(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 and mathematics studies that computer technology is promising for learners who are deaf. In what was a metasynthesis of 287 studies, the work of Braden and Shaw (1987) report that "the degree of success with computer-assisted instruction was inversely related to methodological rigor." Technology in the classroom for deaf learners may include use of:
(1) closed-captioning; and/or
(2) Real-time captioning. (National Science Foundation, 2009)
Study findings appear to indicate that deaf students are inherently more rigid in their manner of thinking and while deaf learners are equal in cognitive abilities to learners who are not deaf, the deaf learners tend to experience cognitive and metacognitive skill delays. Virtual reality has been stated in the work of Passig and Eden (2000) to be promising toward engaging the deaf learner in the learning process and specifically in bridging abstract learning concepts and concrete studies. (National Science Foundation, 2009, paraphrased)
IV. C-Print Pro
C-Print is another tool that can be used in the classroom environment in order to engage deaf learners in the learning process. C-Print is somewhat similar to the tool of a court reporter in that the captionists produces the information spoken in a text application specifically C-Print Pro-through typing the information in however, there are reduced keystrokes in this program just as the tool used by the court reporter. Text is displayed through C-Print Pro-to multiple or single learners and may be presented via computers or display monitors. Note-taking tools have been added to C-Print Pro-which enhances the learning experience for the deaf learner.
V. Deaf Students and Self-Efficacy
Self-efficacy is the individual's beliefs in their own capacity for organization and execution of action needed to negotiate situations. Albert Bandura (1986) suggested that the stronger the individual's belief in their abilities to complete a task the better the ultimate end result. Self-esteem is very much akin to self-efficacy in...
Those that are in favor of closing these schools only consider the costs of operation of the school that is being closed. They do not consider the additional expense to the local school district and community. This was the case as legislators continue to consider legislation disbanding special education facilities to service deaf students in that state (Hopkins, 2007). They are only looking at one side of the budgetary
Is there, after all any comparison between ordinary schools and those meant for the deaf? If, after all, the parent of a deaf child decides to remove the child from a failing school and wants to enroll him in a public school, where, normally, there is no provision for the deaf, then what will be the next step? As far as the question of student assessments is concerned, each school
educating the deaf. It deals primarily with the video "Dreams Spoken Here" and the ability to teach deaf people to communicate orally and therefore learn in a non-segregated environment. Deaf Education Until relatively recently, deaf education occurred in specialized settings designed specifically to meet the needs of deaf children, according to John Luckner. He further adds that many methods were utilized to educate deaf children depending on the needs of the
"Co-enrolled classrooms," they advise, "represent a promising additional possibility for increasing student social access to peers, as well as increasing achievement. A co-enrolled classroom typically consists of an approximately 2:1 ratio of hearing and Deaf or Hard-of-Hearing (DHH) students. A team of two teachers, a general education teacher and a teacher of DHH students, collaborate to provide instruction. In many CE classrooms, the teachers and students frequently use both
Laurent ClercLaurent Clerc was an important figure in the history of Deaf education in America. He was born in 1785 in a small village in France. When he was just a year old, he fell off a chair into the fireplace in the kitchen. He was badly burned on his face and his sense of smell and hearing were totally damaged. The accident left him Deaf (Laurent Clerc Biography).Laurent grew
Equally destructive is the attitude that communicating with the Deaf person may involve more time and effort than one wishes to expend" (Zieziula, 1998, p. 193). Moreover, and perhaps one of the most important challenges related to this issue, a large percentage of deaf individuals do not trust the hearing society. "Historically, the dominant hearing culture has relegated deaf people to social categories such as "handicapped" and "outsider." The history
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