Learning from Success: High Achieving Deaf Students

The approximate number system and domain‐general abilities as predictors of math ability in children with normal hearing and hearing loss

“…It is possible that we have insufficient power to detect effects – for the largest effect found (level of hearing loss on digit span), the observed power is .54, and power analysis indicates that a sample size of 90 would be needed to detect this effect at power equal to .80. However, previous findings relating such factors to academic achievement in individuals with HL have also been inconclusive (see Powers, for a review), possibly due to the great heterogeneity within the HL population (Convertino, Marschark, Sapere, Sarchet, & Zupan, ), and the difficulty of obtaining large samples of individuals with HL.…”

Problems in education, employment and social integration of hard of hearing artists

“…Prethodne studije koje su poredile uspeh gluvih i nagluvih učenika u obrazovanju u različitim obrazovnim sredinama davale su zbunjujuće rezultate jer su učenici koristili različite modele komunikacije, različite podsticaje i podršku (Holt, 1994). Shodno tome, nekoliko velikih studija je pokazalo da su individualne razlike među gluvim i nagluvim učenicima važnije nego obrazovno okruženje kada se razmatra obrazovno postignuće tokom školovanja (Kluwin & Moores, 1985;Powers, 1999Powers, , 2003Powers, , 2006). Stinson i Klavin (Stinson & Kluwin, 2003) su utvrdili da porodične varijable (prihvatanje i podrška deteta, obrazovanje roditelja i socioekonomski status) više utiču na obrazovni uspeh od samog obrazovnog miljea.…”

Parent Hearing Aid Experiences

“…Desire is the cognition that motivates individuals toward achieving productive psychosocial outcomes (Reiff et al, 1995). Psychosocial attributes of Desire include when an individual overcomes a disability-related stereotype through sustained determination (Reiff et al, 1995); commits to and practices specialized skills (Bloom, 1982); practices self-determination and self-advocacy (Bain, Scott, & Steinberg, 2004;Luckner & Muir, 2001;Powers, 2011); takes initiative to integrate without being viewed as ''different'' (Luckner & Muir, 2001); adapts through using communication strategies (Bain et al, 2004); and has a love of a lifestyle pursuit (Toscano, McKee, & Lepoutre, 2002).…”

“…In addition to the crucial finding that attributes and character are key aspects to success in individuals who are deaf, both studies revealed specific cognitive attributes (e.g., hard work and high expectations) vital to the maximization of potential. Powers (2011) further concluded that there is a dearth of research on how children who are deaf may become successful adults in terms of their professions, relationships, mental health, and overall quality of life. Three plausible reasons are: 1) there are comparatively fewer deafnessrelated studies with adult participants than studies with child or adolescent participants; 2) investigating strength-based psychosocial competencies in participants who are deaf is rare; and 3) a review of studies revealed the absence of a comprehensive and systematic framework of proactive psychosocial attributes and tactics that individuals who are deaf use to maximize their potential (Jacobs, 2010).…”