Many deaf students who seek post secondary education need some sort of developmental education in reading and writing to ensure success in college. These students often end up in college preparatory or remedial classes that are designed for native speakers of English. For many of the deaf students entering college, English is a second language or a first language that they have failed to achieve fluency in. This study describes the experience of two deaf students enrolled in English as a Non-Native Language classes for the first time at an Oregon community college. The Office of Students with Disabilities and the ENNL department cooperated in this trial to determine whether the ENNL program is an appropriate place for American deaf students needing developmental education in English. Observations, interviews and writing sample analysis were used to provide a multi-layered description of the experience from several perspectives. The deaf students were found to display similar errors in their writing samples as traditional ENNL students at the same level and benefited from instruction geared to non-native speakers of English. The rehabilitation counselor and ENNL instructors agreed that placement of the deaf students in ENNL classes is appropriate and the program continues in fall term. The deaf students of this study stated that they were better served by ENNL classes than by Developmental Education Classes. Curriculum and methodology used in ENNL classes were found to meet the educational needs of the deaf students, and only minor modifications were made to accommodate the students. The experience from these classes has convinced the ENNL department to continue accepting deaf students to the program and enrollment of deaf students in ENNL classes is expected to increase.

With increasing state and federal mandates to improve student performance, teachers everywhere are struggling with maintaining positive morale—particularly in residential schools for the deaf. Teacher morale serves as a critical component in promoting positive teaching and learning environments for students. Also, the dwindling number of Deaf/Hard-of-Hearing teachers and staff in Deaf Education severely limits the provision of positive language models for Deaf/Hard-of-Hearing children. The study sought to answer two research questions: (1) What is the overall teacher morale at five residential schools for the deaf in the southeastern United States? (Quantitative) (2) How does the morale of Deaf/Hard-of-Hearing teachers compare with the morale of their hearing counterparts? (Quantitative and Qualitative) Using Teacher Morale and Deaf Culture as the theoretical framework, this study utilized a sequential, mixed method, case study approach to examine teacher morale in five residential schools for the deaf in the southeastern United States. The Purdue Teacher Opinionaire (PTO), a 100 item four-point Likert survey, was administered to a sample of 118 teachers in five residential schools for the deaf. The results of the survey were analyzed using descriptive statistics and the Mann Whitney U test. Quantitative analysis, following the factors in the PTO, revealed high scores in Satisfaction with Teaching and Rapport among Teachers and low scores in Curriculum Issues, Teacher Load, and Teacher Salary. Interviews and observations were performed at two of the schools. Data from the interviews and observations were analyzed according to Merriam’s (1998) constant comparative method. Qualitative data served to verify and expand upon quantitative findings. Collegiality among teachers is a forte among teachers in the five residential schools for the deaf and is a big contributor to the high level of morale. However, higher standards and additional expectations at the state and federal levels put a damper on teacher morale.

This study employs qualitative methods to explore the tensions experienced by deaf young people with hearing parents, hearing parents with little or no experience of deafness prior to the birth of their deaf children and language teachers with a lack of skills and knowledge of deafness in the implementation of an inclusive education system in Brunei Darussalam. The empirical evidence I used to develop and support my thesis involves data I have generated using a variety of data collection tools, and includes analysis of documents, interviews with 12 deaf people age 18-25 years old, 4 hearing parents and 4 teachers together with 8 hours of classroom observations. A thematic analysis was conducted to identify prevalent similarities in the participant’s responses. Underachievement among young deaf people was due to undeveloped language. Undeveloped language for communication is the major theme identified. This study argues that while certain barriers to participation in hearing inclusive classrooms and hearing environments may be being removed, perceptions of the deaf as being unable to communicate remain embedded in dominant disability discourse (Lang, 2001). The study’s conclusions are drawn within the context of proposing a framework for a holistic, integrated, community based educational support structure for Brunei Darussalam that meets the support requirements of deaf young people (DYP), parents and teachers within inclusive schools.

