Search Constraints
« Previous |
1 - 50 of 36,746
|
Next »
Number of results to display per page
Search Results
- Creator:
- Strobridge, Maxine Louise
- Description:
- The Oriental deaf today are coming into the focus of attention of the world's deaf. This is due partly to the interest and involvement of the United States in this fast-developing area of the world and to the large number of world deaf travelers. There exists, however, a great dirth of printed material concerning the deaf in the Far East. A request received in 1961 from a deaf leader in the Philippines created my desire for more information about the deaf in other countries of the world, although previous to this time I had had some contact with the deaf in Japan and Korea. From this time until 1969, while serving as coordinator of the Deaf and Blind Ministries in the Assemblies of God Home Missions Department, I reviewed all available periodicals giving information on the deaf of the world and also wrote letters to various leaders of the deaf. Participation in the International Congress on Deaf Education in 1962 and serving as interpreter for the International Games in 1964 provided interesting and informative contacts with the deaf in various countries. En route to Korea in 1967, I visited the deaf in the Philippines, Singapore, Hong Kong, and Japan. Since that time, serving as coordinator of the Assemblies of God deaf ministries in Korea also has brought me into contact with leaders of the deaf in various Far East countries.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Murphy, H. G.
- Description:
- This is a proposal for a learning station in a class for the deaf. A one unit model is proposed in this paper, but as the merits and feasability of this proposal are examined, one may conclude that a model classroom should contain more units, or learning stations. For many years education has preached the doctrine of treating each child as an individual. It has only been recently that the concept of individualized instruction has been practiced. The emphasis on, and practice of individualized instruction has been facilitated by the development and availability of new media (equipment). This proposal suggests a learning station, using three techniques of instruction: closed loop 8mm films, programed texts, and programed tapes suitable for speech instruction and auditory training. Specific suggestions are offered for films and texts. These three techniques share in common the principle of continuous learner response, or feedback. The learner is presented with stimuli requiring responses. He is an active participant in the learning process. He may proceed at his own rate, going through a series of sequential steps formulated with specific -2- objectives prepared in advance . The instruction is individualized and self'-administered.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Hovinga, R. Dale
- Description:
- The mainstreaming of hearing-impaired students in the classroom setting has appreciated more than reasonable success at California State University-Northridge, mainly due to special support services provided by Support Services to Deaf Students at the National Center of Deafness. Without such assistance as interpreting, notetaking, tutoring, and counseling, the classrooms would not be accessible to those students with special needs. But what about after-class activities for the hearing-impaired students at CSUN? Are support services extended to meet those needs? Are the students also mainstreamed outside the classroom? Or do the students prefer segregated organizations and activities? This paper attempts to generally define the other significant aspect of the deaf students' college life -- of opportunities that can help students develop not only intellectually but physically, emotionally, and socially as well.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Heath, Linda R.
- Description:
- The purpose of this study is to ascertain the form and content of staff development programs among selected day and residential programs for the deaf and, based upon teacher perceptions of those programs to develop recommendations for the improvement of such programs. A questionnaire of twenty-one items was developed, field tested, and then administered to sixty people in deaf education in six different programs throughout the United States. Within the six different programs, two were day programs and four were residential programs. A 60% return rate was obtained with 65% from day programs and 58% from residential programs. The conclusions drawn from this study were: (1) If professionals working with the deaf have higher levels of training and experience their personal and professional needs in relation to staff development will have to be more sophisticated, (2) with or without in-school staff development committees, teachers of the deaf presently have limited input into the total scope and design of staff development, (3) there is a need through staff development for updating professional skills, techniques, and knowledge, (4) respondents in this study have a minimal number of workshops offered, (5) the method of delivery and format of staff development is limited to basically in-school personnel and outside consultants, and (6) there is limited evidence from the results of the survey that systems are presently able to offer comprehensive and cooperative approaches to staff development for professionals in the field of deaf education.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Matthews, Orville C.
- Description:
- The problem of post-secondary educational programs for the deaf was brought forcibly to the writer�s attention with the referral in October of 1966 of possible June, 1967 residential deaf school graduates, with superior intellectual classification. The most pressing question and problem was how to develop an effective educational service for these deaf students and the conclusion was that the deaf student would best be served by a combination of academic and technical curriculum at a regional �hearing� community college. The Saint Petersburg Junior College, Clearwater Campus was contacted and referral was made to Mr.T.Howse, it was learned that no on-going program of any nature involving the deaf in a hearing academic setting had ever been attempted at their campus. There were no guidelines or academic requirements available in order to establish my client�s acceptance for registration. A number of staff meetings were arranged with Dr.Jones, Dean of Students; Mr.Laurentz, Head of Data Processing; Mr. Morgan, Head or Directed Studies; and Mr.T.Howze, Counselling Specialist. A number of preliminary conferences requiring a great deal of planning, time and preparation were undertaken. After extensive and very careful exploration of all aspects of the completely new idea, three deaf students were finally accepted and enrolled on the Clearwater Campus on August 16, 1967. In tracing the history of the deaf, it seemed essential to prepare the deaf student for meaningful employment.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Scoles, William
- Description:
- This is a report of the services provided to the deaf consumer within the State if New Jersey, by the New Jersey Division of the Deaf and the New Jersey Division of Vocational Rehabilitation. The history, mission and progress of each agency is addressed, especially in the area of services to the deaf consumer. Inter-agency considerations are discussed, in light of the tendency toward duplication of services as each agency strives to meet the needs of the deaf consumer. Finally, examination is given to possible methods by which each agency can continue to improve on their service delivery system, and reduce confusion among the staff of each agency and the deaf consumers themselves.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Smith, Linwood
- Description:
- This study concerning the hardcore Negro deaf adult in poverty areas was primarily undertaken to add to the meager amount of published information regarding the Negro deaf. The study centers around the hardcore Negro deaf adult in the Watts area of Los Angeles, California.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Gonzales, John I.
