In administering speech therapy to children with normal hearing and functional articulation difficulties, it was noted that some children made little voluntary use of visual cues; eye contact between therapist and student during direct articulation therapy was infrequent. This observation led the examiner to seek a possible relationship between articulation ability and the ability to use visual cues, specifically in speechreading. To test the hypothesis of a possible inverse relationship between the speechreading ability of a normal hearing sample of children with articulation problems and a matched sample of children with normal speech, the examiner chose twenty-five children with functional articulation difficulties and twenty-five children with normal articulation.

This study addresses the effectiveness of educational microcomputer software with hearing impaired students. A review of the literature revealed a large void in the empirical research on this topic and also indicated that a lack of suitable and appropriate software, was a major hurdle to the successful use of CAI with hearing impaired students. This study investigated the effectiveness of a specific educational microcomputer program (MECC : Trapezoids and Triangles Areas) with a group of hearing impaired students. The 18 students were randomly divided into two groups. One group viewed the tutorial portion of the software and then worked with the practise section. While the other group worked only with the practise section of the software. This was done to measure and compare the effectiveness of both portions of the program. The students were carefully observed as they interacted with the computer. Problems they encountered with the software, their achievement during exposure to the software and on pre and post tests, were all recorded by the experimenter. These data were used to measure the changes that took place due to microcomputer application, to evaluate the effectiveness of this software, to make recommendations regarding the characteristics required to improve this software, and to set "guidelines" for the development of future educationally effective software for the hearing impaired. The results revealed the need for software that contains a measured and controlled level of syntax, more advanced diagnostic and remedial capabilities, and a simplified more thorough presentation of the information. This study demonstrated the need for more research related to identification of the important factors and teaching strategies which make software more educationally effective for use with hearing impaired students. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This paper purports to give (1) a systematic review of the background and theoretical development leading to the evolvement of the modern approach of language instruction for the hearing impaired child, and (2) a comparison of the grammatical and the developmental schools from the instructional point of view.

This qualitative, exploratory study describes and interprets the perspectives of giftedness of twelve teachers who work with Deaf and hard of hearing students in a variety of educational settings across Canada. Using in-depth interviews, the resulting twenty-five hours of audio tapes were transcribed and analyzed line by line using procedures suggested by Giorgi and Marton. The supporting literature came from four major areas: (a) the construct of giftedness; (b) giftedness among the disabled population; (c) giftedness among the Deaf and hard of hearing population; and (d) theory related to teachers' knowledge and perspectives. Analysis of the data resulted in presentation of the findings from two perspectives: teachers' understandings of the meanings of giftedness and the process through which these teachers appeared to have gained their knowledge. Teachers' practical knowledge was portrayed in detailed stories of forty-three hard of hearing or Deaf students whom they believed to be gifted and in the way they described the students' achieving, learning and behaving in classroom interactions. The teachers' conceptually oriented knowledge was described as they reflected upon the meanings they associated with giftedness. The teachers' knowledge of giftedness was compared to that found in the gifted literature at both the practical and theoretical levels. Through interpretations derived from daily interactions with students and drawing on knowledge gained from personal experience, these teachers constructed perspectives of giftedness. The process that emerged illustrated the teachers' use of comparison groups as ways of gaining insight about the students and teachers' ideas about the use of labeling. The teachers' perspectives suggest that Deaf and hard of hearing students are gifted in ways similar but not identical to hearing students. The abilities of these students appear to be different from others in the "handicapped-gifted" literature and their needs are unique. The teachers' more conceptually oriented ideas also appeared to be similar but not identical to theoretical definitions of giftedness. The findings support collaboration between teachers and researchers to explore ways in which teachers come to recognize and understand gifted students. Future research must also explore the special educational needs of students who are dealing with the effects of having a hearing loss and being gifted.

