In order to compare educational strategies from the two lingual forms, the study used signed video tapes using both ASL and English sign. The three students then watched the tapes over a period of two separate sessions, after which they were asked to produce "a written version of the text they had viewed," (Mayer & Akamatsu 2000 p 295). This was then followed up by later interviews comparing and evaluating the two different signed texts they had been exposed to. Study results showed that the three students understood both forms of sign rather similarly, with some slight misunderstandings based on differing contexts between the two. Errors in grammar became the element that showed various distance between the two languages used within the study. One student showed similar mistakes in both, the others showed more grammatical understanding in the English form. The types of mistakes the students made based on language used was also a key factor. This lead researchers to conclude that using both languages helped increase literary understanding overall, especially when used in conjunction with one another, and that mistakes made were often "misunderstanding specific lexical items, not misunderstanding the language as a whole," (Mayer & Akamatsu 2000 p 84). Once again the study could have been stronger by using more participants in a broader sample category. However, the in-depth detail of the study was augmented with the strong design that implemented follow up interviews which were then compared to the actual written data provided by the students themselves. Finally, Borgna et al. (2010) also aimed to explore how differing approaches to teaching literary strategies could affect overall success for deaf students. This research was much more structured and detailed than the previous studies in that it incorporated four separate experiments in a single study, where information from each one helped the design of the next to further explore questions left open from before. The first study examined the impact of lectures both with and without scaffolding techniques. The second experiment compared scaffolding strategies when they were read independently by students vs. given within a lecture context. The third experiment looked at how scaffolding impacted understanding...
Finally, the fourth experiment examined how students worked within the context of a test situation. Study results showed that students without hearing loss held much more accurate metacognitive judgments in comparison to deaf students. Additionally, the research showed that deaf students learn equally as well from both reading and signed lecture instructions. Some of the strengths of this study include the broad sample selection of participants used, with twenty hearing and twenty deaf students being included. Moreover, the fact that deaf students were directly compared to students without hearing loss problems shows strength by allowing the research to clearly show direct differences between the two very different groups. This helps the results from the research apply to assumptions made about a broader category of people in a much larger context.
Now we have examined two extremes in educational thought that have developed over the past century. Teacher centered and student centered philosophies differ significantly in their approach to the student-teacher relationship. Teacher centered philosophy does not depend on the student's wants and needs at all. Teacher centered philosophy uses antiquated methods, such as rote learning. However, these methods are quickly being replaced by a more student-centered approach. Student centered approaches
Comprehension and Deafness Language and vocabulary development and therefore reading comprehension, among deaf and hard of hearing children is challenged due to several factors. These factors relate to inherent differences between children with normal hearing and those with hearing difficulties. However, efforts and innovation have been put into practice to facilitate language and reading development among deaf and hard of hearing students in order to achieve successful comprehension despite their
" May (2003) emphasizes the need exists for greater technological sense and knowledge for all current and future students. Consequently, this need has led to incorporation of technology in classrooms settings, as technologies aim to increase students' intensity of wisdom, cooperation and text assessment. Today, literacy reading skills prove to be vital for both normal and special-needs students, as exposure to literacy encompasses more than books. In fact, the range
There is an initial purchase of sound field equipment and some installation and in-service costs which are stated to be negotiable. (Ray, 1995; paraphrased) III. Computers in the Classroom and Deaf Learners The government is presently making a dedicated effort to put computers into place in every classroom throughout America however in regards to learners who are deaf technological solutions have appeared slowly however, it has been indicated in online science
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
Special EducationPart 1I have chosen Kate from among the students described in the case to complete this part. Kate is an 11th grader with moderate bilateral hearing loss (i.e., asymmetrical or symmetrical loss of hearing in both her ears). She barely scrapes through exams and has ceased to use personal amplification at school. She had already ceased using her FM system during her middle school days when she started cycling
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