Schafer, E. C., Dunn, A., & Lavi, A. (2021). Educational challenges during the pandemic for students who have hearing loss. Language, Speech, and Hearing Services in Schools, 52(3), 889-898. Web.
The qualitative study’s purpose is to analyze the possible difficulties experienced by various students affected by hearing loss during the COVID-19 pandemic. In addition, the study explored recommendations for promoting engagement and learning in schools. Remote and in-person learning made it difficult for students with hearing loss to access educational materials equally. Students with hearing impairments lacked access to course content and technology as transcripts, recordings, and closed captioning were inconsistently provided despite their significance to remote learning. The study recommends several strategies to guarantee that students with hearing impairment can have equal access to the educational curriculum. Accommodations such as lecture recordings, student check-ins, interpreters of sign language, and notes should be provided by educators to help resolve technical issues.
Furthermore, educators must ensure that students with deaf impairment have family-directed resources and closed captioning to address combined in-person and remote tutoring challenges. The intended audience of the study includes educators, parents, speech-language pathologists, and audiologists since they are interested in equal education access for students with deaf impairments. The study is essential to the current research because it sheds light on the problems faced by students with hearing challenges during remote and in-person learning. Additionally, the study is relevant to research as it offers recommendations to solve learning challenges for deaf-impaired students.
Epstein, S., Christianson, E., Ou, H. C., Norton, S. J., Sie, K. C., & Horn, D. L. (2022). Educational environments and secondary school outcomes among students who are deaf and hard of hearing in special education. Language, Speech, and Hearing Services in Schools, 53(4), 1161-1167. Web.
The study analyzes national estimates on educational environments, high school outcomes, and the annual number of students with deaf impairment and hard of hearing receiving special education in the United States. The annual number of students with hearing challenges receiving special education was about 67,655. A significant factor the study provides is the educational outcomes of children with deaf impairment compared to those without in the general population. Students with hearing challenges receive special education per a government mandate. They spent more time in general education, most graduating from secondary schools. Interestingly, their dropout patterns were encouraging since they were favorable compared to the general population.
The study is significant to the research topic since it provides national estimates of educational outcomes, such as graduation rates. The study’s audience is education policymakers and teachers who optimize educational outcomes for deaf-impaired students by integrating them into general education classrooms. The article’s authors are subject matter experts since they belong to the University of Washington and Seattle Children’s Hospital. Their interactions with children in their professional work settings allow them to provide credible insights into research on students with hearing challenges.
Bowdrie, K., Holt, R. F., & Houston, D. M. (2022). Interactive effects of temperament and family-related environmental confusion on spoken language in children who are deaf and hard of hearing. Journal of Speech, Language, and Hearing Research, 65(9), 3566-3582. Web.
The study’s purpose is to analyze the effect of environmental confusion in families on the relationship between spoken language outcomes and temperament in deaf and hard of hearing (DHH) children compared to typical hearing children. Chaos in physical home environments affects the ability of school-aged children to speak coherently. Compared to those with DHH, children with no hearing impairment excel at speaking receptive languages and show effortful control. The study emphasizes the importance of effortful control in young children in determining speech-behavioral outcomes. However, high effortful control only positively impacts spoken languages when environmental confusion in families is low or moderate. Thus, DHH children with high effortful control can leverage self-regulatory skills to understand spoken languages better than those with low effortful control levels. The broad measure used to quantify environmental confusion and temperament limits the study.
The study is intended for audiences such as professionals and families that aim to create a favorable environment for children to learn spoken languages. Families can understand how chaos affects the ability of their DHH children to comprehend spoken languages. The study is essential to the research topic since it provides information on improving the home environments where DHH children learn languages. Teachers can also use recommendations from the study to minimize chaos in classrooms and homes.
Antia, S. D., Lederberg, A. R., Easterbrooks, S., Schick, B., Branum-Martin, L., Connor, C. M., & Webb, M. Y. (2020). Language and reading progress of young deaf and hard-of-hearing children. The Journal of Deaf Studies and Deaf Education, 25(3), 334-350. Web.
