. Newton, Gordon Craig, J. Marriage","doi":"10.1179/1557069X14Y.0000000043","DOIUrl":"https://doi.org/10.1179/1557069X14Y.0000000043","url":null,"abstract":"Abstract UK professionals use a range of intervention approaches to promote communication development in pre-school deaf children by influencing the familys' interaction style. This investigation surveyed the approaches used and explored how these translated into specific practices. An online questionnaire was developed and reviewed by a panel of experts. Part 1 explored professional background and approaches used. Findings showed that the main approaches were: auditory verbal therapy, Hanen, ‘Parent–child interaction therapy’ (PCIT), and guidance from the Monitoring Protocol for deaf babies and children (GMP). Of the 158 professionals who completed Part 1, 142 used a combination of these approaches, with each approach selected at least ninety-three times. When participants were asked which approach or combination of approaches influenced their practice most strongly, over 25 per cent chose GMP (mainly teachers of the deaf) and over 25 per cent chose Hanen and/or PCIT (mainly speech and language therapists). Part 2, completed by 117 professionals, required participants to rate how frequently they suggested particular strategies to parents and how frequently they used particular methods to encourage parents to adopt those strategies. There was no evidence of an association between the approaches selected and methods used and very little evidence of an association between the approaches and strategies selected. Many professionals were recommending similar strategies and using similar methods but there was also some variation in practice. The overall findings suggest that future research comparing named approaches may be of less value than studies that seek to explore the potential effectiveness of particular strategies and methods.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86518021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Deaf Education Services in Southern Regions of Vietnam: A Survey of Teacher Perceptions and Recommendations 越南南部地区聋人教育服务:教师认知与建议的调查

IF 1.4

Deafness & Education International Pub Date : 2015-06-01 DOI: 10.1179/1557069X14Y.0000000048

Lauri H. Nelson

{"title":"Deaf Education Services in Southern Regions of Vietnam: A Survey of Teacher Perceptions and Recommendations","authors":"Lauri H. Nelson","doi":"10.1179/1557069X14Y.0000000048","DOIUrl":"https://doi.org/10.1179/1557069X14Y.0000000048","url":null,"abstract":"Abstract Purpose This survey study explored teacher perceptions regarding services for children who are deaf or hard of hearing in southern regions of Vietnam, including educational successes and challenges, the availability and use of hearing technology, and teacher recommendations for improving child outcomes. Method Using a cross-sectional survey design, hard-copy surveys were sent to professionals who provided services to children with hearing loss ages 3–9. Ninety-eight surveys were distributed and seventy seven surveys were returned, resulting in a return rate of 79 per cent. Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Results Access to hearing aids and hearing aid repairs are substantial barriers for many families. Survey respondents expressed desire for more training in hearing technology and effective teaching strategies. Twenty-six per cent of children in preschool and kindergarten used listening and spoken language as their primary mode of communication compared with 7 per cent of children in first to fourth grade who used listening and spoken language. Conclusions Expansion of early identification programmes beyond high-risk cases, with increased access to hearing technology and early intervention services from highly trained professionals were recommended to optimize listening and spoken language outcomes of children who are deaf or hard of hearing.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83401804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6