Bilingual, Inclusive, Mixed-Age Schooling in Vienna

2019 ◽  
pp. 133-148
Author(s):  
Silvia Kramreiter ◽  
Verena Krausneker
Keyword(s):  
Bilingual Education ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Current Model ◽  
Teaching Philosophy ◽  
Age Classes ◽  
Austrian Law ◽  
Mixed Age ◽  
Individual Placement

In 1993 Austrian law established the option of co-enrollment of pupils with and without disabilities. Simultaneously, the first endeavors with bimodal bilingual schooling of deaf and hard-of-hearing pupils started. This chapter summarizes Austrian experiences with bimodal bilingual education since the 1990s and offers information about its legal and political backdrop. Various models in different regions are summarized, with a focus on Vienna. The current model practiced in Vienna is described in detail: it is bilingual and inclusive, encompasses pupils of mixed ages, and has a progressive teaching philosophy. In Austria, these models always include two teachers per classroom. Mixed-age classes are the answer to low numbers of DHH pupils, and the resulting group inclusion is an alternative to the (socially and linguistically problematic) practice of individual placement of one deaf, sign language-using pupil. The chapter concludes with a discussion of the benefits of and prerequisites for successful bimodal bilingual co-enrollment.

scholarly journals Reproduction in North American elk Cervus elaphus: paternity of calves sired by males of mixed age classes

2013 ◽  
Vol 19 (3) ◽  
pp. 302 ◽  
Author(s):  
John G. Kie ◽  
Bruce K. Johnson ◽  
James H. Noyes ◽  
Christen L. Williams ◽  
Brian L. Dick ◽  
...  
Keyword(s):  
Cervus Elaphus ◽  
North American ◽  
Age Classes ◽  
North American Elk ◽  
Mixed Age

scholarly journals Experiences of Teachers of Deaf and Hard- of- Hearing Students’ in a Special Needs School: An Exploratory Study

2019 ◽  
Vol 7 (7) ◽  
pp. 79 ◽  
Author(s):  
Kayi Ntinda ◽  
S’lungile K. Thwala ◽  
Bonginkhosi Tfusi
Keyword(s):  
Special Needs ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Teaching And Learning ◽  
Professional Training ◽  
Group Discussion ◽  
Further Education ◽  
Assessment Instruments ◽  
Policy And Practice ◽  
Learner Engagement

This study reports on the experiences of teachers of the deaf and hard-of- hearing students in a special needs high school for the deaf in Eswatini. The study adopted a qualitative approach and was exploratory in nature. Participants comprised of eighteen (n =18) purposively sampled teachers of deaf and hard-of-hearing students. They participated in individual in-depth and focus group discussion interviews on the teaching and communication aspects with deaf and hard- of- hearing students. Data were also collected through documents review. Credibility and trustworthiness of data were established through member checks. Data were thematically analysed for important meanings. Teachers reported to experience gaps in professional competencies to teach the mainstream curriculum for which they needed further education. Variation in sign language impacting learner engagement hindered teachers’ communication with the deaf and hard-of-hearing students and their parents. Teachers reported to have in service professional training needs which included collaboration, consultation, assessment instruments and language skills. The findings have important implications for policy and practice in educating the deaf and hard- of- hearing students and for interpreting previous research. There is urgent need for the country to consider having a standardized sign language which could enhance positive teaching and learning outcomes as well as social integration for the future lives of these students. Understanding experiences of these teachers from the lived cultural milieu are important for the design and implementation of programmes for supporting the deaf and hard- of hearing learners, their teachers and parents.

scholarly journals Experimentação na educação química: elaboração de sinais em libras para práticas de laboratório

2018 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Geilson Rodrigues Da Silva ◽  
Talina Meirely Nery Dos Santos ◽  
Griscele Souza De Jesus ◽  
Lucas Pereira Gandra
Keyword(s):  
General Chemistry ◽  
Content Analysis ◽  
Quantitative Analysis ◽  
Bilingual Education ◽  
Sign Language ◽  
Chemistry Laboratory ◽  
Deaf People ◽  
Scientific Concepts ◽  
Deaf Students ◽  
Brazilian Sign Language

Resumo: A Química é uma Ciência com poucos sinais específicos em Língua Brasileira de Sinais para o ensino de pessoas com surdez. Essa barreira de linguagem pode ocasionar obstáculos de aprendizagem aos estudantes surdos. Sendo assim, a presente pesquisa teve como objetivos catalogar verbetes e criar sinais para a utilização em aulas práticas de Química. Para coleta de dados foram levantados os termos na literatura no dicionário ilustrado trilíngue que possuíssem relações com a disciplina de Química, ao qual foram categorizados a partir da Análise de Conteúdo, em função do seu emprego e utilização. Realizou-se a análise quantitativa dos termos mais presentes em roteiros de aulas experimentais, usadas na disciplina de Química Geral e Experimental Ida Licenciatura em Química do IFMS campus Coxim. Sendo elaborados quatro sinais de instrumentos do laboratório de Química que apresentam potencial para serem utilizados em práticas bilíngues, no ensino superior e médio.Palavras-chave: Educação Bilíngue; Formação de Conceitos Científicos; Práticas Experimentais. Experimentation in chemical education: elaboration signals in libras for laboratory practicesAbstract: Chemistry is a Science with few specific signs in Brazilian Sign Language for teaching deaf people. This language barrier can lead to learning obstacles for deaf students. Thus, the present research had as objectives to catalog entries and to create signals for the use in practical classes of Chemistry. In order to collect data, the terms in the literature in the trilingual illustrated dictionary that had relations with the discipline of Chemistry were categorized from the Content Analysis, according to their use and use. A quantitative analysis of the most present terms was carried out in experimental classes, used in the General Chemistry and Experimental I subject of the Chemistry Degree of the IFMS campus Coxim. Four signs of chemistry laboratory instruments are being developed, which have the potential to be used in bilingual practices in higher and secondary education.Keywords: Bilingual Education; Formation of Scientific Concepts; Experimental Practices. 

