Antia, S.D., & Mccain, K.G. (2005). Academic and social status of hearing, deaf and hard of hearing students participating in a co-enrolled classroom. Communication Disorders Quarterly, 27(1), 20.
Authors report the findings of their study of co-enrolled classrooms where they determined the deaf students are not significantly different from their hearing peers in classroom communication and social behavior.
Arndt, K., Best, C., & Lieberman, L. (2002). Effective use of interpreters in general physical education. JOPERD -- the Journal of Physical Education, Recreation & Dance, 73(8), 45.
Authors report that deaf students who are included with the general population in schools frequently report experiencing isolation, deprivation, and ridicule from teachers and peers because they lack a common language with their hearing classmates.
Bat-Chava, Y., Deignan, E., Meza, C., Rosen, R.B., Sausa, a., & Shockett, S. (1999). An evaluation of a college preparatory and readiness program for deaf students. The Journal of Rehabilitation, 65(2), 51.
Authors report that deaf students lag behind their hearing counterparts in reading and mathematics, with the deficit being more pronounced in reading comprehension than in mathematics computation. Furthermore, they cite studies that show that deaf youth graduate with diplomas from high schools at rates considerably lower than their hearing peers.
Broesterhuizen, M. (2005). Faith in deaf culture. Theological Studies, 66(2), 304.
Author emphasizes that modern deaf do not consider themselves as impaired versions of people with normal hearing, nor as people with a disability or a challenge, but rather as a minority group that has its own specific language and culture.
Chaleff, C.D., & Ritter, M.H. (2001). The use of miscue analysis with deaf readers: The authors incorporate recent conceptualizations of the reading process and implement an alternative assessment with hearing-impaired students. The Reading Teacher, 55(2), 190.
Authors report that deaf students experience difficulty tracking pronoun referents in stories and recommend that teachers recognize that direct instruction in pronominal reference is needed to help these students distinguish between the number, gender, and case of pronouns.
Daniels, M. (2003). Using a signed language as a second language for kindergarten students. Child Study Journal, 33(1), 53.
Author reports the results of research designed to create a leaning environment where hearing and Deaf children could be educated in an inclusive setting with less of an onus on the Deaf students.
Easterbrooks, S. (1999). Improving practices for students with hearing impairments. Exceptional Children, 65(4), 537.
Author emphasizes that deaf education must become more responsive to the needs of these children, but this will require leaders in the field to become more active in national organizations so that deafness-related perspectives are considered during decision- making processes rather than as modifications to original plans and initiatives.
Flood, J., Heath, S.B., & Lapp, D. (2005). Handbook of research on teaching literacy through the communicative and visual arts. Mahwah, NJ: Lawrence Erlbaum Associates.
Although poor academic outcomes for many deaf students are well established, the authors emphasize that much remains unclear or unknown about the effects of mainstreaming on deaf students' learning.
Gillespie, D., & Hansen, D.E. (1998). Struggles in the classroom: A deaf student's case. Journal of College Reading and Learning, 28(2), 132.
Author presents case study of "Tracy," a young female university student who encounters several types of discrimination and institutional inadequacies on her road to academic success. Useful empirical observations and insights.
Gunter, P.L., & Scheetz, N.A. (2004). Online vs. traditional classroom delivery of a course in manual communication. Exceptional Children, 71(1), 109.
Authors suggest that online learning alternatives may be appropriate for some deaf students, and sign language courses can be successfully delivered online; however, there are several questions regarding learner characteristics that those offering online coursework for this population may want to examine prior to implementation.
Hicks, D.E. (1999). Ninety-five languages and seven forms of intelligence: Education in the twenty-first century. New York: Peter Lang.
Author provides useful overview of how teachers are responding to changes in their classroom as a result of multiculturalism; no specific mention is made, though, of deaf students in this book.
Lane, H. (1994). Parallel views: Education and access for deaf people in France and the United States. Washington, DC: Gallaudet University Press.
Author advocates a bilingual/bicultural approach to the education of deaf children, but cautions that there are numerous opponents and obstacles involved in its implementation.
Marschark, M., & Spencer, P.E. (2003). Oxford handbook of deaf studies, language and education. New York: Oxford University Press.
Author emphasizes that deaf students are visual learners and may benefit from a visual language, rather than an auditory one; however, this concept has never been universally accepted as an established tenet guiding formal instruction.
Parton, B.S. (2006). Snapshots of interactive multimedia at work across the curriculum in deaf education: Implications for public address training. Journal of Educational Multimedia and Hypermedia, 15(2), 159.
Author expects there is a significant manifestation of the digital divide between the "core" deaf schools that typically participate in research studies (and therefore receive funding for cutting-edge technology) and the average public school with a few deaf students.
Pollard, R.Q., Jr. (1996). Professional psychology and deaf people: The emergence of a discipline. American Psychologist, 51(4), 391.
Author notes that fluency in ASL and an intimate knowledge of the potentials and pitfalls of translation between ASL and English are prerequisites for serving this population well and for conducting research and educational initiatives with people who are deaf.
Powers, P.K. (2005). Cultural property and student identity in the multicultural classroom. MELUS, 30(2), 49.
Author emphasizes that most students demonstrate an intuitive understanding of the complicated ways in which their cultural identities are shaped by a multiplicity of practices, experiences, and traditions.
Qualls-Mitchell, P. (2002). Reading enhancement for deaf and hard-of-hearing children through multicultural empowerment: Learning to read can be difficult for deaf students, but the task is even harder for deaf minority students. The Reading Teacher, 56(1), 76.
Author uses empirical observations of minority deaf children and notes that deaf students show differences from their hearing counterparts concerning early reading experiences because the early reading experiences of hearing students are frequently based on picture- book activities shared with caregivers or teachers; however, for many deaf children, the experience of having a book read to them is significantly different because they are frequently required to look at the book as well as the signed communication at the same time.
Skutnabb-Kangas, T. (2000). Linguistic genocide in education, or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum Associates.
Author provides some interesting observations concerning the unique qualities of the deaf community within the larger society in which it exists.
Westwood, P. (2003). Commonsense methods for children with special needs: Strategies for the regular classroom. New York: RoutledgeFalmer.
Author provides several useful chapters concerning the unique needs of deaf students and the provision of educational services for this group in the hearing classroom.
John L. Luckner, Ed. D. "Issues in Education of Students who are Deaf or Hard of Hearing."
PDF. No Date. 14 Feb. 2012
"Dreams Spoken Here." Video. Oral Deaf Education Website. No Date. 14 Feb. 2012
National Foundation for the Deaf - Deaf Education Scholarship. (2006). New Zeeland Culture Online. Retrieved 18 Jan. 2008, at http://www.nzlive.com/en/funding/800437/B
Scottish Council on Deafness. (n.d.) Education and training. Access to communication and language, audiology, employment, health, social work and social care. Retrieved 18 Jan, at http://www.scod.org.uk/pdf/Manifesto2007.pdf