Being there is not enough: inclusion is both deaf and hearing

Komesaroff, Linda; McLean, Margaret

doi:10.1002/dei.192

Cited by 13 publications

(6 citation statements)

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“…Researchers (Lynas, 1986;Most, 2004) not only reported that many educators have negative attitudes towards the inclusion of deaf students, but they also emphasised the importance of positive attitudes for the success of inclusion Negative teacher attitudes can create expectations for low achievement, while positive attitudes by teachers can encourage the establishment of school policies and allocation of resources to increase the quality of education for deaf students in regular classrooms (Komesaroff and Mclean, 2006).…”

Section: Introductionmentioning

confidence: 99%

The influence of an in-service teacher training (INSET) programme on attitudes towards inclusion by regular classroom teachers who teach deaf students in primary schools in Turkey

Sari

2007

Deafness Educ. Int.

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The aim of the present study is to examine the impact of an INSET programme on regular classroom teachers' attitudes towards deaf students educated in regular primary schools. In this research project, a quantitative research approach is used involving randomised allocation of subjects to groups, and a pre-test -post-test design. The sample for each group consisted of a random allocation of 61 teachers to an experimental group and 61 teachers to a control group. The research instruments were: 1) a programme of INSET courses based on the Deaf Friendly Teaching: Practical Guidance for Teachers Working with Deaf Children (National Deaf Children 's Society, 2004), and 2) 'The Opinions Relative to Mainstreaming' survey, which was developed by Antonak and Larrivee (1995), and was translated and adapted by Kırcaali-Iftar (1997) in Turkey. The results indicated that the teachers in the experimental group increased their knowledge about deafness and that their attitudes were signifi cantly more positive. In particular, the teachers' attitudes changed in relation to classroom management and knowledge about the education of deaf students in inclusive settings.

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Section: Introductionmentioning

confidence: 99%

The influence of an in-service teacher training (INSET) programme on attitudes towards inclusion by regular classroom teachers who teach deaf students in primary schools in Turkey

Sari

2007

Deafness Educ. Int.

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“…However, as Fromm (1960) argued, some individuals may find self-responsibility too overwhelming and may resort to mechanisms of escape, such as automation conformity -the uncritical acceptance of and adherence to an organization's or community's norms, values, and beliefs. An example of a group mindset is Kormesaroff and McLean's (2006) anecdotal statement that people who identify as culturally Deaf (CD) are oppressed by people with typical hearing, "with whom they do not identify and who do not identify with them" (pp. 91).…”

Section: Controlmentioning

confidence: 99%

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2010

TVR

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Editor Senior Associate Editorinteraction, (whether in a group setting like a workshop, or communication from a friend or advocate of The Volta Review ). Therefore, as a loyal reader of the journal, we ask you to help us spread the word about the journal and its place in the field. The Volta Review is currently accepting a wide range of manuscripts, including both quantitative and qualitative studies, case studies, literature reviews, commentaries, and book reviews. With a new web presence and online archives as well as an exciting monograph on professional preparation dropping in June 2010, the journal is rapidly increasing its visibility in and beyond the field of hearing loss and spoken language communication. Don't miss being a part of this prestigious legacy.This issue contains some important research concerning FM systems and hearing aid compatibility, strategies for maximizing the potential of individuals with hearing loss, and a frank and honest commentary on how the community labels individuals who are deaf as well as those with typical hearing. We hope you enjoy this issue, and please don't hesitate to contribute to The Volta Review . Sincerely,This article presents a systematic and comprehensive framework of proactive psychosocial attributes and tactics that individuals who are deaf use to maximize their professional and social potential. Empirical studies regarding deafness appear to lack such a framework which may be due to how the research is conducted. A framework of proactive psychosocial attributes and tactics was found in Reiff, Ginsberg, and Gerber's (1995) study of learning disabilities. Reiff et al.'s framework was thereafter used to frame a review of empirical studies related to deafness. It was found that individuals who are deaf likely maximize their potential using 2 sets of proactive psychosocial attributes and tactics: (1) skills that individuals with typical hearing use and (2) specialized skills for circumventing deafness-related difficulties. It is further argued that adult participants who are deaf will provide greater insight into how psychosocial potential is maximized. This literature review will be complemented by empirical findings in a later article.While the concurrent use of the hearing aid (HA) microphone with frequency modulation (FM) technology can decrease speech-recognition performance, the FM+HA condition is still an important setting for users of both HA and FM technology. The primary goal of this investigation was to evaluate the effect of attenuating HA gain in the FM+HA listening condition on the signal-to-noise ratio for 50% sentence recognition in two situations: (1) when speech was presented to the FM transmitter microphone and (2) when speech was presented to the HA microphone. A second goal was to determine whether measures based on the Articulation Index (AI) could be used to predict M. Samantha Lewis, Ph.D., CCC-A, FAAA, is a research investigator at

