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- Creator:
- Sanders, George Earl
- Description:
- The purpose of this project is to present in broad perspective the conditions of the handicapped in relationship to society, the changes in those conditions in recent years (mainly through litigation efforts), and the challenges and possibilities of further changes in the future. The report synthesizes the presentations made by distinguished professionals from education, government, industry, and law, themselves advocates of the disabled, at a workshop on the law and the handicapped for members of the National Leadership Training Programs (areas of the deaf and deafblind) at California State University, Northridge, in July 1974.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Ray, Kathryn Ann
- Description:
- There exists minimal information concerning Independent Living Skills for young adults who are deaf. The need for practical and comprehensive educational programs dealing specifically with the skills required for independent living has long existed. The lack of instruction and experience in independent living skills are probably two of the greatest causes for the lack of personal and vocational success on the part of young adults who are deaf. Public Law 94-142, The Educational for All Handicapped Children�s Act of 1975, provides for the right of every child to receive a free and appropriate education, regardless of identified handicaps. The focus of Independent Living Skills is a definite area of need in relation to the education of young adults who are deaf. This area carries a prolonged, and many times permanent implication on the lives of those individuals. The purpose of this study was to examine, analyze, and compare specific needs in the area of Independent Living Skills for young adults who are deaf through responses and opinions provided by selected professionals working in the field of the hearing impaired. These professionals were selected from certified staff members of residential schools for the deaf and currently employed Rehabilitation Counselors for the Deaf. The study focused on the actual preparation of young adults who are deaf during their secondary education at residential schools for the deaf. The questionnaire which was employed to obtain the presented data was distributed to 100 certified staff members of 20 randomly selected residential schools for the deaf and 50 randomly selected Rehabilitation Counselors for the Deaf in the United States. Sixty-six percent (66%) of the questionnaires distributed to residential school staff members and fifty-eight percent (58%) of the questionnaires distributed to Rehabilitation Counselors for the Deaf were utilized in determining the stated results. The survey disclosed that both certificated staff members of residential schools for the deaf and Rehabilitation Counselors for the Deaf feel that the need for comprehensive programs dealing with Independent Living Skills for young adults who are deaf is imperative for their future independence and personal success in today�s society. It also revealed a need of greater communication between certificated staff members of residential schools for the deaf and Rehabilitation Counselors for the Deaf in the development and assessment of such programs. This project supports the idea that instruction and experience in the area of Independent Living Skills for young adults who are deaf are essential in light of the demands of living in today's complex society.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Baer, Celeste S.
- Description:
- The problem of underemployment of the deaf has led me to investigate the career opportunities in the para medical field. I have limited myself to this area primarily because the prediction is that medicine and the allied medical fields will be employing more and more workers. It is estimated that more than one million workers will be needed in this field in the next decade in addition to doctors. dentists and registered nurses. Presently the medical field is the third largest employer; by 1970 it may well be in first place.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Klein, Leslie Ann
- Description:
- THE NEED FOR LEARNING CENTERS. When Charles Silberman's book, Crisis in the Classroom, dramatically burst upon the American scene in August, 1971, American educators began to take a serious look at their schools, their teachers, their curricula and their total educational programs. In the forward to his book, Silberman lamented: The crisis in the classroom--the public school classroom, the college classroom, the national 'classroom' created by the mass media and by the operation of the American political system--is both a reflection of and a contributer to the larger crisis of American society. It cannot be solved unless all who have a stake in the remaking of American education-- teachers and students, school board members and taxpayers, public officials and civic leaders, newspaper and magazine editors and readers, television directors and viewers, parents and children--are alerted to what is wrong and what needs to be done. Silberman cited numerous problems extending from general classroom management to pupil-teacher relationships as the premise of the educational crisis. In general, children, parents and teachers viewed the school with suspicion. Other identifiable situations were: 1. That schools were not responsive or adaptive to students' needs. 2. That children�s learning difficulties originated as much from the school as the home. 3. That schools had a preoccupation with order, control, and rigid classroom scheduling, and were obsessed with silence and lack of movement both in the classroom and the school in general. 4. That tyranny of lesson plans caused routine for routine's sake.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
555. Teacher turnover
- Creator:
- Henderson, Rance
- Description:
- I. STATEMENT OF THE PROBLEM One of the most critical problems facing education today is the exedus of teachers from the classroom. The movement of teachers away from the profession is a waste of human effort and financial expenditure. For school boards and administrators, teacher turnover is one of the most troublesome and confusing of all problems. For a comprehensive discussion of teacher turnover the following questions need to be answered: How extensive is teacher turnover 1) in America's public schools? 2) in America's schools for the deaf? What are the factors that lead to or influence turnover 1) in America's public schools? 2) in America's schools for the deaf? Are there categories of teachers with a predictable high turnover rate? What can be done to reduce turnover? II. JUSTIFICATION The questions need to be answered because administrators who are familiar with the factors influencing turnover, can alleviate and/or remove them and the attendant problems of: 1) shortchanged children who receive a "training ground" education: 2) an educational program that suffers because of a lack of continuity; 3) repeated expenses of recruitment; 4) loss of investment made in beginning teachers who leave at about the time they "begin to pay their way"; 5) loss of investment incurred through in-service training; 6) situations where there are not enough qualified teachers to fill the classrooms; and 7) poor investment of tax dollars and an inefficient utilization of training facilities.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Murray, John Remington
- Description:
- Statement of the Problem. The problem is the need for a parent education program to serve Spanish-American parents of children enrolled in special education programs. Background of the Problem. Registration day for enrollment into the program serving the deaf and/or severely hard of hearing children occurs on the Thursday or Friday of the third week in August in Cameron and Hidalgo Counties of Texas. Parent or guardians of each prospective student or former student will come to register the student and plan the bus route to transport the student between home and school. This is the last visual contact the school has with 95% of the parents or guardians until the next August. Parents or guardians expect the program to pass on to the student enough skills to acquire an education without taking a role themselves. Each student is in the academic program five hours and fifteen minutes each school day or nine hundred forty-five hours during the entire school year composed of one hundred eighty days. This amounts to less than 11% of the hours during a given year. Therefore a great deal of the student�s learning must and should take place beyond an academic set-up.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Kosovich, George N.
- Description:
- Most, if not all, state vocational rehabilitation agencies have incorporated the use of Rehabilitation Counselors for the Deaf (RCD's). California has 41 such counselors who serve those hearing-impaired people who rely on sign language primarily to communicate. Rehabilitation Counselors for the Deaf also provide services to those persons who make up the vast majority of hearing-impaired people, the hard of hearing. The large number of these hearing-impaired people, over 18 million nationwide, has resulted in many general caseload counselors serving hard of hearing and even deaf clients, too. It is now recognized by many in the field of rehabilitation that hard-of-hearing people have unique needs that require specialized skills and knowledge. This, along with a shortage of RCD's to serve all hearing impaired people, raises the question as to who should serve the hard-of-hearing client. Thirty-eight respondents to a 17-item questionnaire strongly voiced the opinion that RCD's are most able to provide services to hard-of-hearing clients. Evidently the general counselors did not feel confident in their ability to serve hard-of-hearing clients due to a lack of training and experience in this particular area. In service and/or on-the-job training were seen as the best way to train counselors to work with hard-of-hearing clients. It was concluded that RCD's should be used to provide services primarily to those clients who must use sign language to communicate. A number of general counselors need to be trained to work with the hard-of hearing client so as to have at least one such counselor in each Vocational Rehabilitation field office. A specialist should be available in each district for consultation also. Action needs to be taken to develop and implement this type of in-service training.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Jacobs, L. Ronald
- Description:
- Post-secondary educational opportunities for hearing impaired people in the United States are limited in quantity and scope. There are presently three institutions functioning to educate hearing-impaired people eat the undergraduate college level on a large scale basis. Gallaudet College in Washington, D. C. offers a four-year Liberal Arts education to a student body entirely comprised of hearing-impaired people. The National Technical Institute in Rochester, New York operates an integrated prograr.1 with Rochester Institute of Technology. N.T.I.D. students share the educational facilities with normal-hearing students. In addition, the hearing-impaired students receive extensive support services to aid their acclimation to the post-secondary educational experience. A large portion of the N.T.I.D. students are pursuing certificate programs that lead to neither two-year associate degrees nor four-year bachelor degrees. At San Fernando Valley State College in Northridge, California, hearing-impaired students are enrolled in classes with normal- hearing students. They receive the benefit of support-services also. The San Fernando Valley State students do not have the opportunity to select a two-year associate degree program. This school is the only one in the country whose hearing-impaired students are sharing facilities with normal-hearing students and pursuing bachelor degree study. As greater value is placed upon post-secondary education, facilities to serve the hearing-impaired in this capacity must be increased. Educators are now faced with big decisions about what type of program best meets the needs of hearing-impaired students. Are large programs geared exclusively for the deaf the best choice? Is it advantageous to attempt large-scale integration programs such as N.T.I.D? How effectively do hearing-impaired students function in an integrated bachelor degree program? When considering an integrated program, the educator is obligated to examine it in several different perspectives. Not only is the hearing-impaired student to be considered, one must also look at the effects on the normal-hearing student. How does the norma1-hearing student feel about sharing classes with hearing-impaired people? Does the normal-hearing student feel he is short-changed because of specific allowances made to his hearing-impaired classmate? Does he find that the education he formerly received was devaluated in some way through this integration process? Does the normal-hearing student feel that he has reaped an additional educational dividend as a result of having shared an experience with a hearing-impaired person? What happens to the attitudes and preconceived notions about hearing-impaired people after the normal-hearing person has had an opportunity to matriculate with hearing-impaired people and share their experiences? This project is an effort to examine the effects of an integrated post-secondary education program on its normal-hearing participants.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies