Η παρούσα μελέτη εξετάζει τη σχολική και κοινωνική ενσωμάτωση 5 κωφών & βαρήκοων μαθητών που φοιτούν σε περιβάλλον ενσωμάτωσης σε ένα γενικό δημοτικό σχολείο μιας τοπικής περιοχής. Από τους μαθητές που μελετήθηκαν οι 2 παρακολουθούσαν το περιβάλλον της γενικής τάξης με παράλληλη στήριξη ορισμένες ώρες του σχολικού ωραρίου από ειδική δασκάλα. Οι υπόλοιποι 3 μαθητές του σχολείου παρακολουθούσαν κάποιες ώρες του σχολικού ωραρίου τμήμα ένταξης και τις υπόλοιπες συνεκπαιδεύονταν στη γενική τάξη με τους ακούοντες συμμαθητές τους. Για τη μελέτη της σχολικής και κοινωνικής ενσωμάτωσης των κωφών & βαρήκοων μαθητών χρησιμοποιήθηκαν οι ποιοτικές μέθοδοι της παρατήρησης και των ημιδομημένων συνεντεύξεων από τους δασκάλους των μαθητών και το διευθυντή του σχολείου. Συνολικά, έλαβαν χώρα 5 παρατηρήσεις, μία σχολική ημέρα για κάθε παιδί. Τα αποτελέσματα της μελέτης έδειξαν πως η επιτυχία ή η βελτίωση της ήδη υπάρχουσας σχολικής και κοινωνικής ενσωμάτωσης των κωφών & βαρήκοων παιδιών επηρεάζεται από πολλούς διαφορετικούς παράγοντες όπως είναι: (α) το επίπεδο της απώλειας της ακοής, (β) η ενίσχυση του παιδιού με φροντιστηριακά μαθήματα στο σπίτι, (γ) η πρόβλεψη για στήριξη από ειδικό προσωπικό (όπως λογοθεραπευτή) εντός και εκτός του σχολείου, (δ) η καλύτερη και μεγαλύτερη υλικοτεχνική υποδομή, (ε) η στάση των δασκάλων απέναντι στους κωφούς & βαρήκοους μαθητές & η σχετική γνώση και ενσυναίσθησή τους και (στ) η στάση των μαθητών χωρίς προβλήματα ακοής απέναντι στους κωφούς & βαρήκοους συμμαθητές τους. / The present study examines school (academic progress included) and social integration of 5 deaf and hard of hearing students who are educated in mainstreaming in a general elementary school of a local area. Two students attended general class where special teacher offered her parallel support for some hours of the school day. The rest of the students (that means: 3) were educated for some hours of the school day in the special class for deaf and hard of hearing students and for the rest of the school day the latters were educated parallel with their classmates without hearing disabilities in the general class. We examined school and social integration of deaf and hard of hearing students using the qualitative methods of observation and interviews with the teachers of the students and the head of the school. Five observations took place (observation of a whole school day for each student). Results showed that the success or the improvement of school and social integration of deaf and hard of hearing students depends on different parameters like: (a) the level of hearing loss, (b) additional educational support of the child at home, (c) additional support by special staff (like speech therapist) in and out of the school, (d) better and bigger infrastructure of the general school, (e) the attitudes of the teachers at their students with hearing loss as well as their relative knowledge and self-consciousness and (f) the attitudes of the rest of the schoolmates without hearing disabilities at their deaf and hard of hearing peers.

