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

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Watt, John D., and Faith E. Davis. "The Prevalence of Boredom Proneness and Depression Among Profoundly Deaf Residential School Adolescents." American Annals of the Deaf 136, no. 5 (1991): 409–13. http://dx.doi.org/10.1353/aad.2012.0470.

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12

Pinna, Paola, Laura Rampelli, Paolo Rossini, and Virginia Volterra. "Written & Unwritten Records from a Residential School for the Deaf in Rome." Sign Language Studies 1067, no. 1 (1990): 127–40. http://dx.doi.org/10.1353/sls.1990.0011.

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13

Luft, Pamela. "A National Survey of Transition Services for Deaf and Hard of Hearing Students." Career Development and Transition for Exceptional Individuals 37, no. 3 (2012): 177–92. http://dx.doi.org/10.1177/2165143412469400.

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This manuscript analyzed a survey of programs providing transition services to deaf and hard-of-hearing (D/HH) students. Quantitative analyses compared services offered by residential, large (35+ D/HH students), and small (<35 students) programs. Correlations across Employment Preparation, Post-school Preparation, and Transition Assessments were significant suggesting program consistency in offerings. ANOVA comparisons for Employment Preparation found that residential programs offered significantly more services than large or small programs. Post-school Preparation and Transition Assessment

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14

Brookhouser, Patrick E. "Ensuring the Safety of Deaf Children in Residential Schools." Otolaryngology–Head and Neck Surgery 97, no. 4 (1987): 361–68. http://dx.doi.org/10.1177/019459988709700404.

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In 1983, 75,000 to 90,000 children and youth in the United States had hearing impairments severe enough to warrant some sort of special education, and 28% of that total (i.e., 21,000 to 25,000) were in residential schools. Deaf youngsters in institutional settings are at risk for maltreatment by surrogate caretakers—foster parents or institutional child care workers. Attempts to report the abuse may produce denials by institutional administrators who do not want to believe that children under their care have been abused or who fear serious personal and/or institutional consequences should the

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15

Clark, Jeffrey K. "Health Education Curricula in Residential Schools for the Deaf." American Annals of the Deaf 140, no. 5 (1995): 410–14. http://dx.doi.org/10.1353/aad.2012.0323.

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16

Gillespie, Catherine Wilson, and Sandra Twardosz. "A Group Storybook-Reading Intervention with Children at a Residential School for the Deaf." American Annals of the Deaf 142, no. 4 (1997): 320–32. http://dx.doi.org/10.1353/aad.2012.0224.

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17

Knudson, Bradley G. "Superintendents of American Residential Schools for the Deaf: A Profile." American Annals of the Deaf 148, no. 1 (2003): 49–55. http://dx.doi.org/10.1353/aad.2003.0005.

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18

Radovanović, Vesna, Jasmina Kovačević, and Ivana Ristić. "Requirements and needs for captioning audio-visual content for deaf and hard of hearing pupils." Zbornik radova Filozofskog fakulteta u Pristini 51, no. 2 (2021): 323–38. http://dx.doi.org/10.5937/zrffp51-31732.

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Caption technology for deaf and hard of hearing translates the same spoken language into written language, including not only a textual recording of speech but also a description of background sounds. The literature states that the effects of captioned audio-visual content are conditioned by the level and speed of reading and that the understanding of the captioned material depends on the complexity of the text as well. The central question regarding captioning for deaf and hard of hearing is whether to literally translate audio recordings or to adapt them. While the deaf prefer the first opti

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19

Mills, Abigail Adubea. "Navigating sexual and reproductive health issues: Voices of deaf adolescents in a residential school in Ghana." Children and Youth Services Review 118 (November 2020): 105441. http://dx.doi.org/10.1016/j.childyouth.2020.105441.

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20

Rhodes, Anna, and Siri Warkentien. "Unwrapping the Suburban “Package Deal”." American Educational Research Journal 54, no. 1_suppl (2017): 168S—189S. http://dx.doi.org/10.3102/0002831216634456.

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Large disparities in educational quality exist between cities and surrounding suburban school districts and are increasing between suburban districts—a trend that emerged over the past several decades and shows signs of growing. Using in-depth interviews, this study examines how children are sorted into different school districts across a metropolitan area. We find that the ideal educational arrangement for nearly all parents is to live in a neighborhood that guarantees access to neighborhood schools that meets their expectations, something we call the “package deal.” Parents look to the subur

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21

Danielle, Thompson-Ochoa, and Hodgdon Patricia. "The impact of bullying and victimization among deaf students in residential schools and distressful behaviors of deaf students." International Journal of Psychology and Counselling 11, no. 5 (2019): 39–45. http://dx.doi.org/10.5897/ijpc2019.0566.

