Inclusion and Exclusion

2022 ◽  
pp. 73-89
Author(s):  
Jessica Armytage Scott ◽  
Hannah M. Dostal ◽  
Tisha N. Ewen-Smith
Keyword(s):  
Hard Of Hearing ◽  
Role Models ◽  
Traditional Approach ◽  
Deaf Education ◽  
Current Situation ◽  
Deaf Community ◽  
Academic Needs ◽  
Specific Population

In this chapter, the authors explore the practice of inclusion as it relates to the education of deaf and hard of hearing (d/hh) students. Using the current situation in Jamaica as a microcosm, it is argued that for this specific population of students it may be necessary to reframe and redefine the notion of inclusion more broadly. For example, the authors argue that as a result of the specific cultural, linguistic, and academic needs of d/hh students, a more traditional approach to inclusion may in fact result in isolation and less access to content and skills. Inclusion that considers how deaf education classrooms may include accessible language, the Deaf community, families of d/hh children, and Deaf role models may be more appropriate for this population.

Inclusion and Exclusion

2019 ◽  
pp. 120-136
Author(s):  
Jessica Armytage Scott ◽  
Hannah M. Dostal ◽  
Tisha N. Ewen-Smith
Keyword(s):  
Hard Of Hearing ◽  
Role Models ◽  
Traditional Approach ◽  
Deaf Education ◽  
Current Situation ◽  
Deaf Community ◽  
Academic Needs ◽  
Specific Population

In this chapter, the authors explore the practice of inclusion as it relates to the education of deaf and hard of hearing (d/hh) students. Using the current situation in Jamaica as a microcosm, it is argued that for this specific population of students it may be necessary to reframe and redefine the notion of inclusion more broadly. For example, the authors argue that as a result of the specific cultural, linguistic, and academic needs of d/hh students, a more traditional approach to inclusion may in fact result in isolation and less access to content and skills. Inclusion that considers how deaf education classrooms may include accessible language, the Deaf community, families of d/hh children, and Deaf role models may be more appropriate for this population.

scholarly journals W poszukiwaniu eklektycznego paradygmatu edukacji głuchych

2018 ◽  
pp. 281-297
Author(s):  
Piotr Tomaszewski ◽  
Ewelina Moroń
Keyword(s):  
Natural Language ◽  
Language Policy ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Deaf Education ◽  
Medical Model ◽  
Deaf People ◽  
Deaf Community ◽  
Large Numbers ◽  
The World

In recent years, changes in the approach to deafness and, hence, in the education of the deaf and hard of hearing have been occurring around the world, including Poland. Deafness is increasingly perceived as a sociocultural phenomenon and not merely as a medical one, while sign language is seen as a natural language that can be used in deaf schools and by large numbers of d/Deaf people. Nevertheless, it seems at present that both deafness models are incompatible with each other for ideological reasons although they are concurrent, the medical model being dominant and the sociocultural one being alternative. For that reason, both the d/Deaf community and the deaf education still contend with significan problems related to the language policy, discrimination based on deafness (audism), sign language (linguicism), disability (ableism) or the specificityof conflictsamong the d/Deaf themselves (deafism).All this will be illustrated in this paper, along with suggested possible solutions.

scholarly journals Assessment on the perceived self-esteem of Saudi adults with deafness and hard of hearing

2020 ◽  
Vol 7 (4) ◽  
pp. 1276
Author(s):  
Rabab Alharbi
Keyword(s):  
Hard Of Hearing ◽  
Role Models ◽  
Hearing Aid ◽  
Self Esteem ◽  
Deaf Community ◽  
Great Role ◽  
Deaf Person ◽  
Significant Difference ◽  
Self Worth ◽  
Important Sense

Background: Hearing is an important sense that individuals depend on in their day-to-day activities. However, labeling and stigmatization can disturb the perceived self-esteem of a deaf person, particularly in a predominantly hearing environment. As such, this study explored the of deaf Saudi people’s perceived self-esteem.Methods: One hundred and one participants took part in the study and answered the questionnaire sent to each participant online. The data was analyzed using IBM SPSS version 23.Results: This study showed that about half of them felt proud to belong in the deaf community. In terms of their perceived self-esteem, they wish to have more self-respect although half of them strongly disagreed that they feel useless at times. Likewise, 50% of the study group felt the sense of belongingness as they interact with the hearing community. Statistical analysis revealed no significant difference between perceived self-esteem and age, gender, and having hearing loss at birth, regardless whether with oneself, or with deaf or hearing community. On the other hand, there is a significant difference in the degree of hearing when using hearing aid upon interaction with the deaf community and in the mode of communication with their parents.Conclusions: The use of hearing aid plays a great role in improving the communication skills of deaf people. Likewise, increased communication with their family, whether deaf or not, can potentially increase their self-worth. Introduction of deaf or hard of hearing role models and the use of other senses, such as sight and sensation, can be utilized to improve positive self-esteem.

