Early exposure to both sign and spoken language for children who are deaf or hard of hearing: Might it help spoken language development?

The literature on the benefits and deficits of bilingualism is reviewed with an emphasis on sign/spoken bilingualism and on the population of deaf or hard of hearing children. Since there are a limited number of reports on sign/spoken bilingualism for these children, a research plan is outlined for a large study whose results could have a significant impact on oral education policy and spoken language development in deaf or hard of hearing children

Promising Practices: Reaching Out to Rhode Island\u27s Deaf and Hard of Hearing Community

Protection and Advocacy (PABSS) staff are responsible for providing legal services to social security recipients who are facing barriers in their efforts to return to work. Benefits Specialists are responsible for reaching out to all recipient communities within their territory to provide information and planning services when a recipient is considering a work effort. In September of 2004, the Rhode Island BPA&O project noted that deaf and hard of hearing individuals were not utilizing benefits counseling services. A work group was created to address this situation and develop a strategy. The strategy included outreach to community groups and agencies serving deaf and hard of hearing individuals and aggressive referrals of deaf and hard of hearing individuals to benefits planners by the state’s vocational rehabilitation workers. In preparation for this work, benefits planners received training in using a TTY, placing calls through the Rhode Island Relay Service and effectively utilizing sign language interpreters

Written output of the deaf and hard of hearing primary school students learning English as a foreign language

Contemporarily learning foreign languages it is a must for anybody who wants to acquire high quality education and be competitive on the job market. It is also true for the students who are deaf and hard of hearing. Their language disability makes it much more difficult to become a proficient foreign language user. The aim of the paper is to present the preliminary effects of the process of teaching and learning English as a foreign language to the deaf and hard of hearing students. The research presented was conducted in several primary Special Schools for the Deaf and Hard of Hearing around Poland. The study concentrates mainly on the deaf and hard of hearing students’ writing skills in English. Students’ written works were linguistically analyzed by the author of this research and also presented to “competent judges” – adult native English speakers. The results show that deaf and hard of hearing student are able to construct meaningful texts in English. However, they are very simple in their form and content. This problem needs further analysis, also the comparative ones

Deafness: Disability or Culture? Best Practices Regarding Controversial Interventions for Deaf and Hard of Hearing Students

Background: Many people in the deaf community view deafness as a distinct culture, with its own unique language and history. They reject the use of assistive technologies which can restore hearing for themselves and their children. However, some members of the medical and legal communities consider it unethical to deprive a child of these interventions. Learn more about this emerging conflict, as well as best practices for working with deaf and hard of hearing students in a school environment. Methods: Peer-reviewed journals and popular publications were consulted to gather information about attitudes towards interventions such as the cochlear implant from members of the deaf community, as well the legal and medical communities. Education journals were consulted to gather information about best practices when working with deaf and hard of hearing students. Results: There are strong opinions on both sides of this issue, with various arguments being made both for and against the use of interventions like the cochlear implant. From the perspective of K-12 educators and school counselors, making sure that students feel safe and supported at school. Conclusions: It is not necessary for K-12 educators and school counselors to have opinions on specific assistive technologies. It is important for them to be aware of best practices for working with deaf and hard of hearing students, and to support and respect the decisions of deaf families with regards to their culture.https://scholarscompass.vcu.edu/gradposters/1117/thumbnail.jp

Measuring recovery in deaf, hard-of-hearing, and tinnitus patients in a mental health care setting:validation of the I.ROC

This study was aimed at validating the Individual Recovery Outcomes Counter (I.ROC) for deaf, hard-of-hearing, and tinnitus patients in a mental health care setting. There is a need for an accessible instrument to monitor treatment effects in this population. The I.ROC measures recovery, seeing recovery as a process of experiencing a meaningful life, despite the limitations caused by illness or disability. A total of 84 adults referred to 2 specialist mental health centers for deaf, hard-of-hearing, and tinnitus adults in the Netherlands completed the Dutch version of I.ROC and 3 other instruments. A total of 25 patients refused or did not complete the instruments: 50% of patients using sign language and 18% of patients using spoken language. Participants completed the measures at intake and then every 3 months. In this sample I.ROC demonstrated good internal consistency and convergent validity. Sensitivity to change was good, especially over a period of 6 or 9 months. This study provides preliminary evidence that the I.ROC is a valid instrument measuring recovery for hard-of-hearing and tinnitus patients using spoken language. For deaf patients using sign language, specifically those with limited language skills in spoken and written Dutch, more research is needed.</p

Post-school Transitions of People who are Deaf or Hard of Hearing:Appendices

The ongoing UK and European economic crisis is leading to a rapid growth in youth unemployment in Scotland. Young disabled people, including those who are deaf or hard of hearing, are more likely than others to experience difficulties in obtaining employment. Recognising the difficulties experienced by young disabled people in accessing post-school education, training and employment, the Scottish Government has attempted to put in place specific and generic support. This study aimed to investigate the post-16 transition process and outcomes of young people with hearing impairments and assess the nature of the support available to them and the barriers which they encounter.We have highlighted the wide range of post-school transition experiences and outcomes of young people who are deaf or hard of hearing. We have identified patterns of post-school transitions, and the ways these are strongly associated with socio-economic status and educational outcomes at school. Differences were found between those young people with higher levels of qualification who progress into higher education, those with somewhat lower levels of qualification who move into mainstream further education and training, and those with few or no qualifications who move into personal development programmes in college, or who become disengaged from education, training and employment

Effective coaching of parents and professionals supporting children who are deaf or hard of hearing

This literature review examines the relationship between collaboration, adult learning and coaching. The most effective adult learning strategies and coaching strategies are discussed to help improve student outcomes for children who are deaf or hard of hearing

The perceived benefts and drawbacks of including hearing peers in listening and spoken language preschool programs for students who are deaf or hard of hearing

This study examines teachers’ perceptions of the benefits and drawbacks of including or excluding peers with typical hearing in preschool programs for students who are deaf or hard of hearing

Forming collaborative parent-teacher relationships to increase parental involvement

This document reviews and summarizes the importance of parentteacher relationships and parental involvement in education. Both benefits and barriers will be discussed. Strategies and plans are provided as suggestions for teachers working with diverse populations. The importance of collaborative relationships and parental involvement are discussed for parents and teachers of children who are deaf or hard of hearing

Electronic books: Are they effective educational tools for students who are deaf or hard of hearing?

This literature review will examine the effectiveness of electronic book features on students’ reading development in the general education population and investigate whether or not these digital tools could be a useful tool and/or supplement in literacy for students who are deaf and hard of hearing