NTID Papers & Publications - 2000
Ordering
information:
To request individual papers in any of the sections, please include the full
citation and the AN number found in brackets at the end of the citation. Contact
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your request to:
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National Technical Institute for the Deaf
52 Lomb Memorial Drive
Rochester, NY 14623
Please notice that books, pamphlets, and electronic media listed in the last section are available directly from the vendors listed. Contact these vendors for ordering information. Also, please include your complete mailing address.
Brooks, D.K. (1996). In search of self: Experiences of post-lingually
deaf African Americans. In I. Parasnis (Ed.), Cultural and language diversity
and the deaf experience (pp.246-257). New York: Cambridge University Press.
[AN 1561]*
The author reflects upon her life as a deaf African American. She shares
a few social and psychological issues that surrounded her sudden hearing loss
and final acceptance of being deaf.
Carmel, S. (1996). Deaf folklore. In J. Brunvand (Ed.), American folklore:
An encyclopedia (pp.197-200). New York: Garland Publishing. [AN 1457]
This article describes and gives examples of the folklore of what the author
describes as a "unique minority of people with hearing loss in their linguistic
and cultural community." Folklore includes stories, jokes, riddles, anecdotes,
beliefs, games, and other genres traditionally passed from one person to another
or from one generation to another by "word of mouth." In the Deaf Community,
folklore is combined inextricably with the traditional transmission by sign
of hands."
Emerton, R.G. (1996). Marginality, biculturalism, and social identity
of deaf people. In I. Parasnis (Ed.), Cultural and language diversity and the
deaf experience (pp.136-145). New York: Cambridge University Press. [AN 1564]
The author describes marginality in a positive way as it relates to biculturalism.
He applies the concept of marginality to explain changes in social identity.
Foster, S. (1998). Examining the fit between deafness and disability.
In F. Rusch & P. Devlieger (Eds), Similar and different: Core concepts and the
coming of disability Studies. Michigan: University of Michigan Press. [AN 1637]
This paper discusses the issue of whether or not deafness should be considered
a disability, and the ramifications for those who believe that it is a cultural
difference, rather than a disability.
Lang, H.G., & Stokoe, W. (2000). A treatise on signed and spoken language
in early 19th century deaf education in America. Journal of Deaf Studies and
Deaf Education, 5, 196-216. [AN 1712]
This paper summarizes the early work of Frederick Augustus Porter Barnard,
a deaf scientist and educator, on communication and teaching in classrooms for
deaf students. Although published only two decades after formal schooling began
in America, Barnard's analysis of sign language, in particular, diplays a thorough
understanding of critical issues, written in an undated style, making this a
must reading for all who teach deaf students today.
Meath-Lang, B. (1996). Cultural and language diversity in the curriculum:
Toward reflective practice. In I. Parasnis (Ed.), Cultural and language diversity
and the deaf experience (pp.160-170). New York: Cambridge University Press.
[AN 1559]
Meath-Lang presents a phenomenological perspective on representing cultural
and language diversity in the curriculum. The author also reviews some past
trends as they influence current beliefs and practices in educating deaf persons.
Mudgett-DeCaro, P. (1996). On being both hearing and deaf: My bicultural-bilingual
experience. In I. Parasnis (Ed.), Cultural and language diversity and the deaf
experience (pp.272-288). New York: Cambridge University Press. [AN 1563]
The author describes her bilingual-bicultural life, and how she switched
between each culture and language, lived conflicts between each, and was a bridge,
sometimes, for others. The reader is given a unique insight of how Mudgett-DeCaro
combined the best of both worlds in her quest for synthesis.
Parasnis, I. (1996). On interpreting the deaf experience within the context
of cultural and language diversity. In I. Parasnis (Ed.), Cultural and language
diversity and the deaf experience (pp.3-19). New York: Cambridge University
Press. [AN 1556]
This chapter discusses the editor's perspective on interpreting the experiences
of Deaf people within the framework of cultural and language diversity and presents
a historical and socio-cultural context in which to examine the idea that Deaf
people are a bilingual group.
Parasnis, I. (2000). Cultural diversity, technology, and deaf education.
K. Sitaram & M. Prosser, (Eds.), Civic discourse: Vol. 3. Communication, technology,
and cultural values (Pages not available), Stamford: Ablex Publishing Corporation.