- Description:
- For many years now, we have been striving to improve the lot of the deaf. We�ve struggled with methods and techniques of teaching; we�ve argued about which key for straight language is best or whether we should use one at all. We cannot get together on the manner that the deaf should communicate; we do not even know if we should allow deaf children more freedom or whether we should keep them to the strict regimentation that is carried out in many residential schools. For that matter, we do not know whether to do away with residential schools or not! There is still a question whether we should integrate deaf children with hearing or not.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Gebo, Richard L.
- Description:
- This study focused on the rehabilitation aspects of the post vocational deaf person. Post vocational deafness was defined as being deafness that occurred at or after the age of 19. An age at which secondary education has been completed or terminated. And at a time when an individual is normally preparing for or has entered a vocation. The study was limited to the rehabilitation aspects in terms of services. The communication and psychological implications were discussed, but this discussion was limited, Data were collected on the methods of communication, but no data were collected on the psychological factors. Seven assumptions were made and a questionnaire was developed which was divided into four sections which dealt with history of the hearing loss, rehabilitation services received, and occupational history. Packets containing the questionnaires were sent to the Rehabilitation Counselors for Deaf Clients in the State of California with a request that they distribute the questionnaire to clients or individuals known to them that met the definition of post vocational deafness as used in this study, and to two religious organizations that provide services to deaf persons. Specific problems in the method of distribution are discussed. The participants' responses to the questionnaire and a summary of the results are contained in the body of the study, Conclusions and recommendations are made pertaining to inter-agency communication and rehabilitation services.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Morrison, Kathryn Burns
- Description:
- The landmark federal legislation, Education for All The Handicapped Public Law 94-142, extends free appropriate education nationwide. The implementation of this act will have dramatic impact on the extension of special services to previously unserved or underserved exceptional individuals. Although mainstreaming is not explicitly mandated in the law, one of its major points is the placement of exceptional children.in the "least restrictive environment." The term "least restrictive environment" provides the framework under which the local school districts can provide hearing impaired students with educational alternatives for the fulfillment of the students' academic and social potential. Mainstreaming, in which a hearing impaired student will be placed in a regular class with non-hearing impaired peers, is but one of the educational alternatives that can be offered to the hearing impaired student. Assessment of pupils, services and programs is then an important first step, prior to placement of a hearing impaired student in any educational setting. This study provided regular day school personnel with a survey comprised of fourteen items that could be considered for inclusion in a mainstreaming program for the hearing impaired. The study would determine the extent of agreement that would occur between the combinations of four groups of educational personnel. It would also determine if prior knowledge, training and contact in a mainstreamed program would influence the response of certain participants.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Griffith, Robert E.
- Description:
- In a recent survey completed by this writer, it became apparent that there is little, if any information available for �general rehabilitation counselors when serving the deaf, hard of hearing, or speech impaired in state vocational rehabilitation casework manuals. Out of the sixteen questionnaires that were sent (see Appendix I) fourteen or 87%, were completed and returned. Seven out of the fourteen states had little or no information in their casework manual, and not one state bad a section on speech and language disorders. There were only two states which, in the writer's opinion, had even scratched the surface in providing guidelines and relative information to the general rehabilitation counselor on serving the deaf or hard of hearing. As indicated on the chart located on the next page, one can easily see that the information available is quite limited. It is possible through in-service training programs for the state rehabilitation agencies to provide relative information to the general rehabilitation counselor on serving the deaf, hard of hearing, and speech impaired. A survey of the in-service training programs shows that only seven out of the fourteen states (50%) bad what this writer would judge as adequate in-service training programs. Only five of these states held their in-service training programs more than once annually. Presently in the field of vocational -rehabilitation, there are considerably more clients who have a speech or hearing disability being served by general rehabilitation counselors, than specialized counselors who have been trained to work with communication disorders. In order to insure that quality rehabilitation services are being provided to clients who have communicative disorders, it is 1mparative that the general rehabilitation counselor familiarize himself with the basic characteristics of the problems confronting his clients who have speech or hearing handicaps, and follow basic guidelines when providing services. The guidelines presented in this paper are written specifically for general rehabilitation counselors, and they will be based on the seven steps in the vocational rehabilitation process. A�s in any set of guidelines, it is impossible or impractical to cover all areas, and therefore, the writer bas tried to select those areas which he feels will be most beneficial to the rehabilitation counselor.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Wallrabenstein, James M.
- Description:
- This research project presents and analyzes data collected from 36 states and U.S. Territories regarding the status of state-wide planning for mental health services for deaf people. Types of data examined include: whether or not such planning has begun and who is in charge of the planning process; the extent to which deaf people have been involved in the planning process; what groups or organizations have been involved in the planning process; the status of planning/implementation in seven specific related mental health areas; sources of funding; and deaf clients currently being served. Findings indicate that an increasing number of states and territories are engaging, at least on a limited basis, in some type of state-wide planning in this area. Data from each state is examined in the context of four geographic regions indicating states in the Northeast are generally further advanced in such planning efforts and Western states lagging significantly behind. Major hurdles to increasing the availability of services in this area identified in the research include: funding; technical expertise in the planning process; lack of qualified interpreter services; and lack of professional mental health professionals with knowledge about deafness and manual communication skills. Suggestions are made for further research in the area of mental health and deafness.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Bunker, Charles P.
- Description:
- OVERVIEW AND CURRENT RESEARCH IN LINGUISTICS AND THE PSYCHOLOGY OF LANGUAGE. Thousands of contributions to linguistics and the psychology of language have been published in the past six years, but this intense activity appears to represent a process of working out, testing, elaborating, and refining the theories and new ideas of the previous decade. At least, one cannot point to any new ideas or theories to match the power of ideas such as communication theory, generative grammar, and linguistic relativity that appeared previously. Apparently, the fields of linguistics and the psychology of language are currently in a phase of consolidating the gains made in previous periods of highly creative activity. The net result for an applied field such as education in the language arts cannot be anything but positive.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
14. Survey of service delivery systems for deaf-blind residents in institutions for mentally retarded
- Creator:
- Cannon, Gary M.
- Description:
- This project was instigated on a regional level upon realization of the need for interregional communication between institutions for the mentally retarded serving the deaf-blind children.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Derohanessian, Vana
- Resource Type:
- Graduate project and Book chapter
- Campus Tesim:
- Northridge
- Creator:
- Marsh, Emory D.
- Description:
- Parent counseling and guidance for parents of deaf and hard-of-hearing children has been an area of neglect by professionals and laymen alike. Very little has been endeavored to assess the attitudes these parents have towards their hearing-impaired children and to their education. Also, very limited and often conflicting information have been given to parents concerning the needs, implications, and hope for the future of deaf individuals. This study found that 86% of the parents surveyed were initially counseled by Oral sources. More than half of these parents expressed concern for not receiving comprehensive counseling in the beginning and resulted in mixed attitudes towards deafness. Recent court actions and the passing of Public Law 94-142 and the "Civil Rights of the Handicapped Act" will demand development of guide-lines to provide qualified comprehensive counseling and guidance for parents of deaf children and for the rights of the children themselves.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Beggs, Ralph G.
- Description:
- The most pressing reason for writing this study is that this material has never been in accessible form. It places on record some of the most important events of the past history of residential schools for the deaf in Canada. It also includes some of the influences other areas of education may have had on schools for the deaf. The forces which shaped general education in Canada also greatly influenced the education of deaf children. These factors were: 1. divisive aspects of vast distances. 2. the relatively new concept of education opportunity for all instead of for the select few. 3, a decentralized administrative pattern as a result of the provinces being in control of education. One section deals with the founding of the schools in the nineteenth century. It mentions the financial struggles that individuals encountered when starting schools. It also points out some trends that seemed to be developing at the turn of the century. Another section deals with the twentieth century and some of the factors that influenced residential schools for the deaf. There is a look at other areas of special education and some of the trends in that area. Other factors, such as the Second World War and its influence, are discussed. final section points out some of the trends of residential schools for the deaf in Canada. These are: 1. regional centers to serve all people interested in hearing impairment in a given area, 2. pre-school home visiting programs, 3, intension services for hearing impaired children enrolled in other programs, 4. vocational programs in existing schools rather than duplicating services, 5. support programs in junior colleges, 6. separate units for multi-handicapped deaf children, and 7. teacher training programs affiliated with a university rather than in-service.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Sovin, Janet Mayerson
- Description:
- This paper deals with one human element of the California Master Plan for Special Education; the program specialist's role. This study suggests that the role of the program specialist, if the position is to be truly effective, is to develop and staff the position with a highly educated resource person having well-developed leadership capabilities in who teachers and others can develop trust and to whom they can turn for expert guidance. This study also suggests a major component of responsibility for the program specialist in the area of prevocational, precareer counseling. For this purpose, it is necessary that program specialists be required to take courses and develop competencies that relate to this area. A significant finding of this survey is that a majority of the program specialists favor additional roles for themselves including central office liaison, child advocacy, parent counseling and responsibility for selection of materials and instructional media. The ultimate purpose of this study was to suggest a redefinition, if necessary, of the job description of the program specialist so that persons in the position can better help meet the goals of special education , and the special education program objectives.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Atchley, Ruby Forrestine
- Description:
- Mainstreaming is a current trend in the United States supported by state and federal legislation. For successful integration of deaf children, many factors must be considered. Peer acceptance is a crucial element if mainstreaming is to succeed. The purpose of this study was to discover the attitudes of hearing children toward hearing-impaired children when they share a learning environment and when they do not. An additional purpose was to ascertain whether or not the mode of communication of the deaf children influenced those attitudes. A questionnaire was developed and children were interviewed individually. The conclusions drawn from this study were (1) that integration reduces negative attitudes at the first-grade level, (2) that integration does not necessarily promote positive attitudes, (3) that hearing-impaired students who have high academic and social abilities elicit most positive attitudes, and (4) that students from all programs see sign language as desirable and indicated interest in learning it.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Murphy, Orlene
- Description:
- The purpose of this project was to evaluate a relatively new program for the deaf multihandicapped using an evaluative model from an e stablished program. Practices in a state hospital differed slightly from those in a state residential school. Data were gathered as follows: (1) A questionnaire was obtained from the California School for the Deaf, Riverside which was divided into thirteen headings, with questions under each heading, (2) Each question elicited a reply from personnel at Camarillo State Hospital, (3) Each reply was accompanied by an observation by the author , who interned in the Camarillo program for three days, and (4) After review of each reply, Dr Robert Lennan, Assistant Superintendent , Deaf-Multihandicapped Unit, California School for the Deaf, Riverside, wrote a recommendation for each answer. Dr. Lennann followed the criteria of the Deaf-Multihandicapped Unit at Riverside except where it was not applicable due to the different laws and regulations of the Department of Health vs. the State Department of Education. The NOT APPLICABLE recommendations are indicated by the word "None". Evaluation gains importance as programs recognize the need to monitor activities and to initiate change. The author was gratified to learn that this project was used as the basis for substantive change in the program at Camarillo State Hospital.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Goldstein, Richard M
- Description:
- The purpose of this study was to investigate what occurred before the needs of deaf people were truly publicized and documented beginning in the 1960's. What actions were taken on behalf of deaf adults with vocational rehabilitation needs between 1900 and 1960? How did the laws establishing a Federal Office of Vocational Rehabilitation influence the meeting of those needs? Deafness rehabilitation is a field which has grown into a viable profession over the past 22 years. Rehabilitation Counselors Working with the Deaf (RCD's) are presently employed in every State Vocational Rehabilitation Office throughout the country. Professional training programs exist throughout the country to prepare professionals�deaf and hearing--to work in the field of rehabilitation. A literature search was conducted and broken down into five areas. An historic overview of the State-Federal Rehabilitation Program helped to lay a foundation for the discussion of the remaining four areas, These included the influence of the military establishment on deafness rehabilitation, the influence of Labor Bureaus and Divisions of the Deaf, the relationships between residential schools for the deaf and vocational rehabilitation, and the gradual identification of the specialist or counselor needed to work with deaf adults in the rehabilitation setting. Results of the study indicate that past practices and ideas presented concerning the vocational rehabilitation of deaf people were not much different than those implemented today. Limited resources, expertise, and organization prevented earlier and more rapid implementation of those old ideas, Communication modalities were discussed on a very limited basis and did not play an important role in the early development of special agents or counselors for deaf clients. Follow-up research into the history of the deafness rehabilitation movement is recommended.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Morro, Shana
- Description:
- The majority of research about summer camp does not take the child’s perspective into account. This study proposes to evaluate children’s level of satisfaction while attending a summer day camp. The study utilized self-report surveys in a sample of campers (N=103) ranging in age from 4-12 years old (M = 7.5, SD = 2.38), male (63.1%) and female (35.9%), at AdventurePlex in Manhattan Beach, California. Results suggest a small, positive correlation between age and overall activity satisfaction, r = .21, n = 103, p = .03, with older campers associated with higher levels of satisfaction. There was a large, positive correlation between youth outcomes and satisfaction, with higher levels of satisfaction associated with increased physical (r = .53, n = 52, p <0.01), social (r = .50, n = 52, p <0.01), and self-exploration development, (r = .65, n = 52, p <0.01). Camp programs can provide positive experiences, particularly for older youth.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Social Work
- Creator:
- Brasel, Ken E. and Shipman, John
- Description:
- The use and employment of interpreters and/or translators for the dear is not only increasing at a rapid rate, bur becoming more and more crucial in achieving social, educational and vocational equality for members of our dear population. The attitude toward and the utilization of interpreters in the United States is beginning to approximate that of the USSR where the Soviet government recognizes and provides full time interpreters for every plant where three of more deaf workers are employed. Such provision in a socialistic economy attests to the value of interpreters in relation to productivity. This would also hold true in a capitalistic economy, but of greater significance is the fact that such services in a free nation give the deaf minority the right and opportunity to function on an equal basis and be fully contributing first class citizens. An interpreter is to the deaf individual as our communication systems (radio, t.v., public address systems, walkie-talkie, etc.) are to the hearing individual. The problem is that there are many, many kind souls who are more than willing to interpret, and of these scores of would-be interpreters, the range of skills varies from the novice beginner in manual communication to the expert, and from the missionary to the real professional. Some of our most skilled interpreters are children of deaf parents, but this is itself does not guarantee top notch professional interpreting; in fact there is a good likelihood that there are more children of deaf parents whose skills at interpreting are not as highly developed as there are those who have developed this skill.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Goldman, Janice L.
- Description:
- It is essential that the hearing-impaired population of Illinois have equal access to the human service delivery network, Results from this study identifies a need for leadership to implement a State Service Program for the Deaf. Nationally, there are sixteen State Commissions on Deafness, all of which were established through their state's legislature. They function as central state level offices which provide vital information, consultation, direct service, advocacy and public awareness to lift communication barriers confronting hearing- impaired people. Another national trend is Vocational Rehabilitation's establishment of separately administered service programs for the deaf. This study recommends that a State Service Program for the Deaf be administratively established within the Illinois Department of Rehabilitation Services (DORS). DORS is the only cabinet level rehabilitation program in the country, providing a full continuum of services to disabled persons of all ages. Utilization of optimal features from other state programs would allow Illinois to establish a model State Service Deaf Program. Successful implementation of such a program include the following recommendations: 1) a program separately administered at the highest organizational level; 2) an administrator accountable for service planning and delivery; 3) an identifiable budget; 4) a direct line of communication to the director of DORS; 5) supervision of deaf rehabilitation programs and services; and 6) a voice in making policy.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Jaech, Timothy A.
- Description:
- Introduction. Captioned Films for the Deaf of the U.S. Office of Education has taken great steps forward in stimulating educational leadership to study and use multi-media approaches in the teaching of hearing impaired children. In fact, the name "Captioned Films for the Deaf"does not do the organization justice, as it certainly deals with much more than just captioned films. Indeed, this organization has grown so rapidly that it has not had time to change its own name. The New Mexico Foundation Inc., has been instrumental in aiding schools for the deaf initiate instructional media programs by distributing audio-visual equipment and materials and conducting workshops. The Foundation employs instructional media specialists to work with teachers in several schools to help them implement their programs with new media. Research by professionals in the field of education of the deaf is now being done in the area of instructional media in addition to the abundance of professional literature on the subject now being written. Much attention is being given to this area because we have become aware of the "language of vision" and the fact that we live in an almost completely word-oriented society. We are also ware that we have not given adequate attention to the various modes of visual communication in the past.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Heffernan, Patricia K.