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22

Connolly, R. Perry. "A Descriptive Study of Vocational Programs In Residential Schools for the Deaf." American Annals of the Deaf 133, no. 3 (1988): 204–6. http://dx.doi.org/10.1353/aad.2012.0823.

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23

Donald F. Moores. "Residential Schools for the Deaf and Academic Placement Past, Present, and Future." American Annals of the Deaf 154, no. 1 (2009): 3–4. http://dx.doi.org/10.1353/aad.0.0077.

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24

O'Brien, Catherine, and Kerry K. Robinson. "Cultural Leadership in Schools for the Deaf: Leadership for Cultural and Language Diversity in the Context of Schools for the Deaf." Journal of School Leadership 27, no. 3 (2017): 304–32. http://dx.doi.org/10.1177/105268461702700301.

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This study examined the variation in cultural competence among leaders in four different residential schools for the Deaf across the United States. The study explored where leaders fell on the cultural continuum, and how this was reflected in the schools in the way each perceived and validated Deaf culture as well as other cultures present in the schools. This qualitative multi-case ethnographic methodology utilized interviews as primary data sources which were video-taped in order to accurately transcribe them and to score concepts and themes for analysis by grounded theory methodology. The f

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25

Deegan, James G., and Noel P. O’Connell. "The Starling’s Tale: A Performative Ethnography Showing Deaf Children’s Schooling in the Republic of Ireland." Qualitative Inquiry 25, no. 1 (2018): 69–79. http://dx.doi.org/10.1177/1077800418787458.

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The ways in which we approach children and childhood as variables of social analysis has undergone profound change in the last quarter century in the Republic of Ireland. This performative ethnography inquires into the secret lore and language of deaf children’s lives in one residential school. Out of sight of the community of the other, children willfully embodied a transgressive, liberatory, and decolonizing sign language of their own. Medium and message come together in this performative ethnography through a clutch of theatrical devices associated with the “epic theater” of the German play

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26

Silverstein, Robert. "The Legal Necessity for Residential Schools Serving Deaf, Blind, and Multiply Impaired Children." Journal of Visual Impairment & Blindness 79, no. 4 (1985): 145–49. http://dx.doi.org/10.1177/0145482x8507900401.

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Under P.L. 94–142, sensorily impaired children must receive appropriate public education in the least restrictive environment. This means, in practice, that some of them must be placed in residential schools; which means, in turn, that legally such schools must exist and be available. Here the requirements and difficulties are considered, with emphasis on the differing and varying needs of the children involved, and reference to several court cases and administrative decisions.

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27

Kampfe, Charlene M. "Reading Comprehension of Deaf Adolescent Residential School Students and Its Relationship to Hearing Mothers' Communication Strategies and Skills." American Annals of the Deaf 134, no. 5 (1989): 317–22. http://dx.doi.org/10.1353/aad.2012.0500.

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28

Slee, Vikki, and John F. Allan. "Purposeful Outdoor Learning Empowers Children to Deal with School Transitions." Sports 7, no. 6 (2019): 134. http://dx.doi.org/10.3390/sports7060134.

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UK schoolchildren are vulnerable to transitional stress between primary and secondary school, which may impact negatively upon their psychological health and academic achievement. This is experienced most acutely by children from ethnic minorities and lower socio-economic status (SES) households. Outdoor Adventure (OA) residential programmes are purported to develop behavioural adaptations which enable positive educational transitions of children. Personal, social and academic skills (self-reliance, getting along with others, curriculum alignment) may be best acquired through bespoke nature-ba

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29

Wenkus, Mary, Bob Rittenhouse, and Jess Dancer. "Classroom Management Programs for Deaf Children in State Residential and Large Public Schools." Perceptual and Motor Skills 89, no. 3_suppl (1999): 1211–14. http://dx.doi.org/10.2466/pms.1999.89.3f.1211.

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30

Schroedel, John G. "Improving the Career Decisions of Deaf Seniors in Residential and Day High Schools." American Annals of the Deaf 136, no. 4 (1991): 330–38. http://dx.doi.org/10.1353/aad.2012.0534.