Indigenous and Deaf People and the Implications of Ongoing Practices of Colonization: A Comparison of Australia and Canada

2021 ◽  
pp. 016059762110015
Author(s):  
Tracey A. Bone ◽  
Erin Wilkinson ◽  
Danielle Ferndale ◽  
Rodney Adams
Keyword(s):  
Indigenous Peoples ◽  
Deaf Education ◽  
Academic Community ◽  
Intergenerational Trauma ◽  
Mental Wellbeing ◽  
Deaf People ◽  
Deaf Community ◽  
Transgenerational Trauma ◽  
Minority Communities ◽  
The Impact

In the growing field of colonial and anti-colonial research, many parallels have been drawn between Westernized countries including Australia and Canada. In both of these countries, there is considerable academic, community and governmental recognition of historic, and continuing, colonizing of Indigenous peoples and the subsequent impacts on Indigenous cultures. Terms such as transgenerational trauma and intergenerational trauma give language to the ongoing impact of colonization on communities, which in turn serves to legitimize the need for mental wellbeing supports and associated funding. However, there are other minority communities that are similarly oppressed and colonized but do not experience the same legitimization. One such community is the Deaf community. Deaf people continue to experience systemic oppression and colonization within our hearing centric society. Building on the work of Batterbury, Ladd and Gulliver (2007), we extend discussions on the parallels between Indigenous and Deaf communities of Australia and Canada, drawing on the established and commonly discussed link between the impact of racism and colonization on (mental) health. We connect these discussions to modern instances of colonization including the aspect of deaf education to illustrate a “living” mechanism through which colonization continues to impact mental wellbeing in the broader Deaf community.

Evaluating Self-Control Theory Among the Deaf Community

2021 ◽  
pp. 0306624X2110491
Author(s):  
Tony R. Smith ◽  
Jason D. Scott ◽  
Judy L. Porter ◽  
LaVerne McQuiller Williams
Keyword(s):  
Control Theory ◽  
Hard Of Hearing ◽  
Self Control ◽  
Child Rearing ◽  
Deaf Community ◽  
Effective Parenting ◽  
Parental Management ◽  
Wide Range ◽  
Rule Breaking ◽  
The Relationship

This study evaluates the generality of self-control theory with a previously untested cultural group rarely studied by criminologists, the Deaf community. Survey data ( n = 428) from participants attending a university that houses a college for the Deaf and hard-of-hearing were compared with a sample of “hearing” students. The findings support Gottfredson and Hirschi’s cultural invariance thesis as self-control was consistently able to predict a wide range of rule-breaking behaviors among the culturally distinct groups examined. However, several unexpected results challenge the parental management thesis. In particular, exposure to effective parenting techniques was a significant contributor to variations in self-control for the hearing, but not the Deaf sample. Additionally, self-control did not fully mediate the relationship between child-rearing experiences and norm violating behaviors for the Deaf sample. Implications of these findings are discussed.

Games Embedded in Life

2020 ◽  
pp. 203-230
Author(s):  
John M. McNamara ◽  
Olof Leimar
Keyword(s):  
Reproductive Success ◽  
Dynamic Games ◽  
Traditional Approach ◽  
Holistic Approach ◽  
Current Situation ◽  
Lifetime Reproductive Success ◽  
Trade Off ◽  
State Dependent ◽  
Mean Lifetime ◽  
Payoff Structure

Many games focus on a part of the life of an organism. The payoff structure of the game then represents how the game affects fitness proxies such as mean lifetime reproductive success, which are concerned with the whole of the life of the organism. However, the traditional approach of specifying payoffs in advance of the analysis of the game can lead to inconsistencies because the rest of the life of an individual is not fixed but depends on what happens in the game. This chapter concerns this issue, identifying situations in which a more holistic approach is needed. A series of models illustrates links between the current situation and a lifetime perspective. When each of two parents must decide whether to care for their common young or desert, the payoff for desertion depends on the solution of the game and cannot be specified in advance. A game in which two males contest for a female illustrates the approach that must be taken if this game can be repeated at a later time. A game in which individuals must possess territories in order to breed is developed that highlights various interdependencies and, by incorporating learning, advances the understanding of owner–intruder interactions. The interdependencies in state-dependent dynamic games are also illustrated with a model in which individuals must trade off the risks of starvation and predation in a situation in which the choice of the best foraging habitat depends on the number of other animals that use that habitat.

