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Contents of the Winter 2016 Issue, Volume 160, No. 5, of the Annals
|e d i t o r i a l s|
|433||This Issue: Something for Almost Everybody|
|437||In Memoriam: Jerry B. Crittenden|
|a r t i c l e s|
|440||Single-Case Design Research: Building the Evidence-Base in the Field of Education of Deaf and Hard of Hearing Students
Joanna E. Cannon, Caroline Guardino, Shirin D. Antia, and John L. Luckner
the field of education of deaf and hard of hearing (DHH) students has a paucity of evidence-based practices (EBPs) to guide instruction. The authors discussed how the research methodology of single-case design (SCD) can be used to build EBPs through direct and systematic replication of studies. An overview of SCD research methods is presented, including an explanation of how internal and external validity issues are addressed, and why SCD is appropriate for intervention research with DHH children. The authors then examine the SCD research in the field according to quality indicators (QIs; at the individual level and as a body of evidence) to determine the existing evidence base. Finally, future replication areas are recommended to fill the gaps in SCD research with students who are DHH in order to add to the evidence base in the field.
|453||Successful Students Who Are Deaf or Hard of Hearing and Culturally and/or Linguistically Diverse in Inclusive Settings
Catherine Adekemi Ayantoye and John L. Luckner
the population of students who are deaf or hard of hearing is becoming more culturally and/or linguistically diverse. However, there is a paucity of practitioner literature and research available to professionals and families to guide decision making about daily practices with these students and their families. The study identified factors that contribute to the success of students who are deaf or hard of hearing and from culturally and/or linguistically diverse backgrounds who receive the majority of their education in inclusive settings. Students were recruited from two schools in two school districts in a western state. Students, educators, interpreters, and parents participated in individual in-depth, semistructured interviews. Observations of the students were also done. Analysis of the data included coding the transcribed interviews and the field notes to identify common themes. Seven themes emerged and are reported. Recommendations for future research are provided.
|467||College and Career Readiness: Course Taking of Deaf and Hard of Hearing Secondary School Students
Katherine Nagle, Lynn A. Newman, Debra M. Shaver, and Marc Marschark
research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study–2 (NLTS2), the present study focused on DHH students’ college and career readiness by investigating their opportunities in secondary school to acquire college and career skills. DHH students earned more credits overall than hearing peers; both groups earned a similar number of credits in academic courses. However, DHH students took more vocational and nonacademic courses and fewer courses in science, social science, and foreign languages. There was evidence that DHH students’ academic courses in math lacked the rigor of those taken by hearing peers, as DHH students earned more credits in basic math and fewer credits in midlevel math courses, and even fewer in advanced math courses, than hearing peers.
|483||A Discourse of “Abnormality”: Exploring Discussions of People Living in Australia With Deafness or Hearing Loss
Danielle Ferndale, Louise Munro, and Bernadette Watson
adopting a social constructionist framework, the authors conducted a synthetic discourse analysis to explore how people living in Australia with deafness construct their experience of deafness. An online forum facilitated access and communication between the lead author and 24 widely dispersed and linguistically diverse forum contributors. The authors discuss the productive and restrictive effects of the emergent discourse of deafness as abnormal and the rhetorical strategies mobilized in people’s accounts: fitting in, acceptance as permission to be different, and the need to prove normality. Using these strategies was productive in that the forum respondents were enabled to reposition deafness as a positive, socially valued identity position. However, the need to manage deafness was reproduced as an individual concern, disallowing any exploration of how deafness could be reconstructed as socially valued. The article concludes with a discussion of the implications of the deafness as abnormal discourse.
|496||Increasing Self-Regulation and Classroom Participation of a Child Who Is Deafblind
Catherine Nelson, Holly A. Hyte, and Robin Greenfield
self-regulation has been identified as essential to school success. However, for a variety of reasons, its development may be compromised in children and youth who are deafblind. A single-case multiplebaseline study of a child who was deafblind examined the effects of three groups of evidence-based interventions on variables thought to be associated with self-regulation. The dependent variables were (a) frequency and duration of behaviors thought to indicate dysregulation, (b) active participation in school activities, and (c) time from onset of behaviors indicating dysregulation until achievement of a calm, regulated state. The interventions, which included provision of meaningful, enjoyable, and interactive activities, anticipatory strategies, and calming strategies, significantly influenced the dependent variables and are described in detail.
|b o o k r e v i e w|
|510||Outsiders in a Hearing World: A Book Still Relevant Today
Angela McCaskill and Catherine O’Brien