[AN 1662]
The perspective that deaf people should be regarded primarily as a cultural
and language minority group rather than as individuals with an audiological
disability is gathering support among educators, linguists, and researchers
involved in deaf education. It becomes clear that the experiences of many American
deaf people are quite similar to those of other bilingual minority groups in
America.
Parasnis, I, DeCaro, J., & Raman, M. (1996). Attitudes of teachers and
parents in India toward career choices for deaf and hearing people. American
Annals of the Deaf, 141 (4), 303-308. [AN 1569]
This paper was based on a study that investigated attitudes of teachers and
parents of deaf children in India toward career choices for deaf and hearing
people.
Stinson, M., & Foster, S. (2000).Socialization of deaf children
and youths in school. In P. Spencer, C. Erting, M. Marschark (Eds.), Deaf
child in the family and at school (pp.191-209), New Jersey: Lawrence Erlbaum
Assoc. Pub. [AN 1659]
This chapter is divided into three sections. The first section, Elements
of Socialization, describes those key processes that are essential to te social
development of deaf and hard of hearing youths in school setting. The second,
Educational Practice and Socialization, describes those educational practices
that either promote or inhibit the development of optimal conditional conditions
for soicalization in schools. The chapter concludes with recommendations for
future research and innovation practice regarding the personal and social development
of deaf and hard of hearing persons in school settings.
Stuckless, R., & Walter, G. (1997). Estimated number of deaf
people in the Rochester, NY area. Rochester, NY: National Institute of the
Deaf. [AN1595]
the article discusses the number of deaf people in Monroe County and the
five adjacent counties in New York State.
Albertini, J., & Lang, H.G. (1996). Improving science instruction for
deaf students: The Access to English and Science Outreach Projects. The Journal
of Science for Persons With Disabilities, 4 (1), 11-15. [AN 1582]*
This article
discusses a national program to address the English and science education of
K-12 teachers of deaf students that was being developed at the National Technical
Institute for the Deaf.
De Filippo, C., Dagel, D., Foster, S., McKee, B., Barefoot, S., Crandall,
K., & Gustafson, M. (1998). Designing a learning community for young deaf
adults: Can we improve program completion rates? In M. Kolvitz (Ed), Conference
on postsecondary education for persons who are deaf or hard of hearing (pp.182-190).
Knoxville, TN: Postsecondary Education Consortium. [AN 1628]
A learning community based on a model of linked courses was implemented for
14 freshmen with low reading and writing test scores compared to other entering
students at a college for student who are deaf or hard-of-hearing. Instructors
collaborated on curricular objectives supporting successful learner behaviors,
and discussed student progress weekly.
Egelston-Dodd, J., & Himmelstein, J. (1996). A constructivist approach
to teaching science to students who are deaf or hard of hearing. Journal for
Science Education for Persons with Disablities, 4 (1), 20-27. [AN 1565]
This
paper illustrates the opportunities for instructional intervention in the alternative
frameworks which deaf students hold regarding the phenomena described by science.
In addition, the paper and model lesson show how teachers may provide experiences
to close conceptual gaps and provide a common base before launching into the
new lessons.
Kelly, R., & Mousley, K. (1998). Problem-solving strategies for teaching
mathematics to deaf students. American Annals of the Deaf, 143 (4), 325-336.
[AN 1647]
Three teaching and learning strategies for problem solving were implemented
with first and second year deaf college students enrolled in mathematics courses.
Lang, H.G. (1996). The deaf experience in the history of science. In
R. Fischer & R. Vollhaber (Eds.), Collage: Works on international deaf history
(pp.174-183). Hamburg, Germany: Signum Press. [AN 1579]
This book chapter
discusses the contributions of deaf people in scientific fields. It gives brief
biographies of several deaf contributors in the scientific field.
Lang, H., Stinson, M., Kavanagh, F., Liu, Y., & Basile, M. (1999). Learning
styles of deaf college students and instructors' teaching emphases. Journal
of Deaf Studies and Deaf Education, 4 (1), 16-27. [AN 1671]
Six learning
style dimensions of the Grasha-Riechmann Students Learning Style Scales were
examined in this study with 100 deaf college students. In addition, six corresponding
scales of teaching emphases were administered to the 16 instructors of these
students.
Licata, C. (1999). Precepts for post-tenure reviews. Trusteeship, 7
(6), 8-13. [AN 1680]
Is post-tenure faculty review a threat to academic freedom
or a way to improve accountability and foster better teaching?
