Antia, Shirin D., Patricia B. Jones, Susanne Reed, and Kathryn H. Kreimeyer. "Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms." Journal of Deaf Studies and Deaf Education 14.3 (2008): 293-311. Oxford Journals. 19 Mar. 2009. Web. 30 Nov. 2013. http://jdsde.oxfordjournals.org/content/14/3/293.full.
Bullard, Carolyn L. The Itinerant Teacher's Handbook. Hillsboro, OR: Butte Publications, 2003.
Esera, Tracey. "An Insight into the Educational Needs of Deaf High School Students." Kairaranga 9.2 (2008): 32-36. Ministry of Education. Web. 30 Nov. 2013. http://files.eric.ed.gov/fulltext/EJ914629.pdf.
Marschark, Marc, and Peter C. Hauser. How Deaf Children Learn: What Parents and Teachers Need to Know. New York: Oxford UP, 2012.
Marschark, Marc, and Patricia Elizabeth. Spencer. Oxford Handbook of Deaf Studies, Language, and Education. Oxford: Oxford UP, 2003. Print.
McKee, Rachel, and Eileen Smith. Report on a Survey of Mainstream Teachers. Rep. Victoria University of Wellington, 2003. Web. 30 Nov. 2013. http://www.victoria.ac.nz/lals/research/projects/publications/Report_4_Mainstrm_Teacher_Survey.pdf.
Moores, Donald F., and David S. Martin. Deaf Learners: Developments in Curriculum and Instruction. Washington, DC: Gallaudet UP, 2006.
Osgood, Robert L. The History of Inclusion in the United States. Washington, D.C.: Gallaudet UP, 2005.
Video: Become an Itinerant Teacher. Kay Schneider. Listening and Spoken Language Knowledge Center. Web. 30 Nov. 2013. http://listeningandspokenlanguage.org/Document.aspx?id=670.
Wolters, Nina, and Harry Knoors. "Impact of Peer and Teacher Relations on Deaf Early Adolescents' Well-being: Comparisons Before and After a Major School Transition." Oxford Journals. JDSDE, 1 May 2012. Web. Nov.-Dec. 2013. <http://m.jdsde.oxfordjournals.org/content/17/4/463.full>.
Wednesday, December 4, 2013
Sunday, December 1, 2013
Comparison of Achievement Levels
As seen in our previous two posts, children with itinerant teachers appear to score higher on the achievement tests than students in inclusion classrooms. We assume this is because the itinerant teacher provides extra one-on-one attention that gives the student time to really focus on things they did not understand in class. Inclusion students without itinerant teachers have to rely solely on the abilities of their teachers and interpreters. Another issue in mainstream classes is that students often don't have a way to communicate directly with the teacher.
According to Wolters, Knoors, Cillessen, and Verhoeven in Imapct of Peer and Teacher Realations on Deaf Early Adolescents' Well-Being: Comparisons Before and After a Major School Transition, "After the transition to junior high school, deaf mainstream children still had lower levels of well-being than hearing classmates, and mainstream boys had lower levels than girls. An interesting pattern occurs regarding the importance of the relationship with the teacher for children’s well-being in school. For deaf children, regardless of educational setting, higher levels of acceptance are associated with higher levels of well-being in school. Interestingly, although the relationship with the teacher predicted well-being for deaf children in special education schools, it did not predict well-being for deaf mainstreamed children. For deaf mainstreamed children, peer relations (i.e., acceptance and popularity) predicted well-being, where acceptance was more important for girls than boy" (2012).
The chart below compares deaf and hearing students' achievement levels from grade 2 to grade 9.
The chart below compares deaf students' levels on the SAT at age 8 and age 15.
"Staff and students spoke of barriers to communication between deaf students and inclusion teachers.When mainstream teachers did not communicate directly to students this could be viewed by the students as teachers not understanding their needs:
“Some teachers just leave me and some teachers don’t know about me–they don’t talk to me, or help me.”
"I go up to the teacher if I want to ask a question about the work. I go up and say “hi,” and then ask the question. Teachers don’t come up to me” (Esera 2008).
According to Wolters, Knoors, Cillessen, and Verhoeven in Imapct of Peer and Teacher Realations on Deaf Early Adolescents' Well-Being: Comparisons Before and After a Major School Transition, "After the transition to junior high school, deaf mainstream children still had lower levels of well-being than hearing classmates, and mainstream boys had lower levels than girls. An interesting pattern occurs regarding the importance of the relationship with the teacher for children’s well-being in school. For deaf children, regardless of educational setting, higher levels of acceptance are associated with higher levels of well-being in school. Interestingly, although the relationship with the teacher predicted well-being for deaf children in special education schools, it did not predict well-being for deaf mainstreamed children. For deaf mainstreamed children, peer relations (i.e., acceptance and popularity) predicted well-being, where acceptance was more important for girls than boy" (2012).
The chart below compares deaf and hearing students' achievement levels from grade 2 to grade 9.
The chart below compares deaf students' levels on the SAT at age 8 and age 15.
Achievement Levels for Deaf Students with Itinerant Teachers
"Power and Hyde (2002) asked 143 itinerant teachers to report on the ability of their students to participate in the general education curriculum. They reported that 66% of their students were academically competitive with their hearing classmates (i.e., they met the same standards for teaching and assessment), 14% could work within the general education curriculum but were not competitive with hearing classmates, whereas 17% met only minimum academic standards and could not be evaluated by the same standards used with hearing classmates" (Antia and Jones 2008).
This graph shows the percentage of students who scored below average, average, and above average in Math.
This graph shows the percentages for Reading.
This graph shows the percentages for Language/Writing.
http://jdsde.oxfordjournals.org/content/14/3/293.full
This graph shows the percentage of students who scored below average, average, and above average in Math.
This graph shows the percentages for Reading.
This graph shows the percentages for Language/Writing.
http://jdsde.oxfordjournals.org/content/14/3/293.full
Achievement Levels for Students in Inclusion Classrooms
There was a survey conducted on mainstream teachers with deaf students in their classrooms.
The breakdown of the students' level of deafness and their form of communication is listed below on the chart (McKee and Smith, 2003).
The table below shows student achievement levels in core curriculum areas (McKee and Smith, 2003).
The breakdown of the students' level of deafness and their form of communication is listed below on the chart (McKee and Smith, 2003).
The table below shows student achievement levels in core curriculum areas (McKee and Smith, 2003).
Inclusion Classrooms
To mainstream a student means to place the student with any degree of hearing loss in a public school, where most of the students are hearing. An inclusion classroom is a classroom within the public school where the class is made up of hearing and deaf students. According to Osgood (2005), "inclusion embodies the right of every child to be educated in a common setting where his or her individual needs and those of all other children are addressed completely and effectively."
Many inclusion classrooms include a teacher, an interpreter, hearing students, and deaf students.
Books cited in this post:
The History of Inclusion in the United States by Robert L. Osgood
Books cited in this post:
The History of Inclusion in the United States by Robert L. Osgood
Responsibilities of Itinerant Teachers
Itinerant teachers are not given their own classroom. They work with students individually, go from school to school, and often use their cars as mobile offices. Because they spend such little amounts of time within each school, they do not have any time to create relationships with other teachers. Itinerant teachers are accountable for knowing a lot of information. They need to know the students' general education lessons.They also need to be aware of how each students communicates (Moores and Martin, 2006). According to Bullard (2003), other responsibilities include to keep communication with parents, supervise interpreters and assistants, and to "develop good educational environments for deaf and hard of hearing students."
Being able to manage time is also a huge responsibility. For example, one would have to make a weekly schedule well ahead of time and give that schedule to each teacher at every school so they know when the itinerant teacher will be available (Bullard, 2003).
"Itinerant teachers provide consultation to mainstream students' teachers who may have no training or experience working with deaf or hard-of-hearing students. Itinerant teachers have to coordinate services with other members of the deaf or hard-of-hearing students' educational team such as the educational interpreter, speech-language pathologist, and educational administrators at the students' school. Itinerant teachers may provide deaf students with social-emotional counseling and support, helping them to feel more comfortable in mainstream classrooms" (Marschark & Hauser 2012).
Even though itinerant teachers do not have their own classrooms, they seemingly have many more responsibilities than regular teachers of the deaf. They not only have to provide one-on-one assistance to deaf students, they also have to act as ambassadors between the children and the administrators and the parents, as well as, counselors to help keep the children's moral up.
Books cited in this post:
Deaf Learners: Developments in Curriculum and Instruction by Donald F. Moores and David S. Martin
The Itinerant Teacher's Handbook by Carolyn Bullard
How Deaf Children Learn: What Parents and Teachers Need to Know by Marc Marschark and Peter C. Hauser
"Itinerant teachers provide consultation to mainstream students' teachers who may have no training or experience working with deaf or hard-of-hearing students. Itinerant teachers have to coordinate services with other members of the deaf or hard-of-hearing students' educational team such as the educational interpreter, speech-language pathologist, and educational administrators at the students' school. Itinerant teachers may provide deaf students with social-emotional counseling and support, helping them to feel more comfortable in mainstream classrooms" (Marschark & Hauser 2012).
Even though itinerant teachers do not have their own classrooms, they seemingly have many more responsibilities than regular teachers of the deaf. They not only have to provide one-on-one assistance to deaf students, they also have to act as ambassadors between the children and the administrators and the parents, as well as, counselors to help keep the children's moral up.
Books cited in this post:
Deaf Learners: Developments in Curriculum and Instruction by Donald F. Moores and David S. Martin
The Itinerant Teacher's Handbook by Carolyn Bullard
How Deaf Children Learn: What Parents and Teachers Need to Know by Marc Marschark and Peter C. Hauser
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