Evidence-Based Practices in Deaf Education: A Call to Center Research and Evaluation on the Experiences of Deaf People

2021 ◽  
Vol 45 (1) ◽  
pp. 346-371
Author(s):  
Stephanie W. Cawthon ◽  
Carrie Lou Garberoglio
Keyword(s):  
Deaf Education ◽  
Educational Interventions ◽  
Evidence Base ◽  
Deaf Students ◽  
Evidence Based Practices ◽  
Research Personnel ◽  
Research Criteria ◽  
Ongoing Dialogue ◽  
Research Endeavor ◽  
Center Research

The evidence base for educational interventions for deaf students has been, and continues to be, called into question due to a lack of “gold standard” research available to support it. Yet the paucity of research in deaf education is not only in the volume of research that meets rigorous standards but also in its lack of attention to and inclusion of a deaf-centered perspective on the inferences made about the strength of study findings in the field. This chapter uses a deaf-centered lens to examine what constitutes evidence, how it is gained, and how this information supports academic outcomes for this population. We include examples from the literature to examine implications for research personnel, study design, and accessible dissemination, with specific attention to both study sampling and measurement considerations. Considerations for deaf-centered research criteria include (a) integrating deaf researchers and epistemologies, (b) attending to the characteristics of deaf students, and (c) acknowledgment of root causes and systems factors. The recommendations in this chapter supplement the larger ongoing dialogue regarding the cultural responsiveness and representation of marginalized populations within the education research endeavor.

Research Synthesis

2017 ◽  
Author(s):  
John L. Luckner
Keyword(s):  
Deaf Education ◽  
Research Synthesis ◽  
Educational Interventions ◽  
Evidence Based ◽  
Deaf Students ◽  
High Quality Research ◽  
Evidence Based Practices ◽  
School Based ◽  
Quasi Experimental ◽  
Conducting Research

Current educational policies provide a mandate for the use of evidence-based practices (EBPs) in school-based practices. However, the field of deaf education has a paucity of experimental and quasi-experimental research addressing educational practices that have been tested and demonstrated as being effective with this population. This lack of sufficient, high-quality research to determine EBP for working with deaf students is frustrating for teachers and administrators. Consequently, there is a need to conduct research syntheses pertaining to the effectiveness of educational interventions and to create summaries of the evidence that can be used to improve practices and outcomes. This chapter provides (1) a rationale for conducting research syntheses; (2) a description of procedures for conducting and reporting research syntheses; (3) examples of research syntheses that have been published; and (4) common practices in the field of deaf education that research syntheses indicate have little evidence to support their use.

Principals’ and Teachers’ Reports of Successful Teaching Strategies With Children With High-Functioning Autism Spectrum Disorder

2016 ◽  
Vol 32 (3-4) ◽  
pp. 192-208 ◽  
Author(s):  
Mark A. Stokes ◽  
Mary Thomson ◽  
Caitlin M. Macmillan ◽  
Laura Pecora ◽  
Sarah R. Dymond ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Online Survey ◽  
High Functioning Autism ◽  
Educational Interventions ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based Practices ◽  
High Functioning ◽  
Teaching Interventions

Little research has been conducted on the evidence base for educational interventions implemented by teachers targeting students with high-functioning autism spectrum disorder (HFASD). Research examining particular techniques perceived as effective may facilitate guidelines for the application of evidence-based practices. A principal and teacher of students with HFASD from each of 29 different schools provided information on their current teaching interventions. Principals participated in an online survey designed to ascertain support for HFASD learners in their school, whereas teachers completed an online reflective journal to document methods they used in the classroom. Both teachers and principals found numerous strategies such as structure and incorporating needs to be successful. Inappropriate communication, disorganisation, and a lack of understanding were considered unhelpful. These results have implications for current practices in classrooms.

A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices

2021 ◽  
pp. 074193252110634
Author(s):  
Gena Nelson ◽  
Sara Cothren Cook ◽  
Kary Zarate ◽  
Sarah R. Powell ◽  
Daniel M. Maggin ◽  
...  
Keyword(s):  
Systematic Review ◽  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Evidence Base ◽  
Future Research ◽  
Evidence Based Practices ◽  
Intensive Instruction ◽  
Disability Categories ◽  
Meta Analyses

It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers provide instruction based on the best available research. To better prepare special education teachers, McLeskey et al. proposed 22 high-leverage practices (HLPs). We conducted this systematic review of meta-analyses to provide an initial investigation of the experimental evidence reporting on the effectiveness of the HLPs for students with, or at risk for, a disability. Results indicated the largest amount of evidence from meta-analyses related to intensive instruction, explicit instruction, and social skills, with few meta-analyses reporting on collaboration and assessment. The results highlighted disproportional evidence according to disability categories. Implications for future research, practice, and teacher education are discussed.

Unhealthy Politics

2020 ◽  
Author(s):  
Eric M. Patashnik ◽  
Alan S. Gerber ◽  
Conor M. Dowling
Keyword(s):  
United States ◽  
Health Care ◽  
Scientific Evidence ◽  
The United States ◽  
Evidence Base ◽  
Medical Industry ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Delivery Of Medical Care ◽  
Based Medicine

The U.S. medical system is touted as the most advanced in the world, yet many common treatments are not based on sound science. This book sheds new light on why the government's response to this troubling situation has been so inadequate, and why efforts to improve the evidence base of U.S. medicine continue to cause so much political controversy. The book paints a portrait of a medical industry with vast influence over which procedures and treatments get adopted, and a public burdened by the rising costs of health care yet fearful of going against “doctor's orders.” It offers vital insights into the limits of science, expertise, and professionalism in American politics. The book explains why evidence-based medicine is important. First, the delivery of unproven care can expose patients to serious risks. Second, the slow integration of evidence can lead to suboptimal outcomes for patients who receive treatments that work less well for their conditions than alternatives. Third, the failure to implement evidence-based practices encourages wasteful spending, causing the health care system to underperform relative to its level of investment. This book assesses whether the delivery of medical care in the United States is evidence based. It argues that by systematically ignoring scientific evidence (or the lack thereof), the United States is substantially out of balance.

When “Inclusion” Jeopardizes the Learning Opportunities of Deaf Students: The Case of Chile

2019 ◽  
pp. 323-342
Author(s):  
María Rosa Lissi ◽  
Christian Sebastián ◽  
Martín Vergara ◽  
Cristián Iturriaga
Keyword(s):  
Educational Policy ◽  
Deaf Education ◽  
Learning Opportunities ◽  
Deaf Students ◽  
School Practices ◽  
Key Informants ◽  
The Past ◽  
Deaf Adults ◽  
Published Research ◽  
Important Progress

Deaf education in Chile has made important progress during the past 30 years, particularly during the past decade. However, many of these achievements have brought new problems and challenges. This chapter gives an overview of the paths followed by educational policy, school practices, and research in deaf education. The authors’ review of official documents and published research was enriched by the voices of eight key informants connected to deaf education. From the analysis of all the material gathered, they identified several important issues, such as the tension between policies that promote the education of deaf students in regular schools and those that acknowledge the importance of sign language in deaf education. They also included some proposals for further research and for moving forward in educational policy and practices, with a focus on the important role deaf adults can play in these processes.

Best Practices and Challenges of Deaf Education in Mexico

2019 ◽  
pp. 307-322
Author(s):  
Mercedes Obregón Rodríguez ◽  
Maribel Valero Weeke
Keyword(s):  
Sign Language ◽  
Deaf Education ◽  
Legal Framework ◽  
Medical Rehabilitation ◽  
Deaf Students ◽  
The Public ◽  
Regular Classrooms ◽  
Firm Basis ◽  
School For The Deaf ◽  
Education In Mexico

Education for the deaf in Mexico has gone through many stages. It started out with a school for the deaf where Mexican Sign Language flourished, then moved across the spectrum to a medical-rehabilitation paradigm in which sign language was seen as a threat to the development and use of spoken language, and then focused on the integration of deaf students with children with other disabilities. Today the public school system promotes inclusion for deaf students in regular classrooms with very poor or no specialized support. Although the normative and legal framework in Mexico supports the use of sign language and bilingual education, the situation on the ground is less than optimal. This chapter discusses the achievements and the challenges we face in providing quality education that establishes a firm basis for the total inclusion of the deaf in Mexico. The experience of the Instituto Pedagógico para Problemas del Lenguaje (IPPLIAP) with a bilingual educational model is covered. Results of a survey of teachers who work with deaf learners throughout the country are reviewed.

Making the Case for Case Studies in Deaf Education Research

2017 ◽  
Author(s):  
Charlotte Enns
Keyword(s):  
Case Studies ◽  
Case Study Research ◽  
Deaf Education ◽  
Deaf Students ◽  
Deficit Model ◽  
Strength Based ◽  
Study Case ◽  
Research Questions ◽  
Definition Of

When done well, case studies can provide rigorous and powerful evidence. This chapter provides a definition of case studies and outlines the process of conducting case study research in five stages: (1) determining the research questions, (2) designing the study (case selection and preparation), (3) collecting the data, (4) analyzing the data, and (5) reporting on the findings. In addition, the ways that case studies are uniquely suited to addressing particular questions in the field of deaf education are addressed. The contributions and benefits of conducting case studies to promote strength-based perspectives rather than deficit-model views of deaf students are highlighted throughout the chapter.

