A Needs assessment & exploration for incorporating tablet PC technology to improve deaf and hard of hearing students cooperative learning experiences in the mainstream classroom

This project focuses on qualitative exploratory research that analyzes the possible inclusion of Tablet PC technology and teaching strategies to enhance cooperative learning in the mainstream classroom environment. After 3 observations, suggestions for use of Tablet PC technology and teaching strategies were shared and modeled for the classroom Teachers of the Deaf(TODs). Feedback via interview and survey were solicited from the TODs involved in the study and a final report written. The report showed the findings that the Tablet PC is perceived to have the ability to enhance deaf and hard of hearing student experiences, participation and communication during cooperative learning within mainstream environments

The Experiences of Secondary School Transition for Deaf Children in Mainstream Education: A Participatory Research Approach

Background: Primary to secondary school transition is a distinct moment in a child’s education which often evokes feelings of anxiety, stress, and excitement. Most children adapt quickly and successfully to this transition following an initial decrease in wellbeing and attainment. However, for some children including those with special educational needs, the transition process is more challenging resulting in long-lasting negative consequences. The challenge of secondary school transition may be accentuated for deaf young people who often experience communication difficulties and barriers due to a lack of deaf awareness within society. Research has suggested the wellbeing of deaf young people in early secondary school is poor, yet a systematic literature review revealed no research investigating the experiences of transition to secondary school for this group of young people. Current research: This small-scale qualitative study aimed to empower deaf young people, investigating their experiences of transition from a mainstream primary school to a mainstream secondary school. Two deaf college-aged students were involved in designing the research and selecting the data collection techniques. Four deaf Key Stage Three students completed semi-structured interviews and ‘The Ideal School’ activity (a personal construct psychology technique). An adapted version of Interpretive Phenomenological Analysis to incorporate the analysis of drawings was used to analyse the data. Key findings: An idiographic approach is used to present the findings to represent the participant’s unique experiences of secondary school transition. A cross-case analysis was also completed which revealed five key themes: ‘Attachment’, ‘Challenges’, ‘Support’, ‘New Beginnings’ and ‘Equal Opportunities’. This study provides important implications for school staff supporting the transition of deaf young people, highlighting the significance of person-centred approaches. Support from a variety of individuals is seen as crucial in addition to familiarity and a nurturing and acoustically supportive school environment. Implications for Educational Psychologists and future research are considered

Deaf Education in Scotland and Wales:Attitudes to British Sign Language in deaf education compared to Gaelic and Welsh

Having conducted a review of the impact of the Scottish national BSL plan on deaf education, in particular its issues, failures and successes, during Phase 1 of this project, the purpose of this report was to ascertain whether there is an appetite at government or local authority level for deaf children to be educated in either BSL- medium or bilingual schools – or whether parents of deaf children expect to see such provision – within the countries of Scotland and Wales, which have Welsh- and Gaelic- medium education provision respectively. Nineteen interviews with a total of 21 participants were carried out with Scottish and Welsh Government civil servants, national public body representatives, council officials, college and university representatives, families of deaf children, Teachers of the Deaf and third sector employees. There were marked differences in the conceptualisation of BSL as a language between top-, mid- and low-level, with the top-level tending to veer towards BSL as a communication tool and having a greater awareness of language policy and the right to language. At the mid- and low-level, there was however, a tendency to frame deaf children according to their audiological status, and that even though health – more specifically audiology – is outside education, it clearly exerts a huge force over the work of Teachers of the Deaf which would explain their attitudes towards BSL. Gaps in early years provision for deaf children also emerged as an important theme, with recognition that it is this period that is vital for language acquisition. The final theme identified through the interview stage was the availability or scarcity of resources in both Wales and Scotland for the teaching of BSL and in deaf education. We make 14 recommendations grouped under five headings: early years, language pedagogies, BSL teachers, Teachers of the Deaf and language policy. These include developing a new profession of BSL therapists to support efforts to develop BSL in deaf children in early years, the development of language pedagogies courses, the commissioning of mapping exercise of BSL teachers, the expansion of undergraduate and postgraduate courses to provide opportunities to develop fluency in BSL, initial teaching training courses that incorporate BSL, and training for qualified teachers, supplementary resources and language sabbaticals for qualified teachers and Teachers of the Deaf

