Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach

In school, deaf and hard of hearing students (d/hh) are often exposed to American Sign Language (ASL) while also developing literacy skills in English. ASL does not have a written form, but is a fully accessible language to the d/hh through which it is possible to mediate understanding, draw on prior experiences and engage critical thinking and reasoning (Allington & Johnston, 2002, Vygotsky, 1987; Wertch, 1991). This study investigates the impact of Strategic and Interactive Writing Instruction (SIWI) on the development of signed expressive language (ASL) and written English. Our analysis demonstrates that a focus on ASL did not detract from students’ writing growth in English. Instead a focus on building ASL and written English proficiency simultaneously resulted in significant gains in both language and writing

Video Review and Reflection for Ongoing Inservice Teacher Professional Development

Purpose. In this chapter we describe how a rubric-style observation instrument for observing classroom writing instruction was used to focus and optimize collaborative video analysis sessions among teachers and researchers spread across six states. As part of a 3-year Institute of Education Sciences (IES) development grant, we used videos of classroom instruction both as data for researchers studying the nature and impact of a specific instructional approach, Strategic and Interactive Writing Instruction (SIWI), and as a vehicle for collaborative teacher professional development-- for both teachers and teacher leaders. Design. By tying video analysis to a shared observation instrument, we were able to target video clip selection for discussion, and focus our analysis to support teachers across several states and school settings implementing a new approach to writing instruction. After a brief overview of the project for which videos were used, we describe the tools and protocols developed over time to ensure the efficient and powerful use of collaborative video analysis. We also share our experiences on the nature and outcomes of these collaborative sessions both in terms of teachers\u27 involvement and changes in practice over time. Findings. We argue that the use of a common rubric to guide video clip selection, discussion, and analysis allowed teachers to strategically engage in data reduction - i.e. not be overwhelmed by the amount of video data - and to use the videos as catalysts for conversations as well as evidence of what works well for individual students. As researchers, these sessions allowed us to ensure collaborative video analysis sessions were focused, efficient, and growth-oriented as well as sources of data for understanding trends in challenges and trajectories of growth for teachers implementing a new approach to instruction. Practical Implications. This work illustrates how researchers can use video for dual purposes--to conduct literacy investigations and to provide teachers with professional development involving video review and reflection

Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study

This study examines the patterns of growth across both taught and untaught genres of writing for deaf and hard of hearing students in grades 4-6. 23 students were exposed to Strategic and Interactive Writing Instruction (SIWI) for five weeks, during which time they received guided, interactive instruction focused on how writers address particular purposes and audiences with their writing. By examining student writing samples before and after both regular writing instruction and SIWI using genre-specific rubrics, we investigated whether students transfer and generalize writing strategies and processes learned in one genre to writing in a genre for which they did not receive instruction, in this case: information report writing. We found that after five weeks focused on recount genre instruction, students spontaneously transfer competencies related to genre-specific features that were not explicitly taught, and that students with greater language proficiency did so more effectively. We discuss these findings as they relate to theories of composition and language competence, and generate implications for writing instruction that can lead to growth in writing

“I was born full deaf.” Written language outcomes after one year of Strategic and Interactive Writing Instruction (SIWI)

Nonstandard grammatical forms are often present in the writing of deaf students which are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but have also made gains with English grammar skills. This one-year study expands on prior research by longitudinally examining the written language growth (i.e., writing length, sentence complexity, sentence awareness and function words) of 29 deaf middle school students. A repeated-measures ANOVA with a between-subjects variable for literacy achievement level was used to examine gains over time and the intervention’s efficacy when used with students of various literacy levels. Students, whether high- or lowachieving, demonstrated statistically significant gains with writing length, sentence complexity and sentence awareness. Subordinate clauses were found to be an area of difficulty, and follow up strategies are suggested. An analysis of function word data, specifically prepositions and articles, revealed different patterns of written language growth by language group (e.g., ASL users, oral students, users of English-based sign)

Exploring the hidden potential of sugar beet industry brownfields (case study of the Czech Republic).

