This chapter presents instructional strategies designed to cognitively engage and empower DHH students with disabilities who use American Sign Language. These strategies build on psycholinguistic abilities that each student brings to the reading task. Skills are developed through teacher scaffolding and modeling, to demonstrate effective decision-making for decoding and meaning-making. Students engage in a continuum of practices that increase their participation in the reading process through a gradual release of responsibility. These strategies are applied to several DHH students with disabilities. The first two were observed across several years, providing evidence of their reading improvement and their learning trajectories to support more accurate future planning. Each student's reading is examined using the miscue procedure and a scored retelling. Based on these results, reading strategies are identified to address key areas of need that enhance their competence and reading independence. The chapter concludes with how these practices promote high expectations and achievement.
Fourteen college students with disabilities identified factors that influenced them to adopt or reject Assistive Technology (AT) for the personal computer in order to assess the effectiveness of a college course on adapted computer use.Forty-eight items were developed for a Q sort to represent both positive and negative statements in each of the three areas of Scherer's' model (milieu, person and technology). The model was modified to include specific statements about the training experience. A series of three interviews were administered to the students during the year following completion of the class.Factor analysis of the Q sorts indicated that the participants had a unanimously positive experience. Three factors ('a positive experience', 'I'm OK, you're not OK', and 'support') emerged from the Q sort analysis. The training programme, the technology provided, and the characteristics of the individuals in the class all seemed to contribute to the success of the experience. Seventy-five percent of the students who took the class adopted at least some of the AT a year later.This study supports the need for specific training programmes and course work for college students with disabilities who are interested in improving computer access skills.
Deaf education is characterized by several distinctive aspects, beginning with qualities unique to deaf and hard-of-hearing (DHH) children and their families. Consisting of approximately 1.2% of the special education K-12 population, educational and disability systems often struggle to meet the unique challenges that these children and their families present. The result is that services and practices may be atypical and unlike those found to be successful with other populations. Despite new technological and personnel accommodations, far greater numbers placed in general education classrooms, and access to the general education curriculum, these children remain unable to perform commensurate with their abilities or at levels equivalent to their peers either with or without disabilities. Achievement has improved little over four decades, further attesting to the complexity of successfully mitigating the effects of early childhood hearing loss and that educating DHH children is different.
Adolescents with chronic illness present unique challenges to healthcare providers, educators and rehabilitation professionals. As they approach adulthood, their needs place them at increased risk for health, emotional, social and vocational problems
This study compiles final reports of 12 Office of Special Education and Rehabilitative Services demonstration grant projects to examine services for individuals with severe disabilities and patterns of emphasis across key stakeholders. The reports identified a total of 639 project purposes, activities, outcomes, and barriers. These components were analyzed using a social systems framework consisting of four levels: student and family, program, organizational, and community. Results showed a consistently greater emphasis on the program level and a lesser emphasis on other levels, particularly at the community level. This pattern differed from project purposes which showed a more equal balance across the levels. In conjunction with the nature of the barriers projects experienced, this pattern of emphasis suggests that collaboration, both within and external to the projects, remains a significant issue. Collaboration and person-centered planning strategies may assist in involving stakeholders at all levels.
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