A mixed methods study of the resilience skills of children and young people aged 11-15 with a mild moderate hearing loss

This study investigated the resilience skills of 29 Children and young people (CYP) aged 11-15 with a mild moderate hearing loss (MMHL). An exploration of the perceived resilience skills of the CYP with MMHL in this study were compared to the skills of their peers with expected levels of hearing (ELH) – 30 CYP and a severe profound hearing loss (SPHL) – 24 CYP. The research question asked, ‘How resilient are CYP with MMHL and how do they feel they would demonstrate resilience skills in everyday activities?’ There were three phases to this study: phase one involved a focus group of CYP with ELH, MMHL and SPHL. This group was asked to pilot the research tools, language assessments and the questionnaire devised specifically for the study as well as exploring the concept of ‘resilience’. The findings of the focus group that comprised of CYP with hearing as well as a hearing loss (HL) identified that resilience was a word used consistently throughout school, but they all agreed that they neither understood what it meant nor what it meant to be a resilient person. The phrases associated to the researcher’s definition of resilience used as part of the research were presented to the CYP and they discussed what each phrase meant to them. In phase two, all 83 participants; 30 ELH, 29 MMHL and 24 SPHL completed assessments of receptive and expressive language and the specifically devised questionnaire. The language assessments highlighted that the CYP with MMHL presented abilities commensurate with their chronological age. The questionnaire responses identified differences between learners with MMHL and those with ELH and SPHL. The key areas related to explaining their HL and audiological equipment to others; lack of organisational skills; leading a team; discussing emotions with close family and friends, and communication skills. Phase three involved semi-structured interviews with a group of nine CYP with MMHL to drill down into the questionnaire responses and address some of the themes the analysis highlighted. The data from phase two and three suggested that CYP with MMHL lacked the skills underpinning resilience and were unable to demonstrate such skills in everyday activities. They identified that, because of their higher language abilities, they received limited support from Teachers of the Deaf (ToDs). The CYP with MMHL believed specific resilience skills need to be learnt and practised. Opportunities to employ such skills in school and in social situations appear limited. A factor identified was parental anxiety associated with the belief their child would be vulnerable due to their HL

Blue Collars in Green Cities: Exploring Transit Oriented Manufacturing

The theme of Blue Collars in Green Cities seeks to advance inclusive urban economies by confronting longstanding tensions between planning for urban sustainability and planning for urban industry. The legacy of industrial pollution and the erosion of industrial jobs have contributed to perceptions of urban industry as incompatible with vibrant green city visions and healthy urban environments. Consequently, various forms of urban sustainability planning—land use, transportation, economic development—have either ignored or actively discouraged industrial sectors. The resulting antagonisms between industrial interests and sustainability advocates threatens to stall progress in both areas. The 2020 MACP Studio project starts from the assertion that the representation of urban industry and sustainability as incompatible is both inaccurate and unnecessary; it then aims to identify creative new visions for the ‘green city’ by linking two avenues of research and practice that are commonly addressed separately: urban industrial planning, and transit planning. The term guiding this Studio course—Transit Oriented Manufacturing—is not one that currently exists in planning research and practice. It is a new term, introduced by the instructors as a way to open new space for thinking about planning for transit and industry simultaneously. Working with a new term in this way has clear tradeoffs. On one hand, it can stimulate curiosity, new ways of thinking, and new forms of planning practice. On the other hand, it can be challenging to work with a new term that requires definition and explanation and that lacks an existing body of scholarship and examples of practice. The students in this Studio deserve recognition for their work defining, exploring, and ultimately making a foundational contribution to a new area of research

