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Modifying the Clasroom Environment to Increase Engagement and Decrease Disruption with Students who are Deaf or Hard of Hearing

Author(s) Guardino C., Shirind D. A. (2012)

Journal: Journal of Deaf Studies and Deaf Education

Summary: The purpose of this research was to examine the influence of physical arrangement and features of the classroom on the academic engagement and disruptive behavior of Deaf and Hard-of-Hearing students.The study, which was based on a multi- baseline design,took place in three self-contained elementary classrooms at a school for the Deaf in U.S. The researchers, in consultation with the classroom teachers, modified seating arrangements ,classroom organisation, visual stimuli and acoustic quality. Data in all three classrooms indicated increase in academic engagement and decrease in disruptive behavior of the students. Follow up observations revealed the maintainance of most of the modifications after the end of the study. The social validity ratings indicated high acceptance of the intervention by the teachers. Limitations and practical implications are discussed.

(Reviewed by Eleni Kyrioti, specialeducation.gr, Advisory Team member)

The article can be found here.

Deaf and Hard of Hearing Individuals and Education: Greece- A Special Case of Social Exclusion

Author(s): Skordas, A., Giavrimis, P., Valkanos, E., & Nikolarea, K. (2012).

Journal: Journal of Educational and Social Research Vol 2(1)

Summary: This paper presents an analysis of the current situation for the Deaf and Hard of Hearing (DHH) Community in Greece with a special emphasis on knowledge of the Greek Sign Language (GSL) and using new technologies. The study assesses the educational level of the participants and explores their educational needs and whether those needs are being met or not. In addition the authors study the degree to which DHH individuals have acquired the necessary knowledge to communicate effectively using the GSL and new technologies. The study outcomes suggest that the majority of the DHH individuals have low or sufficient knowledge of all aspects of the GSL (vocabulary, grammar etc) as well as “little” to “not at all” skills in utilizing new technologies to communicate. The relationship of limited access to education, lack of teacher preparation in GSL and social exclusion are also discussed.

The article can be found here.

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