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American Annals of the Deaf最新文献

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Remembering Barbara Rose Schirmer. 缅怀芭芭拉-罗丝-席尔默
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917258
Peter V Paul
{"title":"Remembering Barbara Rose Schirmer.","authors":"Peter V Paul","doi":"10.1353/aad.2023.a917258","DOIUrl":"https://doi.org/10.1353/aad.2023.a917258","url":null,"abstract":"","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140870162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Prevalence of Educationally Significant Disabilities Among Deaf and Hard of Hearing Students. 聋哑学生中教育意义重大残疾的患病率
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.0001
Jeremy M Peterson, Christy M Borders, Mindy S Ely
{"title":"Prevalence of Educationally Significant Disabilities Among Deaf and Hard of Hearing Students.","authors":"Jeremy M Peterson, Christy M Borders, Mindy S Ely","doi":"10.1353/aad.2023.0001","DOIUrl":"10.1353/aad.2023.0001","url":null,"abstract":"<p><p>Deaf and hard of hearing (d/DHH) students are often labeled with one or more educationally significant disabilities in addition to their hearing loss. According to the Gallaudet Research Institution's most recent Annual Survey of Deaf and Hard of Hearing Children and Youth (2013), almost 40% of d/DHH students nationwide receive special education services for one or more comorbid disabilities. However, relatively few prevalence rate estimates have been published over the last decade. Knowledge regarding the current prevalence of educationally significant disabilities among d/DHH students is therefore limited. The present study surveyed teachers of the deaf and hard of hearing (TODHHs) in a midwestern state regarding the number of d/DHH students on their caseloads with one or more comorbid disabilities. Within the sample population (N = 451), nearly 65% were reported to receive special education services for disabilities other than deafness or hearing impairment.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46535068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Finding Vygotsky in Early Childhood Deaf Education: Sociocultural Bodies and Conversations. 在幼儿失聪教育中寻找维果茨基:社会文化体与对话
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a904168
Patrick Graham, Christopher Kurz, Christi Batamula
{"title":"Finding Vygotsky in Early Childhood Deaf Education: Sociocultural Bodies and Conversations.","authors":"Patrick Graham, Christopher Kurz, Christi Batamula","doi":"10.1353/aad.2023.a904168","DOIUrl":"10.1353/aad.2023.a904168","url":null,"abstract":"<p><p>Children, including those who are deaf, become aware of and learn about their environments through playing and social and cultural interactions. For most deaf children, preschool classrooms are optimal spaces for these interactions to occur, but only if they can fully engage with this environment. We discuss the need for and constituent aspects of full access to learning in these environments for deaf children. Vygotsky's sociocultural theory is employed chiefly as the basis for exploring and analyzing useful strategies for educators and families of deaf children. Our analysis focuses on processes in which individuals create knowledge through interacting with other people and the environment, a core emphasis of our work. We also discuss that, concomitant with full access to linguistic and social opportunities, deaf preschoolers develop a stronger sense of self, which leads to the development of cultures and languages in and out of their families.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48806287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Six Arguments for Vygotskian Pragmatism in Deaf Education: Multimodal Multilingualism as Applied Harm Reduction. 维果茨基实用主义在聋儿教育中的六大论据：多模式多语减少应用危害
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a904167
Jessica Scott, Jon Henner, Michael E Skyer
{"title":"Six Arguments for Vygotskian Pragmatism in Deaf Education: Multimodal Multilingualism as Applied Harm Reduction.","authors":"Jessica Scott, Jon Henner, Michael E Skyer","doi":"10.1353/aad.2023.a904167","DOIUrl":"10.1353/aad.2023.a904167","url":null,"abstract":"<p><p>Deaf education research and practice have not always lived up to the ideal of improving deaf students' lives. Consequently, we have constructed novel arguments supporting deaf pedagogy using pragmatic ethics, the aim of which is to increase benefit and decrease harm to individuals and society. The ideal of harm reduction asks the pragmatist to pursue the path of action least likely to result in injury to others. Besides applying ideas that reduce harm, educators must also increase benefits for deaf students. Our analysis synthesizes Vygotskian perspectives on deaf pedagogy and pragmatic ideals about reducing harm and increasing benefit. We propose six arguments that can enable deaf educators to think about and enact deaf-positive concepts and strengths-based classroom interactions, including the use of sign language, images, and text, among other modes, such as speech. Our goal is to reduce the threat of harm from language deprivation.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49293078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
O Morphology, Morphology, Wherefore Art Thou, Morphology? A Call for Research. 形态学，形态学，你从何而来？研究呼吁。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a922847
Peter V Paul
