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- Inclusion: The Need for Philosophical Inquiry in a Larger Context
- Abstract: The Ohio Deans Compact on Exceptional Children (https://www.ohiodeanscompact.org/ ) just completed its seventh annual conference, and the main topic was an old—but enduring, or perhaps, persistent—one: inclusion. One of the Deans Compact goals is to foster inclusion of all children with disabilities—and this means participation in the general education classroom as much as possible. Most members of the Compact are probably radical proponents, arguing that inclusion is a civil rights issue and that separate special-education settings are inherently unequal—and, in general, have not been successful (see, e.g., the related ... Read More
PubDate: 2020-08-03T00:00:00-05:00
- Thinking Styles and Integration Among Deaf or Hard of Hearing and Hearing
University Students- Abstract: Institutional integration is defined as an individual's ability to adapt to and blend into an educational environment, such as a high school or college. Tinto (1975), Pascarella and Terenzini (1980), and Astin (1975) have written that there are two main types of institutional integration: academic and social. For example, students' intellectual development within their academic discipline and satisfaction with their major are aspects of their academic integration, while their interactions with peers and/or faculty reflect their social integration. Institutional integration has been demonstrated to play a significant role in students' academic performance and university persistence (Clark, Middleton, Nguyen, & ... Read More
PubDate: 2020-08-03T00:00:00-05:00
- Exploring the Intersectionality of Deaf and Latinx Cultures Through
Service-Learning- Abstract: The deaf community in the United States has long been an oppressed group and has fought for its right to be recognized as a language minority group (Lane, 2005). A focus of the deaf community has been to advocate for its right to use American Sign Language (ASL) as the primary language of communication when the broader society prefers spoken-language communication ( Humphries et al., 2013). Moreover, many in the deaf community fight to be recognized as a group that has its own Deaf culture as a result of its shared values, mores, and beliefs that have been passed down from one generation of deaf individuals to the next ... Read More
PubDate: 2020-08-03T00:00:00-05:00
- Learning Social Studies Vocabulary via Morphological Instruction in the
Itinerant Model- Abstract: Approximately 85% of students who are deaf and hard of hearing (DHH) are educated in inclusive environments (Data Accountability Center, 2008). Many of these students receive services from an itinerant teacher of the DHH (TODHH; Compton, Appenzeller, Kemmery, & Gardiner-Walsh, 2015). Most often, itinerant TODHHs travel from school to school to provide direct instruction to individual students who are DHH, or consultative services to individual general education teachers in regard to a student of theirs who is DHH. The itinerant TODHH may deliver academic, social, linguistic, or audiological instruction or ... Read More
PubDate: 2020-08-03T00:00:00-05:00
- Being the Father of a Child Who Is Deaf or Hard of Hearing: A
Phenomenological Study of Fatherhood Perceptions and Lived Experiences in
the Turkish Context- Abstract: The early years of children are fundamentally crucial because of the rapid development and learning that occur during that time. Parents often play a significant role in these critical years by providing a role model for their children and support their development in different roles in everyday life (Dette-Hagenmeyer, Erzinger, & Reichle, 2016; Flouri, 2005 ; Lamb, 2010; Pruett, 2000 ).Traditionally, mothers undertook all responsibilities associated with child care and household chores, while fathers played the role of breadwinner and were only secondary caregivers (Lamb, 2010; Pruett, 2000; Stubley, Rojas, & McCroy ... Read More
PubDate: 2020-08-03T00:00:00-05:00
- Using Captioning Services With Deaf and Hard of Hearing Students in Higher
Education: A Systematic Review- Abstract: An increasing number of deaf and hard of hearing (DHH) students receive their higher education in inclusive educational settings (Hyde, Nikolaraizi, Powell, & M. Stinson, 2016). In the United States, around 50% of 2-to-4-year higher education institutions provide educational services to DHH students (Marschark, 2007). As a result of legislation, DHH students' access to different postsecondary education programs has improved, to the point where 75% of these students in the United States have enrolled in different types of higher education institutions (Garberoglio, Palmer, Cawthon, & Sales, 2017; ... Read More
PubDate: 2020-08-03T00:00:00-05:00
- Insights Into the Autonomy of Video Relay Interpreters
- Abstract: As video relay services (VRS) exit their second decade of existence, the book Professional Autonomy in Video Relay Service Interpreting, by Erica Alley, examines the scope and development of their application in the United States. Alley, who has worked for a VRS company, draws on her own experiences and those of other professionals in the industry to research the positive and negative impacts of VRS. Alley's text examines many kinds of changes but focuses on interpreter autonomy within VRS from the perspective of the interpreters themselves, whom the U.S. Federal Communications Commission (FCC) titles "Communication Assistants" (CAs). By situating CA workers within the systems of their employment, Alley asks, is CA ... Read More
PubDate: 2020-08-03T00:00:00-05:00
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