Relevant bibliographies by topics / Residential school for the Deaf

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  2. Dissertations / Theses
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Academic literature on the topic 'Residential school for the Deaf'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Residential school for the Deaf"

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Butterfield, Stephen A. "Physical Education and Sport for the Deaf: Rethinking the Least Restrictive Environment." Adapted Physical Activity Quarterly 8, no. 2 (1991): 95–102. http://dx.doi.org/10.1123/apaq.8.2.95.

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Efforts to include children with disabilities in mainstream settings often raise questions as to what constitutes “least restrictive.” This paper addresses educational placement of deaf children, especially as it pertains to physical education and sport. Many leaders in deaf education hold that placement of deaf children in public schools often occurs without regard to their socioemotional/cultural/language needs. This paper provides a rationale for the residential school as a viable and legitimate placement option for deaf children. Also included in the paper is a brief historical overview of
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Okuyama, Yoshiko. "Japanese Deaf Adolescents' Textisms." International Journal of Cyber Behavior, Psychology and Learning 4, no. 2 (2014): 20–32. http://dx.doi.org/10.4018/ijcbpl.2014040102.

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This study investigated how texting was used by deaf adolescents in Japan. A small corpus of dyadic messages exchanged via cell phone between 2 deaf high-school students at a residential school was collected to examine the features of unconventional spellings typically used in text messages, or “textisms.” The characteristics of this text-message corpus were analyzed along with the factors associated with texting behaviors of other deaf adolescents in their school in order to explore the features of textisms adopted by these deaf adolescents. The study found that in the pair's 356 messages, th
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Butterfield, Stephen A. "Least Restrictive Environment: A Response to Decker." Adapted Physical Activity Quarterly 10, no. 1 (1993): 8–9. http://dx.doi.org/10.1123/apaq.10.1.8.

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Decker contends that deaf children should be educated in regular public school classrooms. In response, it is argued that due to their unique social/emotional/cultural needs, some deaf children benefit from residential school placement–particularly in physical education. Use of the term deaf is also discussed.
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Ellis, Kathleen, Stephen A. Butterfield, and Robert A. Lehnhard. "Grip-Strength Performances by 6- to 19-Yr.-Old Children with and without Hearing Impairments." Perceptual and Motor Skills 90, no. 1 (2000): 279–82. http://dx.doi.org/10.2466/pms.2000.90.1.279.

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86 children and youth enrolled at a residential school for the deaf were matched with 86 children and youth with normal hearing (by age, sex, height, weight, and hand preference) from four public schools. Each participant's grip strength was tested with a calibrated hydraulic dynamometer set at the second position. No significant between-group differences were observed. The authors attributed the similar between-group performances to the equal opportunities for participation in sport and physical education in this residential school.
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Paquin, Marius M., and Jeffery P. Braden. "The Effect of Residential School Placement on Deaf Children's Performance IQ." School Psychology Review 19, no. 3 (1990): 350–55. http://dx.doi.org/10.1080/02796015.1990.12085473.

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Ward, Stefan, Charles Farnsworth, Megan Babkes-Stellino, and Jamis Perrett. "Attraction to Physical Activity for Youth Who are BVI/DHH at a Residential School." Californian Journal of Health Promotion 10, no. 1 (2012): 81–90. http://dx.doi.org/10.32398/cjhp.v10i1.1498.

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Youth who are blind or visually impaired (BVI) and youth who are deaf or hard of hearing (DHH) often have low participation in sport and regular physical activity. Minimal research has sought to explore the variables associated with relatively low involvement in sport and physical activity among youth with BVI and/or DHH at residential schools. Financial situations and budget cuts have forced many states to combine residential schools for low incidence disabilities such as BVI & DHH. The purpose of the present study was to investigate the nature of attraction to physical activity for those
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LYTLE, RICHARD R., CARL FEINSTEIN, and BRUCE JONAS. "Social and Emotional Adjustment in Deaf Adolescents after Transfer to a Residential School for the Deaf." Journal of the American Academy of Child & Adolescent Psychiatry 26, no. 2 (1987): 237–41. http://dx.doi.org/10.1097/00004583-198703000-00021.

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O’Brien, Catherine A., and Peggy Placier. "Deaf Culture and Competing Discourses in a Residential School for the Deaf: “Can Do” Versus “Can't Do”." Equity & Excellence in Education 48, no. 2 (2015): 320–38. http://dx.doi.org/10.1080/10665684.2015.1025253.

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Blennerhassett, Lynne, Sara J. Strohmeier, and Cheryl Hibbett. "Criterion-Related Validity of Raven's Progressive Matrices with Deaf Residential School Students." American Annals of the Deaf 139, no. 2a (1994): 104–10. http://dx.doi.org/10.1353/aad.2012.0053.

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Luft, Pamela. "Independent Living Services for Deaf and Hard of Hearing Students: Results of a Nationwide Survey of School Programs." Journal of Applied Rehabilitation Counseling 44, no. 1 (2013): 18–27. http://dx.doi.org/10.1891/0047-2220.44.1.18.

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This study of secondary school programs targeted all services to deaf and hard-ol-hearing (D/HH) students at schools listed in The American Annals of the Deaf Reference Issue (2006) as having programs serving D/HH students. Analyses compared topics of fered by residential schools, large public school programs (enrollment of 35 or more D/HH students), and small public school programs (enrollment of less than 35 D/HH students) to identify patterns in providing independent living coursework in three areas: (a) personal advocacy, (b) daily living, and (c) community and recreation services. ANOVA c
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Dissertations / Theses on the topic "Residential school for the Deaf"

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Staten, Frederick Douglass. "Examining the influence of the residential school for the deaf experience on deaf identity." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2773.

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This study explored the impact of the residential school for the deaf experience on deaf identity development. The researcher utilized qualitative methodology, constant comparative analysis, and semi-structured interviews with 5 current students and 5 alumni from the Oregon School for the Deaf. The triangulation of participant interviews collectively yielded 67 textural codes and 8 structural categories in response to the four research questions: 1. Were there experiential factors that contributed to current students and alumni making the decision to attend the residential school for the deaf?
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Ross, Linda L. "Becoming deaf : an ethnographic exploration of enculturation and acculturation at a residential deaf school /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488187049543208.

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Elgar, Fern. "A comparative study of native residential schools and the residential schools for the deaf in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0018/MQ26914.pdf.

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Elgar, Fern (Fern Margaret) Carleton University Dissertation Sociology and Anthropology. "A Comparative study of native residential schools and the residential schools for the deaf in Canada." Ottawa, 1997.

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Choi, Sungkyu. "Cross-cultural attitudes toward deaf culture in a multi- and singular cultural society : a survey of residential school based teachers for the deaf who are deaf and hearing." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941571.

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During the past few years, Deaf culture has emerged as an important philosophy that could lead to a radical restructuring of Deaf education methods. The purpose of this study was to determine attitudes concerning Deaf culture from teachers of residential based schools for the Deaf who are Deaf and Hearing.Prior to initiating direct contact with the teachers, the superintendents or principals of the selected residential schools were contacted via mail, and their permission secured. In the United States, 279 teachers (69 teachers who are Deaf, 210 teachers who are Hearing) from seven midwest res
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Bliss, Courtney C. "Reframing Normal:The Inclusion of Deaf Culture in the X-Men Comic Books." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu149143787039966.

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Leohr, Melissa. "Examining Emotional Intelligence and Social Skills in a Residential Deaf Population." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/551.

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Mayer and Salovey first defined emotional intelligence in 1990 (Mayer, 1999) and later revised that definition (Mayer & Salovey, 1997). In 1995, Goleman introduced a different concept of emotional intelligence (Goleman, 1995). Bar-On presented a third conceptualization, as well as the first measure of the concept (Bar-On & Parker, 2000). Few studies have addressed emotional intelligence in children and adolescents, and nostudies have examined the concept in the deaf population. The purpose of the present study is to examine emotional intelligence, as well as social skills, in a residential dea
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Gottardis, L. "Deaf primary school children's achievement in mathematics." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f.