{"title":"O Morphology, Morphology, Wherefore Art Thou, Morphology? A Call for Research.","authors":"Peter V Paul","doi":"10.1353/aad.2023.a922847","DOIUrl":"10.1353/aad.2023.a922847","url":null,"abstract":"","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140865439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Parents' Perspectives on the Outcome of Cochlear Implantation for the Deaf Child and the Family in Saudi Arabia. 沙特阿拉伯父母对聋儿及家庭人工耳蜗植入手术效果的看法。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a922851
Khalid Alasim
{"title":"Parents' Perspectives on the Outcome of Cochlear Implantation for the Deaf Child and the Family in Saudi Arabia.","authors":"Khalid Alasim","doi":"10.1353/aad.2023.a922851","DOIUrl":"10.1353/aad.2023.a922851","url":null,"abstract":"<p><p>The researchers investigated parents' perspectives on the outcome of cochlear implantation on the deaf child and the family in Saudi Arabia with respect to linguistic, social, psychological, and educational aspects. They also explored potential factors influencing parents' perspectives on the outcome of a cochlear implant (CI). Seventy-seven parents completed the questionnaire, and multiple linear regression and descriptive statistics were used to answer the research questions. Most of the parents (88.5%) reported choosing a CI for their deaf child because they wanted their child to be part of the hearing world. About half of the parents (49.4%) expressed the belief that the CI would help their child find a better job in the future. The study also found that, overall, the model was not significant, and the independent variables explained little of the variance in parents' perspectives on the outcome of their child's cochlear implantation.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140865685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Deaf Education Teachers and Online Instruction: Ensuring Equity in Instructional Activities and Collaboration. 聋人教育教师与在线教学：确保教学活动与合作的公平性。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917250
Patrick Graham, Raschelle Neild, Kit Kenyon
{"title":"Deaf Education Teachers and Online Instruction: Ensuring Equity in Instructional Activities and Collaboration.","authors":"Patrick Graham, Raschelle Neild, Kit Kenyon","doi":"10.1353/aad.2023.a917250","DOIUrl":"10.1353/aad.2023.a917250","url":null,"abstract":"<p><p>The changes brought about by the COVID-19 pandemic resulted in more virtual instruction in schools. Teachers experienced multiple new challenges while moving online. As Fleming (2020) notes, \"Unlike developing a whole-class lesson plan online, special education teachers are now tasked with developing unique plans for every student that align with their IEPs [individualized education programs], as required by federal mandate\" (p. 1). In the present article, we consider how to best incorporate active learning, engagement, and critical thinking into an online learning environment while supporting language and social development for all students. Alexander (2020) notes the importance of socialization, observing that the loss of face-to-face interactions decreases students' confidence and affects their mental health. We also consider how to meaningfully incorporate social interaction, engagement, and active learning to support deaf and hard of hearing students in developing a sense of classroom and school community.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140867717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Online Learning Challenges and Strategies: Visual Fatigue and Split Visual Attention. 在线学习的挑战与策略：视觉疲劳和视觉注意力分散。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917251
Pamela Luft, Charlotte Brochu
{"title":"Online Learning Challenges and Strategies: Visual Fatigue and Split Visual Attention.","authors":"Pamela Luft, Charlotte Brochu","doi":"10.1353/aad.2023.a917251","DOIUrl":"10.1353/aad.2023.a917251","url":null,"abstract":"<p><p>Online learning environments are challenging for deaf and hard of hearing (DHH) individuals. A major concern is split attention, which occurs when one simultaneously attends to multiple stimuli, a situation that characterizes most multimedia presentations and instruction that combines sound, text, images, graphs or charts, and video. Needing to take notes adds another stimulus. DHH learners face this issue when auditory content is accommodated visually, in combination with visually presented content. No one can view multiple visual signals simultaneously. Learners must choose to view one signal and miss others; view signals sequentially, which requires additional time and hinders class participation; or switch between visual signals, losing elements of each. This process increases auditory and visual fatigue and cognitive load, ultimately compromising learning. Several ways are suggested to achieve more equitable access to instructional content for learners challenged by the problem of split attention.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140872842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
University and College Programs for Personnel in Deafness 大学和学院的耳聋人员课程
4区 教育学
American Annals of the Deaf Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a912143
{"title":"University and College Programs for Personnel in Deafness","authors":"","doi":"10.1353/aad.2023.a912143","DOIUrl":"https://doi.org/10.1353/aad.2023.a912143","url":null,"abstract":"","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135711009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Research 研究
4区 教育学
American Annals of the Deaf Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a912146
{"title":"Research","authors":"","doi":"10.1353/aad.2023.a912146","DOIUrl":"https://doi.org/10.1353/aad.2023.a912146","url":null,"abstract":"","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135711231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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