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Full-Text Articles in Education
Training The Next Generation Of Practitioners In Early Intervention And Telepractice: Three University Models, K. Todd Houston, Lauri Nelson, Kristina Blaiser
Training The Next Generation Of Practitioners In Early Intervention And Telepractice: Three University Models, K. Todd Houston, Lauri Nelson, Kristina Blaiser
Journal of Early Hearing Detection and Intervention
The COVID-19 pandemic continues to shape the provision of family-centered early intervention services for children who are Deaf or Hard-of-Hearing and their families. In programs, schools, and centers, direct in-person contact with families have been significantly curtailed as a means to limit the exposure to and spead of the virus. Emergency remote learning has lead to an increase in telepractice, also referred to as teleintervention, as the designated model of service provision. Most early interventionists, speech-language pathologists, and teachers of the Deaf were not sufficiently trained to suddenly implement emergency remote teaching or telepractice services, but service providers had no …
What I Didn't Know About Teaching: Stressors And Burnout Among Deaf Education Teachers, J. Lindsey Kennon Ed.D., Margaret H. Patterson M.A.
What I Didn't Know About Teaching: Stressors And Burnout Among Deaf Education Teachers, J. Lindsey Kennon Ed.D., Margaret H. Patterson M.A.
Journal of Human Services: Training, Research, and Practice
No abstract provided.
Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser
Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser
Journal of Science Education for Students with Disabilities
This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …
Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser
Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser
Journal of Science Education for Students with Disabilities
This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …