Hearing impaired children in primary schools in Finland

ABSTRACT

The aim of this study was to present basic data on hearing impaired pupils in primary schools in Finland in 1982‐83. The purpose of the survey was to provide an information base for the development of hearing services and teaching in primary schools. Earlier studies have mainly focused on the screening of moderate and severe cases of hearing impairment. The present study includes also cases of mild (20‐30 dB) hearing impairment, the criterion, however, being that hearing impairment in the better ear is > 20 dB in at least one of the three speech frequencies (500‐1000‐2000 hz).     

Community Colleges: Rethinking STD Prevention for the Nontraditional College Campus

ABSTRACT

As increased attention and proposed funding are being directed toward community colleges, it is important to consider the sexual and reproductive health care needs of this growing population. Existing data suggest there are significant sexual health needs among this population and often insufficient provision of services. Some community college students are more likely than students at 4-year colleges to test positive for sexually transmitted diseases (STDs). Given resource constraints, creative solutions are required. These may include campus-wide policies addressing STD/HIV (human immunodeficiency virus) prevention, referral systems to connect students to care in the community, and partnerships with local health departments, Federally Qualified Health Centers, or community-based organizations to assist with the provision of services. Colleges have the unique opportunity to provide students with valuable information about sexual health and services. Community colleges, in particular, are uniquely positioned to reach at-risk community members for STD testing and sexual health care who might otherwise be lost to care. More research is needed on the sexual health needs of community college students, especially on factors such as geographic location, how embedded the school is into the community, social norms around sexual health on college campuses, and health services offered. New and innovative ways to promote linkage to care for testing and counseling could offer potential health benefits to this growing at-risk population.     

Staff Development Needs of Public Community College Department/Division Chairpersons

Abstract

No administrative position appears to be more pivotal in facilitating grassroots change in the community college than that of the department or division chairperson. However, no one, until the present effort, has systematically assessed two-year college chairpersons to determine what they perceive their staff development needs to be. The results of the present study indicate that preservice and inservice training received by chairpersons was generally nominal, and that self-improvement activity appears weak. Further, the respondents reported extensive and serious needs related to knowledge of the community college, managerial skills, personnel matters, administrative matters, curriculum and instruction, student personnel services, and some 18 other possible training needs ranging from the law and higher education to the effective use of a secretary. Chairpersons were also asked to indicate what they consider to be the most convenient times and conditions for inservice training. They suggest that they would seek out substantially more training than they do if better funding, time, and site configurations were made available. Finally, concrete recommendations are made to increase the availability of training of two-year college chairpersons.     

Supporting Veteran Transitions to the Academic Setting: VA on Campus

In this case study, we assessed academic functioning, service satisfaction, and needs of student veterans at a community college who had accessed the Veterans Health Administration (VHA) Student Veteran Health Program (SVHP) (n = 36). The SVHP provides outreach and behavioral health services directly on a large community college campus to overcome common barriers to engagement in mental health care (e.g., distance from a VA medical center). Academic difficulties that were most commonly reported were in the areas of retention of information, meeting deadlines, and cooperation with other students. Overall, the majority of student veterans who received services in the SVHP were satisfied (76.5%). Services targeting attention and concentration and utilization of educational benefits were highlighted as important by student veterans. This case study of VA services delivered within the community college setting provides important insights into how to design VA services to target the needs of student veterans. Specific recommendations for supporting student veterans on a community college campus are discussed.     

Developmental Needs of Community College Adjunct Faculty

Abstract

This survey was a result of the efforts of the New Jersey Consortium on the Community College to identify and articulate the faculty/staff development needs of the 17 community colleges of New Jersey.

In depth interviews were conducted with administrators, faculty and students at all the colleges. Follow up questionnaires were completed at each community college. A two day workshop was then conducted to identify and assign priorities to specific needs. The needs were ordered in one of three categories: Fulfilling the Goals of the Community College, Teaching/Learning Needs, and Managerial Needs.

The workshop that dealt with “Ways of Meeting Part-Time Faculty Needs” identified eight essential goal related needs while stressing the need for adjunct faculty to understand the philosophy and function of the community college. Within the teaching/learning category the workshop group amplified the need for adjunct faculty to understand how learning occurs. The primary managerial need identified was for each community college to develop strong teaching/learning support systems. The workshop participants viewed the establishment of a continuous program of adjunct supervision as essential for the support of effective instruction.     

The Role of the Community College in Community Development

Abstract

Multipurpose community colleges have a special opportunity for distinction through one of their missions—community development. One southern community college has assessed the similarities and differences of the perceptions of selected community leaders and of the college professional staff concerning the role of the college in community development.

