Inferencing skills of adolescent readers who are hearing impaired

Two experiments examined the inferencing abilities of a group of adolescents who were hearing impaired compared with a group of hearing children matched approximately for chronological age. The first experiment used on‐line methods and suggests that pupils who are hearing impaired are less efficient at drawing inferences. When they do so correctly, they draw inferences automatically as the text is encountered in a similar manner to the hearing pupils. In the second experiment, the same material was presented to the hearing‐impaired adolescents in British Sign Language. However, from the results obtained, it is not possible to comment on how the information is processed when it is presented manually, and suggestions are made on ways this might be further investigated. It is suggested that the difficulties encountered by the students who are hearing impaired, when reading implicit material, reflect the relative impoverishment of their experiential backgrounds.     

Healthy families of children who are deaf

Families provide the building blocks for the development of healthy, happy, competent children. The purpose of the present study was to identify and interview healthy families of children who were deaf. The researchers were interested in identifying factors that contribute to families' health as well as in collecting suggestions for other families with children who are deaf and for professionals in the field of deaf education. Nineteen families, all nominated by deaf education professionals, were interviewed. The interviews were transcribed and coded, and responses to each interview question were grouped under recurring themes. A summary of the results, limitations of the study, suggestions for future research, and recommendations for practice are provided.     

Childhood fears among children who are blind: the perspective of teachers who are blind

The aim of this study was to investigate childhood fears in children who are blind from the perspective of teachers who are blind. The study was conducted in Jordan. Forty-six teachers were interviewed. Results revealed that the main fear content in children who are blind includes fear of the unknown; environment-, transportation- and people-related fear; and fear of animals. The teachers reported that the reasons for fear in children with visual impairment include child-related reasons (internal reasons), lack of training (hearing, social skills, orientation and mobility [O&M] and tactile training), family factors and an unsuitable physical environment. O&M training, independence training, family counselling and environment adaptation were reported to be the best procedures to deal with fear in these children. Recommendations are provided in the light of the study.     

Collaborative consultation: a method for improving educational services for mainstreamed students who are hearing impaired

As a result of well-known recent federal mandates for appropriate special education to all disabled students, the majority of children who are hearing impaired currently are educated in public school settings, along with hearing students. Consequently, teachers of students who are hearing impaired have expanded their role to include the provision of ongoing support to regular classroom teachers, speech-language pathologists, paraprofessionals and administrators. One model for delivery of these services is that of collaborative consultation. The purpose of this paper is to provide an overview of collaborative consultation, and to delineate some principles that merit consideration by regular and special educators who are involved in the education of students who are hearing impaired.     

World of Work: perceptions of people who are blind or vision impaired

Unemployment and underemployment have, for many years, been a social and economic problem for people with disabilities. This study looks at consumers’ perceptions of access to employment for people who are blind or vision impaired as one target group within the disability field. Using the Employment Access Questionnaire (EAQ), the perceptions of people who are blind or vision impaired were compared with the perceptions of people who are not blind or vision impaired (nondisabled). Results of the study indicated that people who are blind or vision impaired and people who are nondisabled view work as equally important in their lives. However, people who are blind or vision impaired reported that they were significantly less satisfied with career development and services and training opportunities as compared with their peers who were nondisabled. A factor analysis of the data gathered from 85 blind or vision impaired and 84 nondisabled participants revealed a four factor structure for the EAQ. These results are discussed with reference to previous work in this area and suggestions for future research are proposed.     

A treatment and education program for parents and children who are at-risk of abuse and neglect

A treatment program for families at-risk of abusive or neglectful parenting was described and evaluated. The program combined intervention strategies and concepts based on research on abuse, early intervention, education and social service. Treatment and education for the parent and child were provided in the three services of the program: Home-Based, Family School, and Neighborhood Peer Support Groups. At-risk families were identified by a high-risk stress index. Program evaluation was based on 46 families and their 74 preschool-age children. Data collected were: incidence of child abuse or neglect, family stresses, observations of parent-child interactions, family goal measurement, and developmental testing of the children. A significant reduction occurred in the number of children abused or neglected as compared to a similar high-risk, nonintervention sample. The family stresses were reduced, parent-child interactions improved, and the intellectual decline of the children was prevented. Families who participated in all three services gained the most from the program.     

Linguistic awareness and dyslexia beliefs among teachers of students who are blind or visually impaired

Reading and Writing - US students who are blind or have visual impairments do not read at the level of a third-grader with typical sight until, on average, halfway through the seventh grade. As a...     

Supporting the transition from primary school to secondary school for children who are Looked After

Anecdotal evidence and statistics indicate that transition to secondary school for children who are “Looked After” is likely to present challenges. The present study aimed to find out the key factors that support Looked After children through this transition, as perceived by the main stakeholders. Data were gathered in two stages, using semi-structured interviews, from Year 6 and Year 7 children and their teachers and carers. Analysis of the results indicates that many different factors may support or hinder the transition, ranging from within-child factors such as resilience and social skills to systemic factors such as the extent of multi-agency working and school admission policies. Four key principles emerged from the results, which may be used to inform tailored transition packages to support children in this vulnerable group through transition. They emphasise the importance of planning and information sharing between key stakeholders, minimising difference, and offering holistic and individualised support.     