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31

Foster, Susan. "Reflections of a Group of Deaf Adults on Their Experiences in Mainstream and Residential School Programs in the United States." Disability, Handicap & Society 4, no. 1 (1989): 37–56. http://dx.doi.org/10.1080/02674648966780031.

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32

Bowers, Lisa M., Hannah Dostal, Kimberly A. Wolbers, and Shannon C. Graham. "The Assessment of Written Phrasal Constructs and Grammar of Deaf and Hard of Hearing Students with Varying Expressive Language Abilities." Education Research International 2018 (2018): 1–10. http://dx.doi.org/10.1155/2018/2139626.

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The purpose of this study was to examine the written phrasal constructs and grammar usage of deaf and hard of hearing students with varying expressive language skills. Twenty-nine d/hh middle school students attending a residential school for the deaf were divided into three language groups: students using spoken English, ASL/English bilinguals, and language delayed learners. Personal narrative writing samples were collected at the beginning, middle, and end of the academic year. The samples were divided into T-units and coded for language variables, including word efficiency ratio (WER) score

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33

Smirnova, Irina, Vyacheslav Nikolyuk, Elena Markovicheva, and Oksana Kachalova. "Placing Juvenile Delinquents into Residential Correctional Schools." Russian Journal of Criminology 13, no. 5 (2019): 837–45. http://dx.doi.org/10.17150/2500-4255.2019.13(5).837-845.

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An integral part of modern criminal policy is criminal procedure policy regarding juvenile delinquents, aimed at resolving a criminal law conflict in the ways that are most beneficial for these persons and that lead to their re-integration in the society. The purpose of juvenile criminal proceedings is connected with special educational tasks and requires special procedures. In Russian criminal proceedings, the court can substitute criminal punishment with compulsory educational measures as part of such procedures. Russian system of compulsory educational measures is complicated, and a special

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34

McNeill, Joyce H., and Laura J. Jordan. "Factors That Contribute to Stress As Reported by Teachers of Deaf Students at Residential Schools." American Annals of the Deaf 138, no. 3 (1993): 284–87. http://dx.doi.org/10.1353/aad.2012.0399.

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35

Silverstein, Robert. "The Legal Necessity for Residential Schools Serving Deaf, Blind, and Multi-Handicapped Sensory-Impaired Children." American Annals of the Deaf 131, no. 2 (1986): 78–84. http://dx.doi.org/10.1353/aad.2012.1424.

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36

Holden-Pitt, Lisa. "Annual Survey: A Look at Residential School Placement Patterns for Students from Deaf- and Hearing-Parented Families: A Ten-Year Perspective." American Annals of the Deaf 142, no. 2 (1997): 107–14. http://dx.doi.org/10.1353/aad.2012.0720.

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37

Greenwald, Brian H., and John Vickrey Van Cleve. "“A DEAF VARIETY OF THE HUMAN RACE”: HISTORICAL MEMORY, ALEXANDER GRAHAM BELL, AND EUGENICS." Journal of the Gilded Age and Progressive Era 14, no. 1 (2014): 28–48. http://dx.doi.org/10.1017/s1537781414000528.

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AbstractAlexander Graham Bell stood at the intersection of two late nineteenth-century American social developments. First, a nascent deaf community, threaded by residential schools and the use of a shared visual language, began to form by the 1850s, drawing deaf people into regular interaction and intermarriage. Second, the American eugenics movement, determined to eliminate perceived social problems through reproductive restrictions, came to prominence as the century neared its end. Bell's role in publicly connecting these two historical threads has earned him the approbation of the American

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38

Strassman, Barbara K., and Pamela M. Hall. "Hiring Criteria, Duties, and Professional Growth Opportunities for Residential Staff at Schools for the Deaf: A Survey." American Annals of the Deaf 144, no. 5 (1999): 379–85. http://dx.doi.org/10.1353/aad.2012.0159.

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39

Kurková, Petra, and Nanci A. Scheetz. "Communication Strategies Used by Physical Education Teachers and Coaches in Residential Schools for the Deaf in the U.S." Acta Facultatis Educationis Physicae Universitatis Comenianae 56, no. 1 (2016): 1–15. http://dx.doi.org/10.1515/afepuc-2016-0001.