The opinions of both groups were very similar, but the community leaders showed more variation in perceptions. Both groups believed the college should be involved in community development activities, but that the college could meet the needs of individuals better than it could meet community-wide needs. The college professional staff was more opposed to granting academic credit for community development activities such as work experiences of students and continuing education courses than were the community leaders.

As a philosophical approach to community development, both groups preferred the college's approaching community improvement through the organization of a wide spectrum of people concerned with democratic processes, self-help, and educational objectives. This process approach requires professional staff members with organizational, research, survey, and teaching skills to assist the community in working to solve problems.     

The Work Content of Resource Room Guidance Personnel at Universities and Colleges in Taiwan

Abstract

School resource room guidance personnel handle services to students with disabilities in institutions of higher education in Taiwan. This study conducted a survey of the kind of work performed by university and college resource room guidance personnel, and used a questionnaire to investigate 244 such personnel. This questionnaire contained ‘background variables’ and ‘five major aspects of work’ sections; the five major aspects of work were ‘reporting diagnoses’, ‘recruiting and examination services’, ‘individualized support plans’, ‘barrier-free services’ and ‘assistance with activities’. The findings indicated that differences existed in the work situation of guidance personnel of different ages, years of service, school type, night shift, work evaluation and incentive mechanisms and handling services apart from special education. No significant differences were found in gender, marital status and educational attainment. Based on these findings, the researchers made recommendations about resource room guidance personnel and their work situation at universities and colleges in Taiwan.     

Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties

Abstract

Speech sound disorders are a common communication difficulty in preschool children. Teachers indicate difficulty identifying and supporting these children. The aim of this research was to describe speech and language characteristics of children identified by their parents and/or teachers as having possible communication concerns. 275 Australian 4- to 5-year-old children from 45 preschools whose parents and teachers were concerned about their talking participated in speech-language pathology assessments to examine speech, language, literacy, non-verbal intelligence, oromotor skills and hearing. The majority (71.3%) of children demonstrated lower consonant accuracy than expected for their age, 63.9% did not pass the language-screening task, 65.5% had not been assessed and 72.4% had not received intervention from a speech-language pathologist. The 132 children who were identified with speech sound disorder (phonological impairment) were more likely to be male (62.9%) who were unintelligible to unfamiliar listeners, and had poor emergent literacy and phonological processing skills, despite having typical hearing, oral structures, and intelligence. Children identified by parents and teachers with concerns may have a range of speech, language and communication needs requiring professional support.     

Balancing between deaf and hearing worlds: reflections of mainstreamed college students on relationships and social interaction

This qualitative study of the social aspects of mainstreaming from the perspective of deaf college students indicates that for some students, social adjustment to college is complicated by experiences of separation and alienation from both deaf and hearing peers. Data were collected through open-ended interviews with deaf students who had little or no previous experience with or exposure to deaf culture or language before their arrival at a mainstream college environment. Feelings of isolation, loneliness, and resentment were most intense during orientation and first year, when alienation from the deaf student community appeared to be caused by lack of sign language skills, unfamiliarity with norms and values of deaf culture, and perceived hostility from deaf peers. Simultaneous experiences of separation from hearing peers appeared to be caused by physical barriers inherent in the classroom, residence hall, and cafeteria environments, as well as by discrimination from hearing peers, who tended to stereotype deaf students. Findings suggest that those involved in the administration and delivery of postsecondary programs for the deaf should investigate the experiences of students who arrive on campus without knowledge of sign language or familiarity with deaf culture and evaluate currently existing programs and services designed to meet these students' needs.     

Meeting the speech and language needs of first nation's children attending band‐controlled schools in Northern Saskatchewan,Canada

Abstract

This paper describes an initiative by the Running Waters Cree Nation to seek speech and language services for children in the locally controlled school system. The result was a contract with a team of speech/ language pathologists from southern Saskatchewan, who were able to demonstrate that the provision of long distance service Is not without possibility. The success of this project also convinced the nations of the Tribal Council that speech and language is a vital special‐needs service. Favourable outcomes of the venture included the provision of ongoing funding, enhanced teacher knowledge, and the hiring of a qualified speech/language pathologist for the Woodlands Tribal Council, which serves 12 First Nations in the northern region of Saskatchewan, Canada.     

从社会语言学角度论CMC语言

以电脑为媒介的交际(computer-mediated communication)是信息时代涌现出的新生事物作为人际问的一种新的交际方式，CMC仍然脱离不了人类语言，没有语言的存在，这种交际方式将不复存在，本文在社会语言学的理论框架下，从语言变体、言语社区和语言变化三个方面，对CMC语言进行了初步的探讨和研究，本文指出，在由互联网构建的虚拟言语社区内，CMC语言是一种语言变体，并且分析了CMC语言变化的社会原因。     

The legal side of parliamentary procedure

This article describes the ideal comprehensive community college, a general profile of the community college student, and how a speech communication curriculum can be developed to fit the unique functions of the community college. The authors offer suggestions for a speech communication curriculum in college transfer, technical/career education, community services, and compensatory education programs for the community college.     

