| Papers [1-16] of 68 :: [Page 1 of 5] | | Go to page : 1 2 3 4 5 —> | Search results on "DEAF EDUCATION": |
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Deaf Education, 2004.
An overview of different educational systems for deaf children.
1,827 words (approx. 7.3 pages), 14 sources, MLA, AU$ 63.95
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Abstract
This paper examines how, in today's world, a hearing-impaired child can communicate and learn to enjoy life and the multitude of experiences it has to offer and how the proper and appropriate education of a hearing-impaired child is an issue that has most parents of these children confused and unhappy. In particular, it evaluates whether the "No Child Left Behind" Act sufficiently provides for deaf children and looks at some of the organizations that can help these children find the right form of education.
From the Paper
"The system of 'Bilingual and Bicultural' education for the deaf is based on the idea that deaf children belong to a Deaf Community, and that the language that they must use in order to communicate effectively will be the 'American Sign Language'. When deaf children utilize the English language for written as well as verbal communication, and use the American Sign Language wherever necessary, then this demonstrates the fact that they will have to communicate with others in the hearing world with the language that is used by most of the people within the community, and that is English. (Eden, BiBi) Apart from this, the philosophy of 'total communication' is one that teaches deaf children to be familiar with all the various modes of communication that are available to them, and all those methods that would be suitable for all their specific needs. (Eden, Total Communication)"
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Education of Deaf and Hearing Impaired Students, 2003.
An annotated bibliography covering literacy education, language structure and acquisition, cognitive issues, and learning and teaching strategies and tools
11,600 words (approx. 46.4 pages), 31 sources, APA, AU$ 244.95
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Abstract
This paper covers many of the topics dealing with the education of the hearing impaired. It looks at several of the methods of communication employed by the hearing impaired (oral, sign, etc.), deaf culture, technology for the deaf (cochlear implants, text telephones (TTY), hearing aids, etc.), teaching strategies for working with deaf students in a mainstream classroom, interpreters, books containing deaf characters, and strategies for improving literacy (reading and writing). Included in the paper are an introduction, a detailed annotated bibliography divided into the sections listed in the subtitle, and a conclusion. Also included are an appendix of additional sources and a series of tables for quick review of what is covered in the annotated bibliography.
From the Paper
"The education of deaf students has been an issue of debate for centuries. Some people believe that deaf students, preschool through college level, should be in a self-contained classroom or special school. Others believe that mainstreaming deaf students into a regular classroom is the best way to prepare these people to function in the hearing world. The Education for All Act of 1975, mandating that children should be provided education in the least restrictive environment, has led to more deaf children entering regular public schools."
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Teaching Special Education Students, 2002.
An examination of simple adjustments which can be done to a classroom to accommodate special-needs students.
1,245 words (approx. 5.0 pages), 3 sources, MLA, AU$ 45.95
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Abstract
This paper presents a practical guide to teachers who may consider teaching special needs children in the same classroom as regular students. It further examines different kinds of disabilities and how to deal with them. These include children with ADD, blind, deaf, motor impaired and manic depression. The paper explains that it is a growing trend to try and mainstream special education needs children as early as possible.
From the Paper
"In the classroom, teachers are primarily responsible for ensuring that special education students are provided with equal opportunities for education. While instructors should not lower academic standards in the classroom, they should make every effort to make reasonable accommodations for students with disabilities. By making simple adjustments, such as allowing students to record lectures or changing the format of a test, teachers can make sure that special education students do not have academic or social disadvantages."
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"A Journey into the Deaf-World", 2002.
A review of the book "A Journey into the Deaf-World" by Harlan Lane, Robert Hoffmeister and Ben Bahan about Deaf-World culture.
1,725 words (approx. 6.9 pages), 1 source, MLA, AU$ 60.95
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Abstract
The paper examines the book "A Journey into the Deaf-World" by Harlan Lane, Robert Hoffmeister and Ben Bahan. It discusses how the book covers many technical issues in detail, but the underpinning for all of it is that the Deaf-World is its own unique culture with its own unique language and is every bit as much of a subculture as it is to be African-American or some branch of Hispanic. It looks at how the beliefs of people in the Deaf-World about their culture and language are challenged by people charged with helping them: educators, psychologists, audiologists, social workers and others all tend to think of hearing loss as a disability. It provides a detailed history of sign language and the use of ASL (American Sign Language).
From the Paper
"Many people in the Deaf-World object to this view. They know the richness of their language and understand its cultural significance, which the authors broke out into several sections. They note that ASL is a symbol of identity for people in the Deaf-World. In addition, it is the only language they can use to communicate with each other. It binds them together. One fear the Deaf-World has is that forced oral communication will undermine their culture, because it will force deaf people with no sign language skills to talk only with non-deaf people."
