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Contents of the Winter 2013 Issue, Volume 157, No. 5, Issue of the Annals
The Digital Generation: The Good, the Bad, and the Ugly
Edward E. Corbett Jr., 1942–2012
Service-Learning in Deaf Studies: Impact on the Development of
Altruistic Behaviors and Social Justice Concern
a literature review identified various kinds of altruism, including altruism devoted to social change and a charitable form of altruism, along with the concept that it is possible for these types to occur independently or simultaneously. A study was conducted with university students in a Deaf studies program to determine the effect of a service-learning experience on the development of altruistic behaviors. Students in a course titled “Social Services in the Deaf Community” responded to a questionnaire measuring their attitudes toward serving the community before and after they participated in an off-campus experience volunteering with organizations that served or could serve the Deaf community. The results indicated significant changes in students’ attitudes regarding their ability to make a difference in society, and strongly suggest a positive correlation between service-learning experiences and development of “civic responsibility” altruistic behaviors among Deaf studies students volunteering in the community.
Understanding Deafhood: In Search of Its
the authors argue that Deafhood (a term coined by Dr. Paddy Ladd) is an open-ended concept with an essentialist core. They describe how deaf people who have attended their Deafhood lectures and workshops have perceived different aspects of the Deafhood concept, and compare the basic tenets of Deafhood and criticisms on Deafhood to theories and criticisms on feminist essentialisms. The authors find that the vagueness and wideness of the Deafhood concept is one of its strengths, though they also find that it is in some respects problematic to combine and unite ontology and liberation theory in one concept. They further suggest that the ontological aspects of Deafhood need to be foregrounded. The question of essentialism inherent in the Deafhood concept is also briefly discussed with regard to hearing people, the use of spoken language, and the use of amplification technology and cochlear implants.
Initial and Ongoing Teacher Preparation and
Support: Current Problems and Possible Solutions
the effective initial preparation and ongoing support of teachers of students who are deaf and hard of hearing has always been a difficult and controversial task. Changes in student demographic characteristics and educational settings, combined with the rapidly diminishing number and diversity of deaf education teacher preparation (DETP) programs, indicate that the field of deaf education may be at a tipping point. In the present article, the author establishes the dimensions of the current problems and proposes specific solutions to increase the accessibility and effectiveness of DETP programs that would simultaneously enhance the supply, retention, and instructional effectiveness of teachers of students who are deaf and hard of hearing.
Working With Hispanic Women Who Are Deaf: Recommendations From the
the authors used the hermeneutics approach within social cognitive career theory to explore employment trends and issues over the past 20 years relevant to Hispanic women who are deaf. Barriers to employment were discovered including discrepancies due to gender, race/ethnicity, and severity of hearing loss. Recommendations for policymakers and professionals suggest a need for research that addresses the unique experiences of Hispanic women who are deaf within vocational rehabilitation, the use of social cognitive career theory as it relates to career development and choices, and an increase in education and training to better prepare vocational rehabilitation counselors to work with individuals from multiple minority backgrounds. While information about Hispanic women who are deaf is limited, this review provides a better understanding of Hispanic deaf women and encourages expansion of knowledge in practice and research for professionals working with this unique population.
Investigating Deaf Students’ Use of Visual Multimedia Resources in
a mixed research design was used to examine how deaf students used the visual resources of a multimedia software package that was designed to support reading comprehension. The viewing behavior of 8 deaf students, ages 8–12 years, was recorded during their interaction with multimedia software that included narrative texts enriched with Greek Sign Language videos, pictures, and concept maps. Also, students’ reading comprehension was assessed through reading comprehension questions and retelling. Analysis of the students’ viewing behavior data, their answers to reading comprehension questions, their “think alouds,” and their story retells indicated that they used visual resources, but they did not exploit them in a strategic manner to aid their reading comprehension. The study underscores the important role of mediated instruction in “visual literacy” skills that enable students to learn how to process visual aids in a way that supports their reading comprehension.