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“…A pivotal point in the deaf sector, in particular for Deaf culture, was the introduction of Auslan/English bilingual-bilcultural deaf education which was suggested in the 1970s (Komesaroff, 2003;Power, 1998) and established during the 1990s (Komesaroff & McLean, 2006). A bilingual education involves the use of two languages to provide instruction and content, in this case via Auslan and English (Branson & Miller, 1993).…”

Section: Language and Education In Australiamentioning

confidence: 99%

“…Despite the introduction and advocacy support for bilingual education, Komesaroff (2001Komesaroff ( , 2003 illustrates how oral methods of instruction have had considerably more support than manual methods. As Komesaroff and McLean (2006) explain, Australian schools are not required to provide instruction using Auslan nor do they require teachers to be fluent in Auslan for registration or employment purposes.…”

Section: Language and Education In Australiamentioning

confidence: 99%

“…It is unclear how the provision of Auslan language models has altered the landscape of the education of children living with hearing loss or deafness in Australia in the long term. However, according to Komesaroff and McLean (2006) and Komesaroff (2003) children living in Australia with hearing loss or deafness continue to be predominantly educated using English in mainstream classes and Signed English remains a prevalent form of manual communication used by teachers of children living with hearing loss or deafness (Komesaroff & McLean, 2006;Komesaroff, 2001). …”

Section: A Landmark Court Case In Australia In 2005 Hurst and Devlinmentioning

confidence: 99%

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Looking beyond discussions of medical and social models: A critical qualitative examination of deaf health disparities

Ferndale¹

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There is strong empirical evidence, from Australia and internationally, that people living with hearing loss or deafness experience substantial challenges to accessing health services, resulting in poor health. Despite evidence demonstrating the success of hearing technology for correcting hearing losses and deafness, health disparities between hearing people and people living with hearing loss or deafness continue. Empirical work in the area of deafness is contextualised by ongoing theoretical discussions of the medical and social models of disability and, by extension, deafness. Despite consensus among theorists, even among those who are living with a disability themselves, that the medical model is restrictive, it is clear that this model continues to shape research priorities and dominant practices and ideology in society. While social models of disability/deafness tend to be favoured among theorists and discussed as preferable to the medical model and inclusive of the lived experiences of deafness, academics continue to debate and refine the social models of deafness. These debates largely remain theoretical as there is limited empirical work that has explored how these models, and related discourses, operate within society.Located within a social constructionist framework, this thesis provides a reflexive account of how I explored ways that deafness is constructed within Australian society and how these constructions contribute to the health disparities between hearing people and people living in Australia with hearing loss or deafness. The aims of this thesis are two-fold,(1) to explore how people living with hearing loss or deafness construct experiences of deafness and how these constructs relate (if at all) to theoretical discussions of disability or deafness; (2) to examine how health professionals construct experiences of treating clients living with hearing loss or deafness. These aims are achieved in two separate studies. The first is a mixed methods study of an online forum with people living with hearing loss or iii deafness and the second, interviews with health professionals who have treated clients living with hearing loss or deafness.Chapter 1 is an outline the structure of the thesis, describing both the research problem and my position as the author. In Chapter 2, I introduce social constructionism and the tensions that exist between this framework and positivism, and how these frameworks have shaped the thesis. Building on this, I provide an overview of the research methods implemented in the thesis. In order to contextualise the research presented in this thesis, information relevant to deafness and the Australian context is discussed at length in Chapter 3. Chapter 4 and 5 are a review of the literature relevant to how deafness has been studied in the past. This review covers deafness as a socially constructed phenomenon and critiques the empirical evidence pertaining to the health-related quality of life, health knowledge and barriers to accessing health that people living with ...

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Being there is not enough: inclusion is both deaf and hearing

Abstract: Australia and New Zealand are two South Pacific nations with a shared history of

Cited by 13 publications

References 11 publications

The influence of an in-service teacher training (INSET) programme on attitudes towards inclusion by regular classroom teachers who teach deaf students in primary schools in Turkey

The influence of an in-service teacher training (INSET) programme on attitudes towards inclusion by regular classroom teachers who teach deaf students in primary schools in Turkey

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Looking beyond discussions of medical and social models: A critical qualitative examination of deaf health disparities

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