Supported by the National Science Foundation Research and Evaluation on Education in Science and Engineering (REESE) Program Grant # (REC-0633928)
A central assumption underlying educational programming for deaf and hard-of-hearing students in STEM areas is that we can provide them with access to communication in the classroom comparable to that received by hearing peers. Such access typically is supported either through sign language interpreting or real-time text, but little is known about the effectiveness of such services and how they relate to students' skills. Primary goals of this project include:
- eliminating potential barriers to classroom learning that is mediated by sign language interpreting or real-time text,
- mapping differences between deaf students' and hearing students' knowledge of scientific concepts in order to enhance teaching and learning,
- developing strategies to help deaf students' who lack prior content knowledge needed for high school and college-level courses,
- determining how best to encourage deaf students' integrative learning strategies (e.g., adapting learning strategies to different contents and contexts).
Marschark, M., Sapere, P., Convertino, C.M. & Pelz, J. (2008). Learning via direct and mediated instruction by deaf students. Journal of Deaf Studies and Deaf Education, 13, 446-461.