Relevant bibliographies by topics / Teachers of the blind-deaf in literature

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  1. Journal articles
  2. Dissertations / Theses
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Academic literature on the topic 'Teachers of the blind-deaf in literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Teachers of the blind-deaf in literature"

1

Marks, S. B. "Understanding and Preventing Learned Helplessness in Children who are Congenitally Deaf-Blind." Journal of Visual Impairment & Blindness 92, no. 3 (March 1998): 200–211. http://dx.doi.org/10.1177/0145482x9809200307.

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The absence of both distance senses creates the need for children who are congenitally deaf-blind to rely on others to motivate them to explore and to provide the connections between exploration and communication, which is the foundation of concept development. This article links the literature on learned helplessness with best practices in teaching children who are deaf-blind to address how caregivers and teachers can prevent or reduce learned helplessness in these children.
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Sutton-Spence, Rachel. "Why we need signed poetry in bilingual education." Educar em Revista, spe-2 (2014): 111–27. http://dx.doi.org/10.1590/0104-4060.37231.

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A truly bilingual and bicultural education for deaf children requires them to learn about the deaf art-form of sign language poetry. In this article I outline the advantages and challenges of doing this. Reviewing the scarce literature on teaching deaf children signed poetry, whether translated or original, I relate it to the use of literature in L2-learning settings. Reflections of deaf teacher-poets from the UK show that deaf children readily relate to signed poetry, and with informed language focus from teachers it helps them to develop a range of language skills, and express their emotions. Barriers to this, however, include lack of training and awareness for both deaf and hearing teachers - even when the teachers are poets.
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3

Pinto, Vanderlei Porto, ELEN VILLEGAS CAMPOS, Gildiney Penaves De Alencar, Jackson Lemos Gonçalves, Ramon Gustavo De Moraes Ovando, Josivaldo Godoy Da Silva, Alexandra Maria Almeida Carvalho Pinto, and Geanlucas Mendes Monteiro. "THE WORK OF THE DEAF PROFESSOR AT THE UNIVERSITY." International Journal for Innovation Education and Research 7, no. 12 (December 31, 2019): 368–73. http://dx.doi.org/10.31686/ijier.vol7.iss12.2082.

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The deaf teacher is a professional who differs from another in the way he communicates, and the language used by these professionals is the Brazilian Sign Language (LIBRAS). The objective: to verify the inclusion of deaf teachers in higher education as well as to verify the assistive technologies that contribute to this process and the reality of these professionals. The methodology was a literature review of articles published between 2009 and 2017. Data werecollected from the following databases: Latin American and Caribbean Health Sciences Literature (LILACS), Scientific Electronic Library Online (SCIELO) and National Library of Medicine (PUBMED), using the keywords: teachers, deafness, universities, inclusion, assistive technologies and disability. The results showed that the inclusion of deaf teachers in higher education occurs due to the laws that determine the appointment of deaf teaching professionals as priorities for teaching LIBRAS courses in universities, being LIBRAS an Assistive Technology (TA) for the inclusion of these professionals. However, deaf teachers showed isolation due to the difficulty of communication with other teachers, having difficulties to exchange experiences beyond the strangeness of the students, about the didactics, methodology and evaluation of the deaf teacher.
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4

McDermid, Campbell. "Educational Interpreters, Deaf Students and Inclusive Education?" Turkish Journal of Special Education 1, no. 2019-V1-I1 (December 30, 2020): 27–46. http://dx.doi.org/10.37233/trsped.2020.0107.

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A review of the literature was conducted to consolidate the findings of numerous studies concerning the efficacy of including a Deaf student in a regular classroom environment with a sign language interpreter. Numerous challenges were identified including a lack of appropriate qualifications in many educational interpreters, such as fluency in sign language, class content, and ability to interpret accurately. A number of recommendations were noted in the literature like the need to shift paradigms from Deaf students as disabled to Deaf Gain, which includes respect for the culture, language and identity of Deaf people and recognition of how society benefits from their presence and diversity. Specific recommendations were clear job descriptions for educational interpreters, mandatory sign language classes for everyone in the school, and modifications to the class environment both physically, to ensure clear sight lines, and pedagogically, to include aspects of the discursive practices of Deaf teachers and students.
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Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (December 2, 2019): 177. http://dx.doi.org/10.22146/jh.44767.

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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.
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Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (May 28, 2019): 177. http://dx.doi.org/10.22146/jh.v31i2.44767.