SIBLING RELATIONSHIPS AND FAMILY DYNAMICS IN FAMILIES WITH A CHILD WITH TOURETTE SYNDROME

This study investigated the association between the severity of Tourette Syndrome (TS) and comorbid tendencies (Attention Deficit Hyperactivity Disorder (ADHD), Obsessive-Compulsive Disorder (OCD), and rage), maternal differential treatment, fairness evaluation of maternal differential treatment, and communication with both sibling and family relationships. Fifty-five mothers and healthy siblings of individuals with Tourette Syndrome participated in the study. The parents provided information regarding family demographics and the severity of Tourette Syndrome and comorbid tendencies, and the healthy siblings completed the sibling and family relationship questionnaires. The questionnaires were posted on a secure website, where the parents and healthy siblings could complete the online measures via internet connections. The study revealed several important findings. The results showed significant associations between the severity of Tourette Syndrome and comorbid OCD, ADHD and rage tendencies thus suggesting that studying Tourette Syndrome without considering comorbidity would be unrealistic. Additionally, communication regarding Tourette Syndrome between the healthy siblings and their parents played an important role with respect to sibling and family relationships. Communication between the healthy siblings and their parents predicted more warmth between the healthy siblings and their sibling with Tourette Syndrome as well as more family cohesion and adaptability as reported by the healthy siblings. Communication had a significant moderating effect on both severity of Tourette Syndrome and healthy siblings' fairness evaluation of maternal differential treatment in predicting family relationships. When the sibling had less severe Tourette Syndrome, the healthy siblings reported more family adaptability when they had more communication with their parents, and reported less family adaptability when they had less communication with their parents. The results also indicated that when healthy siblings perceived their maternal differential treatment to be unfair, they reported more family cohesion when they had more communication with their parents, and reported less family cohesion when they had less communication with their parents. The study did not support the negative impact of maternal differential treatment on sibling relationships; however, the results confirmed the previous findings regarding the moderating effect of fairness evaluation on maternal differential treatment in predicting sibling relationships. When the sibling with Tourette Syndrome was favored, the healthy siblings reported more sibling warmth when they perceived the favouritism (maternal differential treatment) to be fair. Furthermore, the results showed that healthy siblings' perceptions of maternal differential treatment could predict cohesion and adaptability in the family. The more the healthy siblings reported being treated differently by their mothers, the less cohesion and adaptability they reported in their families. The present study supported previous studies in finding that sibling conflict decreased with age. The results also highlighted the role of age in moderating the effects of communication and maternal differential treatment in predicting sibling conflict. When healthy siblings had more communication with their parents they reported more conflict with their sibling with Tourette Syndrome when they were younger, and reported less sibling conflict with their sibling with Tourette Syndrome when they were older. Furthermore, when healthy siblings were favored by their mothers, they reported more conflict with their sibling with Tourette Syndrome when they were younger than when they were older, thereby emphasizing the importance of developmental differences in dynamics between the siblings. The significant contributions of the study include underlining the importance of communication, the relationship between Tourette Syndrome and comorbid conditions, and healthy siblings' perceptions of sibling and family relationships

Breast Health and Mammography Screening in Older Women

Age-related health disparities in breast cancer screening are a public health concern. From 2002 to 2006, the median age for newly diagnosed cases of breast cancer was 61 years and the median age for breast cancer mortality was 68 years of age (Surveillance Epidemiology and End Results [SEER], 2009). Mammography is the best available screening tool for breast cancer detection (Susan G. Komen Foundation, 2008). The Centers for Medicare and Medicaid Services (CMS, 2006) reported that only about half of older women who are eligible for mammograms through Medicare obtain a mammogram every two years. The literature identifies psychosocial barriers, including a lack of breast cancer knowledge and cancer fatalism, as independent predictors of mammography participation among older women. The purpose of this quasi-experimental study was to determine the effects of a breast health awareness program on older women\u27s knowledge of and fatalistic attitudes toward breast cancer and breast cancer screening and on their participation in mammography screening. Sixty women over 65 years of age will be recruited from 4 senior nutrition programs located in underserved areas of San Diego County to participate in a breast health awareness program. Data will be collected using a demographic questionnaire, pre and postintervention revised Powe Fatalism Inventory, and a breast health knowledge questionnaire. Descriptive statistics will be used to analyze the relationship of fatalism to breast cancer knowledge and the relationships of knowledge and fatalism to mammography participation. The potential impact of the intervention will lie in earlier diagnosis of breast cancer disease in older women through improved screening participation, resulting in decreased breast cancer mortality among older women in San Diego County