- Description:
- The purpose of this study was to evaluate hearing-impaired students' perceptions of the seven services (interpreter, paid notetaker, volunteer notetaker, notetaker/interpreter (notetaker with communication skills), counselor, tutor and aural rehabilitator) offered to them at California State University, Northridge (CSUN). This study used the 169 hearing-impaired students who were matriculated as full or part-time graduate or undergraduate students at CSUN during the spring semester, 1977. Of the 169 questionnaires sent, 81 were returned and 79 used to compute the findings. The Consumer Questionnaire consisted of a series of 19 statements regarding each of the seven services. The hearing-impaired students (consumers) were asked to agree or disagree with each of the 19 statements for the service(s) they used. They rated each on a five-point Likert scale. The distribution and collection of the questionnaire was done in an anonymous manner. The questionnaires and a cover letter were sent out through the mail. The students were instructed to fill out the questionnaire and return it in the envelope provided. The major finding of this study was that there was a high degree of satisfaction on the part of the consumers with the individuals providing the services and the services themselves. The responses indicated that the consumers felt that all services helped them maintain their grades. To a lesser degree the consumers agreed that the services helped them to improve tl1eir grades. The consumers tended to agree that the providers of all seven services communicated well with them. They agreed more strongly that the interpreters, counselors, tutors and aural rehabilitator communicated better. Responses on four paired statements on whether the services were more comfortable and enabled better functioning among hearing-impaired students or hearing students showed the consumers perceived the services as more comfortable and more enabling among hearing-impaired students in 12 of the 28 situations, and more comfortable and enabling among hearing students in 16 of the 28 situations. However, the consumers always rated the service of the counselor as more comfortable and enabling among hearing-impaired students. And, they always rated the services of the interpreter and notetaker/interpreter as more comfortable and enabling among hearing students. The consumers responded less often and tended to disagree that academic competition, socializing and participation in extracurricular activities were facilitated by the services.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Grosh, Jessica
- Resource Type:
- Graduate project and Book chapter
- Campus Tesim:
- Northridge
- Creator:
- Butler, Eugene J.
- Description:
- This writer's experience as a Rehabilitation Counselor has been that the parents of deaf children are in as great a need of counseling services as any group of parents of handicapped children. It is well documented in the literature of deafness that training should be started as early as possible in the deaf child's life. Additionally, parental understanding and guidance are recognized as keys to early steps in working with the child with severe hearing impairment. Therefore, it is desirable that there be in operation a program specifically devised to serve the parent of the deaf child. Such a program would allow for the dissemination of information and, equally important, provide for peer group association among the participants. The program should be devised and administered so that it i s readily available and accessible to the vast majority of those parents who would be eligible and who would desire to participate.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Kates, Linda
- Description:
- The purposes of Project SENSORY have been: 1. To survey a random sampling of programs for the deaf- blind and multiply handicapped and determine: a. the types of specialists employed to work directly on sensory stimulation and training activities, b. the sensory stimulation and training activities incorporated into the total training or educational program, according to each sensory modality, c. the commercially prepared materials available for stimulation and training activities, and d. the recommendations for materials to be included and dimensions to be emphasized or avoided in a kit of materials for sensory development. 2. To review the literature on each sensory modality as it relates to visually and auditorially handicapped children's training or education. 3. To develop conclusions as to the specifications for a sensory development kit of materials.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Slosar, Richard
- Description:
- This paper will attempt to develop a piece of educational literature to serve in helping inform families or individuals about becoming a foster family or an adoptive family of a deaf child. It was found that there is no literature dealing directly with foster family placement or adoption of deaf children. Most comments regarding deaf children were in the literature as examples of the placement of a "special needs" child. At present, the Child Welfare League of America thinks that there are at least 300,000 children in poor home situations, foster homes, or institutions who have not been placed in permanent adoptive homes because they are in Legal Limbo, handicapped or too old to be wanted. During the past 2 years, this writer has become involved with the adoption process by having adopted a deaf child. During this time, inquiries for information about adoption of deaf children were received. Upon arriving for the National Leadership Training Program in the Area of the Deaf at California State University, Northridge, it was found that a growing number of requests for foster homes for deaf children and adoption were being received by the Center on Deafness.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Levesque, John Francis
- Description:
- This project paper is an effort to bring together several pieces of information into a format that may be utilized for a workshop on Section 504 for grassroots participants who are deaf. Various materials and literature were combed to obtain the rationale and the logistics of an effective workshop model. Films and film strips were reviewed and are suggested in the Reference section. The success of each workshop rests with the ability of the conductors of each workshop to be able to communicate effectively with its participants at their pace and level of comprehension. Most of the material may be made into transparencies with the emphasis that careful description of each transparency accompany each presentation into complete understanding by the participants. The Law Center on Law and the Deaf in Washington, D.C. along with Gallaudet College had some excellent resource materials and they are highly recommended for inserts and use at workshops dealing with Section 504.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Fetter, Elizabeth A.
- Description:
- This project is the text for a student handbook for the deaf students attending C.S.U.N. Its purpose is to inform hearing impaired students at C.S.U.N. how to best use the special services that are available to them at the University.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Dingman, Sue Ellen.
- Description:
- Much of the current literature proposes a new role for the residential school for the deaf under Public Law 94-142. Those schools should now be in a period of evaluation and self-renewal, Part of this process could be the establishment of new and innovative services and programs. It would be worthwhile to know what types of new programs and services are being implemented and which of these new services seem to be most common among large residential schools. This project attempted to answer these questions by surveying 25 state residential schools for the deaf with student populations of JOO or more, A questionnaire was developed to elicit responses about how much in conformity these schools are with the suggestions offered in current literature. The findings of the survey indicate that very few of the suggested innovations are currently offered in a large majority of the schools. However, many new services are being experimented with or planned at approximately half of the schools. About 75% of the schools mainstream deaf students into local schools, but only half provide a full range of support services for the deaf students in regular schools.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
34. Analysis of procedures and guidelines in dealing with drug abuse problems in schools for the deaf
- Creator:
- Couthen, Albert J.