published_or_final_version / Architecture / Master / Master of Architecture

The HIV/AIDS pandemic is having a devastating effect on the South African population. Most affected are young people between 15 and 24. HIV/AIDS research has paid little attention to youth in the D/deaf population. Schools play an important role in the reproductive health of youth as they reach youth at a formative time in their development. Aim: To investigate the form of HIV/AIDS and RHE in South African secondary schools for the D/deaf, together with factors associated with teacher implementation thereof. Methodology: The sample was made up of 33 Life Orientation teachers from 16 secondary schools for the Deaf in 6 South African provinces. Quantitative methodology was used to obtain descriptive data and to determine any associations between demographic/ contextual variables and the study's theoretical framework (Theory of Planned Behaviour); qualitative data also aided in answering of the research question. Results: HIV/AIDS and RH education is being implemented at South African secondary schools for the D/deaf and LO teachers recognise the importance of HIV/AIDS and RHE for their D/deaf learners. Despite high coverage levels, a number of obstacles are hindering the optimum implementation of HIV/AIDS and RHE: 1) lack of learner assessment in the HIV/AIDS and RHE portion of the LO curriculum 2) unclear policy mandates regarding the weighting of HIV/AIDS and RHE in the LO curriculum 3) inadequate teacher proficiency in SASL 4) the use of a mainstream LO curriculum that was not specifically developed for Deaf learners 5) the moralistic viewpoints of certain teachers 6) problems with teacher access to suitable HIV/AIDS and RHE training. A number of significant associations between TPB constructs and demographic/contextual variables were also found. Recommendations for future interventions and research are delineated and limitations of the study are discussed. / Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Durban, 2010.

All Deaf people in South Africa belong to the Deaf Community of South Africa. Within this Deaf Community there is a separate, minority language and cultural group which accepts Sign language, as its first and natural language. The Constitution of the Republic of South Africa calls for the acknowledgement of and respect for all minority cultural groups, and recognises the language of the Deaf, that is, Sign language as an official language. This research has attempted to investigate the views of this cultural group and how they want to be perceived by the hearing people, how they want to conduct their lives within the realm of an overarching hearing society and more importantly, the implications of this acquired identity for the education of Deaf learners in South Africa. To document the data on Deaf Culture and the implications for education, the researcher engaged in qualitative research using the questionnaire approach. This instrument was administered to 18 profoundly Deaf adults from various provinces throughout South Africa and representative of the demographic population profile of the Deaf Community of South Africa. The study confirmed an emerging Deaf Culture and concluded that there needs to be redress and change with regard to the curriculum, the educators, the issue of mainstreaming, the status of Sign language and the provision of tertiary education in order for Deaf learners to be educated in the most enabling environment. / Thesis (M.Ed) - University of Natal, Durban, 1998.

Esta dissertação tem como objetivo identificar algumas expressões de comunidades surdas através do humor. O instrumento mais utilizado para esta pesquisa é uma ferramenta da internet que vem sendo usada pelas comunidades surdas do mundo inteiro, o youtube. A pesquisa tem como proposta valorizar as produções surdas em língua de sinais para que estas sejam registradas, evitando que se percam informações sobre a cultura surda e trazendo contribuições para a cultura surda. Verifica-se que a produção de vídeos entre os surdos expõe questões igualmente pertinentes às comunidades surdas mesmo quando se tratam de países distantes. Os vídeos, em número de 20 (vinte), foram coletados entre março de 2008 até abril de 2010. A partir das noções de comunidade, de Bauman; de identidade, de Hall e da evidente necessidade de registro das produções dos surdos, percebe-se o quanto os vídeos analisados carregam marcas da vida e da experiência dos surdos e da língua de sinais. A relevância deste tipo de investigação é no sentido de perceber quais marcadores culturais são mostrados em relação aos surdos, o que os próprios surdos registram como parte de sua cultura e qual o estatuto da língua de sinais em um meio de comunicação como a internet; que mais do que comunicar, produz um modo de ser surdo. / This thesis aims to identify some expressions of deaf communities through humor. The most commonly instrument used for this research is an Internet tool that is being used by deaf communities in the whole world: youtube. The research proposal is to enhance the deaf production in sign language in ways that they be recorded, preventing them from losing information about deaf culture and making contributions to the education of deaf. It appears that the production of videos between deaf people also exposes issues pertaining to deaf communities even when dealing with distant countries. Videos by number of twenty (20) were collected from March 2008 to April 2010. Based on the notions of community, Bauman, of identity, of Hall and of the evident need for registration of deaf’s production, you realize how the analyzed videos bear marks of life and experience of the deaf and sign language. The relevance of such research is in order to understand which cultural indicators are shown in relation to the deaf, what do the deaf people register as part of their culture and what is the statute of sign language in a mean of communication like the Internet, which does more than communicate, produces a way of thinking.