Deaf college students' perceptions of communication in mainstream classes

Fifty deaf and hard-of-hearing students who were mainstreamed in postsecondary classes rated their classroom communication ease with hearing instructors, hearing peers, and deaf peers. A subgroup of these students participated in an in-depth interview that focused on perceptions of communication ease, support services, and attitudes of teachers and students toward deaf students in mainstreamed classes. Quantitative analyses indicated that students more comfortable in using speech in this setting reported being able to receive and send a greater amount and a higher quality of information than did students who were less comfortable in using speech. Both quantitative and qualitative results indicated that students varied considerably in their communication with hearing peers and professors, in their relations with deaf peers, and in their concerns about access. It is a challenge for interpreting and other support services to serve these various needs, especially when it is not unusual for these variations to occur in the same classroom.     

A Technical College Grow-Your-Own Leadership Program

ABSTRACT

The American Association of Community Colleges has determined over 40% of the population attending a post-secondary institution is enrolled in a two-year community college. The majority of this student population could be described as nontraditional, including first-generation students, underrepresented populations, and single parents working full or part-time jobs while attending classes. This student population is more likely to experience stress and anxiety, increasing their need for mental health services. Despite this demonstrated need, there has been little research conducted on two-year community college campuses relating to mental health services. The purpose of this article is to discuss the need for research on mental health needs and services at two-year community colleges.     

CASE MANAGERS FOR SENIORS: EDUCATIONAL NEEDS AND OPPORTUNITIES

Case management is widely recognized as an important component of an effective model for delivering health and social services in the community. In Canada, case management is increasingly being adopted as a method of providing long‐term services to older clients. Professionals working in community‐based, long‐term care require training specific to their roles as case managers for seniors. Gerontology educators can respond to case managers’ learning needs by developing and providing innovative programs. This article reports on an assessment of the training needs of health and social service personnel who perform case management functions on a long‐term basis with elderly clients in Canada, the extent and type of case management training currently provided by Canadian agencies, and an outline of curriculum options designed to address case manager training needs.     

Families at risk of poor parenting: A model for service delivery,assessment, and intervention

The At Risk Parent Child Program is a multidisciplinary network agency designed for the secondary prevention of poor parenting and the extremes of child abuse and neglect. This model system of service delivery emphasizes (1) the coordination of existing community resources to access a target population of families at risk of parenting problems, (2) the provision of multiple special services in a neutral location (ambulatory pediatric clinic), and (3) the importance of intensive individual contact with a clinical professional who serves as primary therapist, social advocate and service coordinator for client families. Identification and assessment of families is best done during prenatal and perinatal periods. Both formal and informal procedures for screening for risk factors are described, and a simple set of at risk criteria for use by hospital nursing staff is provided. Preventive intervention strategies include special medical, psychological, social and developmental services, offered in an inpatient; outpatient, or in-home setting. Matching family needs to modality and setting of treatment is a major program concern. All direct services to at risk families are supplied by professionals employed within existing local agencies (hospital, public health department, state guidance center, and medical school pediatric clinic). Multiple agency involvement allows a broad-based screening capacity which allows thousands of families routine access to program services. The administrative center of the network stands as an independent, community-funded core which coordinates and monitors direct clinical services, and provides local political advocacy for families at risk of parenting problems.     

The Desired Preparation of English Teachers as Perceived by Community College Administrators

Abstract

This study undertook to determine the desired preparation of community college English teachers as perceived by those persons most involved in employing those teachers. A survey of 100 community college administrators in 11 southeastern states revealed that the most preferred preparation should include the equivalent of at least a master's degree in English plus additional course work in education. Preparation programs should include courses that familiarize the student with the community college, its curriculum, and its students, and courses that develop competencies in instructional technology and audiovisual methods. English courses should be selected with emphasis on composition and language rather than literature. Respondents indicated preference for persons with teaching experience, especially in secondary schools or community colleges, but also placed value on business and industrial experience.     

在特殊教育领域中培养高级应用性专门人才

随着我国残疾人事业的发展,社会急需具有高等职业技术水平的残 疾人早期康复技术人员,本文论述了在特殊教育领域中,如何建立具有高等 职业教育特点的聋儿听力语言康复专业,如何使培养的技术应用性高级专门 人才在知识、能力结构和技术实践水平上,适应社会—残疾人康复事业的需 要。同时,文章还较详细地论述了,如何依托社会(各级残联)建立专业教师 队伍、实践教学基地、改革和创新教育教学过程,强调了高职专业依托社会的 重要性。