- Description:
- The purpose of this study was to find board policies and administrative regulations which would assist administrators and teachers in handling drug abuse cases. Because drug abuse problems are relatively new in schools for the deaf, it was expected that not all schools would have policies and regulations. Neither were all schools expected to be experiencing drug abuse problems. Therefore, the intent of the study was to identify systematic ways of coping with the problem within the school organization.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Scanlan, M. Elizabeth
- Description:
- The passage of P.L. 94-142, The Education for All Handicapped Children Act of 1975, marked the beginning of a new era in special education. Rather than the usual time limited legislation, P.L. 94-142 is ongoing and is meant as a basic "bill of rights" for handicapped children and their families. The natural question for anyone in the field of deaf/blind education is "How will it affect deaf/blind services?" This question gives rise to a number of concerns. The purpose of this paper is to outline those concerns and to investigate what the six states in the Midwest Regional Area are contemplating in terms of P.L. 94-142 and services to deaf/blind children.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Burns, Neil T.
- Description:
- Communication breakdowns often occur between hearing impaired professionals and their hearing associates. This study set out to see what, if any, communication breakdowns occur between hearing impaired rehabilitation counselors and their immediate hearing supervisors. Thirty-five hearing impaired counselors completed a "Counselor Questionnaire" and 34 supervisors of a hearing impaired rehabilitation counselor completed a "Supervisor Questionnaire. �These participants answered questions on the telephone communication relationship and the one-on-one communication relationship that they have with their counselor or supervisor. It was found that the hearing impaired counselors who do use the phone primarily use the phone with amplification to talk with their supervisor. It was also found that the hearing supervisors primarily use the phone rather than the TTY to communicate with their counselors. In one-on-one situations both the counselors and supervisors reported that they use speech as their primary mode of communication. In regard to the quality of the telephone communication and one-on-one communication relationships in which these counselors and supervisors are involved, both groups of respondents indicated by a large percentage -90% or more that the quality of these relationships is ''good"- or "excellent." While most of the counselors and supervisors indicated that the telephone communication relationship could not be improved, .both the counselor group and the supervisor group were split over whether or not the one-on-one communication relationship could be made better. 46% of the counselors said it could and 51% said it could not, while 56% of the supervisors said it could and 41% said it could not. In either case, several counselors and supervisors gave suggestions regarding what they or their counselor/ supervisor could do to improve the relationship. It was concluded that the hearing impaired rehabilitation counselors and the rehabilitation counselor supervisors that were studied are involved in generally positive telephone and one-on-one communication relationships. It was also concluded, however, that the suggestions for improvement offered by the participating counselors and supervisors indicate that both the counselor and supervisor have needs and/or difficulties in regard to these relationships. Therefore, the author asserts that both the counselor and supervisor must work to develop and improve themselves if they are to develop and improve the quality of their unique communication relationship.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Padden, Robert D.
- Description:
- This paper presents the reader with some of the major problems that residential schools for the deaf face in continuing education and offers suggestions which would assist administrators and teachers in providing continuing education opportunities. To bring this paper into being, it was necessary to obtain data from residential school staff members and grass-roots deaf adults regarding their opinions on having a residential school for the deaf administer and finance a continuing education program for deaf adults. It further seeks to compare their feelings about the rapid growth of the residential school as a significant center for continuing education. The findings indicated that not all residential schools are the best places to administer continuing education programs. All the interviewees believed that residential school facilities should be made available to deaf adults for meetings, classes, and recreational activities at a no-cost basis. Since they pay taxes to support the residential school, they should have a greater appreciation of the school and are willing to share responsibility for use and care of the equipment and furnishings. The topic of volunteer programs brought a more positive response of a volunteer program. The interviewees felt that the program would save the school some money by having volunteers develop materials and games in class. The conclusions drawn from this study were (1) that school facilities should be available f or a variety of community activities and enrichment classes without charge, (2) that the state must assume a leadership role in providing funds for the implementation of a continuing education program for deaf adults , (3) that residential schools must work more in-depth with community people and staff members, (4) that it is necessary to establish a schoolwork-related counseling program as an integral part of the continuing education program, and (5) that residential schools should seriously consider the possibility of developing volunteer programs. It is hoped that these broad statements might be applied to each residential school in an effort to meet the continuing education needs of the deaf adults throughout the United States.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Spees, Marsha J.
- Description:
- Although sign language interpreters have long been used as facilitators of communication between the deaf and hearing, only within the past twenty years has the use of interpreters become a formal part of the educational system. School districts employ interpreters for mainstreaming hearing impaired students into classes with their hearing peers. Past research has focused on the interpreter at the post-secondary level, with little information related to interpreting at the elementary level in education. This project addresses two issues at the elementary level, procedures for successful student use of an interpreter in the mainstream and interpretive consumer education for all Total Communication hearing impaired students. The project discusses interpreter use as both an educational goal for students and as a process used to access education in a regular classroom. The project describes the development of a "Guideline for the use of Interpreters in Education of the Hearing Impaired at the Elementary Level.'' The guideline is included in the project.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Green, Linda
- Description:
- Being a teacher of deaf-blind children for four years, I have experienced frustration at times in planning appropriate activities to meet the needs of the children in my classroom. I admit, at times, I have almost wished for a cookbook that I could take down from the shelf and follow directions for, "How To Develop A Deaf-Blind Children to His Fullest Potential. 11 We know this would never be possible because all deaf-blind children have their own individual needs and level of functioning. Therefore, in planning we must use "The Total Child Approach." (Ficociello, Mariani, Burton, 1975) A child exhibits a system of behaviors - physical, social, mental, and emotional - which can be further subdivided into visual, auditory, motor, conceptual, etc. However, these behaviors are not separate entities occurring independently or at different intervals from each other, but rather integrated often simultaneous occurrences.'' (Hammer, Ph.D., 1975) As teachers and other professionals, we must be careful in our planning for the needs of deaf- blind children not to create a curriculum centered around separate plans that teach isolated behaviors. If this occurs splintered skills will be developed. There is not one way or even one method for teaching deaf-blind children. An educational program must be designed for each deaf- blind child to meet that child's individual needs. The staff should be aware of the child's disabilities as it is important in planning activities to present the child a task he is able to perform and one in which he will achieve success. As the child gains confidence in his abilities, he should be introduced to basic tasks in the areas in which he has difficu1ties based on his disability. Constant repetition and reinforcement will be needed over a long period of time to strengthen the disabled areas as well as enabling the child to work around them. The teacher and all other staff must watch the deaf-blind child and observe his daily actions. Only through observation and diagnostic evaluations can appropriate goa l s and activities be programmed for the child. The activities presented here are not in sequential order and are not intended to be used as a "cookbook" approach for planning activities for deaf-blind children, but rather to provide teaching suggestions. To do so would violate the entire purpose of individual child planning and ''The Total Child Approach."