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The present research aims to evaluate the extent of deaf children’s delay in mathematics, identifying the moderators of this delay and determine the longitudinal predictors of their mathematical achievement. For five decades, studies have reported that deaf children lag behind their hearing peers in mathematics (Gottardis, Nunes and Lunt, 2011). Background factors such as age, degree of hearing loss, presence of cochlear implant and types of educational provision were previously hypothesised to be moderators of the extent of this delay but, up to now, they have not been tested. Pagliaro (2010)
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Lissi, Maria Rosa. "A descriptive study of deaf students and their reading teachers using English to participate in computer-networked conversations /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Gross, H. "Social interaction and play in the deaf nursery school." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380087.

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Books on the topic "Residential school for the Deaf"

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Jackson, David. The history of the Residential School for Jewish Deaf Children. Reunion of the Jewish Deaf School Committee, 1992.

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Boyce, Anthony J. The history of the Yorkshire Residential School for the Deaf 1829-1979. Doncaster Metropolitan Borough Council, Museums and Arts Service, 1990.

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Graybill, Patrick. The world according to Pat: Reflections of residential school days. T.J. Publishers, 1986.

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Committee, Mississippi Legislature PEER. Mississippi's education of the visually and hearing impaired: A comparison of the costs and effectiveness of the state's residential schools and the local school districts. The Committee,], 2000.

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Salt, Toby Dominic Brodigan. Bullying in residential special education: An investigation into the strategies that secondary aged boys find to deal with bullying in the residential setting of a special school. University of Birmingham, 1998.

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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: Education and safety issues at the South Carolina School for the Deaf and the Blind. Legislative Audit Council, 2003.

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Eastman, Gil. Deaf mosaic. Gallaudet University, Dept. of Television, Film & Photography, 1989.

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Cyber Moccasins: Beyond residential school. Epic Press, 2011.

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Lingman, Mary. Sammy goes to residential school. Penumbra Press, 1991.

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Eastman, Gil. Deaf mosaic. Dept. of Television, Film, and Photography, Gallaudet University, 1992.

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Book chapters on the topic "Residential school for the Deaf"

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Williams, Carol. "Residential School Photographs." In Photography and Migration. Routledge, 2018. http://dx.doi.org/10.4324/9781315276953-4.

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Fellinger, Johannes, and Daniel Holzinger. "Enhancing Resilience to Mental Health Disorders in Deaf School Children." In Resilience in Deaf Children. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7796-0_7.

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Lytle, Linda Risser, Gina A. Oliva, Joan M. Ostrove, and Cindi Cassady. "Building Resilience in Adolescence: The Influences of Individual, Family, School, and Community Perspectives and Practices." In Resilience in Deaf Children. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7796-0_10.

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Metz, Kurt, Margery Miller, and Tania N. Thomas-Presswood. "Assessing Children Who Are Deaf or Hard of Hearing." In Best Practices in School Neuropsychology. John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269855.ch17.

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Nichols, Katherine L. "The Brandon Indian Residential School Cemetery Project." In Working with and for Ancestors. Routledge, 2020. http://dx.doi.org/10.4324/9780367809317-5.

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Bell, Fiona, and Lindsay Nicolai. "School Psychological Practice with Deaf and Hard-of-Hearing Students." In Handbook of Australian School Psychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_31.

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Bajkó, Ágnes, and Edit H. Kontra. "Chapter 7. Deaf EFL Learners Outside the School System." In Language Learners with Special Needs, edited by Judit Kormos and Edit H. Kontra. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690913-009.

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Anderson, Willow J. "Compelled to Share: Exploring Holocaust and Residential School Survivors’ Stories." In The Changing Place of Europe in Global Memory Cultures. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39152-6_10.

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Méndez, María Luisa, and Modesto Gayo. "Common Ground: On the Centrality of Residential and School Choice." In Upper Middle Class Social Reproduction. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89695-3_3.

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"Routes to a Residential School for the Deaf." In The Nature of Special Education. Routledge, 2003. http://dx.doi.org/10.4324/9780203169179-15.

