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Peer reviewedJordan, I. King – American Annals of the Deaf, 1982
A survey of the methods of communication used at special schools and units for the hearing-impaired in the United Kingdom showed that the oral method is used in about 90 percent of the unit classes. Findings revealed a rapidly increasing trend to total communication. (Author)
Descriptors: Educational Methods, Educational Trends, Elementary Secondary Education, Foreign Countries
Download full textKontra, Miklos – Hungarian Journal of Applied Linguistics, 2001
This paper discusses the issue of oral versus sign language in educating people who are deaf, focusing on Hungary, which currently emphasizes oralism and discourages the use of Hungarian Sign Language. Teachers of people who are hearing impaired are trained to use the acoustic channel and view signing as an obstacle to the integration of deaf…
Descriptors: Deafness, Educational Discrimination, Elementary Secondary Education, Foreign Countries
Smith, Dorothy – Perspectives for Teachers of the Hearing Impaired, 1988
The article compares approaches to mainstreaming of students with hearing impairments in Spain and the United States. Discussed are mainstreaming as a matter of law, the importance of deaf role models, school placement in the U.S., integration practices in Spain, and the prevalence of oralism in Spain. (DB)
Descriptors: Comparative Education, Educational Legislation, Educational Practices, Elementary Secondary Education
Peer reviewedMiller, Paul – Journal of Deaf Studies and Deaf Education, 2002
A study of 27 students with deafness raised by hearing parents who advocated a strict oral approach, 22 students with deafness who used Israeli Sign Language, and 39 controls, found both the controls and participants with prelingual deafness who were trained to communicate orally recoded visually presented target words phonologically. (Contains…
Descriptors: Deafness, Elementary Secondary Education, Family Environment, Family Influence
Moores, Donald F. – Perspectives for Teachers of the Hearing Impaired, 1989
An exchange program was established to assist American and Soviet special educators in learning about the other country's educational theory and practice. An American participant describes Soviet education of deaf students as being highly structured, involving nationally standardized curricula and methods, using a residential school model, and…
Descriptors: Comparative Education, Deafness, Educational Practices, Educational Principles
Peer reviewedClarke, K. C.; And Others – Canadian Journal of Special Education, 1988
Analysis of data from 600 Canadian teachers of the hearing impaired found that the communication mode employed by teachers has a major effect on the competencies perceived as necessary for teacher effectiveness. Oral/aural teachers supported a wider range of competencies than did teachers using a Total Communication approach. (Author/DB)
Descriptors: Competency Based Teacher Education, Elementary Secondary Education, Foreign Countries, Hearing Impairments
Peer reviewedWalker, Lynette M. – Volta Review, 1993
An Australian oral/aural program for students with hearing impairments fosters independence and independent learning by teaching cognitive and metacognitive skills. Factors attributing to the program's success include careful planning for integration, a clear understanding of support teachers' roles, special programs to meet individual needs, and…
Descriptors: Elementary Secondary Education, Foreign Countries, Hearing Impairments, Hearing Therapy
