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Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers. 沙特阿拉伯聋哑学生的融入:对教师看法的研究。
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a922848
Fahad Aseery, Ali Alasmari

The researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using an existing online survey (partly open-ended). They found that, overall, teachers in Saudi Arabia had slightly negative perceptions of teaching D/hh students in mainstream classrooms. But their teaching position did not seem to influence their perceptions. The researchers recommend that efforts be made to reduce negative perceptions of inclusion as a teaching practice in Saudi Arabia. Teachers working with D/hh children in mainstream schools should receive enough training to work successfully with these students. Awareness should be raised of inclusion's benefits and how inclusion differs from mainstream education.

研究人员调查了沙特阿拉伯教师如何看待将聋哑学生纳入主流课堂的问题。他们还研究了教师的职位(作为特殊教育或主流教育的教师)如何影响他们对这种全纳的看法。研究人员利用现有的在线调查(部分为开放式)收集了 196 份教师回复。他们发现,总体而言,沙特阿拉伯的教师对在主流课堂上教授 D/hh 学生的看法略显消极。但他们的教学职位似乎并不影响他们的看法。研究人员建议,沙特阿拉伯应努力减少对全纳教学的负面看法。在主流学校从事 D/hh 儿童教学工作的教师应接受足够的培训,以便成功地与这些学生打交道。应提高人们对全纳教育的益处以及全纳教育与主流教育有何不同的认识。
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引用次数: 0
In Memoriam: Barbara R. Schirmer. 悼念芭芭拉-R-席尔默
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917256
Bryan G Cook
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引用次数: 0
Invited Article-It's Time to Rethink Our Future: "Radical" Perspectives on Deaf Education in the United States and Beyond. 是时候重新思考我们的未来了:美国及其他地区聋人教育的“激进”观点
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.0002
Michella Basas, Jenna Voss, Karla Giese, Jessica Williams, Daphne Werner

The language wars have driven decision-making and educational options for D/deaf and hard of hearing children for over a century, yet we still have not made sufficient progress in closing the linguistic and educational gaps between D/deaf and hard of hearing children and their hearing peers. Perhaps it is time to abandon the bifurcated approach that has driven our field since the infamous Milan Conference of 1880. This commentary explores how a "Radical Middle" approach can frame the way we prepare teachers of the deaf, how we conduct and disseminate research, how we support families, and how the D/deaf and hearing communities can work together in positive and proactive ways. There is strength in unity. We are stronger as a field when we come together to support one another and find ways for collaboration and partnership across philosophical lines and communication preference.

摘要:一个多世纪以来,语言战争推动了D/聋人和重听儿童的决策和教育选择,但我们在缩小D/聋人、重听儿童与其听力同龄人之间的语言和教育差距方面仍然没有取得足够的进展。也许是时候放弃自1880年臭名昭著的米兰会议以来一直推动我们领域发展的分叉方法了。这篇评论探讨了“激进的中间派”方法如何制定我们为聋人教师做准备的方式,我们如何进行和传播研究,我们如何支持家庭,以及D/聋人和听力社区如何以积极主动的方式合作。团结中有力量。当我们走到一起相互支持,并找到跨越哲学界限和沟通偏好的合作和伙伴关系的方法时,我们作为一个领域会变得更强大。
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引用次数: 0
Conclusion: Bilingualism in the Education of Deaf Learners. 结论:双语教育在聋生教育中的作用
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.0011
Connie Mayer, Beverly J Trezek
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引用次数: 0
From Vicious Circles to Virtuous Cycles: Vygotskian-Inspired Conclusions for Biomedicine and Deaf Education. 从恶性循环到良性循环:维果茨基对生物医学和聋人教育的启示
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a904171
Kristina Willicheva, Wyatte C Hall

In this concluding article of an American Annals of the Deaf Special Issue, we draw on Vygotsky's Fundamentals of Defectology to argue that the essence of deaf pedagogy is not centered on constructing deaf students' hearing abilities but on a biosocial orientation that considers the whole multimodal child with unfettered access to natural signed languages. In alignment with this biosocial view, we recognize and resist the overarching influence of biomedical professionals and systems on deaf education. Such biomedical influence comes with convenient detachment from accountability in education systems while arguably causing at least significant, if not maximal, harm to the optimal developmental outcomes of deaf children. The article ties together the articles of the Annals Special Issue, along with additional Vygotskian perspectives, to bring forth the emergence and exploration of biosocial accountability in deaf education.

