Vicki Donne

Engagement during Reading Instruction for Students Who Are Deaf or Hard of Hearing in Public Schools

An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1–4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by grade level enrolled, reading curriculum grade level, and instructional setting, but not level of hearing loss or presence or absence of concomitant conditions. Students working with reading curriculum one grade level below spent significantly less time in reading instruction and reading than students working on grade level or two levels below. Students in general education settings spent significantly more time in reading instruction and reading silently than students in self-contained settings. The probability that students would engage in reading was significantly increased by several teacher and ecological conditions more likely to be observed in general education settings.

Special Education Teacher Induction: The Wiki Way

Abstract In response to documented high rates of teacher attrition in special education, new special educators are encouraged or required to participate in induction/mentor programs. The present study reports on the use of university-initiated online support to supplement district induction programs. Participants included students who are currently or had been enrolled in a masters program in special education at a small, private university. A collaborative online writing environment, a wiki, was developed to connect colleagues, share knowledge and experiences, provide resources, promote question seeking, and encourage reflection in teaching. The culminating wiki included knowledge repositories, blogs, and various resources added by the researchers, students, and graduates. Thus, the university induction program supports a model of colleague mentoring in an online environment.

Technology to Support Sign Language for Students with Disabilities

This systematic review of the literature provides a synthesis of research on the use of technology to support sign language. Background research on the use of sign language with students who are deaf/hard of hearing and students with low incidence disabilities, such as autism, intellectual disability, or communication disorders is provided. The practice of utilizing technology incorporating sign language to promote language development, reading comprehension, and writing in sign language users is examined. Also, use of technology to learn sign language is investigated. In addition, the implications for rural educators are discussed. Based on the review, a resource of technology applications is provided for parents, interpreters, and teachers to implement at home or in the rural classroom.

Statewide Alternate Reading Assessment of Students Who Are Deaf/Hard of Hearing With Additional Disabilities

This study presents longitudinal data analysis of 6 years of reading scores on a large-scale statewide performance-based alternate assessment for 214 students who are deaf/hard of hearing and have an additional cognitive disability. Assessment scores were examined by complexity level, within grade-level bands, and individually over time. Results indicated that even though the depth of content knowledge increased over time as defined by test specifications, students generally maintained a stable level of proficiency as determined by the state performance standards. Interpretation of results underscores the importance of a multidisciplinary approach to reading instruction among special educators, teachers of the deaf, and speech-language pathologists to improve outcomes of this population.

Keyboard Instruction for Students with a Disability.

Abstract Projected employment reports indicate that most new jobs will involve occupations in which computer skills are essential, but surveys reveal that many people with a disability currently lack these computer skills. One way to address the gap is to prepare students while they are attending primary and secondary school. The National Business Education Association developed technology standards for all students in grades K–12 and recommend that keyboarding instruction begin in third or fourth grade. However, research studies indicate that general education teachers, special educators, and business education teachers do not feel prepared to teach keyboarding to students with a disability. This article reviews current practices in keyboarding instruction and provides suggestions for adaptations for students with disabilities.