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SummaryThe purpose of this study was to determine what communication and instructional techniques including coaching strategies were being implemented by coaches and physical education (PE) teachers working in residential or day schools for the deaf throughout the U. S. Further, to share this information with coaches and PE teachers in general education classrooms. Questionnaire was answered electronically from 32 coaches and PE teachers (38 % return rate). Topics in the survey included: a) types of sports/PE classes; b) mode of communication used; c) coaching and teaching techniques; d) coach

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40

Sari, Hakan. "An Analysis of the Relationship Between Identity Patterns of Turkish Deaf Adolescents and the Communication Modes Used in Special Residential Schools for the Hearing Impaired and Deaf." Deafness & Education International 7, no. 4 (2005): 206–22. http://dx.doi.org/10.1179/146431505790560329.

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41

Salem, James M., and Barry P. Fell. "The Impact of P.L. 94-142 on Residential Schools For the Deaf: A Follow-Up to the 1977 Survey." American Annals of the Deaf 133, no. 2 (1988): 68–75. http://dx.doi.org/10.1353/aad.2012.1330.

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42

LaSasso, C. "Survey of Residential and Day Schools for Deaf Students in the United States That Identify Themselves as Bilingual-Bicultural Programs." Journal of Deaf Studies and Deaf Education 8, no. 1 (2003): 79–91. http://dx.doi.org/10.1093/deafed/8.1.79.

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43

Snyder, Emily. "Reconciliation and Conflict: A Review of Practice." Alberta Law Review 48, no. 4 (2011): 831. http://dx.doi.org/10.29173/alr136.

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In this article I provide a review of two connected events. The first is the conference "Prairie Perspectives on Indian Residential Schools, Truth and Reconciliation," which was held in June 2010 in Winnipeg, Manitoba. This conference was just one of many concurrent events taking place at the Truth and Reconciliation Commission of Canada's first national event. Specific themes and aspects of the conference are covered here. Secondly, I parallel my discussion of the conference to my experiences with the national event - experiences can be complex and do not happen in isolation from the broader

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44

Bluestone, Daniel. "Chicago's Mecca Flat Blues." Journal of the Society of Architectural Historians 57, no. 4 (1998): 382–403. http://dx.doi.org/10.2307/991458.

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This essay explores the Mecca, one of Chicago's largest nineteenth-century apartment houses. Designed in 1891, the Mecca's innovative plan incorporated an exterior landscaped courtyard and two monumental interior atria. The form and meaning of these spaces diverged in important respects. The exterior courtyards appropriated aspects of the single-family residential form and domestic ideology. The interior atria relied on Chicago skyscraper models and their cosmopolitan approach to the possibilities of density. Exterior courtyards later proliferated, while atria appeared in only two other local

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45

Stone, Frederick H. "Child psychiatry and the law." Psychiatric Bulletin 15, no. 4 (1991): 193–96. http://dx.doi.org/10.1192/pb.15.4.193.

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It is a great privilege to be asked to give this memorial lecture. There must be few in this audience who do not know the name of Jack Kahn, if only from his classic writings on school refusal. To many of us, however, he was a dear friend as well as a rather special colleague. I seem always to have known Jack, although in fact I probably first met him in the middle ‘60s at just such a residential conference as we are having now, on that occasion in Harrogate. This was in the days of the RMPA. Jack was chairman of the Child Psychiatry Section and the guiding spirit behind the organisation of th

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46

KAI, Sarasa, and Takashi TORIGOE. "Deaf Identity: High-School-Level Students at a School for the Deaf." Japanese Journal of Special Education 44, no. 4 (2006): 209–17. http://dx.doi.org/10.6033/tokkyou.44.209.

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47

Kidd, Dawn Hoyt, Anne L. Madsen, and Charles E. Lamb. "Mathematics Vocabulary: Performance of Residential Deaf Students." School Science and Mathematics 93, no. 8 (1993): 418–21. http://dx.doi.org/10.1111/j.1949-8594.1993.tb12272.x.

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48

Wolf, Helen M. "Residential School Nursing." NASNewsletter 17, no. 2 (2002): 10. http://dx.doi.org/10.1177/104747570201700204.

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49

Greene, Albert W., and Pearl M. Mosher-Ashley. "A Residential Care Alternative for Elderly Deaf Persons." Journal of Gerontological Nursing 23, no. 8 (1997): 32–36. http://dx.doi.org/10.3928/0098-9134-19970801-10.

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50

Willis, Richard G., and McCay Vernon. "Residential Psychiatric Treatment of Emotionally Disturbed Deaf Youth." American Annals of the Deaf 147, no. 1 (2002): 31–37. http://dx.doi.org/10.1353/aad.2012.0124.

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