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Peer reviewedHolcomb, Thomas K.; Foster, Susan – Perspectives in Education and Deafness, 1992
These communication guidelines, for mainstream teachers whose classes include deaf students, stress courtesy. Specific guidelines include (1) maintain visual lines of communication, (2) attend to the speaker (not the interpreter), (3) use pauses to let the interpreter catch up, (4) recognize speakers, and (5) foster a relaxed atmosphere. (DB)
Descriptors: Classroom Communication, Classroom Environment, Communication Skills, Deaf Interpreting
Download full textMurphy, Harry J., Ed. – 1976
Presented are 13 readings on the integration of deaf students at California State University, Northridge (CSUN). Two introductory papers describe the CSUN plan for higher education of the deaf. Six papers on interpreters cover the following topics: the use of interpreters in an integrated liberal arts setting, a handbook for interpreters, a survey…
Descriptors: Academic Achievement, American Sign Language, Attitudes, Deaf Interpreting
Strong, Michael; And Others – Exceptional Child, 1987
Mainstreaming programs (N=26) were evaluated for selection criteria, quality and quantity of mainstreaming time, and available support services. Among findings was that academic mainstreaming of hearing-impaired children was infrequent with such children not well integrated into classroom activities. Programs varied in such areas as availability…
Descriptors: Accessibility (for Disabled), Deaf Interpreting, Deafness, Elementary Secondary Education
American Council on Education, Washington, DC. HEATH Resource Center. – 1989
Intended for high school or postsecondary hearing-impaired students or those who work with them, the fact sheet describes postsecondary options and lists a variety of additional resources. A section on facts about hearing loss stresses the importance of age of onset. The various communication methods (oral, manual, or total communication) are…
Descriptors: College Bound Students, College Choice, Communication Skills, Deaf Interpreting
Cohen, Oscar P. – 1995
This paper addresses the advocacy movement for the inclusion of children with disabilities in general education classrooms, especially the meaning of this movement for children who are deaf. First the ideology of the militant push for full mandatory inclusion is considered. This ideology is seen as having been fueled by two events. The first event…
Descriptors: Advocacy, Civil Rights, Court Litigation, Deaf Interpreting
Johnson, Robert Clover, Ed.; Cohen, Oscar P., Ed. – 1994
This collection of papers examines the controversy about the full inclusion movement for students with deafness. The collection begins with an introduction by Oscar P. Cohen which traces the history of education of deaf students, examines legal provisions used to justify full inclusion, and urges continuation of the continuum of special services.…
Descriptors: Cultural Background, Deaf Interpreting, Deafness, Demography