The purpose of this intervention study was to test the use of a reading comprehension strategy with students who are deaf/hard of hearing (D/HH) in monitoring and resolving problems with comprehension. The strategy, named Comprehension Check and Repair (CC&R), was designed for D/HH students who struggle with comprehension, despite at least average grade level fluency skills. Sufficient research exists in mainstream reading instruction literature to suggest that instruction in metacognitive strategies might positively influence reading comprehension for D/HH students. The CC&R strategy incorporated the use of question-answer relationships and text connections; the instructional method incorporated the use of direct instruction, various levels of supported practice, and think-alouds. The effect of the intervention on the number of details D/HH students retold following oral reading was examined using a multiple baseline design. Frequency data were collected for behaviors that detracted from (i.e., non-strategic) and promoted (i.e., strategic) comprehension during and immediately following oral reading. Results showed (a) increases in strategic reading behavior for Students A, B, and C; (b) decreases in non-strategic reading behavior for Students A and B; and (c) increases in reading comprehension for Student A, and possibly for Student B. The study adds to the limited reading intervention research in education of D/HH students. Instruction in metacognitive strategies to increase strategy use during reading may be an effective means by which to increase reading comprehension for D/HH students. Teachers not only maintained use of the strategy with the students who participated in the study, but also introduced it to other students with whom they worked. Social validity data provided by the teachers and the students indicated high acceptability of the intervention. Limitations and implications for future research and practice are discussed.

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Η παρούσα εργασία αποτελεί μια πρώτη μελέτη των ορθογραφικών δεξιοτήτων των κωφών και βαρήκοων μαθητών της πρωτοβάθμιας και της δευτεροβάθμιας εκπαίδευσης στην Ελλάδα. Σκοπό έχει να διερευνήσει εάν οι κωφοί και βαρήκοοι μαθητές είναι περισσότερο επιρρεπείς σε ορθογραφικά λάθη σε σύγκριση με τους ακούοντες, τι είδους λάθη κάνουν και εάν οι παράγοντες βαθμός ακουστικής απώλειας, είδος επικοινωνίας, εκπαιδευτική βαθμίδα και τύπος σχολείου επηρεάζουν τις ορθογραφικές επιλογές τους. Στην έρευνα συμμετείχαν 52 κωφοί μαθητές από σχολεία της Αθήνας, της Πάτρας και της Θεσσαλονίκης και 41 ακούοντες ως ομάδα ελέγχου. Τα αποτελέσματα έδειξαν ότι οι κωφοί και βαρήκοοι μαθητές κάνουν όλα τα είδη ορθογραφικών λαθών (φωνολογικά, γραμματικά, οπτικό-ορθογραφικά), ότι είναι περισσότερο επιρρεπείς σε ορθογραφικά λάθη συγκριτικά με τους ακούοντες και διαφέρουν σημαντικά από τους ακούοντες στην κατηγορία των φωνολογικών λαθών. Επιπλέον, οι παράγοντες βαθμός ακουστικής απώλειας, τύπος σχολείου και μέθοδος επικοινωνίας δεν επηρεάζουν τις ορθογραφικές επιλογές, ενώ η εκπαιδευτική βαθμίδα επηρεάζει τις ορθογραφικές επιλογές των κωφών και βαρήκοων μαθητών στο θεματικό μόρφημα (ρίζα) των λέξεων. / This paper is a first study of spelling skills of deaf and hard of hearing students in primary and secondary education in Greece. Specifically, it is examined whether the deaf and hard of hearing students are more prone to misspellings than hearing students, what kind of errors make and if hearing loss, method of communication, educational level and type of school affect their spelling choices. 52 deaf students from schools in Athens, Patras and Thessaloniki and 41 hearing as a control group participated in this study. The results showed that deaf and hard of hearing students make all kinds of spelling errors (phonological, grammatical, visual-orthographic), that they are more prone to misspellings than hearing students and differ significantly from the hearing in the category of phonological errors. Moreover, the degree of hearing loss, school type and method of communication do not affect spelling choices, while the level of education affects the spelling choices of deaf and hard of hearing students in the root of the words.