The paper focuses on spatial analyses of sugar beet industry brownfields in the Czech Republic. In the first part of the paper history of sugar beet industry on the area of the Czech Republic is briefly presented, then links between location of these sites and its transport potential are discussed. Benefits of brownfields regeneration for regional development are also evaluated. In the empirical part of the paper 49 brownfield sites within the Czech Republic, where the sugar beet industry was abandoned during the transition period after 1989, are evaluated and classified based on field research and aerial picture analyses. Three examples of reuse of former sugar beet factories are finally presented. It was found that development potential of studied sites is highly depended on their geographical location and some inspiration might be derived from presented examples. More targeted supportive policy in the Czech Republic to support regeneration of brownfields is needed. In the concluding part of the paper further development possibilities of sugar beet industry brownfields and their railway connection are considered

Differentiating writing instruction for students who are deaf and hard of hearing

Researchers have long highlighted the need to apply evidence-based approaches to writing instruction for students who are 1d/Deaf and hard of hearing (d/Dhh). Yet, the majority of the research base for effective writing instruction and intervention is based on studies of hearing children, with or without disability labels. Therefore, existing interventions often fail to account for the unique language and literacy needs of d/Dhh students. In this article we describe an approach that enhances the power of Interactive Writing (IW) instruction, an evidence-based approach for typically developing students, that is specifically designed to engage and support d/Dhh learners. We begin by providing a brief historical overview of IW instruction as it is often used in contemporary general education classrooms. Then, we describe evidence of the unique language and literacy development of d/Dhh students from a series of recent studies related to Strategic and Interactive Writing Instruction (SIWI) with d/Dhh students. Finally, we present the language zone in the form of a flowchart, which illustrates the teacher decision making process when responding to d/Dhh students’ various language needs in the context of IW. We conclude by illustrating examples of the language zone in use and discussing the implications of this approach for d/Dhh learners

Characteristics of Deaf Emergent Writers Who Experienced Language Deprivation

This study explores the intertwined phenomena of language deprivation, emergent writing, and translanguaging in deaf students without additional disabilities in grades 3–6. A case study was conducted using deductive and inductive approaches to analyze 42 writing samples. There were four areas of focus: (1) stages of emergent writing development, (2) writing change over time, (3) emerging writing and translanguaging features, and (4) writing features unique to the context of language deprivation. First, pre-writing samples add to evidence that older deaf students undergo similar developmental processes with their emergent writing patterns. Second, an analysis of pre- and post-writing samples indicated that movement between stages occurred for most students. Third, students incorporated emergent writing and translanguaging features that reflected the application of their linguistic resources in writing. Finally, existing theories were extended by uncovering writing characteristics unique to the context of language deprivation. Incomplete ideation and restricted translanguaging practices were identified as attributions of language deprivation impacting cognitive and linguistic resources. This study provides evidence that deaf students as old as thirteen years old are developing emergent writing skills not because of their deafness but likely because they were in environments that produced chronic inadequate language access