scholarly journals Η αντιληπτική λειτουργία παιδιών 8-13 ετών με προγλωσσική απώλεια ακοής

2021 ◽  
Vol 26 (1) ◽  
pp. 169
Author(s):  
Χρήστος Γεωργοκωστόπουλος ◽  
Μαρία Τζουριάδου
Keyword(s):  
Cochlear Implant ◽  
Sign Language ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Oral Communication ◽  
Main Method ◽  
Co Morbidity ◽  
Language Communication ◽  
Hearing Children ◽  
Perceptual Function

In this study, we investigated the perceptual function of deaf/hard of hearing children. The sample of the study consisted of 58 pupils aged 8-13 years old (3rd-6th graders) with severe (60-90 db) or profound (90 db and above) neurosensory hearing loss – pre-lingual with or without cochlear implants. Children with co-morbidity (intellectual disabilities, syndromes, autism, motor disorders, etc.) and children with post-lingual deafness/hearing impairment were excluded. In order to investigate their perceptual function, the Perceptual Functionality Criterion was used. The results of the study show that deaf/hard of hearing participants exhibit a “sporadic” profile regarding the general perceptual functionality. In particular, the participants were found to perform similarly in terms of visual-perceptive skills, while there was one exception, i.e. their visual-motor skills were worse. Higher scores have been shown in the domain of kinesthetic and tactile perception and lower ones regarding vestigial perception, especially in terms of the sense of balance. In addition, the perceptual function was investigated among the cochlear implant participants and those with conventional hearing aids. The results showed no significant differences between the two groups regarding the perceptual function, although the visual perception was found to be significantly better among the users of conventional hearing aids relative to cochlear implant users. Finally, the perceptual function was investigated in terms of the main method of language/communication used. The data indicated that participants, regardless of whether they use sign language, total/bilingual or oral communication, performed roughly similarly on the test variables. Among the different types of main method of language/communication, statistically significant differences were absent, though regarding the visual and kinesthetic perception sign language users outperformed the users of oral communication.

An investigation into the relationship of foreign language learning motivation and sign language use among Deaf and hard of hearing Hungarians

2013 ◽  
Vol 51 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Edit H. Kontra ◽  
Kata Csizér
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Language Use ◽  
Foreign Language Learning ◽  
Hearing Impaired ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
The Relationship

Abstract The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in our research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, we can conclude that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated.

Establishing a Bimodal Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary Data

2019 ◽  
pp. 149-164
Author(s):  
Johannes Hennies ◽  
Kristin Hennies
Keyword(s):  
Sign Language ◽  
Hard Of Hearing ◽  
Preliminary Data ◽  
Spoken Language ◽  
The Political ◽  
Bilingual Programs ◽  
Regular School ◽  
Schools For The Deaf ◽  
Hearing Children

In 2016, the first German bimodal bilingual co-enrollment program for deaf and hard-of-hearing (DHH) students, CODAs, and other hearing children was established in Erfurt, Thuringia. There is a tradition of different models of co-enrollment for DHH children in a spoken language setting in Germany, but there has been no permanent program for co-enrollment of DHH children who use sign language so far. This program draws from the experience of an existing model in Austria to enroll a group of DHH children using sign language in a regular school and from two well-documented bimodal bilingual programs in German schools for the deaf. The chapter describes the preconditions for the project, the political circumstances of the establishment of bimodal bilingual co-enrollment, and the factors that seem crucial for successful realization.

The Effect of Mixed‐Age Classes in Sweden

2011 ◽  
Vol 55 (2) ◽  
pp. 121-144 ◽  
Author(s):  
Elly‐Ann Lindström ◽  
Erica Lindahl
Keyword(s):  
Age Classes ◽  
Mixed Age

Effect of age and initial infection intensity on the rate of reinfection with Trichuris trichiura after treatment

Parasitology ◽  
1988 ◽  
Vol 97 (3) ◽  
pp. 469-476 ◽  
Author(s):  
D. A. P. Bundy ◽  
E. S. Cooper ◽  
D. E. Thompson ◽  
J. M. Didier ◽  
I. Simmons
Keyword(s):  
Immune Responses ◽  
Infection Intensity ◽  
Trichuris Trichiura ◽  
Acquired Immunity ◽  
Age Classes ◽  
Reinfection Rate ◽  
Initial Infection ◽  
Mixed Age ◽  
Two Populations ◽  
Effect Of Age

SummaryThe study examines the rate of re-acquisition of Trichuris trichiura infection after treatment in two populations, one of mixed age and the other of children with known preintervention infection intensity. A population living in a Caribbean village was treated with mebendazole and the rate of reacquisition of infection of four age classes (2–4, 5–10, 11–30, 30+ years) monitored over a 20-month period. The reinfection rate was higher in the child age-classes indicating either that children are more exposed to infection or that adults slowly develop a partially effective acquired immunity. A cohort of children (mean age 4·5 years) was separated into 3 intensity categories on the basis of expelled worm burdens and their rate of reacquisition of infection monitored over a 12-month period. The rate of reinfection was directly and positively associated with initial infection status. This may indicate that children with low intensity infections are consistently less exposed to infection or that they have effective immune responses. The latter conclusion, however, would imply that they had acquired this immunity early in life, and so appears to contradict the suggestion that resistance is only slowly acquired by adults. Reconciling these two conclusions may require more sophisticated immunological models than have been suggested previously for geohelminthiases.

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