Licata, C. (1999). Post-tenure review. In A. Lucas & Associates (Eds.),
Leading academic change: Essential roles for department chairs. San Francisco,
CA: Jossey-Bass Publications. [AN 1681]
Systematic evaluation of tenured
faculty, commonly referred to today as post-tenure review, is one of the most
controversial policy initiatives to emerge from the current national accountability
movement. This book chapter focuses on current models and practices at many
campuses.
MacLeod-Gallinger, J., McKee, B.G., Long, G., & Richardson, J. (2000).
Approaches to studying in deaf and hearing students in higher education. Journal
of Deaf Studies and Deaf Education, 5 (2), 156-173. [AN 1692]
A study was conducted to compare the responses of 149 deaf students and 121
hearing students taking the same courses to a shortened and adapted version
of the Approaches to Studying Inventory. In general, the impact of deafness
on approaches to studying was relatively slight, and deaf students appeared
to be at least as capable as hearing students of engaging with the underlying
meaning of the materials to be learned.
Marschark, M. (2000). Education and development of deaf children - or
is it development and education? In P. Spencer, C. Erting, M. Marschark (Eds.),
The Deaf child in the family and at school (pp.275-292). Mahwah, NJ: Lawrence
Erlbaum. [AN 1686]
The purpose of this chapter is to examine some of the
relations between development and education, with particular regard to children
who are deaf.
Monikowski, C., & Winston, E. (2000). Discourse mapping: Developing
textual coherence skills in interpreters. In C. Roy (Ed.), Innovative practices
for teaching sign language interpreters (pp.15-66). Washington, DC: Gallaudet
University Press. [AN 1682]
This book chapter examines three aspects of a
message for successful interpretation: accurate content (themes, topics, and
events); appropriate context (register, settings, speaker's goals, etc.); and
appropriate linguistic form (discourse structures, transitions, vocabulary,
etc.).
Newell, W. (1996). Competencies important to teaching ASL: Perceptions
between groups. Sign Language Studies, 89, 303-330. [AN 1568]
This paper
reports comparisons of group percentages based on survey respondents' characteristics
such as age, gender, and hearing status. There was a strong consensus among
respondents regarding the skill and knowledge important to teaching ASL.
Parasnis, I. (1997). Cultural identity and diversity in deaf education.
American Annals of the Deaf, 142 (2), 72-79. [AN 1620]
The article discusses
the sociocultural model of a deaf child as a member of a bilingual minority
and examines its implications for deaf children. Several issues related to the
accommodation of diversity of deaf learners are discussed illustrating how such
accommodation would enhance their educational experiences.
Parasnis, I. (1998). Cognitive diversity in deaf people: Implications
for communication and education. Scandinavian Audiology, 27 (Suppl. 49), 109-115.
[AN 1661]
Research and issues related to cognitive diversity in deaf people
are reviewed, end indicate how the visual-perceptual skills and cognitive processes
of deaf people may be different from those in hearing people.
Parasnis, I., Samar, V. J., & Berent, G. (2000). Test of Variables of
Attention (T.O.V.A.): Deaf adults' performance confirms need for deaf norms.
Paper Presented at the 12th Annual Meeting of the American Psychological Society,
Miami, June 8-11. [AN 1714]
Previous research suggests that continuous performance
tests (CPTs) such as the Test of Variables of Attention (T.O.V.A.) may help
to diagnose Attention Deficit Disorder (AD/HD) in deaf individuals. However,
there is evidence that deaf people in general differ from hearing people on
various impulsivity and attentional measures. We produced a culturally and linguistically
appropriate AD/HD self-rating scale for deaf adults by translating the Attention
Deficit Scales for Adults into American Sign Language. We provide factor analytic
evidence that the T.O.V.A. and the ADSA each assess similar attentional constructs
in deaf and hearing adults. T.O.V.A. and ADSA inattention measures were correlated
for hearing adults. However, the T.O.V.A. and ADSA measures were not correlated
for deaf adults. Furthermore, our research extends to deaf adults the results
of earlier work showing that deaf children without known AD/HD respond with
greater impulsivity and reduced perceptual sensitivity on CPTs compared with
hearing peers. Along with earlier work, our results help to validate the use
of CPTs for deaf people, but simultaneously indicate that separate norms for
deaf people and further validity studies are needed to avoid misdiagnosis by
tests such as the T.O.V.A.