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Inclusion for the Deaf, 2007.
The paper analyzes the efficacy of the least restrictive environment (LRE) mandate for the deaf.
2,531 words (approx. 10.1 pages), 7 sources, MLA, AU$ 82.95
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Abstract
This study examines the inclusion programs adopted by LRE mandates for students who are deaf to be integrated within the traditional classroom. The researcher adopts a qualitative approach to the research using narrative analysis to provide observations regarding deaf students' achievement in direct communication vs. interpreted learning environments. The study results suggest that deaf students perform better in direct communication environments. Information gathered from the literature review, however, suggests that LRE limits deaf students' opportunities for direct communication learning. The paper concludes that as a result, the researcher assumes that in many instances LRE may prove more damaging than beneficial to the deaf community.
Outline:
Abstract
Problem Statement
Research Methodology
Conclusions
From the Paper
"In recent years there has been significant support among government agents for total inclusion programs within educational institutions throughout the nation. Along with this push has been much controversy and indecision regarding the efficacy of such programs, particularly among parents, educators and administrators working with special needs populations. The purpose of this research study is an analysis of the Least Restrictive Environment (LRE) Mandate for the deaf, which suggests that children with disabilities be provided regular classroom interaction to the greatest extent possible. Inclusion programs adopted by LRE mandates may include use of various services including interpreters, teacher aids and consultants for students who are deaf within the traditional classroom."
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Deafness and The Counseling Relationship, 2001.
An examination the language and cultural aspect of deafness.
1,506 words (approx. 6.0 pages), 13 sources, MLA, AU$ 53.95
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Abstract
This paper provides an insight into the condition of deafness. It discusses how the deaf population is severely under-served, especially those that suffer some form of mental illness and require attention from the counseling profession. It also examines the issues that arise when formulating a counseling relationship between a deaf client and a counselor in view of the language and cultural differences.
From the Paper
"Specialization in counseling the deaf person is a recent development. Many issues arise when formulating a counseling relationship between a deaf client and a counselor. These issues include communication mode, cultural differences and language deficits. Communication difficulties pose the biggest barrier to counseling. Most psychologists agree that they should conduct sessions in the mode of communication that the client who is hearing impaired prefers (Happ & Altmaier, 1982)."
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Deaf Students, 2006.
This paper discusses the historical and socio-cultural effects of the Individuals with Disabilities Act (IDEA) and the subsequent least restrictive environment (LRE) provision on deaf students.
2,965 words (approx. 11.9 pages), 6 sources, APA, AU$ 94.95
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Abstract
This paper first explains the historical and legal background of the Individuals with Disabilities Act (IDEA) and the least restrictive environment (LRE) provision, as they apply to the general population. The author stresses the problems created when, by mandate, deaf students are put into mainstream classes, which most often results in more socio-cultural damage than good to the deaf community because it separates the deaf individuals from each other through language. The paper states that, if IDEA is properly implemented, deaf students and all special needs students could afford the opportunity to be placed in special education situations based on the fact that the conventional classroom cannot adequately meet their needs. The paper includes examples of court cases and personal experiences of students.
Table of Contents
Introduction
Historical Framework of Least Restrictive Environment (LRE)
Early Court Interpretations of the LRE Mandate
Recent Court Interpretations of the LRE Mandate
Socio-cultural Framework of LRE
Are Deaf Students Suffering in Silence?
Conclusion
From the Paper
"Cost arguments against specialized education for deaf students in favor of LRE also fail to make a valid point. Ostensibly, proponents of LRE claim that the provision of special education is cost prohibitive in an era of restrictive school budgets and an aging population that generates lower tax revenues which are needed to finance public education. However, when the cost of special education is weighed against the cost of institutionalizing, imprisoning, hospitalizing or keeping a special needs individual on the rolls of the welfare system because they cannot support themselves after high school, the investment in special education is a far better value from a multitude of points of view."
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Deafness in Martha's Vineyard, 2002.
Examines the notion of being deaf in this region of America.
1,150 words (approx. 4.6 pages), 2 sources, AU$ 47.95
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Abstract
An analysis of heredity deafness in Martha's Vineyard and what this means to the deaf that must live there. By understanding the deaf in this aspect, and as portrayed through the book "Everyone Here Spoke Sign Language" By Nora Ellen Groce, we can see how the deaf live in this region.
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Deafness in Martha's Vineyard, 2002.
