Analysis of Articles about Deaf Education - Annotated Bibliography Example

Annotated Bibliography: Humphries, .T & Allen, .B. (2008). Reorganizing Teacher Preparation in Deaf Education. Sign Language Education, 8 (2), 160-180. Humphries and Allen (2008) describes a research study that took place in 1996 at the University of California, San Diego (160). Initially, only few graduates took part in the program. However, as at 2005, twenty graduates participated in the program throughout the country. The objective of this research was to develop a curriculum that integrates regular and deaf education. Further, it aimed at establishing an effective bilingual pedagogical theory that can improve deaf education. To achieve its objectives of establishing an effective pedagogical theory, Humphries and Allen (2008) established the importance of bilingual fluency in ASL and cross-training sessions for deaf education (160). This research asserts that practices from bilingual education are essential for the training of teachers of D/HH students. Humphries and Allen moves away from the pedagogy, that views D/HH education as special education and that these students are developmentally abnormal. This research views D/HH students as learners who require special learning environment that is socially accessible. Due to the lack of established models in this study, this research used self-critical processes to evaluate and develop training curriculum. One such self-critical process was to establish a feedback channels for students and training facilities. Humphries and Allen (2008) also used conducted a collaborative project with both pre-service and in-service teachers to assess the efficacy of the training program. The research found out that deaf teachers developed a high degree of identification with the established D/HH pedagogy. The research established that integrating cultural development into the curriculum as well as emphasizing dual language literacy helped to develop the beliefs and ideologies of D/HH educators. The research established positive reviews from deaf students who applauded the importance of the new curriculum because it invigorates the beliefs and trends of the deaf community. Long, .G, Marchetti, .C & Fasse, .R. (2011). The Importance of Interaction for Academic Success in Online Courses with Hearing, Deaf and Hard-of-Hearing Students. The International Review of Research in Open and Distance Learning, 12(6), 1-19. Long, Marchetti and Fasse (2011) conducted a research study among students of Rochester Institute of Technology (RIT), a private university in New York (3). The students who participated in the research included those who hear, the hard-of-hearing (HH) and the deaf (D). This research aimed at investigating the factors that affect online learning among the hearing students and the D/HH students. In addition, this research aimed at establishing the role of interaction in online learning by investigating learning process among the hearing and D/HH students. The research surveyed all students at the university to obtain their opinions on pertinent factors that affect learning (4). In addition, Long, Marchetti and Fasse conducted a grade distribution analysis to compare students’ performance in the online courses and in face-to-face courses. This research conducted a grade distribution analysis for two academic years of 2007-2008 and 2008-2009. To examine the existence of any relationship between interaction in online courses and student performance (4). According to the findings, the D/HH students performed better in the online courses than in the face-to-face courses. The D/HH students performed poorly in science and mathematics courses. This is due to the numerous use of notations and graphics in these courses that educators cannot communicate online. Long, Marchetti and Fasse (2011) found out that student in more interactive courses communicated better with the instructor and among them. In this regard, it will be of huge benefit if the D/HH students enrolled with hearing students for online courses (14).Enrolling the D/HH students for online courses improves their communication skills with both the instructors and fellow students therefore improving their academic performance. Allman, .T. & Smith, C. (2010). Meeting the Challenges of Deaf Education Teacher Preparation: Innovative Practices in Online Learning. MERLOT Journal of Online Learning and Teaching, 6(2), 523- 532. Allman and Smith (2010) reviewed the preparation programs for deaf educators created and supported in 1950 but the University of Texas. These programs serve students in 19 states across the country. As at 2009, 20 pre-service teachers had graduated from the program. The main objective of this study is to improve the effectiveness and qualities of deaf teachers as well as masters teachers of the deaf. This research aimed at achieving the set objectives by applying the qualities of a good teacher to the deaf training programs in an online design. Allman and Smith (2010) identified the characteristics of effective educators of the deaf and developed online training programs to utilize these skills (525). Allman and Smith (2010) identified online programs to utilize the skills of the effective educators and trainers. One such characteristics is employing cognitive strategies (525). Allman and Smith proposed that students should take videos of themselves while in class or of any case study elements in order to establish whether the pre-service teachers have the required necessary skills to teach effectively the deaf. Applying a combination of field-based experiences and online learning platform will help make the students and the teachers up to date (526). In addition, Allman and Smith (2010) encourage the use of multimedia to address diversity among students. Multimedia and online platforms help to achieve inclusivity as they contain materials from diverse backgrounds. As a result, multimedia helps deaf teachers to respect students and enjoy their work (527). Networking through discussion boards are