Samar, V., Parasnis, I., & Berent, G. (1998). Learning disabilities,
attention deficit disorders, and deafness. In M. Marschark & M.D. Clark (Eds.),
Psychological Perspectives on Deafness (Volume II, pp.199-242). Mahwah, NJ:
Lawrence Erlbaum. [AN 1623]
This chapter attempts to contextualize and synthesize
the small literature on LD and ADD in the deaf population. The educational relevance
of studying LD and ADD in the deaf population is addressed first. This is followed
by a description of the history of LD and ADD definitions and the role of definitional
issues in relegating LD and ADD among the deaf population to the backwater of
academic and professional interest.
Stefanich, G., Norman, K., & Egelston-Dodd, J. (1996). Teaching science
to students with disabilities: Experiences and perceptions of classroom teachers
and science educators. Cedar Falls, Iowa: Association for the Education for
Teachers in Science. [AN 1602]
This publication discusses the results of
a survey of elementary teachers, middle school science teachers, high school
science teachers, and science educators. Many students with disabilities are
not receiving science instruction. The survey attempted to discern to what degree
science teachers and science educators are aware of the new developments to
serve disabled students and to determine the extent to which these practices
are evidenced in science classrooms.
Stinson, M. (1998). Schooling. In S. Barnartt & S. Foster (Eds.), Disabilities
Studies Quarterly, 18 (2), 91-97. [AN 1700]
Three issues important to the schooling of deaf and hard-of-hearing individuals
are (a) the type of setting in which to place the students for their education,
(b) the method of communication and the language for instruction, and (c) socialization
for eventual membershipin deaf or "hearing" cultures. As used here,
students who are deaf or hard of hearing are those with sufficient hearing loss
to participate in special education services designed specifically for this
group.
Stinson, M., & Antia, S. (1999). Introduction: Considerations in
educating deaf and hard-of-hearing students in inclusive settings: Journal
of Studies and Deaf Education, 4 (3), 163-175. [AN1698]
This article provides an overview of key issues pertinent to an inclusive
approach to the education of deaf students in order to the education of deaf
students in order to establish a context for interpreting and intgrating the
articles in this issue of Journal of Studies and Deaf Education. It discusses
definitions of inclusion, integration, and mainstreaming from placement -related,
philosophical, and pragmatic perspectives.
Stinson, M., & Whitmire, K. (2000). Adolescents who are deaf or
hard of hearing: A communication perspective on educational placement. Topic
in Language Disorders, 20 (2), 58-72. [AN1660]
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 are then connected to pertinent research that
has been conducted with adolescents who are deaf or hard of hearing.
Stinson, M., Long, G., Kelly, R., & Liu, Y. (1999). The relationship
between teacher sign skills and student evaluations of teacher capability. American
Annals of the Deaf, 144 (5), 354-364. [AN 1667]
This study examines the extent to which deaf studentsí perceptions of their
teachersí effectiveness and ease of communication in the classroom are related
to the teachersí sign skills. Thirty-three faculty, teaching a variety of courses
at the National Technical Institute for the Deaf, were rated on ìteaching effectivenessî
and ìcommunication easeî by their student over a 2-year period.
Stone, J. (1996). Minority empowerment and education of deaf people.
In I. Parasnis (Ed.), Cultural and language diversity and the deaf experience
(pp.171-180). New York: Cambridge University Press. [AN 1560]
In this chapter the author discusses Paulo Freireís theory of education and
minority empowerment and explains how she uses this theory as a base for teaching
math to deaf students.
Post-Secondary Education and Employment
Aldersley, S. (1995). "Upward drift" is alive and well: Research/doctoral
model still attractive to institutions. Change, 27 (5), 52-53, 56. [AN 1448]*
Amidst much talk about an emphasis on undergraduate teaching, adding higher-level
programs is still viewed by many as an indicator of prestige.
Ashmore, D., Schroedel, J., & Simon, J. (1997). Introduction. Stuckless,
R. (Ed.), National Task Force on Quality of Services in the Postsecondary education
of Deaf and Hard of Hearing Students. Rochester, NY: NETAC. [AN 1706]
This is one in a series of reports intended to assist postsecondary institutions
in developing and maintaining special services of quality as needed by their
deaf and hard of hearing students. Each report has been prepared with postsecondary
administrators, faculty, and staff uppermost in mind, and particularly those
most likely to have a role in providing services to these students.
