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In Memoriam: Barbara R. Schirmer. 悼念芭芭拉-R-席尔默
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917255
Cheri Williams
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引用次数: 0
Six Arguments for Vygotskian Pragmatism in Deaf Education: Multimodal Multilingualism as Applied Harm Reduction. 维果茨基实用主义在聋儿教育中的六大论据：多模式多语减少应用危害
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a904167
Jessica Scott, Jon Henner, Michael E Skyer

Deaf education research and practice have not always lived up to the ideal of improving deaf students' lives. Consequently, we have constructed novel arguments supporting deaf pedagogy using pragmatic ethics, the aim of which is to increase benefit and decrease harm to individuals and society. The ideal of harm reduction asks the pragmatist to pursue the path of action least likely to result in injury to others. Besides applying ideas that reduce harm, educators must also increase benefits for deaf students. Our analysis synthesizes Vygotskian perspectives on deaf pedagogy and pragmatic ideals about reducing harm and increasing benefit. We propose six arguments that can enable deaf educators to think about and enact deaf-positive concepts and strengths-based classroom interactions, including the use of sign language, images, and text, among other modes, such as speech. Our goal is to reduce the threat of harm from language deprivation.

摘要：聋生教育的研究与实践始终没有达到改善聋生生活的理想。因此，我们运用语用伦理学构建了支持聋人教育学的新颖论点，其目的是增加对个人和社会的利益，减少对社会的伤害。减少伤害的理想要求实用主义者追求最不可能对他人造成伤害的行动道路。除了应用减少伤害的思想，教育工作者还必须增加聋人学生的福利。我们的分析综合了维果茨基关于聋人教育学的观点和关于减少伤害和增加利益的实用主义理想。我们提出了六个论点，使聋人教育工作者能够思考和实施聋人积极的概念和基于优势的课堂互动，包括手语、图像和文本的使用，以及其他模式，如言语。我们的目标是减少语言剥夺带来的伤害威胁。
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引用次数: 0
Finding Vygotsky in Early Childhood Deaf Education: Sociocultural Bodies and Conversations. 在幼儿失聪教育中寻找维果茨基:社会文化体与对话
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a904168
Patrick Graham, Christopher Kurz, Christi Batamula

Children, including those who are deaf, become aware of and learn about their environments through playing and social and cultural interactions. For most deaf children, preschool classrooms are optimal spaces for these interactions to occur, but only if they can fully engage with this environment. We discuss the need for and constituent aspects of full access to learning in these environments for deaf children. Vygotsky's sociocultural theory is employed chiefly as the basis for exploring and analyzing useful strategies for educators and families of deaf children. Our analysis focuses on processes in which individuals create knowledge through interacting with other people and the environment, a core emphasis of our work. We also discuss that, concomitant with full access to linguistic and social opportunities, deaf preschoolers develop a stronger sense of self, which leads to the development of cultures and languages in and out of their families.

摘要:儿童，包括失聪儿童，通过玩耍和社会文化互动来意识和了解他们的环境。对于大多数聋儿来说，学前班教室是进行这些互动的最佳场所，但前提是他们能够充分融入这个环境。我们讨论了聋哑儿童在这些环境中充分获得学习机会的必要性和组成方面。维果茨基的社会文化理论主要是作为探索和分析教育工作者和失聪儿童家庭的有用策略的基础。我们的分析侧重于个人通过与其他人和环境的互动创造知识的过程，这是我们工作的核心重点。我们还讨论了聋人学龄前儿童在充分获得语言和社会机会的同时，会发展出更强的自我意识，从而导致其家庭内外文化和语言的发展。
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引用次数: 0
Prevalence of Educationally Significant Disabilities Among Deaf and Hard of Hearing Students. 聋哑学生中教育意义重大残疾的患病率
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.0001
Jeremy M Peterson, Christy M Borders, Mindy S Ely

Deaf and hard of hearing (d/DHH) students are often labeled with one or more educationally significant disabilities in addition to their hearing loss. According to the Gallaudet Research Institution's most recent Annual Survey of Deaf and Hard of Hearing Children and Youth (2013), almost 40% of d/DHH students nationwide receive special education services for one or more comorbid disabilities. However, relatively few prevalence rate estimates have been published over the last decade. Knowledge regarding the current prevalence of educationally significant disabilities among d/DHH students is therefore limited. The present study surveyed teachers of the deaf and hard of hearing (TODHHs) in a midwestern state regarding the number of d/DHH students on their caseloads with one or more comorbid disabilities. Within the sample population (N = 451), nearly 65% were reported to receive special education services for disabilities other than deafness or hearing impairment.

摘要：聋哑学生除了听力损失外，还经常被列为一种或多种具有教育意义的残疾。根据Gallaudet研究所最近的《聋哑儿童和青年年度调查》（2013年），全国近40%的聋哑儿童和青少年接受了一种或多种共病残疾的特殊教育服务。然而，在过去十年中，公布的流行率估计数相对较少。因此，关于目前d/DHH学生中教育意义重大残疾的普遍性的知识有限。本研究调查了中西部一个州的聋哑和重听教师，了解他们的一种或多种共病残疾学生的数量。在样本人群（N=451）中，据报道，近65%的人接受了除耳聋或听力障碍以外的残疾特殊教育服务。
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引用次数: 0
University and College Programs for Personnel in Deafness 大学和学院的耳聋人员课程
4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a912143
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引用次数: 0
Research 研究
4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a912146
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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
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917257
William J Therrien
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引用次数: 0
Remembering Barbara Rose Schirmer. 缅怀芭芭拉-罗丝-席尔默
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917258
Peter V Paul
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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
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917257
William J Therrien
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引用次数: 0
O Morphology, Morphology, Wherefore Art Thou, Morphology? A Call for Research. 形态学，形态学，你从何而来？研究呼吁。
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a922847
Peter V Paul
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引用次数: 0
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