The Mathematical and Science Skills of Students who are Deaf or Hard of Hearing Educated in Inclusive Settings

Vosganoff, Diane; Paatsch, Louise; Toe, Dianne

doi:10.1179/1557069x11y.0000000004

Cited by 19 publications

(17 citation statements)

References 26 publications

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“…Although research identifies that data are limited on the educational attainment of deaf children (Moeller et al, 2007;Powers, 2007;Vosganoff et al 2011), the statistics available do show that deaf pupils are not meeting expected levels of attainment. Zainuddin et al (2009) presented data from Ujian Pencapaian Sekolah Rendah, a national test administered at the end of the primary phase for all pupils in Malaysia.…”

Section: Literature Reviewmentioning

confidence: 90%

“…This approach made the technical vocabulary used in science accessible and ensured that the students' language needs were met without compromising their science education. However, when Vosganoff et al (2011) compared deaf students' achievements in maths and science against those of students learning English as a second language they found that although both groups experienced language delays, the impact on learning was greater for students with hearing loss. This difference in attainment 1 Throughout this review the term 'deaf' will be used to encompass a range of hearing loss from mild through to profound.…”

Section: Literature Reviewmentioning

confidence: 93%

“…Moores et al (2001) reviewed instruction-based research in American Annals of the Deaf from 1996 to 2000 and found that not one was concerned with science. Although this is a limited pool of literature, Wang (2011) also found that in the last 40 years only 12 studies have looked at the teaching of science to deaf students and Vosganoff et al (2011) identify that there is little research available on the science achievement of deaf pupils. Vosganoff et al go on to identify that there is no research that assesses deaf children's reasoning in science and which provides interventions to develop this skill.…”

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confidence: 95%

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Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review

Jones¹

2014

Deafness & Education International

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There is limited research available in the area of science education for deaf children. In the twenty-first century, the importance of science and specifically scientific argumentation cannot be overlooked as a vital aspect of the curriculum. Current science teaching presents a range of difficulties for deaf students particularly when abstract concepts are delivered using a didactic approach with a reliance on text books. Research also identifies that inferencing skills and the language needed to articulate findings are often underdeveloped in deaf students. This review discusses the need for teaching and testing methods to be adapted to suit the learning needs of deaf students to provide them with the opportunity to learn and demonstrate their knowledge in a manner which is not solely dependent on their literacy skills. In the concluding paragraphs it is suggested that by using analogy-based role play in science teaching, teachers are able to create a learning environment which allows participation with the abstract and enables students to explore scientific concepts which ordinarily could not be seen. It is further suggested that this teaching approach could equip deaf students with the knowledge and skills needed to develop scientific argumentation by allowing them to visualize and make links between concepts and ultimately raise their engagement and attainment in science.

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Section: Literature Reviewmentioning

confidence: 90%

Section: Literature Reviewmentioning

confidence: 93%

mentioning

confidence: 95%

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Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review

Jones¹

2014

Deafness & Education International

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“…Australian Hearing, a statutory authority constituted under the Australian Hearing Services Act 1991, provided services to 68,296 eligible children and young Australians with hearing loss during 2012-2013 (Australian Hearing Annual Report 2012 / 2013, 2013). An overwhelming majority of these students attended mainstream schools in their local communities (Byrnes, 2011;Vosganoff, Paatsch, & Toe, 2011). Recently, Australian Hearing has introduced a new service that now diagnoses a hearing-related difficulty known as a Central Auditory Processing Disorder (CAPD), a subset of Auditory Processing Disorder (Bellis, 2002).…”

Section: Background: 21st Century Students With Hearing Difficultiesmentioning

confidence: 99%

“…This is in order to address the quality of, and accessibility to, communication experiences, social emotional inclusion and to enable equitable development of learning potentials. In addition, much of the previous 'deaf education' research accounts for traditional cellular classroom settings and pedagogies (Vosganoff, Paatsch,Toe, 2011, Smaldino, Flexer, 2012, Nelson, Soli, 2000.…”

Section: Figure Policy and Governance And The Impacts Upon Individualsmentioning

confidence: 99%

Evaluating Learning Environments for the Inclusion of Students With Hearing Difficulties

Rose-Munro

2016

Evaluating Learning Environments

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This chapter outlines an interdisciplinary approach to research and evaluation that accounts for technological innovations, pedagogical shifts and new legislative requirements for inclusion. Utilizing a mixed method multiple case study involving three students with hearing difficulties in one New Generation Learning Environment, the research described in this chapter explores issues surrounding the inclusion of students with hearing difficulties in new generation learning environments. At the time of writing, the study was in the final stages of data collection. This research explores the students' perceptions of inclusion, aiming to uncover instances of opportunity for equitable participation in speaking, listening and learning situations. Underpinning this research is Brinkerhoff's Success Case Methodology, and Radcliffe's Pedagogy / Space / Technology Learning Environment Evaluation Framework. Whilst data collection methods privilege student voice, other corroborating evidence such as quantitative acoustic measures to determine the buildings capacity to control noise was collected. Photographs for the purpose of photo elicitation were gathered in an effort to enhance validity and support a multi-lens approach to understanding the setting. Interviews with school principals, teachers and students, with follow-up focus group discussions, broadened insights into the daily occurrences in the space. The study contributes to the development of universally inclusive learning environments by providing new approaches to evaluating learning environments for the inclusion of students with hearing difficulties.

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Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

Jones

Burrell

2022

Science Education

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Current science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities.

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The Mathematical and Science Skills of Students who are Deaf or Hard of Hearing Educated in Inclusive Settings

Cited by 19 publications

References 26 publications

Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review

Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review

Evaluating Learning Environments for the Inclusion of Students With Hearing Difficulties

Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

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