Igneous Rock Associations 5. Oceanic Island Volcanism II: Mantle Processes

Oceanic island basalts (OIBs) have been central to understanding evolution o fthe Earth and mantle because their isolated positions in ocean basins limit the potential for magma contamination by continental crust. Melting processes (e.g., percentage melting) affect OIB chemistry but isotopic and trace-element ratios provide information on mantle-source compositions. They indicate that OIB mantle sources represent mixtures between mid-ocean ridge basalt (MORB) mantle and four other mantle components: EM1 (enriched mantle 1), EM2, HIMU (High U/Pb = Hi µ) and FOZO (FOcal ZOne). Mass-balance and noble-gas arguments indicate that most of the mantle is depleted but He and Ne isotopes, and convergence of Sr-Nd-Pb isotopic arrays suggest that FOZO is a somewhat primitive (unmelted) component common to all oceanic basalt sources. The other components contain "materials" such as basaltic ocean floor (HIMU), pelagic sediments (EM1), oceanic plateaus (EM1), subcontinental lithosphere (EM1, EM2), terrigenous sediments or subducted continental crust (EM2), which have been recycled by subduction processes, and mixed back into the depleted mantle. How these components cycle through the mantle is debated but heterogeneities occur on all length-scales. One school argues that oceanic islands develop above mantle plume convection cells that deliver recycled components and FOZO (lower mantle?) for mixing with depleted upper mantle. Others contend that propagating cracks in the lithosphere create oceanic islands, that plumes do not exist, that the upper and lower mantle are isolated and depleted, and that MORB and OIB form from the same upper-mantle reservoir. Small-scale melting allows OIB to sample local, low-melting-point heterogeneities that are averaged-out by the large-scale melting that forms MORB. These radically different views of mantle structure and composition indicate that OIB will continue to be a focal point in studies of Earth's evolution. SUMMAIRE L'étude des basaltes d'îles océaniques (BÎOs, ou OIBs en anglais) s'est avéré essentielle pour la compréhension de l'évolution de la Terre et de son manteau, et cela, de par l'isolement de ces îles dans les bassins océaniques, ce qui limite les possibilités de contamination par des matériaux de la croûte continentale. Les mécanismes de fusion (le pour-centage de fusion par ex.) délimitent la composition chimique des BÎOs, mais les ratios isotopiques et des éléments traces permettent d'obtenir des indications sur la composition des sources mantelliques. Ils indiquent que les sources mantelliques des BÎOs sont des mélanges de basaltes de dorsales océaniques (BDOs ou MORBs en anglais) de quatre autres composantes du manteau, soit des EM1 (enriched mantle), EM2, HIMU (ratio élevé de U/Pb= Hi µ), et FOZO (FOcal ZOne). Les études des bilans massiques et des gaz nobles indiquent que la plus grande partie du manteau a subit un appauvrissement, mais les isotopes He et Ne, ainsi que la convergence des ensembles isotopiques Sr-Nd-Pb portent à penser que la composante FOZO serait de composition à peu près primitive (n'aurait pas subit de fusion) qui serait commune à toutes les sources de basaltes océaniques. Les autres composantes renferment des" matériaux " issus de plancher océanique basaltique (HIMU), de sédiments pélagiques (EM1), de plateaux océaniques (EM1), de lithosphère souscontinentale (EM1 et EM2), de sédiments terrigènes ou de croûtes continentales enfouies (EM2) et qui ont été recyclés par des mécanismes de subduction et réinjecté dans les matériaux appauvris du manteau. La façon dont ces composantes sont recyclées dans le manteau fait l'objet de discussions serrées et on observe la présence d'hétérogénéité à toute échelle. Une des écoles de pensée soutient que les îles océaniques se forment au-dessus de cellules de convection de panaches mantelliques qui apportent des composantes recyclées et de la FOZO (manteau inférieur?) et les mélangent avec les couches supérieures appauvries du manteau. D'autres croient plutôt que ce sont des fissures de la croûte qui permettent la formation des îles océaniques, qu'il n'y pas de panaches, que les couches inférieures et supérieures du manteau sont isolées et appauvries et que les BÎO et les BDO sont formés à partir des matériaux des même couches supérieures. Les BÎO seraient le reflet de fusions d'hétérogénéités locales à faibles températures de fusion, alors que les BDO seraient le résultat de fusions à grande échelle expliquant une composition correspondant à la moyenne de toutes les hétérogénéités. L'existence de points de vue si radicalement opposés sur la structure et la composition du manteau démontrent que les BÎOs seront encore l'objet d'études sur l'évolution de la Terre

Examining the Inclusive Summer Camp Environment as an Opportunity for Developing Social and Self-Determination Skills of Youth with Disabilities

Faculty advisor: David R. JohnsonImportant developmental aspects in adolescence include the ability to acquire and cultivate friendships, proficiencies, healthy lifestyle habits, and an overall purpose and meaning in life. Inclusion provides each child an equal opportunity to develop in a normal and integrated environment. Participation in stimulating and intrinsically motivating recreation and leisure activities offers a central means for the growth of this development in children with and without disabilities. The social and self-determination skills of youth with disabilities were hypothesized to develop and improve as the youth became more actively involved and engaged with other children, daily activities, and the experiences of an inclusive summer day camp program. The sample was composed of 29 youth participants with various disabilities, aged 6-14. The frequency of participation and level of engagement for the above measures was recorded weekly over the participants’ involvement in inclusive summer camp programs. The average length of enrollment in the summer camp programs was 4.31 ± 1.47 weeks. The frequency of participation and level of engagement for each study measure of the Youth Participation and Engagement Scale was positively correlated with the involvement of youth with disabilities in an inclusive summer camp program. While the correlations did not showed significant regression values, each measure indicated a positive growth of each skill. The results of this study show the benefits of the inclusive and recreational setting for the development of all youth, but especially for those with disabilities.This research was supported by the Undergraduate Research Opportunities Program (UROP)