Examines the notion of being deaf in this region of America.
1,150 words (approx. 4.6 pages), 1 source, AU$ 47.95
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Abstract
An analysis of heredity deafness in Martha's Vineyard, and what this means to the deaf that must live there. By understanding the deaf in this aspect, and as portrayed through the book "Everyone Here Spoke Sign Language" By Nora Ellen Groce, we can see how the deaf live in this region.
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Helping Deaf Students, 2007.
This paper explores the interpreter's role in deaf and hearing education.
1,028 words (approx. 4.1 pages), 4 sources, MLA, AU$ 39.95
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Abstract
The paper discusses how deaf students face particular challenges in the classroom, challenges often met and addressed by interpreters. The paper examines the misconceptions that exist with respect to the interpreter's role. The paper explains that the primary role of the interpreter is as translator, providing objective and factual information to deaf students in a manner that doesn't interfere with the student's ability to participate actively in the classroom. The paper concludes that it is vital that teachers, hearing and deaf students understand the role of the interpreter to maximize deaf students' opportunities for shared communication and success in the mainstream classroom.
From the Paper
"Many assume the interpreter's role in the classroom is limited to providing interpretive services to deaf students. Realistically speaking however the interpreter's role in the classroom is much more complex and involved. Frasu (2003), an interpreter, notes that it is vital to educate hearing consumers regarding the interpreter's role in the classroom, but that this is also one of the more difficult aspects of an interpreter's position. Further as an interpreter the author notes that no matter one's skill level it is often difficult to interpret information for those that aren't knowledgeable of the role and significance of interpreting services (Frasu, 2003)."
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Deafness vs. Blindness, 2007.
This paper discusses the two physical impairments of deafness and blindness.
1,992 words (approx. 8.0 pages), 4 sources, MLA, AU$ 68.95
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Abstract
In this article the writer reviews and contrasts two physical impairments, blindness and deafness, using scholarly research on the subject of blindness and visual impairment as well as Nora Ellen Groce's "Everyone Here Spoke Sign Language: Hereditary Deafness on Martha's Vineyard". The writer maintains that most people believe that to see is to perceive acutely and hence to understand, while to hear without seeing leaves one left to conjure up pictures in the mind's eye as to what likely is there making the sound. Further, the writer points out, not only are people uninformed about eyesight during aging, but they tend to be ignorant of local resources available to them. The writer maintains that according to a study, the most effective tools for informing people about eyesight issues are newspapers for adults and the Internet for younger people.
Outline:
Introduction
Blindness, Low Vision, and the Search for a Model
Deafness on Martha's Vineyard
Deafness in Two Swedish Counties
Blindness - "Promoting a Message on Vision Loss..."
Works Cited
From the Paper
"To be deaf, or blind; if a hundred people were given that choice, hypothetically, how many would choose deafness over being sightless? Ninety? Ninety-five? All one hundred? It would likely be most, if not all, one hundred, because vision offers so much to the brain, the senses, and the heart."
"That is not to discount the impact of serious hearing loss, but clearly, most people believe that to see is to perceive acutely and hence to understand, while to hear without seeing leaves one left to conjure up pictures in the mind's eye as to what likely is there making the sound. Approaching a train crossing in reckless fashion without the aid of auditory support is potentially suicidal, of course; but approaching a train crossing with no auditory abilities and yet using keen eyesight for oncoming train traffic is making the best of an impaired situation - and also it is just the use of good sound human judgment."
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Deaf Children in the Classroom, 2000.
This paper outlines the effects of mainstreaming deaf children. It considers the effects on child, parent, teacher and classroom.
4,200 words (approx. 16.8 pages), 8 sources, APA, AU$ 121.95
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Abstract
This paper addresses the impact of mainstreaming deaf children. It sights links between family and child as well as links between child and school. It focuses on specific forms of education for deaf children and the needs each style of learning will address. It favors the inclusion of deaf children while maintaining the uniqueness of the child's deaf community.
From the Paper
"Having a child who is deaf is a unique responsibility. Although deafness is generally seen as a disability, the Deaf community is a thriving culture bound by its own language (ASL), "a rich history of art, humour, literature and customs". Parents who discover they have a child who is deaf are faced with a series of life altering decisions unlike any they would make for a hearing child. (For the purpose of this paper, the Parents referred to will specifically, but not exclusively, be hearing parents). Having a child who is deaf in the family causes all previous dynamics to change totally. Parents are faced with choosing how to equip their child to communicate and interact in the family, school, and society. Once communication methods are chosen the parents must decide on the education methods best suited to their unique child. Being aware of the choices and decisions these parents face will make educators more involved and able to give educated suggestions. Understanding the family dynamics, choices and decisions involved in parenting a deaf child is the best way to understand the unique "deaf-abilities" these children bring to the classroom."
