ABSTRACT
Self-determination is a combination of attitudes, knowledge, and skills that enables individuals to make choices and engage in goal-directed, self-regulated behavior. Research in special education has demonstrated the benefits of promoting self-determination in achieving positive adult outcomes. However, to date, very little has been written about self-determination as it relates to the education of students who are deaf or hard of hearing. This article provides an overview of self-determination, suggestions for instructional planning, and guidance on resources that can be used to gather additional information.
Subject(s)
Attitude , Deafness/psychology , Personal Autonomy , Persons With Hearing Impairments/psychology , Students/psychology , Adolescent , Child , Child, Preschool , Female , Humans , Male , Social SupportABSTRACT
The professional literature contains research and anecdotal information on various maltreatments affecting children and youth with and without disabilities. Unfortunately, little information exists on abused children with hearing loss. Reasons relate to a lack of quantity and quality in research on this population; challenges in conducting research using sound methodological principles that consider the population's heterogeneity (e.g., mode of communication, language level, parental perspective on deafness, educational placement); and scarce intervention services with professionals trained in the unique needs of children with hearing loss. The present article discusses types of abuse prevalent within the overall population of children and that of children with hearing loss, shares a rationale for practitioners and those training future practitioners to understand abuse among this unique population, proposes a research agenda based on existing information, and provides suggestions for supporting children who are deaf or hard of hearing and abused.
Subject(s)
Child Abuse, Sexual/statistics & numerical data , Child Abuse/statistics & numerical data , Deafness/epidemiology , Adolescent , Child Abuse/prevention & control , Child Abuse, Sexual/prevention & control , Communication , Cross-Sectional Studies , Education , Education, Special , Humans , Incidence , Inservice Training , Risk Factors , United States , Young AdultABSTRACT
The ability to read and write for a variety of purposes is essential to success in school and in contemporary society. The purpose of this investigation was to conduct an exhaustive review of the literature and a meta-analysis of literacy research in the field of deaf education. Computer and manual searches of 40 years of peer-reviewed journal articles were conducted. A total of 964 articles related to literacy and deafness were identified and examined; 22 articles met the criteria for inclusion in the review. Results indicate that (a) no two studies examined the same dimension of literacy; (b) there was a paucity of well-designed group studies; (c) there were no systematic replication of studies; (d) there is limited data to establish evidenced-based practices. Consequently, increasing the quantity and improving the quality of research in the field is recommended.
Subject(s)
Education of Hearing Disabled , Educational Status , Reading , Research , Writing , Educational Measurement , Evidence-Based Medicine , HumansABSTRACT
THE NATIONAL CENTER on Low-Incidence Disabilities conducted a needs assessment of the research and training needs in the field of deaf education. A total of 331 professionals, parents, administrators, and university faculty responded to the survey. Overall, respondents indicated that the number-one priority was to educate administrators about services that are appropriate for students who are deaf or hard of hearing. The second most important concern was how to work within the education system to change it. The third priority was teaching reading strategies. Additional priorities are reported for all respondents, as well as comparisons among the different respondent groups. Implications of the results are presented.
