Education Structures for Deaf Students
The paper focuses on six different studies that focus on two different viewpoints on the higher education learning structures for deaf students. The paper first highlights the viewpoints of the students towards their learning structure and then highlights the perceptions of the teachers on the teaching structures and how they highlight the teaching characteristics and structures that prove to be most effective for the deaf or hard of hearing students.
Deaf Student Perceptions of Higher Education
Deaf students generally have trouble in learning the English language across all academic levels despite their linguistic expertise or knowledge. In an earlier study conducted by Berent and colleagues (2000), the researchers highlighted that the deaf individuals or even those who are hard of hearing usually experience learning disabilities (LD) when learning the English language. The combined impact of deafness and LD for English language is difficult to analyze, the researchers assert, because there is no specified pattern of recognizing them in a structure format even though both concepts are old and have been duly recognized as integral aspects in the education industry. In spite of this confinement, however, there have been prior studies that have suggested that many students felt that it was the typicality of the English teachers that increased LD amongst the deaf students. Berent and colleagues (2000) conducted a survey as well and focused on 30 specific English language learning. They included in the sample a variety of teachers who taught English to deaf students -- both with LD and without it -- and focused on what they highlighted the problems. In their conclusion, Berent and colleagues highlighted that some of common spheres that required further study from the student's perspectives included spelling knowledge, lexical, syntactic, and morphological phenomena of the English language for the deaf students (Berent et al., 2000).
In another recent research, the practitioners focused on examining the various influences that literacy portfolios can have as mechanisms of learning in the college developmental English class. The class chosen was primarily for the deaf and hard of hearing students who regularly evaluated their reading and understand along with the writing procedures and tools. The researchers also tested these aspects of specific students and gave them different reading and writing assignments that focused on the development of reflective thinking and the completion of real-life responsibilities and activities. The sample provided the researchers will immediate feedback and the study was structured to multidimensional, longitudinal, and ongoing. There were numerous field research methods and strategies used across the years to ensure that the impact of portfolios on the deaf students' ability to read, write, and reflect were measured accurately. The findings of the research supported the notion that the literacy portfolios do in fact constructively impact the deaf students in the evaluations of their reading and writing skills (Nickerson, 2003).
Richardson and Woodley (2001) in their research highlighted that there was a deficiency in the extent of research available on the perceptions of deaf students for the higher education. In this study, the researchers compared and contrasted the general views of the academic library quality and they focused on a total number of 265 students who were either deaf or hard of hearing. These 265 students were distant learners. There were a total of 178 distance learning students in the selected institution as well who were not impaired in any way. Upon examination, the former group of students i.e. The deaf or hard of hearing ones did not recorded significantly different rates in handling their workload as opposed to the former group of students even though the overall relevance of the workload recorded far low rates for the former group as opposed to the latter group of students. For the other factors, the deaf students remained in close ratings and quite similar in results to the students who did not have any impairment with regards to the views that they,...
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