Michael S. Stinson

Self-perceptions of social relationships in hearing-impaired adolescents.

A social activity scale was administered to 220 mainstreamed hearing-impaired adolescents. In general, students reported participating in school activities more frequently with hearing-impaired than with hearing peers, but this was qualified by the extent that the students were mainstreamed. Ratings of participation with hearing-impaired peers decreased for the students who were mainstreamed for more classes. Students indicated that they were more emotionally secure with hearing-impaired peers, and there was no increase in emotional security with hearing peers with more mainstreaming. Responses of students who were mainstreamed for more classes suggested that they realized they had less interaction with hearing-impaired peers even though this was the group with whom they were most comfortable. Although these students were surrounded with hearing peers, this contact did not appear to promote identification and relational bonds with them. When there is opportunity for participation, the quality of the relationships is not necessarily positive.

Deaf and Hard-of-Hearing Students' Memory of Lectures with Speech-to-Text and Interpreting/Note Taking Services

In one investigation with 48 deaf and hard-of-hearing (hh) high school students and a second investigation with 48 deaf/hh college students, all viewed one lecture with an interpreter and one with the C-Print® speech-to-text support service. High school students retained more lecture information when they viewed speech-to-text support, compared to interpreter support, and when they studied note taker notes or a hard copy of the text after viewing the lecture, compared to no opportunity to study. For college students, however, there was no difference between retention with these two kinds of support or with study of notes, compared to no study. For the college investigation, there was a three-way interaction due to markedly better performance on a multiple-choice than on a sentence-completion test when students viewed an interpreter and did not study notes. This result may have reflected difficulty in comprehending unfamiliar terms. Reading proficiency was also related to retention.

adolescents Who Are Deaf or Hard of Hearing : a Communication Perspective on Educational Placement

The academic and social performance of adolescents who are deaf or hard of hearing is affected both dramatically and subtly by the communication barriers created by their hearing loss. This article examines the key issues of motivation, peer relationships, and identity as they pertain to adolescents with hearing impairments. These issues are discussed within the framework of the social and psychological development of adolescents who can hear and then connected to pertinent research that has been conducted with adolescents who are deaf or hard of hearing. Implications of different instructional, communicative, and social environments are presented.

Full Inclusion: A Path for Integration or Isolation?

3. the effect of the child with a disability on the rest of the class 4. the cost of a regular-education placement with proper supplementary aids and services As shown above, the standards applied by the courts do not address the potential benefits of a placement in a program or school for the deaf. As currently written and interpreted by the courts, IDEA mandates that preference be given to placement in the regular classroom with non-disabled peers. Although the law clearly states that potentially harmful effects of a placement must be considered, there is no indication that this provision of the law has made a difference

Student Study Habits Using Notes from a Speech-to-Text Support Service:

Thirty-six mainstreamed high school and college students who are deaf and hard of hearing received notes from a speech-to-text support service called C-Print™. The students, 26 classroom teachers, and 10 teachers of the deaf were interviewed about their perceptions of how students use their notes to study. Consistent with research on hearing students, high school students in this study typically would read the notes only, while college students used multiple study strategies with the notes. Teachers tended not to know how their students used their notes for studying, and they were sometimes reluctant to teach students about effective note usage. This study supports the idea that both students and teachers could benefit from further instruction on note usage and study skills.

Factors affecting persistence of Deaf college students

A study of attrition after the first year of college was conducted with the 1984 entry class of the National Technical Institute for the Deaf. A path-analytic model of 9 factors affecting student persistence was tested using LISREL (N = 233). The results indicate that social integration is an important factor in college persistence. Grade point average is not a critical factor in first year attrition. While provocative, the reasons behind these findings may be specific to NTID. For example, many students come to NTID specifically for its social community. It is concluded, therefore, that while these results were somewhat different from those of studies with hearing students, they support the proposition that studies of college attrition cannot be generalized across institutions.

Effects of Caption Modification and Instructor Intervention on Comprehension of a Technical Film.

Two versions of a technical film, captioned at approximately 8th- and 11th-grade reading levels, were shown to 32 hearing-impaired college students. Fifteen of these students also received supplementary instruction from a teacher. Data from a comprehension test were analyzed with a four-factor experimental design to determine effects of instruction, level of captioning, test type (recall or recognition), and subject reading ability. Significant effects were found for instruction, test type, and reading ability. In addition, there was a significant three-way interaction between instruction, caption level, and reading ability. While both high and low reading groups benefited from instruction when students viewed 8th-grade level, modified captions, only the high reading group benefited from instruction when they viewed the 11th-grade level, original captions.

Deaf/Hard of Hearing and Other Postsecondary Learners' Retention of STEM Content With Tablet Computer-Based Notes

Four groups of postsecondary students, 25 who were deaf/hard of hearing (D/HH), 25 with a learning disability, 25 who were English language learners (ELLs), and 25 without an identified disability studied notes that included text and graphical information based on a physics or a marine biology lecture. The latter 3 groups were normally hearing. All groups had higher scores on post- than on pretests for each lecture, with each group showing generally similar gains in amount of material learned from the pretest to the posttest. For each lecture, the D/HH students scored lower on the pre- and posttests than the other 3 groups of participants. Results indicated that students acquired measurable amounts of information from studying these types of notes for relatively short periods and that the notes have equal potential to support the acquisition of information by each of these groups of students.

Recall of Different Segments of an Interpreted Lecture by Deaf Students.

In Experiment 1, 20 deaf college students received an interpreted, videotaped presentation of one lecture and a printed presentation of a second lecture. In Experiment 2, 16 deaf students received one interpreted presentation and, then, a second interpreted presentation on a different topic. In both experiments students wrote down the information they remembered immediately after each presentation. Recall protocols were scored for the distribution of ideas recalled from each quarter of the lecture. The principal findings were that students recalled: (a) more information from the first two quarters than from the second two; (b) more information from a printed than from an interpreted presentation; and (c) more information from a second interpreted presentation than from a previous interpreted one. The findings of the study are discussed in terms of their implications for providing educational support to mainstreamed deaf students.

Effects of Expanded and Standard Captions on Deaf College Students' Comprehension of Educational Videos

Twenty-Two College Students who were deaf viewed one instructional video with standard captions and a second with expanded captions, in which key terms were expanded in the form of vocabulary definitions, labeled illustrations, or concept maps. The students performed better on a posttest after viewing either type of caption than on a pretest; however, there was no difference in comprehension between standard and expanded captions. Camtasia recording software enabled examination of the extent to which the students accessed the expanded captions. The students accessed less than 20% of the available expanded captions. Thus, one explanation for the lack of difference in comprehension between the standard and expanded captions is that the students did not access the expanded captions sufficiently. Despite limited use of the expanded captions, the students stated, when interviewed, that they considered these captions beneficial in learning from the instructional video.