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A study of the errors in written language of deaf and hearing childrenHunt, J. Franklin 01 January 1935 (has links) (PDF)
No description available.
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READING COMPREHENSION OF PRELINGUALLY DEAF ADOLESCENTS AND ITS RELATIONSHIP TO MATERNAL USE OF MANUAL COMMUNICATION (SIGN LANGUAGE, MOTHER, CHILDREN).KAMPFE, CHARLENE MARIE CHIPPS. January 1984 (has links)
The purpose of this study was to examine the relationship between hearing mothers' methods of communication with their prelingually deaf childern, and those children's reading comprehension scores, as measured by the Stanford Achievement Test, Special Edition for Hearing Impaired Students, 1973, (SAT-HI). The subjects of this study were 201 prelingually deaf students from six randomly selected residential schools for the deaf from throughout the United States. All subjects had hearing losses of 91db (ANSI) or greater, had lost their hearing before age three, used some form of manual communication as their primary method of learning and communicating, were ages 11.25 through 19.83, had been enrolled for at least the past three years in residential schools which subscribed to the total communication philosophy, had no additional handicapping conditions, had natural mothers who were able to complete the Mother's Questionnaire, came from families who used English as the primary spoken language, and had parents whose hearing was normal. Questionnaires were sent to schools and mothers to obtain information regarding the dependent variable (reading comprehension scores); the primary independent variables (methods of communication used by mothers, ages of the children when signing mothers began to use manual communication, and skill levels of mothers who used manual communication); and a number of secondary independent variables. The date were analyzed using Pearson correlation coefficients, multiple ANOVA's, multiple regression analysis and analysis of covariance. Chronological age and non-verbal IQ acted as covariates. Results indicated that, for the subjects of this study, the method of communication used by mothers of prelingually deaf children had no significant relationship with their children's reading comprehension scores. Of the subjects whose mothers used manual communication, no significant relationship was found between reading comprehension and the ages of the children when their mothers began to sign with them. Conversely, a significant relationship was found between reading comprehension scores and signing skill levels of mothers as reported by both mothers and schools. Because of questionable validity of some of the measures, difficulties in interpretation of the ANCOVA, inability to control for ethnic background, limitations in subject selection, and the small number of subjects in Group 1; the findings of this study should be considered to be speculative, at best.
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Inclusive Practice in South Africa: A Deaf Education PerspectivePeel, Emma Louise 22 March 2006 (has links)
Master of Education - Deaf Studies / In accordance with Education policy post 1994 there is currently a move in South Africa toward
implementing an inclusive approach to educating learners who experience barriers to learning into regular/mainstream schools. Such an inclusive philosophy is considered, at policy level, to be the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all (Department of Education, 2001). From an inclusive viewpoint, it is important that all learners are given the best education possible
from an academic, emotional and social perspective and emphasis is placed on, educating the whole child by meeting individual needs through the identification and accommodation of any barriers to learning. Within such an education and training system, it is important that Deaf learners are not excluded and that the practice of inclusion takes into account the needs of all Deaf learners.
The intention of this research project is to provide an accurate account of the current situations in schools for the Deaf throughout South Africa with regards to barriers to learning and development. It will examine whether these schools, currently, foster the ideals of inclusion as made explicit in White Paper Six (Department of Education, 2001). This thesis will also investigate whether Deaf learners in schools for the Deaf, have access to the most appropriate, least restrictive barrier free education. In order to achieve this, a questionnaire, based on the barriers to learning and development as identified by the above-mentioned document, was sent by post to every principal working in schools for the Deaf in South Africa. In addition, the research
intends to determine whether barriers to learning and development are presently being
experienced by Deaf learners in current schools for the Deaf and if so, what barriers are being
experienced and how these barriers can be addressed and prevented so that Deaf learners be
accommodated in a manner that promotes a school environment that is most appropriate and least
restrictive for Deaf learners.
From the findings it was revealed that schools for the Deaf do not foster inclusive principles as many Deaf learners experience barriers to learning and development as identified in White Paper 6 (Department of Education, 2001: 7 & 18) within schools for the Deaf. To address the barriers found in the findings of the study, this dissertation provides recommendations to assist principals with strategies and information necessary for transforming schools for the Deaf in order to become inclusive and thus provide Deaf learners with access to the most appropriate, least restrictive education possible.
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Paradoxes and possibilities : an inquiry into the contested and the constructed in deaf bilingual, bicultural education for the deaf.McGuire, Molly Nichollette, January 2005 (has links)
Thesis (Ph. D.)--University of Toronto, 2005.
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Proactive psychosocial attributes and tactics of vocationally and socially successful people who are deaf : a pragmatist study /Jacobs, Paul Gordon. January 2009 (has links)
Thesis (Ph.D.)--University of Melbourne, Melbourne Graduate School of Education, 2009. / Typescript. Includes bibliographical references (leaves 187-201)
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Empowerment in the Deaf Community: Analyzing the Posts of Internet WeblogsHamill, Alexis Claire 05 May 2009 (has links)
No description available.
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A comparative analysis of the untrained lip reading ability of mothers of young hard of hearing children versus mothers of young normal hearing childrenBoileau, Janet Andrews 31 December 1969 (has links)
This paper provides a brief history of attitudes toward the deaf and the evolution of teaching and instruction of the deaf. It then discusses a pilot study that probed the acquisition of lip reading skills and the influence of mothers in the process.
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THE MOTIVATION TO WORK IN DEAF TEACHERS OF THE DEAFVescovi, Geno Michael, 1930- January 1971 (has links)
No description available.
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A history of Mackay School for the Deaf.Haworth, Lorna Helen. January 1950 (has links)
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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Deaf ministry in the Episcopal ChurchAnderson-Krengel, Wm. Erich. January 1990 (has links)
Thesis (S.T.M.)--Yale University Divinity School, 1990. / Includes bibliographical references (leaves 94-96).
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