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Comparing Instructional Arrangements: Residential and Public Schools

Page history last edited by Elizabeth Bryant 15 years ago

Researchers, Woolsey, Harrison, & Gardner (2004), present a preliminary study exploring some of the various educational settings for deaf students. Woolsey et. al. claim that the lack of research-based instructional strategies used in deaf education settings is a result of deafness being a low-incidence disability. To conduct their study, researchers selected nine deaf middle school students with varying levels of hearing loss. Although the students used varying communication modes, they all received instruction in sign language either from the teacher or through the use of an interpreter. Two students attended a public school with a resource room and an inclusion program, four attended a residential school for the deaf, and three attended a residential treatment center serving deaf students with severe mental health and/or behavior problems. The Mainstream Code for Instructional Structure and Student Academic Response (MS-CISSAR), an ecobehavioral assessment tool, was used to compare the instructional settings. Research was based on observations over a period of two, full school days per student. Results evaluating instructional arrangements found that independent work time was the primary arrangement used in all settings and that small group and one-on-one instruction was rarely provided. Results evaluating teaching behaviors showed that they were similar across all settings, with teachers spending the most time engaging in academic talk and paying attention to students. Additionally, research indicated that the amount of teacher disapproval exceeded the amount of approval. Finally, results evaluating levels of students’ academic responding demonstrated that students, in all three settings, spent most of this response time either writing or engaging in silent reading.

 


References:

 

Woolsey, L. M., Harrison, T. J., & Gardner, R. (2004). A Preliminary Examination of Instructional Arrangements, Teaching Behaviors, Levels of Academic Responding of Deaf Middle School Students in Three Different Educational Settings, Education and Treatment of Children, 27(3), 263-279.

 

 

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