Foundations of Mathematics Performance by Deaf and Hard of Hearing Students is a joint project between the Center for Education Research Partnerships and the School of Psychology, University of Aberdeen. Rebecca Bull (Aberdeen) and Marc Marschark (CERP) are co-investigators on a grant from the Eunice Kennedy Shriver National Institute of Child Health and Human Development which supports this research.
Achievement and Opportunities for Deaf Students in the United Kingdom: From Research to Practice is a joint project between the Center for Education Research Partnerships and the Moray House School of Education at the University of Edinburgh. Rachel O'Neill (Edinburgh) and Marc Marschark (CERP) are co-investigators on a grant from the Nuffield Foundation, which supports this research. Effective September 2009, Moray House and NTID have a formal consortium arrangement intended to foster collaboration in teaching, research, and information exchange.
Hogeschool Utrecht (University of Applied Sciences), in the Netherlands includes the new Institute for Sign, Language, and Deaf Studies. The Professorship of Deaf Studies (Lectoraat Dovenstudies) began in September 2007. Its primary purpose is to generate and disseminate knowledge amongst the educational programmes of the HU, the Deaf community, and the field. The research group, called Lectoraat, supports the curriculum of the bachelor programs of Teacher NGT (Sign Language of the Netherlands), Interpreter NGT, the Associate Degree Speech-to-text interpreter and the Master's program Deaf Studies/Teacher NGT. Effective September 2009, the Institute and NTID have a formal consortium arrangement intended to foster collaboration in teaching, research, and information exchange.
Kentalis is a national organization in the Netherlands which has specialized for 220 years in providing diagnostic, care and educational services to people with difficulties in hearing and communication. Based in 85 locations, the 4500 staff members of Kentalis provide special education or peripatetic support to 5800 students. They also provide care to 6800 people and audiological services to 15.000 people. Kentalis is the new name of the organization formed from the merger of Viataal (formerly IvD), Koninklijke Effatha Guyot Groep and Sint Marie.
Our staff offers service-users access to the most up-to-date facilities in the fields of language and communication. By developing, applying and sharing knowledge and expertise, we aim to bring about a permanent improvement in the quality of our service. Everything we do comes from the heart, whilst taking into account the needs of others. And above all, in close dialogue with our service-users, staff and partners.
Kentalis develops specialist knowledge and makes this available to its staff and to other professionals. For example through training, publications, lectures, conferences and this website. Kentalis works closely with national and international partners in developing technological applications for education, therapy, care and support services. In addition, we carry out research in partnership with universities and institutes of professional education.
The Institute of Health Sciences of the Catholic University
of Portugal started its activities in academic education and training in 2005, specifically in the area of Language and Communication. The Institute has since created Master’s programs in Speech Sciences, Speech Therapy, Speech Pathology; Portuguese Sign Language and Deaf Education, and more recently in Clinical Linguistics. Within the scope of Cognitive Sciences,
the Master’s in Neuropsychology was introduced in 2009-2010. The Interdisciplinary
Health Research Center, established in 2011, encompasses several research groups including the Group on Neurosciences, Behavior and Language Sciences,and is open to internal and external research collaborations.
Reading comprehension skills are a key element in children's development into academically capable young adults. Such skills largely develop between the ages 7 and 11 years. Today, however, more and more children have text comprehension difficulties related to related to higher-level skills such as inference-making and metacognition, even when they can read individual words fluently. Coordinated by the University of Aquila in Italy, the TERENCE project includes experts from nine countries working to develop an adaptative learning system for 7-11 year old deaf and hearing children with text comprehension difficulties. The project involves designing, evaluating and presenting learning material so that users can go through the material at their own pace.