Instructional Roles of Electronic Portfolios

2011 ◽  
pp. 1-14 ◽  
Author(s):  
Greg Sherman
Keyword(s):  
Student Performance ◽  
Role Models ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Electronic Portfolios ◽  
Teacher Preparation Program ◽  
Management Tool ◽  
Instructional Roles ◽  
Meaningful Context ◽  
Assessment Strategies

This chapter presents an overview of 11 different ways in which electronic portfolios (ePortfolios) can support the teaching and learning process. Too often, discussion about the general instructional nature of ePortfolios only focuses on two distinct roles: portfolios as a means of assessing specific student performance, and portfolios as a showcase for outstanding student accomplishments. This chapter summarizes how ePortfolios can contribute to the design and implementation of effective instruction in many different ways by assuming a variety of roles that go beyond a traditional approach to portfolio use in the classroom. These roles include artifact creation as meaningful context, goal-setting, practice with a purpose, examples and non-examples, assessment, reflection, communication, instructor planning and management tool, learner organization tool, interdisciplinary teaching and learning, and historical records/stories as role models. Examples of portfolio requirements and assessment strategies from a higher education teacher preparation program are used to illustrate these different roles.

Systematic Review of Literature: Social Capital and Adolescents who are Deaf or Hard of Hearing

2019 ◽  
Vol 24 (4) ◽  
pp. 319-332
Author(s):  
Timothy J Byatt ◽  
Kerry Dally ◽  
Jill Duncan
Keyword(s):  
Systematic Review ◽  
Social Capital ◽  
Psychosocial Development ◽  
Hard Of Hearing ◽  
Role Models ◽  
Future Research ◽  
Review Of Literature ◽  
Research Directions ◽  
Future Research Directions

Abstract Outcomes have improved for adolescents who are deaf or hard of hearing (DHH) in recent years in areas such as language and speech; however, outcomes such as pragmatic and psychosocial development are still not equal to adolescents with typical hearing. This systematic review of literature explored recent research as it pertains to social capital and adolescents who are DHH. The inclusion criteria were extended to include other populations who are DHH and adolescents with other disabilities to identify future research directions. Themes identified in the reviewed literature viewed through social capital theory included psychosocial outcomes; the importance of language; the benefit of online social networking sites; the role of the family; the role of the school; inclusion and identity; role models; and post-school transition. Results demonstrated that social capital is an area with much promise as it relates to buffering outcomes for adolescents who are DHH. More empirical evidence is required in the form of quantitative research using validated social capital instruments and qualitative research that gives a voice to adolescents who are DHH. The role of social capital in facilitating inclusion, identity, and friendships, were identified as possible future research directions.

What We Can Learn From Hearing Parents of Deaf Children

2015 ◽  
Vol 39 (1) ◽  
pp. 67-84 ◽  
Author(s):  
Mary Flaherty
Keyword(s):  
Sign Language ◽  
Deaf Child ◽  
Deaf Education ◽  
Phenomenological Approach ◽  
Deaf Children ◽  
Deaf Community ◽  
Life Stages ◽  
Hearing Parents ◽  
Language Technologies ◽  
Depth Interviews

Hearing parents of deaf children face stresses and demands related to parenting a deaf child, including difficult choices about language, technologies, education and identity for their children (Marschark, 1997). To date, few researchers have discussed the unique challenges faced by this group. Through a series of semistructured, in-depth interviews with 18 parents, this study investigated the experiences of hearing parents of deaf children spanning various life stages. A phenomenological approach identified 5 themes most pertinent to understanding their experiences. Each theme offers insight, particularly for professionals, into the distinctive issues that might arise at the time of diagnosis of deafness and reveals the challenges hearing parents face when confronted with a barrage of decisions, including choice of oral or sign language, mainstream or special deaf education, and identity with the hearing or Deaf community. The central message from this work is to inform hearing parents of deaf children and professionals working with these parents of the likely challenges that they may face.

What Is Different About Deaf Education? The Effects of Child and Family Factors on Educational Services

2016 ◽  
Vol 51 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Pamela Luft
Keyword(s):  
Hearing Loss ◽  
General Education ◽  
Hard Of Hearing ◽  
Deaf Education ◽  
Family Factors ◽  
Educational Services ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
K 12 ◽  
General Education Classrooms

Deaf education is characterized by several distinctive aspects, beginning with qualities unique to deaf and hard-of-hearing (DHH) children and their families. Consisting of approximately 1.2% of the special education K-12 population, educational and disability systems often struggle to meet the unique challenges that these children and their families present. The result is that services and practices may be atypical and unlike those found to be successful with other populations. Despite new technological and personnel accommodations, far greater numbers placed in general education classrooms, and access to the general education curriculum, these children remain unable to perform commensurate with their abilities or at levels equivalent to their peers either with or without disabilities. Achievement has improved little over four decades, further attesting to the complexity of successfully mitigating the effects of early childhood hearing loss and that educating DHH children is different.

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