Jimmy D. Lindsey

Code of Ethics: implications for interpreters for the deaf

Abstract A survey was designed and administered to interpreters for the deaf that solicited opinions related to ethical conduct in relation to information obtained during an interpreting assignment. Forty‐five interpreters from a southern US state responded and findings revealed that (1) with respect to ethical behaviour, interpreters are not consistent as a group; and (2) there appear to be three underlying rationales used in guiding their behaviours. Based on these findings, there were several implications for training interpreters.

Role perceptions of teachers and dorm personnel in residential schools for students with sensory impairments

ABSTRACT The purpose of this study was to compare residential school teachers and dorm personnels perceptions of their individual and cooperative roles. Fifty (50) certified teachers and 50 dorm personnel at three residential schools for students with sensory impairments participated in this study. Chi‐square procedures were used to process the data. The dependent variables were responses on a 30‐item questionnaire. Results indicated that teachers and dorm personnel in residential settings have statistically similar as well as varied positions about their roles. Implications of the above findings were discussed.

Reading Disabled Students' Word Recognition Abilities: An Elementary and Secondary Perspective.

ABSTRACT The purpose of this study was to describe and compare three word recognition abilities of reading disabled students. One hundred and fifty (150) reading disabled pupils, 75 elementary and 75 high school, were randomly selected to participate in this study. Correlated t‐test procedures were used to process the data. The dependent variables were the students’ analytical, phonics, and context analysis word recognition abilities as measured by the Wide Range Achievement Test, Stanford Diagnostic Reading Test, and 12 cloze passages. Results indicated that elementary and secondary reading disabled pupils have significant differences in their ability to use the three different word recognition abilities investigated. Implications for minimum competency testing in reading were discussed.

Principal's Roles and Teacher Conflict A Recapitulation

It was the purpose of this manuscript to delineate for learning disability teachers the major responsibilities principals should exercise and the conflicts that can arise. These major roles and possible conflicts can be divided into three categories. The interpersonal relationship responsibilities of principal discussed were leader, figurehead, and liaison. The information-processing roles described were monitor, disseminator, and spokesperson. The decision-making roles of principal reviewed were change agent, disturbance handler, resource allocator, negotiator and evaluator. As principals go through their day concerning themselves with the physical plant, teachers, staff, students, parents, central office personnel and community individuals, they must assume one or more of the above roles. When principals exercise their responsibilities and work with their learning disability specialists, they invariably create tension and conflict. This conflict can be minimized if principals and learning disability teachers understand and accept the roles of the principal and work together. Effective principal and learning disability teacher relationships will promote overall job satisfaction and positive student achievement.

A Comparison of the Readability and Reader Education Levels of Five Types of Commercial Periodicals.

The purpose of this manuscript was to determine the readability and educational levels of 25 highly attractive and interesting newspapers and magazines. The Fry Readability Graph and the Gunnings Fog Index were used to determine materials’ readability level and the educational level. Results indicated that periodicals have similar readability levels but significantly different reader education levels. Implications of these findings are discussed.