摘要:在《美国聋人年鉴》特刊的结论性文章中,我们借鉴维果茨基的《缺陷学基础》,认为聋人教育学的本质不在于构建聋人学生的听力能力,而在于一种生物社会取向,它考虑的是整个多模态儿童不受限制地使用自然手语的能力。与这种生物社会观点一致,我们承认并抵制生物医学专业人员和系统对聋人教育的总体影响。这种生物医学上的影响与教育系统的问责制很容易分离,同时可以说,对聋儿的最佳发展结果造成了至少重大的伤害,如果不是最大的伤害的话。这篇文章结合了《年鉴》特刊的文章,以及维果茨基的观点,提出了聋人教育中生物社会责任的出现和探索。
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引用次数: 0
Spoken Language Bilingualism in the Education of Deaf Learners. 聋人学习者的口语双语教育
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.0009
Melanie L Simpson, Connie Mayer

For much of the history of deaf education, spoken language bilingualism was not considered a viable goal. It was believed that given the challenges of meaningful auditory access, age-appropriate development in even one language would be daunting. However, implementation of universal newborn hearing screening during the early 2000s, along with early fitting of hearing technologies, including cochlear implants, has afforded significantly improved access to spoken language during the critical early years of language acquisition for most deaf children. In this context, it is timely to reconsider the possibilities of spoken language bilingualism in the education of deaf students. The present article therefore focuses on examining the available literature with a view to summarizing current understandings and reflecting on how these understandings can inform future research and practice and the multiple ways in which bilingualism can be operationalized in the education of deaf students.

摘要:在聋人教育的历史上,口语双语并不被认为是一个可行的目标。人们认为,考虑到有意义的听觉接触的挑战,与年龄相适应的语言发展即使是一种语言也会令人望而生畏。然而,在21世纪初实施的普遍新生儿听力筛查,以及包括人工耳蜗在内的早期听力技术的安装,大大改善了大多数聋儿在语言习得的关键早期使用口语的机会。在此背景下,我们有必要重新思考口语双语在聋哑学生教育中的可能性。因此,本文将重点研究现有的文献,以期总结当前的理解,并反思这些理解如何为未来的研究和实践提供信息,以及在聋哑学生教育中实施双语的多种方式。
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引用次数: 0
Universal Design for Learning Supports Distance Learning for Deaf Students. 通用学习设计支持聋人学生的远程学习。
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917249
Katie Taylor, Christina Yuknis

When the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered and used for the distance learning formats. In the present article, we provide an overview of the challenges schools faced in the quick move to distance learning, present the principles of Universal Design for Learning (UDL), and give some examples of ways in which UDL can benefit students who are deaf in distance learning.

当 COVID-19 于 2020 年开始流行时,美国各地的教师几乎在一夜之间转向远程学习。在普通教育和特殊教育中,许多教师没有为聋哑学生提供无障碍课程和支持的工具或策略。教师需要迅速、明确地更换教材,以满足所有学生在新的远程形式下的需求。聋人和重听学生的独特需求意味着,在远程学习形式中需要考虑和使用独特的便利措施和解决方案。在本文中,我们概述了学校在快速转向远程学习过程中所面临的挑战,介绍了通用学习设计(UDL)的原则,并举例说明了 UDL 如何使聋哑学生在远程学习中受益。
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引用次数: 0
Pragmatic Competence of Children With Cochlear Implants in Linguistic Activities. 人工耳蜗植入儿童在语言活动中的语用能力。
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a922850
Daniela Mieres, Cristina Cambra, Josep-Maria Losilla, Encarna Pérez

The objective of the study was to analyze the pragmatic competence of children with cochlear implants (CIs). The researchers explored whether children with CIs participated in communicative exchanges in a similar way to children with typical hearing (TH), as well as how the participation of children with CIs was regulated by the activity they performed. The sample consisted of 31 children with CIs (prelingually deaf, with a hearing age equal to or greater than 2 years) and 31 children with TH. The researchers used two activities to carry out the study: conversation and picture naming. The results showed that the children with CIs participated in longer communicative exchanges than their peers with TH and had greater difficulty providing adequate responses to their interlocutor. The type of linguistic activity and their hearing age influenced the responses of the children with CIs.

本研究旨在分析植入人工耳蜗(CI)儿童的语用能力。研究人员探讨了植入人工耳蜗的儿童是否以与典型听力(TH)儿童相似的方式参与交流,以及植入人工耳蜗的儿童的参与如何受到他们所从事活动的调节。样本包括 31 名带 CI 的儿童(语前聋,听力年龄等于或大于 2 岁)和 31 名有典型听力的儿童。研究人员使用了两种活动进行研究:对话和图片命名。结果表明,与患有听力障碍的同龄儿童相比,患有 CI 的儿童参与交流的时间更长,而且更难对对话者做出适当的回应。语言活动的类型和他们的听力年龄影响了带 CI 儿童的反应。
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引用次数: 0
In Memoriam: Barbara R. Schirmer. 悼念芭芭拉-R-席尔默
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917255
Cheri Williams
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引用次数: 0
In Memoriam: Barbara R. Schirmer. 悼念芭芭拉-R-席尔默
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917256
Bryan G Cook
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引用次数: 0
期刊
American Annals of the Deaf
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