Improving Practices for Students with Hearing Impairments

Easterbrooks, Susan R.

doi:10.1177/001440299906500408

Cited by 33 publications

(12 citation statements)

References 43 publications

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“…In both Sweden and Scotland there have been longstanding concerns of underachievement of deaf children, (Bagga-Gupta, 2002;Brennan, 2003). This persistently low attainment has also been described by others (Conrad, 1977;Holt, 1993;Powers, 1999;Easterbrooks, 1999;Traxler, 2000;Marschark, Spencer, Adams, & Sapere, 2011). Bearing that in mind, the focus of this article is to explore ways of researching deaf children's attainment levels at a whole country level.…”

Section: Sweden and Scotlandsupporting

confidence: 57%

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

Hendar

O'Neill

2016

Deafness & Education International

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Over the past two decades there have been major developments in deaf education in many countries: medical and technical advances have made it possible for more deaf children to hear and speak successfully, and most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore patterns of achievements of deaf pupils to see if these reforms have improved attainment outcomes. International surveys such as PISA do not include deaf pupils. This article describes two independent large-scale surveys about deaf pupils in Sweden and Scotland. The similar results from both countries show that deaf children, after two decades of social reform and technical advances, still lag behind their hearing peers. The results also show how large-scale surveys can contribute to a greater understanding of educational outcomes in a small, vulnerable group and make it possible to continue to reform the field to narrow the achievement gap further. The results further suggest that differing methods in two contrasting educational contexts can lead to some similar results and point to the need for different support to children with hearing loss and language disadvantages

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Section: Sweden and Scotlandsupporting

confidence: 57%

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

Hendar

O'Neill

2016

Deafness & Education International

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“…In the United States, a majority of children who are deaf or hard of hearing are educated in public schools (Easterbrooks, 1999). Teachers in these settings may lack specific training in teaching vocabulary to these students.…”

Section: Discussionmentioning

confidence: 99%

Comparing Teacher-Provided and Computer-Assisted Simultaneous Prompting for Vocabulary Development With Students Who Are Deaf or Hard of Hearing

Coleman

MacLauchlan

Cihak

et al. 2015

J Spec Educ Technol

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In this study, the effects of teacher-provided simultaneous prompting and computer-assisted simultaneous prompting for teaching content-area vocabulary words to students who are deaf or hard of hearing were compared using a multiple probe across behaviors with an embedded alternating treatments design. Participants included three second-grade students at a residential school for the deaf in the southeastern United States. Results were mixed, with teacher-and computer-based instruction being equally effective for two students while only teacher-provided instruction was effective for one student who had concomitant disabilities. Social validity surveys for students indicated all three preferred learning vocabulary with the computer. The study extends the literature showing that simultaneous prompting may be an effective instructional strategy for students who are deaf or hard of hearing and that computer-assisted simultaneous prompting may be a useful tool to provide independent learning opportunities for some students who are deaf or hard of hearing. Implications for classroom instruction and directions for further research are discussed.

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“…As a result, the hearing impaired population has received some more attention. Subsequently, amplification devices have become more available than others for individuals with hearing impairment, particularly the FM system (Easterbrooks, 1999). The second research question was "what do teachers consider to be the most used assistive technologies by students with learning disabilities?"…”

Section: Resultsmentioning

confidence: 99%

The use of Assistive Technology for people with special needs in the UAE

Almekhalfi

Tibi

2012

Journal of International Special Needs Education

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Today, technology has become an essential part of the everyday educational setting. Its use has proven to facilitate learning and communication of many students with and without disabilities. Assuredly, assistive technology (AT) has transformed education and empowered students with disabilities. In spite of the rapid changes taking place in all sectors in the United Arab Emirates (UAE), the research studies investigating AT for students with special needs in the (UAE) are limited, if any. Quantitative and qualitative data collection methodology were used to explore the AT tools, services, barriers, and professional development available in the UAE special needs centers. Results showed that different types of AT devices existed in the classrooms which were available for students of different of disabilities. In addition, results revealed different types of barriers hindering the use of AT. Results may shed light on the use of AT in the UAE, teachers' perceptions towards this use and barriers impeding such use. Recommendations and suggestions to improve the use of AT wherever and whenever needed in the UAE are discussed.

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Improving Practices for Students with Hearing Impairments

Cited by 33 publications

References 43 publications

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

Comparing Teacher-Provided and Computer-Assisted Simultaneous Prompting for Vocabulary Development With Students Who Are Deaf or Hard of Hearing

The use of Assistive Technology for people with special needs in the UAE

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