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Showing 1 to 15 of 18 results Save | Export
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Holmström, Ingela; Schönström, Krister – Deafness & Education International, 2017
Although once placed solely in deaf schools, a growing number of deaf students in Sweden are now enrolling in mainstream schools. In order to maintain a functional educational environment for these students, municipalities are required to provide a variety of supporting resources, e.g. technological equipment and specialized personnel. However,…
Descriptors: Deafness, Partial Hearing, Foreign Countries, Mainstreaming
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Salter, Jackie M.; Swanwick, Ruth A.; Pearson, Susan E. – Deafness & Education International, 2017
This paper presents findings from an empirical study that investigated the learning experiences of deaf students in mainstream secondary classrooms, from teaching assistants' (TA) perspectives. These findings indicate that effective collaboration between mainstream teachers and specialist teachers of the deaf (ToD) is required to ensure…
Descriptors: Inclusion, Mainstreaming, Deafness, Teacher Collaboration
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Most, Tova; Ingber, Sara – Deafness & Education International, 2016
The purpose of the study was to investigate the attitudes of parents of normal hearing (NH) children towards the inclusion of deaf and hard of hearing (DHH) children in the educational setting of their child. In particular, it examined the effect of parental socio economic status (SES) and exposure to inclusion (whether their child was in a class…
Descriptors: Foreign Countries, Inclusion, Socioeconomic Status, Parent Attitudes
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Jones, Lindsey – Deafness and Education International, 2014
There is limited research available in the area of science education for deaf children. In the twenty-first century, the importance of science and specifically scientific argumentation cannot be overlooked as a vital aspect of the curriculum. Current science teaching presents a range of difficulties for deaf students particularly when abstract…
Descriptors: Deafness, Science Education, Persuasive Discourse, Literature Reviews
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Archbold, Sue; Mayer, Connie – Deafness and Education International, 2012
This paper reviews the impact that cochlear implantation has had on the practice of deaf education in terms of educational placement, communication choices, and educational attainments. Although there is variation in outcome, more children with implants are going to mainstream schools, and using spoken language as their primary means of…
Descriptors: Oral Language, Deafness, Assistive Technology, Educational Environment
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Vermeulen, Anneke; De Raeve, Leo; Langereis, Margreet; Snik, Ad – Deafness and Education International, 2012
Auditory perception with cochlear implants (CIs) enables the majority of deaf children with normal learning potential to develop (near) age-appropriate spoken language. As a consequence, a large proportion of children now attend mainstream education from an early stage. The acoustical environment in kindergartens and schools, however, might be…
Descriptors: Deafness, Auditory Perception, Assistive Technology, Acoustics
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De Raeve, Leo; Baerts, Johan; Colleye, Evelyne; Croux, Edith – Deafness and Education International, 2012
In the last two decades the population of deaf children has changed dramatically in these countries where universal hearing screening, early intervention, digital hearing aids, and cochlear implants are available. Most of these children can now acquire intelligible spoken language and they go to mainstream school in larger proportions. But…
Descriptors: Special Schools, Early Intervention, Speech, Oral Language
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Swanwick, Ruth A.; Kitchen, Ruth; Clarke, Paula J. – Deafness and Education International, 2012
This study examined different perspectives of deaf education practitioners on deafness and reading comprehension. This involved a full deaf education support team comprising teachers of the deaf, communication support workers, and deaf instructors from a UK citywide service covering early years, primary and secondary settings. Using a focus group…
Descriptors: Reading Comprehension, Sign Language, Focus Groups, Deafness
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Gou, J.; Smith, J.; Valero, J.; Rubio, I. – Deafness and Education International, 2011
This paper reports on a clinical trial evaluating outcomes of a frequency-lowering technique for adolescents and young adults with severe to profound hearing impairment. Outcomes were defined by changes in aided thresholds, speech perception, and acceptance. The participants comprised seven young people aged between 13 and 25 years. They were…
Descriptors: Speech, Oral Language, Hearing Impairments, Young Adults
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Vosganoff, Diane; Paatsch, Louise E.; Toe, Dianne M. – Deafness and Education International, 2011
This study examined the science and mathematics achievements of 16 Year 9 students with hearing loss in an inclusive high-school setting in Western Australia. Results from the Monitoring Standards in Education (MSE) compulsory state tests were compared with state and class averages for students with normal hearing. Data were collected from three…
Descriptors: Hearing Impairments, Deafness, Program Effectiveness, Foreign Countries
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Brown, P. Margaret; Paatsch, Louise – Deafness and Education International, 2010
This study investigated the beliefs and practices of 28 teachers of the deaf about their practices. The teachers were all working in oral settings either as visiting teachers or teachers in a mainstream school facility supporting groups of students with hearing loss. Teachers who used an Auditory Verbal approach largely adopted a positivist…
Descriptors: Constructivism (Learning), Deafness, Oral Communication Method, Educational Practices
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Sari, Hakan – Deafness and Education International, 2007
The aim of the present study is to examine the impact of an INSET programme on regular classroom teachers' attitudes towards deaf students educated in regular primary schools. In this research project, a quantitative research approach is used involving randomised allocation of subjects to groups, and a pre-test--post-test design. The sample for…
Descriptors: Classroom Techniques, Deafness, Foreign Countries, Teacher Attitudes
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Rhoades, Ellen A. – Deafness and Education International, 2006
This paper examines the construct of evidence-based practice, how existing data on the effectiveness of the Auditory-Verbal (A-V) approach for children with hearing loss are evaluated within this construct, and whether implementation of an A-V intervention model is therefore justified. It concludes with a recurrent call for action towards…
Descriptors: Early Intervention, Hearing (Physiology), Hearing Therapy, Auditory Stimuli
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Brown, P. Margaret; Bakar, Zaharah Abu; Rickards, Field W.; Griffin, P. – Deafness and Education International, 2006
This study investigated parents' perceptions of their family's functioning and the level of early intervention support they received as they reflected on their involvement at an oral early intervention centre for children with hearing loss. Overall, parents reported high levels of family functioning and satisfaction with the services they had…
Descriptors: Special Schools, Early Intervention, Hearing Impairments, Oral Language
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Komesaroff, Linda R.; McLean, Margaret A. – Deafness and Education International, 2006
Australia and New Zealand are two South Pacific nations with a shared history of British colonisation and close links maintained through kinship, travel, shared media and business relationships. Our public education systems also reflect a shared history of educational ideas and responses to the challenges of increasingly heterogeneous populations.…
Descriptors: Sign Language, Deafness, Foreign Countries, Classroom Environment
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