The study aims to describe the literacy and language of DHH children and analyze their progress in a whole school year. The participants were grouped based on classroom communication and auditory access, with bimodal, sign-only, and spoken-only groups. The major constructs the study assesses are language, fingerspelled and spoken phonological awareness, and reading. DHH children experienced delays in reading and language compared to children with typical hearing. In the language construct, English syntax scores were lower than vocabulary. The study is limited since it does not conduct comparative research on children with no hearing problems. The study is significant to educators as it can help them understand the deficiencies experienced by DHH children while learning. For instance, reading comprehension was delayed as children advanced in their studies. The article is important to the research topic because it identifies the key literacy and language issues faced by DHH children. The intended audience of the study is teachers who can identify chronic language learning issues in DHH children.
Terlektsi, E., Kreppner, J., Mahon, M., Worsfold, S., & Kennedy, C. R. (2020). Peer relationship experiences of deaf and hard-of-hearing adolescents. The Journal of Deaf Studies and Deaf Education, 25(2), 153-166. Web.
The study aims to examine the experiences of DHH adolescents while making friends and interacting with their peers. DHH adolescents experience significant peer problems and often find it difficult to make friends. The study utilizes qualitative approaches to analyze peer problems faced by DHH teenagers and what influences them. DHH adolescents have positive peer relationships with friends and peers, except for past bullying incidents. The majority of those with moderate hearing challenges faced barriers while making friends. They could make friends using social media and in schools. Compared to boys, girls experience more conflicts in friendships. The study is limited by its inability to compare the same research involving hearing adolescents. The intended audience of the study includes teachers and schools. Students with moderate hearing problems are often neglected; thus, schools should focus more on accommodating their learning difficulties. The study is significant to the research topic since it offers an avenue to explore the importance of peer relationships for DHH teenagers. It also emphasizes the need to support social inclusion for DHH children to improve educational outcomes.
Marita, S., & Hord, C. (2017). Review of mathematics interventions for secondary students with learning disabilities. Learning Disability Quarterly, 40(1), 29-40. Web.
The study aimed to analyze recent articles on mathematical interventions for students with learning disabilities. The strategies aim to improve mathematics teaching for high and middle school students. Successful strategies focus on enhancing the problem-solving abilities of students experiencing learning disabilities. Most interventions incorporate systematic instruction to develop the problem-solving skills of struggling learners. Encouraging students to support themselves using visual representations and thinking strategies can ensure they increase their chances of succeeding in mathematical content in high and middle schools. The study argues that combining contextualized problem-solving, mathematical problem representation, and graduated instruction sequencing can help ease learners’ problems. The study is aimed at teachers, schools, and students since it can help improve mathematics teaching, benefiting the intended audience. It applies to the research topic since it explores the problems faced by students with learning disabilities. DHH students belong to the category since they have deficiencies that hinder their learning process in mathematics and other subjects.
Ryan, C., Shaver, D., Garberoglio, C. L., & Newman, L. A. (2021). Secondary school-based interventions and social engagement of deaf young adults. Journal of Deaf Studies and Deaf Education, 26(3), 417-426. Web.
The study’s purpose was to analyze the impact of social skills and self-advocacy training in high schools on social engagement. The authors assumed that school-based interventions could provide deaf students with the skills and knowledge required for effective social interactions. Specifically, self-advocacy training or explicit life skills can enable students to become comfortable on various social occasions. Thus, the article sought to answer if self-advocacy training and explicit life skills can positively impact social engagement. The study argues that deaf youth who receive self-advocacy training are more socially engaged than those who shun the training. The study is significant to teachers and parents since they can learn how to effectively increase social engagement in young deaf youth through self-advocacy training. The article is crucial to the research topic since it contributes to the interventions that can assist deaf youth to live comfortably.
Hansen, E. G., Loew, R. C., Laitusis, C. C., Kushalnagar, P., Pagliaro, C. M., & Kurz, C. (2018). Usability of American Sign Language videos for presenting mathematics assessment content. The Journal of Deaf Studies and Deaf Education, 23(3), 284-294. Web.
The study aimed to compare the usability of avatars and human videos for DHH individuals at high schools and colleges and shed light on issues that need clarification. The authors used a unique approach to the research design by requiring participants to answer the questions based on the provided American Sign Language (ASL) videos. The intended audience of the study was testing organizations that conduct mathematical assessments for DHH students. The results show that exam takers prefer human videos, whereas avatars have little appeal to students. The small sample size limits the reliability of the research article. However, it offers a firsthand view of the avatar technology state and its undesirability for test takers. The article aligns with the research topic because it shows that ASL videos do not impact mathematics performance among DHH students, although human videos are desirable.