A mainstream course has several components that deaf and hard-of-hearing (DHH) students must reconcile. In class, components can include the instructor, projection display, whiteboard, interpreting, and real-time captioning. Outside the classroom, components can include materials from the instructor, notes generated by a note-taker, and a lecture transcript generated via real-time captioning. Web conferencing software can be harnessed to create inclusive experiences for DHH students. Such software can place all components of a class session on a single screen to create a composite screen solution that can be viewed by students in real-time and recorded for later, self-paced review. A composite screen solution may increase performance and comprehension of DHH students in mainstream courses, along with their hearing counterparts. This mixed-methods study focused on the implementation of web conferencing software in a mainstream, college course to explore utilization of a composite screen solution by students inside the classroom. Quantitative data were collected and analyzed to determine impact on student performance. Qualitative data were also collected and analyzed to investigate participant perceptions about the intervention. There was no significant impact on student performance found based on student self-selected usage of the composite screen solution throughout the term. Hearing students utilized the composite screen solution significantly more than DHH students to compensate for obstructed views due to the design of a classroom and to make follow-along demonstrations easier. Alternatively, DHH students had unobstructed views with the projection screen and ASL interpreter in their field of vision. Overall, the live stream of the composite screen solution was not widely utilized by the intended target audience, DHH students, as anticipated. Instead, the results illustrate the importance of design and how a solution has the potential to help an unintended audience with unanticipated issues. The generalizability of the results, as they pertain to DHH students, are limited given the number of DHH participants.

Varje år byter ett antal elever som är döva eller har hörselnedsättning (D/HN) skolform under pågående grundskoleutbildning. Det har inte funnits en samlad bild av varför bytet sker och hur eleverna upplever omställningen. Vi har i denna studie genomfört semistrukturerade intervjuer med nio högstadieelever med syftet att bidra med kunskap om elevers erfarenheter av att byta skolform från en auditivt orienterad skolmiljö (grundskola) till en visuellt orienterad skolmiljö (regional specialskola). Den tematiska analysen har inspirerats av Schlossbergs (1981; 2011) transitionsmodell, vilken kan appliceras på alla typer av övergångar, förändringar och byten oberoende av om de är förväntade eller ej. Elevernas byte av skolform kan ses som en flytt från en språklig och kulturell kontext till en annan, och deras erfarenheter har delats in i tre huvudteman; flytta ut, flytta in samt göra sig hemmastadd. I intervjuerna framkom varierande erfarenheter, vilket visade att gruppen D/HN-elever som byter skolform var en heterogen grupp. Resultatet visade dock på en del likheter mellan eleverna, exempelvis att en majoritet av eleverna har upplevt ett socialt utanförskap i den auditivt orienterade skolmiljön där de inte känt sig jämlika sina skolkamrater eller fått likvärdiga möjligheter till fungerande lärsituationer. Byte av skolform har påverkat elevernas identitetsarbete och de flesta eleverna beskrev efter bytet en känsla av att vara samma som de andra, känna sig hemma och känna tillhörighet med andra D/HN-elever. Vidare visade resultatet även en förskjutning i elevernas syn på teckenspråk från att ha varit ett hjälpmedel till att vara en del av deras sociala och kulturella identitet. Bytet av skolform har lett till att elevernas identitetsarbete påverkats positivt, och eleverna har gått från att vara marginaliserade till att vara inkluderade. Slutsatser som drogs utifrån resultatet var att D/HN-elever behöver få möjlighet att utveckla en positiv social identitet istället för en marginell sådan, och för att kunna göra detta är tillgång till visuellt orienterade miljöer av vikt. / Every year a number of deaf and hard-of-hearing (DHH) students change school settings during their years in compulsory school. Why the decision is being made and how the students themselves experience the transition are questions that have not been asked when researching school placement for DHH students. This study aims to contribute with knowledge about DHH students' experiences in changing from an auditory oriented school setting (compulsory school) to a visually oriented school setting (compulsory special needs school for deaf and hard-of-hearing students). The thematic analysis is informed by Schlossberg's (1981;2011) transition model, which is a model that can be applied to any form of change or transition whether expected or unexpected. The change in school settings can be seen as a move from one linguistic and cultural context to another, and the students' experiences have been divided into three themes; moving out, moving in and making oneself at home. The interviews point to different sorts of experiences which show that this group of students is vastly diverse, although with some significant similarities. The change in school setting has had an effect on their identity work and the students describe it as feeling at home, being the same as the others and as a sense of belonging with other DHH students in the visually oriented school setting. The result shows that the students have gone from seeing sign language as a tool that can facilitate communication to recognizing it as a language that is a part of them and their social and cultural identity. As stated above there has been a positive effect on the students’ work on their identities and they feel included instead of marginalized. For DHH students to develop a positive rather than a marginal social identity, the students need access to visually oriented settings.