The evidence base for advanced learning programs

2020 ◽  
Vol 102 (4) ◽  
pp. 14-21 ◽  
Author(s):  
Jonathan A. Plucker ◽  
Carolyn M. Callahan
Keyword(s):  
Ability Grouping ◽  
Educational Interventions ◽  
Evidence Base ◽  
Substantial Evidence ◽  
Advanced Education ◽  
Acceleration Ability ◽  
Learning Programs ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

There is substantial evidence on the effectiveness of many forms of advanced education, especially various approaches to acceleration, ability grouping, and curricular innovations such as structured curriculum and enrichment. Nonetheless, additional research on the ways in which advanced education impacts the learning and lives of students across the variables of class, race, ethnicity, and gender is still needed, as it is for most educational interventions. Jonathan Plucker and Carolyn Callahan share the evidence base for several popular strategies and describe what evidence is still needed.

scholarly journals Deaf Education in Brazil: Contexts, Challenges, and Perspectives

2019 ◽  
pp. 343-360
Author(s):  
Cátia de Azevedo Fronza ◽  
Lodenir Becker Karnopp ◽  
Marjon Tammenga-Helmantel
Keyword(s):  
Higher Education ◽  
Bilingual Education ◽  
Deaf Education ◽  
Deaf Children ◽  
Ministry Of Education ◽  
Deaf Students ◽  
Brazilian Government ◽  
Enrollment Rates ◽  
Brazilian Sign Language ◽  
Education In Brazil

Changes in the past two decades have improved the position of the deaf in Brazil: Brazilian Sign Language (Libras) is an officially recognized language, deaf children can go to school, and bilingual education is available to deaf students. However, many deaf children do not attend school, and enrollment rates in high school and higher education are low. Moreover, the language policy views of the Brazilian deaf movement and the Brazilian Ministry of Education do not align. The deaf movement pleads for bilingual deaf schools, whereas the Brazilian government follows an inclusion policy. This chapter presents an overview of the position of the deaf in Brazil and their participation in education, considering national deaf policy and its implications for and impact on deaf education. Teaching practices in bilingual education are discussed, and recommendations and challenges for Brazilian deaf education are considered.

scholarly journals Effectiveness of Psycho-Education Program for Knowledge of Family Caregivers of Patient’s with BAD at El-tigani El-mahi Psychiatric Teaching Hospital, Sudan, 2017- 2019

2020 ◽  
Vol 6 (2) ◽  
pp. 18-23
Author(s):  
Mohammed Ateeg Abdelrahman Ahmed
Keyword(s):  
Family Caregivers ◽  
Teaching Hospital ◽  
Affective Disorders ◽  
Educational Interventions ◽  
Community Settings ◽  
Evidence Based Practices ◽  
Hospitalization Rates ◽  
The Family ◽  
Quasi Experimental ◽  
Bipolar Affective Disorders

Background: Psycho education is among the most effective of the evidence-based practices that have emerged in both clinical trials and community settings, it showed weighed excellent benefits when administered to those with bipolar affective disorders, reducing both re-hospitalization rates and decreasing the number of days a person spends in the hospital .Aim: The study aim at assessing the effectiveness of psycho-education for family caregivers of patients with bipolar affective disorders at El-Tegani El-Mahi psychiatric teaching Hospital, Sudan, October 2017 to March 2018.Methods: This study is a quasi-experimental pre/post-tests hospital based, the sample consisted of (73) family caregivers who were all available at the hospital during the period of the data collection. They selected by total cover of all family caregivers close with patients. Data was collected by the use of Structured questionnaire to assess the family caregiver knowledge by likert scale, data was analyzed by Statistical Package for Social Science (SPSS) version 20.and presented figure and tables. Results: the study revealed that the mean score of knowledge before the psycho-education: 28.9. Their knowledge is poor according to compared with the overall mean knowledge post psycho-education were 73.0 with (p.value=,000).Conclusion & recommendation: Psycho education highly significance and improved the knowledge among the family caregivers of the patients with Bipolar Affective Disorders, the recommended establishment of collaborative relationship with families and educational interventions by the nurse under the guidance of the Psychiatric Hospital.

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