This qualitative, exploratory study describes and interprets the perspectives of giftedness of twelve teachers who work with Deaf and hard of hearing students in a variety of educational settings across Canada. Using in-depth interviews, the resulting twenty-five hours of audio tapes were transcribed and analyzed line by line using procedures suggested by Giorgi and Marton. The supporting literature came from four major areas: (a) the construct of giftedness; (b) giftedness among the disabled population; (c) giftedness among the Deaf and hard of hearing population; and (d) theory related to teachers' knowledge and perspectives. Analysis of the data resulted in presentation of the findings from two perspectives: teachers' understandings of the meanings of giftedness and the process through which these teachers appeared to have gained their knowledge. Teachers' practical knowledge was portrayed in detailed stories of forty-three hard of hearing or Deaf students whom they believed to be gifted and in the way they described the students' achieving, learning and behaving in classroom interactions. The teachers' conceptually oriented knowledge was described as they reflected upon the meanings they associated with giftedness. The teachers' knowledge of giftedness was compared to that found in the gifted literature at both the practical and theoretical levels. Through interpretations derived from daily interactions with students and drawing on knowledge gained from personal experience, these teachers constructed perspectives of giftedness. The process that emerged illustrated the teachers' use of comparison groups as ways of gaining insight about the students and teachers' ideas about the use of labeling. The teachers' perspectives suggest that Deaf and hard of hearing students are gifted in ways similar but not identical to hearing students. The abilities of these students appear to be different from others in the "handicapped-gifted" literature and their needs are unique. The teachers' more conceptually oriented ideas also appeared to be similar but not identical to theoretical definitions of giftedness. The findings support collaboration between teachers and researchers to explore ways in which teachers come to recognize and understand gifted students. Future research must also explore the special educational needs of students who are dealing with the effects of having a hearing loss and being gifted. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This paper presents an exploratory case study focusing on the acquisition of information, through technologically efficient systems, by the hearing impaired. The multiple-case study was conducted during one school year with seven students participating. While a central question and propositions derived from that question guide the data collection and analysis, this is a hypothesis-building study. The purpose of the study was to generate questions to focus further research of a descriptive or explanatory format. One question, and the propositions generated by it, dominated this research: How do efficient acquisition systems in the classroom effect academic and social behavior, independent activities, or student, peer, and adult expectations? Three propositions directed the data collection/analysis of this research. As knowledge increases in students: (1) the rate of academic production will increase; (2) times of independent activities will be focused on productive projects; (3) self-concept will improve as measured by students, peers and adults. Six sources (documents, physical artifacts, archival records, interviews, direct observations, participant observation) were used to gather data for the analysis of the research project. The results of this study showed that the students who had only the disability of hearing impairment had significantly different experiences throughout this study than those who evidenced intellectual impairments. Generally, their work output was greater, increased more, and reflected a qualitative change. The data gathered from the unstructured activity periods also clearly show a dissimilar experience. The hearing impaired students "grew" into increasingly more productive behaviors while the other group showed, for all practical purposes, no change at all. The analysis of the third proposition was more problematical. The findings are not as clear as the first two propositions because the reporting and recording of data was subject to more interpretation. The indicators may support the proposition that increased learning has a positive effect on self-image. The results from this study have implications for current educational practices for hearing impaired: (1) Computer and video technology need a directedness not now evident. (2) Placement decisions should be based on expectations and achievements of the various populations served. (3) More sophisticated technology should be placed at the disposal of the classroom teacher.

A disabling condition that is common for many senior adults is hearing impairment. Studies have shown that a substantial number of people who could benefit from amplification choose not to use hearing aid. Often the reasons may be because they have unrealistic expectations of what hearing aids can do. These unrealistic expectations are not necessarily from personal use, but the senior adult is often influenced by the media, acquaintances, or advertisements. The purpose of this study was to determine if a computer program developed with information about hearing aids and their use could be used to influence the expectations senior adults have regarding hearing aids. Thirty - five subjects were involved in this study. Thirty - two subjects were volunteers from Portland First Nazarene Church, two were from a local bank and one was a retired health professional. Seventeen of the subjects were selected to come to Portland State University to view a computer program about hearing aids. The other 18 were part of the control group and did not view the computer program. Ten days following the viewing a questionnaire was mailed to all thirty - five participants. The questions on the questionnaire related the expectations senior adults had about hearing aids in the following areas: cosmetic, acoustics, cost and upkeep, communication benefits, attitudes, acoustics, and comfort. The results were tabulated and percentages calculated. The results of this study indicated that, in general, senior adults have unrealistic expectations in many areas. In some areas such as acoustics, comfort, and ease of use senior adults' expectations seemed to be influenced by the information in the computer program. The information obtained in this study would indicate that senior adults' expectations could be influenced by information they received from a computer program. In many areas, such as the cosmetics, communication benefits, cost and attitudes the information provided by the computer program needs to be further developed and expanded in order for it to influence the expectations of senior adults about hearing aids.

No abstract available. / Thesis (M.I.S.)-University of Natal, Pietermartizburg, 2000.