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Research Needs: Education of Deaf/Hard of Hearing children

Research Needs: Education of Deaf/Hard of Hearing children. Shirin Antia University of Arizona. Who are the students that we serve? . Gallaudet Research Institute Demographics 2007-2008 data Total DHH students reported 36,710 49% White, 16% Black, 30% Hispanic/Latino, 4% Asian

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Research Needs: Education of Deaf/Hard of Hearing children

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  1. Research Needs: Education of Deaf/Hard of Hearing children Shirin Antia University of Arizona NLCSD

  2. Who are the students that we serve? • Gallaudet Research Institute Demographics • 2007-2008 data • Total DHH students reported 36,710 • 49% White, 16% Black, 30% Hispanic/Latino, 4% Asian • 36% Economically disadvantaged • Degree of hearing loss reported ranges from Normal (<27 dB) to Profound (≥91 dB) • 15% have Cochlear implants • 41% receive services from an itinerant teacher • 21% receive sign language interpreting services • 46% in general education classrooms for 16+ hours/week • 85% use speech (52%) or sign with speech (35%) NLCSD

  3. What have we researched in the past? • Does placement influence outcomes? • Placement decisions differ from state to state • Placement does not equate to services and we’ve seldom examined services • Does mode of communication influence language development, comprehension, and outcomes? • Most students use different modes and often adapt mode to context • Modes used at home and at school differ • What are differences between D/HH and hearing students on various factors? NLCSD

  4. Areas of current research • Early identification and intervention • Language development • Literacy development • Social outcomes • Academic outcomes NLCSD

  5. Early identification and intervention • Effects of early intervention on • Mode of communication • Language outcomes • Literacy outcomes • Parental involvement • Parent child interaction • Effects of newborn hearing screening on • Identification of hearing loss • Age of services received NLCSD

  6. Research in Language Development • Oral language development • Sign language development • Predictors of language development (e.g. adult-child interaction; early intervention) NLCSD

  7. Research in Literacy Development • Theoretical and empirical issues around the role of phonological awareness and decoding • Reading comprehension strategies used by DHH children, youth, and adults • The search term “reading intervention” yielded no results in the archives of JDSDE! NLCSD

  8. Research on Social Outcomes • Descriptive studies • Observation studies of young children’s social behavior • Influence of placement and access to hearing peers on friendships, social emotional growth • Extent of social integration • Factors influencing social outcomes • Recent interest in theory of mind • Intervention studies • Typically few, and results are mixed as regards to effectiveness NLCSD

  9. Research on Academic Outcomes • Descriptive studies • Typically compare data of students in different placements • Focused on reading, writing, and math outcomes • Examination of demographic predictors • Descriptions of instruction, student approaches to studying • More research on social outcomes than academic outcomes NLCSD

  10. Future research needs • Outcomes of cochlear implanted children • Data on present outcomes show generally superior language and academic skills • Are these a selected population? • Would these children be doing well anyway given their demographic profile? • What causes variation in outcomes in implanted children? NLCSD

  11. Future research needs • Effective early intervention services • What intensity and kinds of services produce favorable outcomes? • How do teachers and parents influence outcomes? NLCSD

  12. Future research needs • Special populations • DHH Children with additional disabilities • Children with mild and moderate hearing loss NLCSD

  13. Future research needs • Effective services within the school system • Coordination of services • Determining effects of specific services • Decoupling services and placement • Effective teaching and instruction (e.g. intensity, appropriateness, coordination) NLCSD

  14. Future research needs • The profession of Teacher of Deaf/HH • What services will this person provide that are different from that of a special education teacher, audiologist, and speech therapist? • How effective are these services (what is the value added)? NLCSD

  15. Intervention studies • Micro and macro interventions for • Language learning (oral and/or sign) • Reading • Writing • Academic achievement in subject areas (math, science) • Social behavior and friendship formation • Independent learning (e.g. self advocacy, learning strategies NLCSD

  16. Intervention studies • Focus on • Intensity; • Effectiveness and variation in effectiveness; • Essential components; • Variation in delivery; • Ease of acquisition. NLCSD

  17. How productive are we? • Schirmer examined faculty productivity • Of 110 individuals who received doctorates prior to 2000 • 71% had 0-2 publications in 6 years • 5% had over 10 publications • Only 44% published their dissertation • Of 127 faculty across the country • 16 averaged one publication a year NLCSD

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