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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.
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7

Sari, Cici Aulia, and Herlinda Mansyur. "PELATIHAN PENGEMBANGAN DIRI SENI TARI PADA ANAK TUNARUNGU DI SLB WACANA ASIH KOTA PADANG." Jurnal Sendratasik 8, no. 3 (March 1, 2019): 29. http://dx.doi.org/10.24036/jsu.v7i3.103402.

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AbstractThis article aims to describe the implementation of the training activities of self development in Deaf children dance on the SLB Discourse Compassion desert. This research is classified in qualitative research that uses descriptive approach. Instrument in this study is the researchers themselves by using data collection techniques in the form of observation, interview, documentation and study of the literature. The results showed that students can transmit an interest and talent in the art of dance in self development SLB Discourse Compassion desert. In the execution of training activities of self development in SLB Discourse Compassion field, teachers implement the method of demonstration, imitation method, manual methods or gestures. The main obstacle factors for Deaf students i.e. There is on the sense of hearing, but did not close the possibility for deaf children get his rights in education like other normal children. To develop the potential of deaf children much needed role of parents, families, teachers and the school of structural aid in the goal of self development close to the art of dance in the SLB Discourse Compassion desert.Keywords: Self Development; Deaf Children.
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8

Christensen, Kathee M., and John Luckner. "Teacher Preparation in the 21st Century: Meeting Diverse Needs." Journal of Childhool Communication Disorders 17, no. 1 (October 1995): 27–31. http://dx.doi.org/10.1177/152574019501700105.

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This article summarizes changes that have occurred during the past decade, describes the current state of the field of education of children who are deaf or hard of hearing (i.e., whom we teach, where we teach, how we teach, and what we teach), and poses action needed in the future. It addresses these topics through a review of pertinent literature and through the presentation of information gathered from a set of teachers from diverse settings who work with students who are deaf or hard of hearing.
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Abbas, Ali, and Summaira Sarfraz. "Developing a Prototype to Translate Text and Speech to Pakistan Sign Language With Bilingual Subtitles: A Framework." Journal of Educational Technology Systems 47, no. 2 (September 3, 2018): 248–66. http://dx.doi.org/10.1177/0047239518794168.

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The purpose of the study is to provide a literature review of the work done on sign language (SL) around the world and in Pakistan and to develop a translation tool of speech and text to Pakistan Sign Language (PSL) with bilingual subtitles. Information and communication technology and tools development for teaching and learning purposes improve the learning process and facilitate both teachers and students. In Pakistan, unimpaired people face a lot of problems to communicate with deaf people due to the lack of SL understanding, learning resources, and interpreters. This problem is faced by the teachers who communicate with deaf students in the classrooms. The communication gap is filled with the development of a translation tool as Haseeb and Illyas concluded in their study that using this kind of tool, deaf people will have more opportunities to communicate with other members of society at every level. Different components of technology such as Python programming language, Natural Language Tool Kit, prerecorded PSL videos, Linux-based server, and databases are used to develop the prototype of PSL translation tool. This study provides a literature review to highlight the existing technological work done around the world and in Pakistan and also provides an architectural framework of the PSL translation tool which is developed by the researchers to facilitate the people who face difficulty to communicate with deaf people.
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10

Smestad, Bjørn, and Astrid Gillespie. "Dimensions of teachers’ transdisciplinary competence based on a systematic review of three transdisciplinary areas." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (December 29, 2020): 117–38. http://dx.doi.org/10.7577/njcie.3757.

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This study contributes to the conceptualisation of teachers’ competence through a systematic review (a concept synthesis) of three key transdisciplinary competencies—teachers’ diversity competence, teachers’ research and development competence, and teachers’ digital competence. Based on our analysis, we propose a set of dimensions to consider—within which there were important tensions in the research literature reviewed—when discussing teachers’ professional competence. These dimensions are: the 1) beneficiary, 2) teachers’ role, 3) attitudes, knowledge and skills, 4) sources of competence, 5) relationship to disciplinary content and 6) assessment. We discuss the three areas in light of these dimensions. We suggest that the complexity of being and becoming a teacher is a blind spot in research on teachers’ transdisciplinary competence and that many articles show deficit thinking about teachers.
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Dissertations / Theses on the topic "Teachers of the blind-deaf in literature"

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MacFarland, Stephanie Zora Catherine. "Teachers' understanding and implementation of Van Dijk's learning theory for students who are deaf-blind." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186572.

