The purpose of this study was to investigate the role of rehearsal in the short-term memory of visually-presented linguistic material in deaf students. An experimental approach was employed to determine if instruction in overt dactylic and articulatory rehearsal would make a difference in the short-term recall of verbal material. In addition, the study investigated the role of age in the development of short-term memory in deaf children.The subjects in the study were 87 prelingually deaf students at a state residential school for the deaf. The subjects were between the ages of 6-2 and 13-8 and were of at least low average non-verbal intelligence. Subjects were randomly assigned to one of three treatment conditions: (a) instruction in overt dactylic rehearsal, (b) instruction in overt articulatory rehearsal, or (c) no instruction in rehearsal.All subjects received treatment in groups of four to six for one session which lasted approximately 30 minutes. The task consisted of a 5-second exposure to two groups ofCVC trigrams followed by a 15-second rehearsal time. The subjects were then asked to record in writing their recall of the stimulus. Each group received five practice trials I followed by ten test trials. The dependent variable was the number of letters recalled correctly in the correct position.The results of the study were analyzed through multiple regression analysis with age as a covariate. While short-term recall was shown to correlate with age at the .001 level, there were no significant differences among the treatment groups. Consequently, the results of this investigation did not support the hypothesis that instruction in overt dactylic or articulatory rehearsal would significantly improve short-term recall of visually-presented verbal material in deaf students. Nor did the study indicate that the method of overt rehearsal employed would produce significantly different results.

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It is known that the educational and social development of all children and young people are affected by the quality of communication within the family and by participation in social life and in activities outwith school. Although deaf children tend to under-achieve educationally and to experience marginalisation within mainstream groups, relatively little research has been located within family and out-of-school domains. This thesis interrogates data which were collected as part of a national questionnaire-based survey of parents of deaf children in Scotland. Quantitative and qualitative analyses of responses to closed and open questions illuminate parental perspectives on the extent to which deafness-related issues influenced: the quality of communication between their deaf children and family members; levels of friendships with both deaf and hearing peers; the amount and nature of their children’s participation in cultural and structured social activities; and parental facilitation of their adolescent deaf children’s independence. Although the majority of respondents indicated no, or minimal, disadvantages, a sizeable minority reported specific linguistic and social barriers which influenced key relationships and, in the case of activities, precipitated marginalising experiences. Whilst some clear patterns are revealed, such as a correlation with level of hearing loss and, in terms of parent/child quality of communication, with the hearing status of parents, there was a persistent level of unexplained diversity among those experiencing linguistic barriers. Limitations to the data restrict the generalisability of findings, although these have import in themselves. In addition, new knowledge is derived from the application of symbolic capital as a heuristic lens. Evidence of the diversity of family communication and ‘visitorship’ experiences are viewed in the context of linguistic access strategy choices emanating from the complexity of each deaf child’s habitus. Indications of differences between children of deaf and hearing parents, in terms of the balance of linguistic benefits and disadvantages, are considered in the context of social and cultural capital which is accumulated through access to alternative deaf and hearing networks. It is posited that, in order for deaf children to be enabled to realise their highly individual linguistic potential, and to optimise their accumulation of cultural and social capital, there is a need to address the imbalance within the linguistic spectrum of assessments and resources provided by specialist educational services. It is further argued that this should be within the context of a positive conceptualisation of deafness, and a holistic approach to assessment and service provision.

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This study is concerned with an investigation of the growth and development of a centre of speicalized education for Protestant English-speaking deaf children in the Province of Quebec thorugh a study of Mackay School for the Deaf in Montreal. [...]

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As the population of British Columbia and its diagnostic and educational services increase, so does the number of children known to have hearing impairment. This thesis was written to trace the development of special education for the hearing-impaired within the Province, to outline existing facilities for this education and to indicate trends in the growth of these facilities. It was written also to acknowledge the dedicated work being done in this area of education and to encourage and stimulate others to enter it. The method used has been historical and descriptive. A thorough study has been made of books, periodicals, reports and literature, together with information from correspondence and interviews. Growth of a programme of special education for the hearing-impaired is traced from the first organized class in the Province to the development of a provincial responsibility, thence to the multidiscipline or team approach. No attempt has been made to establish norms or means or to correlate various organizations' achievements with the efficiency of their staff or physical plant. Conclusions reached indicate the nucleus of a programme providing much needed services. With efficient co-ordination and thorough development this programme could compare favourably with well-organized plans outside this Province. / Education, Faculty of / Graduate

This thesis focuses on citizenship education, disability and d/Deafness at the Ontario Institution for the Education of the Deaf (OIED), 1870-1914. It employs a critical reading of school related documents, including the school newspaper, The Canadian Mute, to examine how citizenship education evolved at the OIED and contributed to a (re)construction of the d/Deaf citizenship ideal. This (re)construction took place over two distinct periods: 1870 to1906, the “new” d/Deaf citizenship; and, 1907 to 1914, the “spoken” d/Deaf citizenship. During this timeframe, the OIED undertook a deliberate, structured program to rescue the educated d/Deaf student out from under an expansive disability label that characterized “disabled” persons as lazy, immoral, criminal, insane, unintelligent, and financial burdens. Through the OIED’s three pronged education program – d/Deaf pedagogy (teaching communication), academic and vocational curricula – the “good” d/Deaf citizen evolved as an intelligent, active, financially independent person who was cognisant of how her/his d/Deafness reflected on the broader d/Deaf community.

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