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The problem of this study is to determine the relationship of hearing to school achievement. More specifically, the problem is to compare the hard-of-hearing child with the normal hearing child of approximately the same intelligence quotient and similar home background in their academic progress in the elementary school to determine the educational loss due to this specific defect.

South Africa's equity legislation demands the incorporation of persons with disabilities in the workforce. Owing to the unique challenges that these people face, they need well-developed salutogenic characteristics such as sense of coherence, self-efficacy and locus of control in order to integrate effectively into mainstream environments. The objective of the research was to explore these salutogenic constructs in the hearing-impaired adult population and to note differences between the different sub-groups within the sample (N = 63). A biographical form and combination of salutogenic questionnaires were employed to measure these constructs. Descriptive statistics and non-parametric tests were utilised to analyse the data. The results showed statistically significant inter-group differences in all three salutogenic constructs. These differences were found for age groups, onset of deafness, deafness category, primary school attended, hearing status of spouse and parents, and level of qualification. / Industrial and Organizational Psychology / M.A. (Industrial and Organisational Psychology)

Bibliography / Thesis (M.A.) -- Stellenbosch University, 1988.

published_or_final_version / Education / Master / Master of Education

South Africa's equity legislation demands the incorporation of persons with disabilities in the workforce. Owing to the unique challenges that these people face, they need well-developed salutogenic characteristics such as sense of coherence, self-efficacy and locus of control in order to integrate effectively into mainstream environments. The objective of the research was to explore these salutogenic constructs in the hearing-impaired adult population and to note differences between the different sub-groups within the sample (N = 63). A biographical form and combination of salutogenic questionnaires were employed to measure these constructs. Descriptive statistics and non-parametric tests were utilised to analyse the data. The results showed statistically significant inter-group differences in all three salutogenic constructs. These differences were found for age groups, onset of deafness, deafness category, primary school attended, hearing status of spouse and parents, and level of qualification. / Industrial and Organizational Psychology / M.A. (Industrial and Organisational Psychology)

Em um período em que o tema da inclusão de alunos surdos em escolas regulares tem sido discutido, tornam-se necessárias reflexões acerca da relevância do processo educacional recorrente em escolas especializadas na educação dos surdos: as escolas bilíngues. Tais instituições, ainda escassas no Brasil, ofertam uma educação direcionada e especializada a crianças e adolescentes surdos, pois têm a Língua Brasileira de Sinais como língua de instrução de todas as disciplinas, e a Língua Portuguesa escrita como língua adicional, o que lhes propicia o status de bilíngue. Esta pesquisa tem como objetivo principal investigar como as práticas desenvolvidas em minhas aulas de Língua Portuguesa para surdos em uma escola bilíngue têm colaborado para o desenvolvimento do letramento, especificamente o Letramento Crítico (STREET, 1985, 1990, 1998), de duas turmas de alunos surdos das séries finais do Ensino Fundamental. Trata-se de uma pesquisa qualitativa, de cunho etnográfico, que utiliza o sistema de triangulação para a análise dos dados, que são: (i) as sequências didáticas elaboradas; (ii) as atividades realizadas pelos alunos e (iii) os relatos da professora e dos alunos, registrados como notas de campo. Através do cruzamento dos dados, foi possível avaliar como os alunos desenvolveram seu letramento crítico, e que tipo de colaboração e/ou atividade é relevante durante esse processo. A pesquisa é justificada pela necessidade de se avaliar práticas realizadas em escolas bilíngues que, embora respaldadas por lei vigente no Brasil, ainda são minoria e têm seus trabalhos pouco reconhecidos e valorizados. Os resultados apontam as atividades que utilizam textos reais de diferentes gêneros, como propícias para o desenvolvimento do letramento crítico, bem como aulas dinâmicas, com discussões em Língua de Sinais, acerca de temas relevantes para a sociedade. Além disso, atividades que estimulem os alunos à pesquisa e que proporcionem a compreensão da utilidade real da Língua Portuguesa como um instrumento para a inclusão social do surdo, otimizando oportunidades para que ele possa mudar seu lugar social, podem colaborar com esse processo. / At a time when the issue of the inclusion of hearing-impaired students in regular schools has been discussed, it becomes necessary to reflect upon the relevance of a recurrent educational process in schools specialized in education for the hearing-impaired: the bilingual schools. Such institutions, still scarce in Brazil, offer an oriented and specialized education to hearing-impaired children and adolescents, since they have the Brazilian Sign Language as a language of instruction in all subjects, and the Portuguese written language as an additional language, which gives them the bilingual status. This research aims to investigate how the practices developed in my Portuguese classes in a bilingual school have contributed to the development of student‟s literacy, specifically the Critical Literacy (STREET, 1985, 1990, 1998), in two classes of hearing-impaired students enrolled in the final grades of elementary school. It is a qualitative, ethnographic research, which uses the triangulation system for analyzing data: (i) the pedagogical sequences; (ii) the students‟ activities and (iii) the teacher‟s and students‟ written accounts registered as field notes. Through the intersection of the data, this work evaluates whether students have achieved some level of Critical Literacy, and what kind of collaboration and/or activity is relevant during this process. This research is justified by the need to evaluate practices at bilingual schools that, although supported by current law in Brazil, are still a minority whose work is still not acknowledged or valued. The results show that activities using real texts of different genres can contribute to the development of Critical Literacy, and also to dynamic classes, with discussions about relevant topics to society in Sign Language. Also, activities that encourage students to do research and that provide to the hearing-impaired student, the understanding of the real usefulness of Portuguese as an instrument for the social inclusion of the hearing-impaired providing opportunities for them to change their social position can collaborate to this process. / Dissertação (Mestrado)