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This research study investigated the relationship between teachers' understanding of the theoretical principles underlying the Van Dijk Curriculum for students labelled deaf-blind and teachers' implementation of related instructional strategies. This study was conducted at the Rafael School located on the campus of the Instituut voor Doven, a school for deaf children, in The Netherlands. Six teachers who were specifically trained for at least three years in the Van Dijk Curriculum at the Rafael School were observed and interviewed during an academic school year. A comprehensive system was developed to examine the dynamic relationship between teachers' understanding and implementation. Using qualitative research methodology, teacher implementation was documented through observations and teacher understanding was documented through interviews. A systematic coding procedure was used to analyze the data. In general, the findings indicated that a relatively consistent relationship was found between teacher understanding and implementation for five of the six teachers. The one exception was a teacher who demonstrated that she understood the theory underlying the curriculum but was not a high implementor of the related instructional strategies. Possible explanations regarding this particular teacher's incongruent relationship of understanding and implementation are presented. This study demonstrates that a systematic procedure can be developed to investigate the relationship of a curricular theory applied to practice. Furthermore, this study provides insight into how teachers' understanding of theory translates into practice. The particular conditions and circumstances under which the relationship of teachers' understanding and implementation was investigated in this study suggest that a shared philosophy, a theory-based curricular model with integrated strategies, and ongoing staff collaboration and administrative support seem to impact this dynamic relationship.
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Books on the topic "Teachers of the blind-deaf in literature"

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Robert, Doremus, ed. Helen Keller: From tragedy to triumph. New York: Aladdin Books, 1986.

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2

Watson, Pat. A literature guide for William Gibson's The miracle worker. San Antonio, Tex: ECS Learning Systems, 1995.

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Zonderman, Jon. Helen Keller & Annie Sullivan, working miracles together. Woodbridge, CT: Blackbirch Press, 1994.

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William, Gibson. The miracle worker: A play in three acts. New York: S. French, 1985.

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5

Deaf Sentence. London: Penguin, 2009.

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Lodge, David. Deaf sentence. Rearsby: Clipper Large Print, 2008.

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Lodge, David. Deaf Sentence. New York: Penguin USA, Inc., 2009.

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Lodge, David. Deaf Sentence. New York, NY: Penguin Books, 2008.

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Deaf sentence. London: Harvill Secker, 2008.

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Deaf sentence. New York: Viking, 2008.

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Book chapters on the topic "Teachers of the blind-deaf in literature"

1

Reimers, Fernando M. "Learning from Teaching Graduate Students How to Design Climate Change Education Programs." In Education and Climate Change, 181–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_7.

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AbstractThis chapter discusses lessons learned engaging my graduate students in education policy analysis at the Harvard Graduate School of Education in designing climate change education curricula in partnership with educational institutions around the world. Studying those programs developed by my students, I draw out seven cross-cutting themes about what such an approach yields for students, for the educational institutions they partnered with and for my own institution, while drawing parallels between those curricula and the graduate course in comparative education policy analysis in which these curricula were developed. In addressing those themes the chapter revisits some of the central arguments presented in the introductory chapter about the urgency and the challenges of enhancing the effectiveness of climate change education, and some of the key conclusions of critical reviews of the literature on education and climate change about the limitation of existing approaches to the subject.Those themes are: Educating students to address climate change is about engaging them in active problem solving, not contemplation. While learning from doing is valuable, to advance the field of climate change education, it is necessary to conceptualize and theorize practice. The need to think broadly about learning outcomes in climate change education The power of contextually situated learning A Signature project-based pedagogy to Change Climate through Education Augmenting the capacity for climate change education among teachers and schools The limitations of infusing climate change education in existing courses The chapter concludes examining some blind spots in the climate change curricula presented in the book and drawing parallels between the education response to the COVID-19 Pandemic of 2020 and the education response to Climate Change.
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Namirembe, Bernadatte. "Educating Deaf and Hard-of-Hearing Learners in Inclusive Classrooms in Tanzania." In Deaf Education Beyond the Western World, 109–34. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0007.

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Educating deaf and hard-of-hearing (DHH) learners poses a challenge to teachers working in inclusive education settings such as the ones in Tanzania. Having DHH learners in the classroom is viewed as a burden by all stakeholders, especially teachers. In 2009, Tanzania signed and ratified United Nations Convention on Rights of Persons with Disabilities. This implies that Tanzania recognizes the DHH learners’ right to a good education. However, it remains unclear how the country is dealing with the challenges of providing DHH learners with a quality inclusive education. This chapter discusses the status of DHH learners in Tanzania in the face of the global trend toward inclusive education. It explains the current situation of inclusion of DHH learners in mainstream classes, including their achievements, challenges, and limitations. Recommendations are provided for future objectives based on best practices discussed in the literature.
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