published_or_final_version / Speech and Hearing Sciences / Master / Master of Philosophy

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Οι περισσότερες έρευνες επικεντρώνονται στις ελλείψεις και τις αδυναμίες των κωφών μαθητών- κυρίως αυτών που φοιτούν σε γενικά σχολεία και πλαίσια ενσωμάτωσης- παρά στις επιτυχείς στρατηγικές που χρησιμοποιούν οι ικανοί κωφοί αναγνώστες (Banner & Wang, 2011). Γι’ αυτό σκοπός της παρούσας εργασίας είναι η διερεύνηση των παραγόντων που σχετίζονται με την κατανόηση της ανάγνωσης των κωφών και βαρήκοων μαθητών που φοιτούν σε ειδικό σχολείο κωφών. Ειδικότερα, εξετάστηκαν οι παράγοντες που διαφοροποιούν τους ικανούς από τους φτωχούς αναγνώστες καθώς και οι στρατηγικές ανάγνωσης και μεταγνώσης που χρησιμοποιούν οι ικανοί αναγνώστες. Οι παράγοντες που εξετάστηκαν είναι το φύλο, η ηλικία, η ηλικία διάγνωσης της απώλειας ακοής, ο βαθμός απώλειας ακοής, η χρήση ακουστικών βοηθημάτων (ακουστικά βαρηκοΐας, κοχλιακά εμφυτεύματα), η συμμετοχή των γονιών σε πρόγραμμα έγκαιρης παρέμβασης, η ακουστική κατάσταση των γονέων, η εκπαίδευσή τους, η εθνικότητα, ο προτιμώμενος τρόπος επικοινωνίας των μαθητών, η ικανότητά τους στην ομιλούμενη Ελληνική και την Ελληνική Νοηματική Γλώσσα (ΕΝΓ), τα κίνητρα, η ποσότητα της ανάγνωσης και η φωνολογική επίγνωση. / Most of the researches focus on the deficiencies in reading of deaf students, mainly of those who attend general education or mainstreaming programs, rather than on the successful strategies used by good deaf readers (Banner & Wang, 2011). The purpose of the present study was to examine the factors related to reading comprehension of deaf/ hard of hearing (hh) students who attend a special school of the deaf. Specifically, the factors that differentiate good from poor readers were examined as well as the reading and metacognitive strategies used by them. Factors examined were sex, age, age of hearing loss, level of hearing loss, use of hearing aids, parents’ involvement in early intervention programs, parents’ education and ethnicity, the preferred way of communication, ability in spoken and sign language, reading motives, reading amount and phonological awareness.

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The general purpose of this study was to increase the knowledge about graduate-level trained personnel in the area of deafness. The first group of subjects were master's and doctoral degree graduates from The University of Arizona Rehabilitation Counseling with the Deaf Program who graduated during the period of June, 1969, to June, 1977. A total of 45 of a possible 60 graduates were included in the study. The second group of subjects were employers of the graduates. A total of 36 of a possible 45 employers were included in the study. Information from the two groups of subjects was obtained from questionnaires especially developed for use in this study.The results of the study show that the sex of the graduates was evenly divided between male and female; that the majority of graduates started the Program in the early 1970s and that twelve of the graduates had a hearing loss. Twenty-eight of the 45 graduates worked with the hearing impaired before entering the program. The employment history of the graduates since graduation from the Program showed that the majority worked in positions related to the profession of rehabilitation and that they have stayed in the field over a period of years.Furthermore, 86% of the graduates who were working at the time of the study were employed in positions related to hearing impaired populations. The majority of the master's degree graduates worked in positions as counselors or administrators , whereas the doctoral degree graduates worked in positions as professors or administrators. The median salary at the time of the study was $13,994 for the master's degree graduates and $24,000 for the doctoral degree graduates . The results showed that slightly over one-half of the graduates were working in school or rehabilitation education settings at the time of the study. Another one-fourth were working for State-Federal Vocational Rehabilitation programs. The graduates performed a wide variety of duties in the various settings. The 29 graduates who listed counseling spent a median amount of only 25% of their time on this activity. The amount of "paper work" that the graduates were doing increased substantially from past positions to the positions they held at the time of the study. The graduates gave a large number of reasons for entering the Program. The most frequently mentioned reasons for entering were to fulfill a goal of working with deaf people and to increase their skill in counseling deaf people. The graduates rated "Manual Communication Skills" as the component of the curriculum they thought was the most relevant to their present position. This component was followed closely by that of "Practicum and Internship" and "Medical-Psychological-Social Aspects of Disabilities." "Rehabilitation-related Knowledge" and "Research and Testing" received the lowest ratings. The most frequently suggested way to improve the program was through more emphasis on counseling theory and practical applications of the theories. The second most frequently mentioned suggestion was to provide more exposure to deaf residents of the community.The employers of the graduates seemed to be satisfied with the professional competence of the graduates. Their rankings of specific areas of professional competence were for the most part in the "Above Average" or "Excellent" categories. The employers listed a number of other strengths which included such positive adjectives as empathic, caring, capable, effective, responsible, dependable, dedicated and hard working. The employers mentioned some weaknesses but in less frequently occurring numbers than the strengths. The largest single category mentioned was overcommitted or overinvolved.