Family supports and resources for parents of children who are deaf or hard of hearing

The study examined family supports after identification of children's hearing loss. On a questionnaire, 456 respondents rated the importance of different aspects of family support, the quality of supports they experienced, and their preferences about informational resources. They verified the importance of informational resources, social-emotional support, and educational advocacy. Families expressed a preference for discussion with other parents of children with hearing loss over discussion with parents of children without hearing loss. The quality of support was rated higher by parents of children with cochlear implants than by parents of children with hearing aids. Top-ranked sources of support included individual professionals and service providers, other parents of children with hearing loss, family support organizations, and grandparents and extended-family members. Open-ended written responses indicated that parents desired additional opportunities to connect with mentors, role models, and other parents.     

Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf

Specific characteristics of early literacy environments support hearing children's emergent literacy. The researchers investigated these characteristics' role in emergent literacy in young deaf and hard of hearing (DHH) children, using the Early Language and Literacy Classroom Observation (ELLCO; M. W. Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002). Eighteen self-contained classrooms of preschool, kindergarten, and first-grade DHH children (N = 40) were studied. Hierarchical linear analysis was used to examine study participants' classroom environment and growth in emergent literacy skills. Correlations suggested that classroom environment was more closely related to vocabulary and phonological awareness in DHH children than in typically hearing children. Major differences among classrooms were also indicated. However, growth in children's skills did not correlate strongly with attributes captured by the ELLCO. This suggests that classrooms promoting emergent literacy skills acquisition in DHH children may differ from classrooms of typically developing hearing children.     

Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties

The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills. Participants were 492 preschoolers (aged 42-60 months) enrolled in needs-based programs. In the fall of the academic year, children were administered eight measures of emergent literacy: four oral language measures (i.e., expressive and receptive grammar, expressive and receptive vocabulary) and four code-related measures (i.e., print concepts, alphabet knowledge, name writing, and rhyme). Controlling for age, hierarchical-agglomerative and K-means cluster analysis procedures were employed. Five psychometrically sound profiles emerged: highest emergent literacy (prevalence = 14%); three profiles with average oral language and differential code-related abilities (16%, 24%; 23%); and lowest oral language with broad code-related weaknesses (23%). Profiles were then compared on midyear teacher ratings of emergent literacy as well as end-of-kindergarten literacy performance; results provided convergent evidence of predictive validity. This study highlights the considerable heterogeneity of emergent literacy abilities within an “at-risk” group. The resulting profiles have theoretical and practical relevance when examining both concurrent relationships between oral language and code-related skills as well as longitudinal relationships between early patterns of performance and later reading achievement.     

Effectiveness of multimedia reading materials when used with children who are deaf

The purpose of the study was to assess the relative effectiveness of print, sign, and pictures in the transfer of reading-related information to children who are deaf. By means of personal computers, deaf children were presented CD-ROM-generated stories in four different formats: print only, print plus pictures, print plus sign language, and print plus pictures plus sign. A repeated-measure design was used to analyze participants' reading comprehension performance. Significant differences were found among the four presentation options. One observed phenomenon was that participants would switch from American Sign Language to Signed English when analyzing text. The study findings suggest that presenting stories on CD-ROM with multiple modes of reading cues, such as print, pictures, and sign language, may be an enjoyable and interesting supplement to standard reading practices.     

Parents who want their PreK children to have science learning experiences are outliers

The purpose of this study was to examine parental priorities regarding science education in the early years. The study sample included 1456 Turkish parents of pre-K children (36–72 months). Parents were asked to prioritize eight academic content areas, including science, in descending order. The results demonstrated that the number of parents who prioritized science over other academic content areas in pre-K classrooms was quite low. Parents who ranked science highly deviated from the whole sample and almost all of these parents were identified as outliers by the two-step cluster analysis. Parents of boys and younger children and parents with high-SES level were more likely to prioritize science over other academic content areas. The findings suggest that parental preferences overall align well with early childhood teachers’ tendency to teach less science than other content areas, and parental priorities might be another major factor that contributes to limited science learning experiences in the early years.     

Mental health services for people who are deaf

The issue of mental health services available to adults and children in the United States who are deaf is addressed. Included is a historical perspective on the changes in these services over the last 50 years. Within this scope, the current status of services is described in some detail. Psychological research on children who are deaf is reviewed, and current issues faced by school psychology and psychologists who evaluate deaf children in school settings are examined. The disturbing current trend toward the criminalization of people with mental illness, which affects both hearing and deaf adults with psychiatric diagnoses, is covered. Suggestions are made for improving mental health services for children and adults who are deaf.