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Full-Text Articles in Education
University American Sign Language Learners: Longitudinal Self- And Faculty Evaluation Ratings, Jennifer S. Beal, Nanci A. Scheetz, Jessica W. Trussell, Andrew Mcallister, Jason D. Listman
University American Sign Language Learners: Longitudinal Self- And Faculty Evaluation Ratings, Jennifer S. Beal, Nanci A. Scheetz, Jessica W. Trussell, Andrew Mcallister, Jason D. Listman
Journal of Interpretation
Students who are Deaf or hard of hearing (D/HH) represent a small yet diverse population of students with individual needs who often receive educational services provided by sign language interpreters and teachers of the Deaf/hard of hearing (D/HH). Many interpreters and teachers appear unprepared to model fluent American Sign Language (ASL) skills when working with D/HH students who use sign language for communication and instruction. We investigated the ASL skills of 19 interpreting and Deaf education candidates within one university preparation program at two points in time: the end of ASL I class (Time 1) and a year later at …
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; …