PEIXOTO, Renata Castelo. Ensino de português para surdos em contextos bilíngues: análise de práticas e estratégias de professoras ouvintes nos anos iniciais do ensino fundamental. 2015. 284f. – Tese (Doutorado) Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-05-26T12:03:07Z No. of bitstreams: 1 2015_tese_rcpeixoto.pdf: 8622095 bytes, checksum: 2134d6d5f8d20f28c848783b14132204 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-05-26T12:41:14Z (GMT) No. of bitstreams: 1 2015_tese_rcpeixoto.pdf: 8622095 bytes, checksum: 2134d6d5f8d20f28c848783b14132204 (MD5) / Made available in DSpace on 2017-05-26T12:41:14Z (GMT). No. of bitstreams: 1 2015_tese_rcpeixoto.pdf: 8622095 bytes, checksum: 2134d6d5f8d20f28c848783b14132204 (MD5) Previous issue date: 2015 / Esta pesquisa intenciona descrever e analisar práticas e estratégias de ensino de Português para surdos do ensino fundamental I em contextos bilíngues, em particular observar se este ensino considera a estrutura gramatical da Libras e a relação não sonora e visual do surdo com a escrita. Pretende também investigar como o domínio da Libras pelo professor ouvinte repercute na escolha e exploração dos textos e quais as concepções docentes do professor sobre a escrita do surdo. Considerando estes objetivos optamos pela metodologia de cunho etnográfico através da observação participante (BOGDAN; BIKLEN, 1994; EVANS-PRITCHARD, 2005; CARDOSO DE OLIVEIRA, 1994; GEERTZ, 2012; DA MATTA, 2010) Essa metodologia guiou nossa permanência de um ano letivo (2013) em duas escolas para surdos de Fortaleza, participando das aulas de Português e de momentos de leitura e escrita em duas turmas dos anos inicias do ensino fundamental em cada escola. Os dados registrados por meio de notas de campo (BOGDAN; BIKLEN, 1994), fotografias e filmagens, apontam que as docentes entendem que o ensino de Português para o surdo deve acontecer sem a mediação do som e com a participação da Libras e que elas propõem estratégias visuais de ensino, assim como estratégias que estabelecem o contraste entre as línguas e que apresentam o Português de maneira diferenciada. Apesar disso, a ação docente e a escola ainda sofrem influências de concepções oralistas, associacionistas e estruturalistas, valorizando intervenções centradas na repetição e em palavras e frases, em detrimento da reflexão e do uso de textos, assim como acreditam que, por não fonetizar a escrita, o surdo permanece sempre em processo de alfabetização, favorecendo a apresentação de materiais e tarefas inadequados a faixa etária dele. As professoras demostram compreender que a leitura/escrita para o surdo envolve tradução, mas a dificuldade delas em realizar tal tarefa leva-as a evitar a produção e a leitura de textos, especialmente os trechos com sentido mais complexo, para não incorrer no português sinalizado. Também há dificuldade em trabalhar as diferenças morfossintáticas entre as línguas. Entendemos que as problemáticas identificadas apontam para a falta de apoio pedagógico nas instituições, assim como de uma formação básica (cursos de Pedagogia bilíngue) e continuada que ofereça mais do que cursos de Libras comuns, que as instrumentalize para um uso da Libras direcionado à exploração e tradução de textos, assim como a compreensão da Pedagogia visual/surda, com aplicação dessa proposta na construção de estratégias de ensino que explorem os elementos visuais espaciais da língua de sinais.