Clarcq, J., & Walter, G. (1997). Supplementary Security Income payments
made to a sample of deaf and hard-of-hearing 30 year-olds. Rochester, NY: National
Technical Institute for the Deaf. [AN 1594]
This is a collaborative study between the Social Security Administration
and the National Technical Institute for the Deaf. The study discusses the importance
of postsecondary education of deaf individuals and how it would reduce long-term
dependence on Federal SSI payments.
Emerton, G., Foster, S., & Gravitz, J. (1996). Deaf people in today's
work place: Use of the ADA and mediation processes in resolving barriers to
participation. In P.C. Higgins & J.E. Nash (Eds.), Understanding deafness socially
(2nd ed., pp.44-59). Springfield, IL: Charles C. Thomas. [AN 1551]
Communication
barriers that restrict the participation of deaf persons in the workplace are
described, as well as strategies for managing these barriers through the Americans
with Disabilities Act of 1990 and mediation. The chapter is concluded with a
brief discussion of possible implications of communication barriers and remedies
to these barriers for both deaf and hearing people.
Foster, S., Long, G., & Snell, K. (1999). Inclusive instruction and
learning for deaf students in postsecondary education. Journal of Deaf Studies
and Deaf Education, 4 (3), 225-235. [AN 1670]
This article explores how students
who are deaf and their instructors experience mainstream college classes. Both
quantitative and qualitative procedures were used to examine student access
to information and their sense of belonging and engagement in learning.
Hurwitz, T., Weisel, A., Parasnis, I., DeCaro, J., & Savir, H. (1997).
Attitudes of teachers, parents and deaf adults in Israel toward career advice
to deaf and hearing people. Paper presented at the American Educational Research
Association (AERA) annual meeting, Chicago, IL. [AN 1621]
This study investigated
the expressed attitudes of deaf adults as well as hearing parents and teachers
of deaf children in Israel toward career choices for deaf and hearing people
by asking the participants to rate the suitability of 14 professions for deaf
and hearing people. The results, in general, were consistent with those of other
studies in the United States, England, Italy, South Africa, and India.
Orlando, R., Gramly, M., & Hoke, J. (1997). Report on Tutoring Deaf
and Hard of Hearing Students. Stuckless, R. (Ed.), National Task Force on Quality
of Services in the Postsecondary Education of Deaf and Hard of Hearing Students.
NY: NETAC. [AN 1709]
This report focuses on special considerations in tutoring
deaf and severely hard of hearing students, much of its contents discuss tutoring
practices in a more general way.
Stinson, M., & Walter, G. (1997). Improving retention for deaf and hard
of hearing college students: What the research tells us. JADARA, 30 (4), 14-23.
[AN 1433]
This paper used the model of college persistence developed by Tinto to describe
three factors which are important for improving the chances that a deaf or hard-of-hearing
person will attain a college degree. Academic integration, commitment to college,
and social interaction must all be considered when designing programs to support
deaf students at the college level.
Stuckless, R., Anderson, C., Boyd, B., Brecklein, K., Dietz, C., Gibson-Harman,
K., & Ishman, S. (1997). Report on Basic Academic Preparation. Stuckless,
R. (Ed.), National Task Force on Quality of Services in the Postsecondary Education
of Deaf and Hard of Hearing Students. NY: NETAC. [AN 1707]
This reports is on deaf and hard of hearing college freshmen in need of remediation
in one or both of two areas: 1) reading and writing in English, and 2) mathematics.
It will also explore the kinds of assessments most commonly used in these areas,
suggest modifications for testing basic instruction and remediation, and make
some suggestions of a programmatic kind.
Walter, G. (1998) Education and work: Challenge for a changing world.
In A. Weisel (Ed.), Insights in deaf education: Current theory and practice.
Tel Aviv: Academic Press of Tel Aviv University School of Education & Ramat
Publications. [AN 1697]
This paper outlines three goals to consider for education of deaf persons:
1) Literacy in the language of commerce in oneís country should be the primary
outcome of education and a prerequisite of obtaining a good job. 2) Development
of an understanding of the behaviors expected of workers should become an important
part of educational curricula. 3) The education of personnel who teach young
deaf children must stress the necessity of motivating young deaf persons to
seek careers in the broad spectrum of occupational choices.