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Purvis, J. Rex
- Description:
- One of the most pressing problems of any program attempting to serve deaf persons in a facility that was designed to serve normally hearing people has been the securing of a sufficient number of qualified interpreters, As more and more programs in facilities for hearing people have been opened to serve deaf persons, the interpreter shortage has become more acute. Many questions about interpreting as a professional service need answers: Are most interpreters children of deaf parents? Is there possibly another large source of interpreters for the deaf? Is there a need for formal training in the area of interpreting for the deaf? If the need exists, is there currently a setting in which the neophyte interpreter can receive real experience in interpreting without doing a disservice to the deaf person due to the interpreter's lack of experience in the use of sign language and finger spelling? What is the attitude of interpreters and other people toward a program of evaluation to establish the qualifications or areas of competency of the interpreters? Is there some commonality of interpreters that might facilitate the recruitment and training of new interpreters?
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Goike, Jan Marie
- Description:
- The majority of educational programs serving deaf students today have adopted the philosophy called, "Total Communication." Total Communication is a child-centered, all-inclusive philosophy that supports the use of any and all forms of communication to develop language competence. The significance of American Sign Language (ASL) as an essential component of and an integral part of Total Communication has not been recognized in educational settings for deaf students. The purpose of this study was to determine the extent to which public residential schools for deaf students include American Sign Language in their written communication policy and incorporate American Sign Language into their written curriculum. A questionnaire was sent to the superintendents of the fifty-nine public residential schools for deaf students in the United States. The questionnaire was designed to secure data in the following four areas: (1) the number of schools that advocate Total Communication and define Total Communication as abroad, inclusive philosophy that theoretically could include ASL; (2) the number of schools with communication policies that contain American Sign Language; (3) the number of schools that teach ASL , as a language, comparable to other languages like English and Spanish; and (4) the number of schools that consider ASL a s a component of Bilingual Education for deaf students and consider their programs to be bilingual in nature. The main findings of this study show the vast majority of residential schools do not include American Sign Language in their communication policies , the vast majority of residential schools do not teach American Sign Language, as a language, including ASL syntax, grammar, and lexicon, and NONE of the schools use a written curriculum of instruction to teach American Sign Language.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Darby, Albert W.
- Description:
- The purpose of this study is to: 1) investigate the background of hearing impaired DAWN participants; 2) examine the effect of Project DAWN on its paraprofessional deaf participants and discover whether their success could be attributed to the DAWN workshops; 3) find what in the program helped them most and least in their endeavors; and 4) collect their comments concerning Project DAWN. This timely document presents data gathered from Project DAWN participants and coordinators of 1970, 1971, and 1972, whose accomplishments and failures might be valuable in considering the continued success of paraprofessional leadership roles in promoting programs for Adult Basic Education and the general welfare of deaf adults. An analysis of the strong and weak points of the community services discussed could be used as a guide for future deaf paraprofessional leaders.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Scheppach, Van Kent
- Description:
- The need exists in every state for a commission on deafness/hearing impairment. The purpose of this project is to recommend a proposal to establish such a commission in Colorado. Information and materials were gathered from existing commissions on deafness in other states, arid this information is discussed herein. Recommendations are presented for the enactment of a law that will create a Colorado Commission on Deafness/Hearing Impairment. This commission will act as a clearinghouse for information pertinent to deafness and as an advocate for the deaf and hearing impaired. It will coordinate existing public and private agencies in serving the deaf and hearing impaired. Presently, the Center on Deafness, a non-profit agency, provides the deaf and hearing impaired of Colorado with services similar to those provided by public commissions of other states. It is also recommended that this nonprofit agency be converted to a state agency that will receive direct funding from the state of Colorado.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Shackelford, Suzanne V.
- Description:
- This study presents a look at the problem created by the current administration's desire to reduce federal spending by consolidating many human service programs into one or more block grants. Among these programs targeted for consolidation are those serving disabled persons. The study also considers the strategic political position of the disabled population in general and the deaf population specifically, It is contended that deaf -persons have not historically comprised a very powerful interest group. The study presents one method for enabling deaf persons to form strong interest groups and effect political change at the state level, The method suggested is to establish a political network of the deaf, A political network is a cooperative relationship among deaf consumers, service providers, and parents of deaf children who collectively can make their needs known to the various state legislators in order to bring about quality legislation for deaf persons. Doing this at the state level has increasingly become more important due to the block grant proposals of the present administration. A model plan for the establishment of a political network of the deaf within the state of Nebraska is included in the study. This plan may or may not be applicable to other states.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Kaufman, Gordon L.