published_or_final_version / abstract / Education / Master / Master of Education

This study investigated three constructs hypothesized to contribute to deaf and hard of hearing students' success in mainstream settings: self-concept, social acceptance, and perceived social acceptance. Twenty-five hearing, five deaf, and five hard of hearing junior high school students participated in this study. Students completed three measures: Piers-Harris Self-Concept Scale, Form A (Adapted), Peer Rating Scale, and Student Activity Questionnaire (Adapted). The results indicated that hard of hearing and deaf students' self-concepts and their perceptions of their social acceptance were not significantly different from their hearing peers' self-evaluations. Hard of hearing and deaf students' self-concepts were found to be inversely related to the peer acceptance rating they received from their hard of hearing and deaf peers. The best predictor of academic success for hard of hearing and deaf students was the peer acceptance rating they received from hearing students. Consequently, hard of hearing and deaf students' success in a mainstream program may be influenced by their social acceptance among hearing peers. Recommendations for increasing social acceptance in the mainstream setting were presented.

Most students with hearing loss attend community college, yet very little research on this population of students exists in higher education. This dissertation is one of the first to explore the experiences of mainstreamed d/Deaf students in community college. This research was conducted in order to gain a better understanding of how students who are d/Deaf interact navigate the mainstream postsecondary environment. Purposeful sampling was used to gather data from 19 individuals who attended postsecondary institutions not designed specifically for d/Deaf students. These participants were enrolled in an urban community college district in the southwestern U.S. and were receiving accommodations from their campus accessibility office. The sample included six Black females, one Black male, five Latinos, three Latinas, two White males, one White female, and two females who identified as multiracial. Data were collected through 30-60 minute semi-structured interviews in American Sign Language or spoken English, and a brief demographic survey. The interviews conducted in American Sign Language were then interpreted into English; one participant did not know ASL, and relied on oral communication. The theoretical framework of this study was Bronfenbrenner’s ecological theory. Individual development does not occur inside a vacuum; utilizing this theory allows for the analysis of how a student interacts with his or her environment, and how the environment affects the student. Findings from this study provide insight on participants’ reasons for enrolling in college, their perception of academic rigor as compared to high school, and familial support during their college experience. Participants reported financial difficulty, despite their utilization of the state’s tuition waiver program for students with hearing loss. The need for communication access, and especially the quality and quantity of sign language interpreters featured prominently in participant responses. Participants also expressed a desire for more interaction between students with hearing loss and the general college population. Finally, participants shared their perceptions of the campus accessibility office and the individuals within it, campus administrative support, and their experiences with teachers and classmates. The results from this study help shed light on the experience of d/Deaf students in community college and provide insight on how to facilitate their success in postsecondary education. The author provides recommended practices for campus accessibility offices to adopt in order to effectively serve this student population, including specialized orientation for students and instructors, specialized advising, utilization of student feedback, and increasing campus and community awareness of services offered.