Learning beyond words.The impact of second language adult education on migrants' social involvement: a comparison between Scotland and Greece

Education, and adult education in particular, has been historically related to issues of citizenship, and social inclusion, and this study embraces the adult education discourse of citizenship, in which the learner is viewed as a social actor and education as a key process to claiming and re-defining membership in society. The study, drawing from research on eight second language classes in Glasgow and Athens, where in-depth, semi-structured interviews with both tutors and students were conducted, takes a Critical Social Research approach. It concentrates on the ways in which the second language classes can be a catalyst for migrants’ social involvement. Furthermore, it explores the impact of pedagogic traditions and socio-political factors on the outcomes of the educational experience. These classes took place within diverse organisations, which consisted of a Further Education college, a single-ethnic group community centre, a charity organisation and a migrants’ campaign organisation in each country respectively. The use of comparison between Glasgow and Athens is an interesting one, since there is a similar recent experience of sudden demographic change, but different political cultures and adult education traditions. The findings of the study make a contribution both in relation to the ways in which educators can endorse socio-political involvement and in relation to the wider cultural influences on pedagogy. It is, thus, shown that students’ social participation largely depends on the educators’ utilization of non-formal methodologies, extra curricular activities and, most importantly, their willingness to broaden the scope of the curriculum. Furthermore, it is demonstrated how the established educational culture in a country has an overarching impact on the educators; perception of their role and their pedagogical approaches

Vocabulary Instruction for the Development of American Sign Language in Deaf Children: An Investigation into Teacher Knowledge and Practice

Thesis advisor: Susan BruceThe acquisition of vocabulary is an important aspect of young children's development that may impact their later literacy skills (National Reading Panel, 2000; Cunningham and Stanovitch, 1997). Deaf children who are American Sign Language users, however, often have smaller vocabularies and lower literacy levels than their hearing peers (Lederberg and Prezbindowski, 2001; Schirmer and McGough, 2005). Despite the importance of teaching vocabulary for young deaf children, there are very few investigations on this important topic (Luckner and Cooke, 2010). This study examines the nature of vocabulary instruction by four early childhood teachers of deaf children (TODs) from two classrooms through a qualitative collective case study. Findings indicated that the Four-Part Vocabulary Program (Graves, 2006) could account for the nature of vocabulary in these classrooms; however, within this framework TODs used qualitatively different language strategies to address the unique aspects of teaching a visual language. Furthermore, there was interplay of teacher knowledge about learners, curricula, and pedagogy that informed their instructional planning and decision-making. Implications of this study include the varying roles of teacher knowledge, experience, and evidence in guiding ASL vocabulary instruction for TODs.Thesis (PhD) — Boston College, 2013.Submitted to: Boston College. Lynch School of Education.Discipline: Teacher Education, Special Education, Curriculum and Instruction

Framework to Facilitate Urban Regeneration in the Middle Suburbs of Car-dependent Cities

Car-dependent cities with large urban footprints suffer from a lack of planning mechanisms to regenerate their middle-suburbs. Among the principle methods, subdivisions have been found to be sub-optimal solutions while the impacts of transport infrastructure in regenerating middle-suburbs are yet to be explored. Using multi-criteria-evaluation tools, this research examines the socio-technical parameters of middle-suburbs to assess redevelopment potentials of any proposed transit corridor. Perth, Western Australia, is investigated in this study as a typical case