Esta dissertação tem como objetivo identificar algumas expressões de comunidades surdas através do humor. O instrumento mais utilizado para esta pesquisa é uma ferramenta da internet que vem sendo usada pelas comunidades surdas do mundo inteiro, o youtube. A pesquisa tem como proposta valorizar as produções surdas em língua de sinais para que estas sejam registradas, evitando que se percam informações sobre a cultura surda e trazendo contribuições para a cultura surda. Verifica-se que a produção de vídeos entre os surdos expõe questões igualmente pertinentes às comunidades surdas mesmo quando se tratam de países distantes. Os vídeos, em número de 20 (vinte), foram coletados entre março de 2008 até abril de 2010. A partir das noções de comunidade, de Bauman; de identidade, de Hall e da evidente necessidade de registro das produções dos surdos, percebe-se o quanto os vídeos analisados carregam marcas da vida e da experiência dos surdos e da língua de sinais. A relevância deste tipo de investigação é no sentido de perceber quais marcadores culturais são mostrados em relação aos surdos, o que os próprios surdos registram como parte de sua cultura e qual o estatuto da língua de sinais em um meio de comunicação como a internet; que mais do que comunicar, produz um modo de ser surdo. / This thesis aims to identify some expressions of deaf communities through humor. The most commonly instrument used for this research is an Internet tool that is being used by deaf communities in the whole world: youtube. The research proposal is to enhance the deaf production in sign language in ways that they be recorded, preventing them from losing information about deaf culture and making contributions to the education of deaf. It appears that the production of videos between deaf people also exposes issues pertaining to deaf communities even when dealing with distant countries. Videos by number of twenty (20) were collected from March 2008 to April 2010. Based on the notions of community, Bauman, of identity, of Hall and of the evident need for registration of deaf’s production, you realize how the analyzed videos bear marks of life and experience of the deaf and sign language. The relevance of such research is in order to understand which cultural indicators are shown in relation to the deaf, what do the deaf people register as part of their culture and what is the statute of sign language in a mean of communication like the Internet, which does more than communicate, produces a way of thinking.

This work is central to understand how problematic movements deaf as a space of struggle and resistance is redefining deaf come to building a policy of education for deaf guided joints between sign language and deaf culture. To account for this investment research some goals that guided the study: understanding the emergence of movements in deaf education scenario of the deaf; identify different strategies to fight organized by the movement deaf to understand its effects on deaf education in contemporary. To this he joined the field of Cultural Studies in Education, with crossings of the field of Deaf Studies who understand deafness and deaf education from a cultural and linguistic context specific. The empirical corpus study is divided into two groups of materials: narratives of deaf leaders and a set of documents that consider the conditions of possibility for the emergence of a discourse that has been producing movement deaf from other arrangements, other experiments. These sets of documents are: Document "Deaf Education that we Want" 1999 Project Course Letters / POUNDS, Law 10,436 / 5626 and certainly Movement Bilingual School for the Deaf. To the narratives of deaf leaders, collected through interviews, I could track the movement deaf at two, ie, in two outbreaks of analytical power. The first stage focused on the emergence of the fight for the official recognition of sign language in the constitution of deaf identities and the second in the trading strategies of deaf culture in education. You can check in emergencies and in the possibilities of movement history deaf political organization linked with the education of deaf and negotiation of deaf culture in the contemporary scenario. / O presente trabalho tem como problematização central entender como os movimentos surdos enquanto espaço de lutas e resistências surdas vêm se resignificando para a construção de uma política de educação para surdos pautada nas articulações entre língua de sinais e cultura surda. Para dar conta desse investimento de pesquisa alguns objetivos nortearam o referido estudo: entender a emergência dos movimentos surdos no cenário da educação de surdos; identificar as diferentes estratégias de luta organizadas pelo movimento surdo a fim de compreender seus efeitos para a educação de surdos na contemporaneidade. Para isso filiou-se ao campo dos Estudos Culturais em Educação, com atravessamentos do campo dos Estudos Surdos que entendem a surdez e a educação de surdos a partir de um contexto cultural e linguístico específico. O corpus empírico do estudo está dividido em dois grupos de materiais: narrativas de lideres surdos e um conjunto de documentos que considero com as condições de possibilidades para a emergência de um discurso que vem produzindo o movimento surdo a partir de outros arranjos, de outras experiências. Esses conjuntos de documentos são: Documento Educação que nós Surdos Queremos de 1999 Projeto de Curso Letras/LIBRAS, Lei 10.436/ Decerto 5.626 e Movimento Escola Bilíngüe para Surdos. Com as narrativas dos lideres surdos, coletados por meio de entrevistas, pude localizar o movimento surdo em dois momentos, ou seja, em dois focos de potência analítica. O primeiro momento centrado na emergência da luta pela oficialização da língua de sinais, na constituição de identidades surdas e o segundo nas estratégias de negociação da cultura surda no campo da educação. Pode-se verificar nas emergências e nas possibilidades da história do movimento surdo uma organização política articulada com a educação de surdos e com negociação da cultura surda no cenário contemporâneo.