equally necessary as they enable teachers to work collaboratively with other teachers. The collaborative networks are useful for the students since it helps them to develop knowledge together. Discussion boards also helps to eliminate the problem of distance allowing problem solving and knowledge development among students in different geographical locations (528). Furthermore, this research recommends the use of Google Talk and Video phones to help the students develop and demonstrate communication skills (529). To create independent learners, this research proposes the use of an electronic progress monitor. Allman and Smith concludes by emphasizing on the importance of online learning. Online learning enables teachers to tailor learning materials to meet the needs of the deaf students (531). Lenihan, S. (2010). Trends and Challenges in Teacher Preparation in Deaf Education. The Volta Review, 110(2), 117-128. Lenihan (2010) reviews the roles of teachers of the deaf students in the 21st century. This research examines the roles of teachers of D/HH students in both public and private schools (119). With trends of deaf education changing from self-contained classrooms to inclusive ones, teacher-training programs should also change to adopt to these new trends. Lenihan (2010) states that some of the preparation programs for deaf teachers include curriculum that emphasizes on specific professional roles (120). The increasing population of deaf students has necessitated the increase in number of roles that deaf teachers perform. The skills and knowledge required to serve young deaf students have increased. Another area where deaf educators need to expand their knowledge is in technology. Lenihan (2010) states that an effective deaf teacher must poses an array of listening technology skills that optimize the hearing of D/HH students (120). Technology development such as hearing aid and cochlear implants require that deaf teachers to be abreast with these advancements. An itinerant teacher must be able to teach about listening devices as well as communicate with audiologist. Lenihan (2010) identifies another trend in teacher preparation programs as the ever-changing state and federal legislations on deaf education (121). Lenihan (2010) identifies the retiring experienced faculty members with adequate skills required for deaf education. Deaf education require faculty members to poses Doctoral degrees. Unfortunately, the faculty members are retiring leaving behind an inexperienced workforce. Lenihan (2010) recommends the identification of the new trends in deaf education with the aim of developing the best strategies and approaches to counter these new trends (124). Curriculum development must emphasize the enhancement of skills and knowledge of the students. University of Manchester (2011). Complex Needs, Complex Challenges. A Report on Research into the experiences of families with deaf children with Additional Complex Needs. London, LND. National Deaf Children’s Society. Fifty families participated in this research, which was conducted across the UK. This interview took place in 2009/2010. The importance of this research is that it aims to find out the complex needs of deaf children. Deaf children may face certain complexities that rise during delivery, injury during pregnancy or a chromosome disorder. Families of deaf children face numerous challenges due to their children’s complex needs. As a result, this research aimed at investigating the complex needs that children face with the aim of finding solutions to these needs and challenges. The University of Manchester, funded by the NDCS, conducted this research. This research is qualitative in nature and involved telephone interviews, where parents told stories about their experiences with their children. Majority of the participants were white Britons, seven were from cross-cultural background while one was a Bangladeshi. This research identified several problems that face parents with deaf children such as delayed treatment due to problems assessing hearing problems, inaccessibility of teachers of deaf (3). Furthermore, there is a problem of overshadowing where authorities lay importance on other learning disabilities rather than listening problems. There is also the problem of lack of deaf awareness with inadequate schools for the deaf. According to this research, coordinated services, continuity, flexibility and reflective practice as well as support from parents are vital in helping deaf children (6). The research also established positive reactions from parents who experienced support from voluntary agencies. These agencies enabled parents to meet other parents with similar experience, provided practical advice and financial assistance to these parents. Most parents valued the weekend activities and the opportunity to interact with other families. This research (7) recommends that deaf children should access all specialist services and that no child should be denied services due to the complexity of their needs. Besides, this research proposed that all deaf children should have access to a qualified teacher of deaf students. References Allman, .T. & Smith, C. (2010). Meeting the Challenges of Deaf Education Teacher Preparation: Innovative Practices in Online Learning. MERLOT Journal of Online Learning and Teaching, 6(2), 523- 532. Humphries, .T & Allen, .B. (2008). Reorganizing Teacher Preparation in Deaf Education. Sign Language Education, 8 (2), 160-180. Lenihan, S. (2010). Trends and Challenges in Teacher Preparation in Deaf Education. The Volta Review, 110(2), 117-128. Long, .G, Marchetti, .C & Fasse, .R. (2011). The Importance of Interaction for Academic Success in Online Courses with Hearing, Deaf and Hard-of-Hearing Students. The International Review of Research in Open and Distance Learning, 12(6), 1-19. University of Manchester (2011). Complex Needs, Complex Challenges. A Report on Research into the experiences of families with deaf children with Additional Complex Needs. London, LND. National Deaf Children’s Society. Read More