Promoting student self-determination has been identified as best practice in special education as an effective way to promote goal attainment and successful post school outcomes for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination with students who are deaf or hard-of-hearing. This study reports finding from a quasi-experimental switching replication study examining the impact of intervention using the Self-Determined Learning Model of Instruction on student self-determination and goal attainment for students who are deaf or hard-of-hearing. Findings within this study using the current research design and limited sample do not support the efficacy of the model for differential goal attainment and goal attainment facilitation by Group assignment but students who are classified as DHH were able to set goals and attain these at a better than expected level of progress. Measures of self-determination used in this study proved to have good internal reliability with students who have various levels of hearing loss and who use various modes of communication.

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The Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind (NCLB) Act mandate all children be included in state and district assessments to measure their progress. IDEA, NCLB, and the Americans with Disabilities Act (ADA) require students have access to accommodations necessary for their participation in mandated testing. Due to problems secondary to their disability, students who are deaf and hard-of-hearing (D/HH) may have difficulty participating in testing programs designed for the general population. In order to have equal access to standardized testing, D/HH students may need to use testing accommodations.The purposes of this study were to: a) document the use of testing accommodations by students who are D/HH, b) identify the types and frequency of testing accommodations required by D/HH students attending general education classes in Arizona public schools, and c) to analyze the relationships between type and degree of hearing loss and SAT-9 achievement for students who are D/HH in Arizona public schools.The participants included 62 students in the first year of the study, and 53 students in the second year. All participants had diagnosed hearing losses and attended general education classes with support from teachers of the D/HH and/or other support personnel.Extended Time was the most frequently required accommodation. Principal components analysis resulted in clustering of accommodations variables into three components in 2002: Time and Administration, Presentation, and Student Directed, and four components in 2003: Presentation and Administration, Time and Materials, Response, and Student Directed. The accommodations used and their clustering were similar to those reported in the literature. Type of hearing loss was found to significantly affect reading achievement even when controlling for testing accommodations. The interaction between type and degree of loss significantly affected language achievement. Results demonstrated the reading and language achievement performance of students with mild and high frequency hearing loss fell behind students having greater levels of hearing loss. The use of testing accommodations resulted in mixed effects on student reading and language achievement performance. Changes in language scores, but not in reading scores, were found.

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.

Investigation object-visual expression of deaf teenagers. The object - of investigation is to state the singularity of deaf teenager’s visual expression. The work reviews the deaf people visual expression singularity and evolution, represented in pedagogical and methodological literature, visual expressing learning process of deaf teenagers. There was examined the visual expression differences and similarities between deaf and hearing teenagers in this job. The work also explains hearing and deaf teenager’s attitude towards visual expression, the similarities and differences. Investigation methods: Theoretical: the studies of pedagogical, psychological and other literature, which represents the questions of deaf people visual expression, the analysis of educational system documents, secondary school education programs, methodical literature, internet sources relating this theme. Empirical: the questionnaire for hearing and deaf students helped to determine similarities and differences in their attitude to visual expression. Practical test of visual expression: certain theme paintings in hearing and deaf 5-10 form student groups. Methods of mathematic analysis: percentage of questionnaire and test results. Conclusion: Summarizing the literature sources relating to deaf people visual expression aspect, we can notice that starting from a certain age range deaf person’s perception develops slower than hearing person’s. After the investigation of deaf and hearing people attitude... [to full text]