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Conference papers on the topic "Residential school for the Deaf"

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Carriera, Lucia, Chiara Carla Montà, and Daniela Bianchi. "THE IMPACT OF COVID-19 ON RESIDENTIAL CARE SERVICES FOR CHILDREN: A CALL FOR FAMILY-BASED APPROACH IN ALTERNATIVE CARE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end126.

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Children’s rights and needs are at the center of the United Nations 2030 Agenda for Sustainable Development, where education is viewed as crucial for providing the opportunities for sustainable, peaceful and equitable coexistence in a changing world. Alternative care settings are educational contexts (Tibollo, 2015) that deal with children in vulnerable conditions (UN General Assembly, 2010). For this reason, they can be considered as a sort of “field test” or “magnifying glass” on how the progress in striving to the implementation of the goals is proceeding – no one must be left behind. The 2
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Wuryanti, Sri. "INDONESIAN LANGUAGE NATIONAL EXAMINATION RESULTS FOR HIGH SCHOOL DEAF CHILDREN." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.225.

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Zainab, Nurul. "Islamic Education for Deaf Students in Special Education School in Madura." In International Conference on Community Development (ICCD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.123.

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Mendonca Lopes, Silvana, Shiderlene Almeida, and Joice Maltauro Juliano. "LANGUAGE, CULTURE AND DEAF IDENTITY: (AUTO) BIOGRAPHY AND REFLECTIONS ABOUT THE INCLUSION OF DEAF PEOPLE IN THE SCHOOL CONTEXT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2252.

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Do Thi, Hien, and Thuy Nguyen Thi Thanh. "Socilaization through Sign Language for Deaf Children in Early School Years in Light of Communication Theory." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.7-2.

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Like the impact of natural language on normal children, sign language plays an important role in the comprehensive development of deaf children. Deaf children also use sign language to think, communicate and socialize. So how do we teach deaf children sign language? Is teaching sign language to deaf children the same as teaching language for normal children? In this article, considering the situation of many deaf children in the first grade who have few language skills and limited communicative competence, we discuss the factors affecting language teaching in these environments. Furthermore, w
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Anggraini, Tina, Sunyoto Eko Nugroho, and Bambang Subali. "Junior High School Deaf Students’ Analysis of Multirepresentation Ability in SMPLBN Ungaran." In Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iset-18.2018.109.

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Pamungkas, Dede, Jasmansyah, and Arief Johari. "Visual study of media images in the process of learning at deaf learners school." In 2017 International Conference on Computing, Engineering, and Design (ICCED). IEEE, 2017. http://dx.doi.org/10.1109/ced.2017.8308125.

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Ratnaningrum, Ika, and Sri Hartati. "Utilization Of Digital Based Media In Dance Learning For Deaf Students In Inclusive Elementary School." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.33.

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Baglione, Melody, Nicholas Wong, Hannah Clevenson, Bridget O’Meara, and James Baker. "Creating an Interactive Light Studio for the American Sign Language and English Lower School." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64374.

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The Cooper Union for the Advancement of Science and Art created an Interactive Light Studio for pre-kindergarten students at The American Sign Language and English Lower School (P.S. 347) in New York City. Specific goals included designing a space for science exploration and creating ways for both deaf and hearing students to explore light and sound. Deaf and hearing impaired students, in particular, benefit from the design of a sound-to-light installation that uses microphones to provide visual feedback. Another installation includes a network of circuits, which imitate the interaction of fir
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Danyi Luo, Shang Cao, Xiaona Cong, et al. "Study on the influencing factors of health knowledge and health habits among senior high school students in the deaf-mute high school." In 2011 International Conference on Remote Sensing, Environment and Transportation Engineering (RSETE). IEEE, 2011. http://dx.doi.org/10.1109/rsete.2011.5964172.

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Reports on the topic "Residential school for the Deaf"

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Yang, Yizhao. Understanding School Travel: How Residential Location Choice and the Built Environment Affect Trips to School. Portland State University Library, 2010. http://dx.doi.org/10.15760/trec.22.

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access
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Johnson, David. The Relationship Between School Integration and Student Attitude Toward Residential Racial Integration. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1179.

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