- Description:
- This paper presents a comparative study of self-concept in deaf students with deaf parents as opposed to deaf students with hearing parents. The students involved in the study were of junior high and senior high levels at the American School for the Deaf, Hartford, Connecticut, and the California State School for the Deaf, Riverside. The general hypothesis was that deaf students with deaf parents would have a better self-concept than deaf students with hearing parents. A questionnaire was designed to measure self-concept in the following sub-scale areas: (1) school, (2) family, (3) self, (4) friends, and (5) future. A secondary purpose of this paper was to evaluate whether or not the rank order within the family seemed to effect the self-concept of the deaf child. A total of 116 student questionnaires were analyzed; 29 students with deaf parents vs. 87 students with hearing parents. The 29 students with deaf parents compiled the total number within that grouping, while the 87 students with hearing parents were selected from a random sampling. Of the five sub-scales evaluated by an analysis of variance, only school and self displayed no significant difference between the two student groups. Significant difference was found in family, friends, and future. Overall, students with deaf parents had higher self-concept scores. Further analysis showed that variables such as sex, school, grade, age, SES (social-economic status) of parents, and birth order had no significant influence on their self-concept.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Sanchez, Jennifer
- Resource Type:
- Graduate project and Book chapter
- Campus Tesim:
- Northridge
- Creator:
- Kopchick, Eleanor Hobbs
- Description:
- The purpose of this project is to present a profile on severe to profound multihandicapped deaf students presently being served in various programs for the deaf throughout the United States. Public Law 94- 142 mandates rights guaranteed to all handicapped children, including those whose disabilities are present in severe to profound ranges of severity. It is important, therefore, that those involved in the education of multihandicapped deaf children come to terms with a clear definition of the population for whom services are intended. A questionnaire was developed in order to collect information on: the percentage of multihandicapped deaf students within the total deaf student population; the primary multihandicapping conditions in addition to deafness; and definitions of multihandicapping conditions sub-classified according to severe to profound ranges of disability. Questionnaires were sent to one hundred and sixteen programs serving deaf students throughout the United States. The findings revealed that more than twenty percent of the deaf students identified are multihandicapped. Fiftyseven percent of those students are multihandicapped to an extent that is greater than mild to moderate in degrees of severity. This project revealed that there still is not a common terminology of the characteristics of the severe to profound multihandicapped deaf student population. Professionals involved in providing programs and services for this population need to develop a clearer understanding of these handicapping conditions in order that student needs can be successfully met.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Finneran, Michael R.
- Description:
- This paper deals with suggestions and stimulates thinking of a plan which is focused on the needs of the hearing- impaired. Many communities in the United States are not aware of community services that are available to the hearing-impaired population. It is essential for hearing-impaired people to have equal access to the same services as the rest of the general population. Therefore, more services need to be carefully developed by leaders, preferably hearing- impaired themselves in various communities. The writer interviewed four key staff members of community services for the deaf that have succeeded in developing their programs in California. From these interviews he concluded that the best approach in developing community services should include: - Develop a needs assessment within a community prior to the establishment of the agency. - Invite diverse levels of hearing-impaired people to participate in all stages of planning. - Promote an information-educational program for the general public. - Develop a strong volunteer program. - Set-up a community service including information and referral, interpreting pool, basic counseling and telecommunication devices for the deaf (TDD) relay as top priority. - Develop effective by- laws with the help of dedicated board members and advisory group. It is recommended that further studies be conducted to investigate: the quality and utilization of present services, the possibility of a centralized location for provision of services and information, and the possibility of having a national organization of community service agencies responsible for an annual or bi-annual convention.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Campbell, Margaret Dee
- Description:
- The telephone, initially intended to assist deaf persons, did not become accessible to them until more than eighty years after its invention. A deaf physicist developed an acoustic coupler which, used in conjunction with a teletypewriter machine, relayed printed messages over telephone lines. Many portable telecommunications devices for the deaf (TDD's) have been developed. In 1983, 141 Porta-Printer II units were donated to California State University, Northridge, by the Pacific Telephone Company. A project was begun to distribute as many of these units as possible to University faculty and staff. The main purpose of the project was to increase campus accessibility via TDD for hearing impaired students; and to encourage personal contact between deaf students and faculty. Two graduate students from the National Leadership Training Program, class of 1984, distributed and installed the TDD's, provided training in their use, and compiled a list of offices where the machines had been placed. Two questionnaires were developed and distributed: one to deaf students and one to recipients of the TDD's. They were asked to rate the overall success of the project and its value in improving/providing access to campus services for the hearing impaired. The results of the faculty/staff questionnaire indicated that the majority felt the project to be valuable. Most felt that the actual distribution, installation and training provided had been satisfactory, and that they felt comfortable in using the TDD with deaf students. Responses to the student questionnaire indicated that insufficient information had been given to the students regarding the placement of the .TDD's and the goals of the project. Most students indicated that they felt a project of this type would be valuable and that they would be more inclined to contact faculty/staff directly via TDD rather than depend solely on the services of a voice interpreter. The overall conclusions of the project were that this was a successful undertaking that deserves to be followed through to a satisfactory conclusion. Implications for other organizations considering a similar project are presented and discussed.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies
- Creator:
- Efken, Sieg F.
- Description:
- STATEMENT OF PURPOSE: The basic purpose of this paper is to explore some aspects of Instructional Technology and discuss how this technology has effected the education of the deaf. Instructional Technology is a relatively new area in deaf education and one that is deserving of "another look." The writing of this paper is not only meant to be a learning tool and learning experience for the writer but it is hoped it will be a meaningful source that will bring further understanding to other professionals working with the deaf. Instructional Technology is the modern technological era's contribution to the education of the deaf. It would be unreasonable to attempt to analyze and discuss all items that would fall under the general "umbrella" of Instructional Technology. Too much has gone before and is constantly being experimented with than can properly be reviewed in one paper. For this reason, I will discuss the hardware that is the most popular, that which is most innovative, and that which seems to hold the greatest promise for the future. These are: Overhead Projector, Film Cameras, Video Tape, and Computer Assisted Instruction. By using these four examples of media I feel I can best demonstrate how education of the deaf has been effected by Instructional Technology.
- Resource Type:
- Graduate project
- Campus Tesim:
- Northridge
- Department:
- Deaf Studies