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Deaf Discrimination, 2004.
An examination of discrimination issues for the hearing impaired in America today.
1,311 words (approx. 5.2 pages), 5 sources, MLA, AU$ 48.95
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Abstract
This paper discusses how the hearing impaired and the deaf in America have worked hard to level the playing field when it comes to education and job opportunities. It shows how, although many advances have been achieved ,there are still areas that need improvement. It shows how those who are hearing impaired have rights that are defined by the federal government and how the red tape within those rights and the subtle ignoring of them still cause education and work issues. It explores how the hearing impaired have to deal with discrimination at work, at school, and in their recreational activities, and looks at the different states that are well-known for supporting the needs of the hearing impaired and those that are not.
From the Paper
"To change the plight of the deaf when it comes to employment the nation must start by changing the educational outcome of the deaf citizens here. Studies have shown that the deaf and hearing impaired have limited opportunities for education, especially at the secondary level. While the disabilities act does protect them from discrimination that does not provide them with a hearing impaired friendly learning environment. The hearing impaired and the deaf have reported becoming extremely frustrated in trying to communicate with bosses, co-workers and teachers. The ADA made it illegal to discriminate against the deaf in 1990, whether it is in school or at the work place(Lewison, 1992)."
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Deaf Athletes, 2006.
A discussion of deaf athletes and the unique challenges that they face.
1,380 words (approx. 5.5 pages), 7 sources, APA, AU$ 51.95
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Abstract
This paper studies the unique challenges faced by deaf athletes. The paper looks at the various sports organizations for the deaf and how they function. The paper also profiles some deaf athletes and chronicles changes for this community over the past century.
From the Paper
"The deaf have long been competing in sports, though they usually compete against other deaf athletes. The Akron Club for the Deaf in Ohio sponsored the first national basketball tournament in the United States..."
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Deafness and Substance Abuse, 2001.
This paper discusses deafness, substance abuse and the counseling relationship.
2,750 words (approx. 11.0 pages), 15 sources, MLA, AU$ 89.95
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Abstract
This paper examines the language and cultural aspect of deafness. The author discusses the effect these have on the deaf substance abuser's therapeutic relationship and on the treatment. It is also stressed that more research is needed to aid deaf and hearing impaired people.
From the Paper
"According to Robert Pollard (1996) approximately about 40,000 deaf Americans suffer from serious psychopathology. Only 2% of Deaf Americans in need of mental health services receive them. The Deaf population is severely underserved, proven by this fact. Individuals who are deaf constitute a special subgroup of the disabled population for whom counseling services are insufficiently provided (Tucker, 1981).According to Johnson and Locke (1978), research on substance abuse among deaf people is meager. Enough drug and alcohol abuse in a residential school for the deaf was present to justify special intervention and prevention programs (cited in McCrone, 1982). The deaf alcoholic is not only isolated from society because of his/her alcoholism, but the deaf community is normally an isolated group of people and there is the painful awareness of isolation for a person who is not only deaf but also ill with the disease of alcoholism (Hetherington, 1979). It is evident, as I will show in the following paper, more research is needed to allow mental health centers to provide services for hearing impaired and deaf individuals. This paper will focus on one of the reasons the mental health community has not fully served this cultural population."
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The Deaf and Blind Population, 2002.
A discussion of how the deaf and blind population is treated as a minority within current American culture.
3,375 words (approx. 13.5 pages), 25 sources, AU$ 129.95
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Abstract
Discusses how the deaf & blind population is treated as a minority within current American culture. Needs and problems of this population. Provisions of the American Disabilities Act (ADA). Concept of equal access. Status of the deaf & blind population in mainstream American society. Power relationships. Application of Bowen's family systems theory. Social work advocacy.
From the Paper
"This research examines the deaf/blind population as a minority within the current American culture, for the purpose of evaluating the strengths and weaknesses of mainstream society and determining possible ways in which the discipline of social work can engage the process of social transformation and reform with this population. The research will set forth salient characteristics of this group and discusses ways in which the deaf and/or blind population has been identified as a minority within society, and also discuss the content of the values and traditions, strengths and resources, and needs and problems that the deaf/blind contribute to the diversity of contemporary culture. Based on evidence provided, the research will evaluate the dimensions of power informing the experience of culture by the deaf/blind, citing, as appropriate, how concepts of power..."
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