scholarly journals Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey

2017 ◽  
Vol 7 (4) ◽  
pp. 104
Author(s):  
H Pelin Karasu
Keyword(s):  
Public Schools ◽  
Support Services ◽  
Essential Role ◽  
Writing Skills ◽  
Preschool Education ◽  
Academic Skills ◽  
Hearing Impaired ◽  
Writing Scores ◽  
The Relationship ◽  
Hearing Impaired Students

Support services provide an essential role for hearing-impaired students attending public schools, in terms ofimproving their language and academic skills. In this study, the writing skills of hearing-impaired students enrolled inpublic schools were evaluated, and the relationship between the writing scores, audiological variables and educationalvariables were examined. Seventeen students, who were enrolled in in the primary and middle school classes of publicschools and benefited from the support services, participated in this study. The results of the study indicated that themean writing score of the students was 68.35 out of 100. It was determined that there is a relationship between the ageof first hearing aid and the duration of preschool education. According to the results of the study, it can be stated thathearing-impaired students enrolled in public schools benefit from the support services designed according to theirindividual needs, along with early exposition to implant and early inclusion in education.

Educational Audiology

1987 ◽  
Vol 18 (4) ◽  
pp. 344-356 ◽  
Author(s):  
Jennifer Komnick Lenich ◽  
Mark E. Bernstein ◽  
Amanda Nevitt
Keyword(s):  
Public Schools ◽  
Hearing Impaired ◽  
Service Needs ◽  
The Public ◽  
Educational Audiology ◽  
Specialty Practice ◽  
Hearing Impaired Students

The increase in the numbers of hearing-impaired students served in public schools in recent years has led to concern over the availability and quality of audiological services in that setting. Within the field of audiology, the specialty practice of Educational Audiology has begun to be recognized as one way to insure that students receive services from qualified individuals, but training in educational audiology is not yet widely available. This paper reviews the public schools' audiologic service needs, presents a plan for in-service education in this specialty, and proposes the establishment of a new accreditation in Educational Audiology.

scholarly journals Emotional Intelligence and Psychological Well-Being among Hearing-Impaired: Does it Relates?

2018 ◽  
Vol 150 ◽  
pp. 05084 ◽  
Author(s):  
Najib Ahmad Marzuki ◽  
Azlizamani Zubir@Salim ◽  
Ummi Habibah Abd Rani
Keyword(s):  
Emotional Intelligence ◽  
Stress Management ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Well Being ◽  
Hearing Impaired ◽  
Psychological Well Being ◽  
Five Dimensions ◽  
The Relationship ◽  
Hearing Impaired Students

This paper explores the relationship between emotional intelligence and psychological well-being among hearing-impaired students. Emotional intelligence consists of five dimensions namely intrapersonal, interpersonal, adaptability, stress management and general mood. A total of 130 hearing-impaired students were chosen as participants via simple random sampling at four polytechnics in Malaysia. The Bar-On Emotional Quotient: Short (EQ-i: S) and Ryff‘s Psychological Well-Being instruments were utilised to measure emotional intelligence and psychological well-being. It was found that in general, hearing impaired students have moderate emotional intelligence level and psychological well-being. Results also found that intrapersonal, interpersonal and adaptability dimensions correlated significantly with psychological well-being. No correlations were found between stress management and general mood dimensions with psychological well-being. Though limited by their ability to speak and to hear, emotional intelligence among hearing-impaired students does play a role in enhancing their individual capability to learn and to experience positive psychological well-being in life.

Local Programs for Gifted and Talented Hearing Impaired Students

1979 ◽  
Vol 10 (3) ◽  
pp. 191-194 ◽  
Author(s):  
Ellen Sarnecky ◽  
Ted Michaud
Keyword(s):  
Hearing Loss ◽  
Metropolitan Area ◽  
Gifted And Talented ◽  
Support Services ◽  
Hearing Impaired ◽  
Intellectual Ability ◽  
Provision Of Services ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
Hearing Impaired Students

Handicapping conditions which affect communication, such as a hearing loss, make the identification, diagnosis, and provision of services to gifted and talented handicapped students difficult. A hearing loss has no effect on intellectual ability but it is difficult to determine the presence of creativity in hearing impaired children. A survey of programs in the Washington, D.C. Metropolitan area was conducted and several areas of need were found. Returns showed that programs and support services necessary to meet the unique needs of gifted and talented hearing impaired students were limited.

Summarization Strategies of Hearing-Impaired Normally Hearing College Students

1988 ◽  
Vol 31 (3) ◽  
pp. 327-337 ◽  
Author(s):  
Laura Napolitano Peterson ◽  
Lucia French
Keyword(s):  
College Students ◽  
Similar Pattern ◽  
Writing Skills ◽  
Main Idea ◽  
Hearing Impaired ◽  
Summary Writing ◽  
Text Information ◽  
Selection Of ◽  
Hearing Impaired Students

The purpose of this study was to compare the summary writing skills of hearing-impaired and normally hearing college Students. Summarization was defined in terms Of the following measures: deletion of trivial text information, inclusion of most important ideas, selection of topic sentences, creation of topic statements, and integration of information Within and among several paragraphs. Inclusion of opinionated, incorrect, and uninterpretable information Was measured also. Thirty hearing-impaired and 30 normally hearing students read and summarized two expository science passages that were controlled for the number of topic (main idea) sentences and that had been rated previously for the importance of "idea units." Students' factual comprehension also was assessed. Hearing-impaired and normally hearing students exhibited a similar pattern of use among several measured summarization strategies, except for the inclusion of opinions Or comments in their summaries. Hearing-impaired students were not as sensitive as normally hearing students to importance of ideas and used the following summarization strategies significantly less often: inclusion of important ideas, selection of topic sentences, creation of topic statements, and integration of ideas within and among paragraphs. The results indicated that hearing-impaired college students have basic summarization skills but do not apply summarization strategies as effectively as normally hearing students.

Developing Oral Communication in Students With Hearing Impairments

1992 ◽  
Vol 23 (1) ◽  
pp. 71-77 ◽  
Author(s):  
Amy Otis-Wilborn
Keyword(s):  
Public Schools ◽  
Oral Communication ◽  
Hearing Impaired ◽  
Hearing Impairments ◽  
Speech Language Pathologists ◽  
Related Services ◽  
Roles And Responsibilities ◽  
Policies And Procedures ◽  
Communication Policies ◽  
Hearing Impaired Students

In the past 20 years, there have been significant changes in educational services for students with hearing impairments in the public schools. These changes include the enactment of the Education for All Handicapped Children Act of 1975, the provision of related services by speech-language pathologists and the transition from primarily oral instructional philosophies and practices to those of total communication. Policies and procedures for delivering instruction in oral communication to students with hearing impairments have accompanied these changes. This article presents the results of a survey completed by speech-language pathologists and teachers of hearing-impaired students to identify parameters of instruction for developing oral communication in hearing impaired students. Specifically examined were aspects of professional preparation, roles, and responsibilities of speech-language pathologists and teachers, and parameters of direct instruction. Based on the findings of this survey and knowledge regarding how students learn oral communication, recommendations for the implementation of collaboration and consultation models by speech-language pathologists, teachers, and audiologists are proposed.

scholarly journals The Relationship between Students’ Perceptions on Online Slack Application and Their Motivations in Writing Skill

E-Structural ◽  
2021 ◽  
Vol 4 (01) ◽  
pp. 43-54
Author(s):  
Dian Ardiansah
Keyword(s):  
Correlation Coefficient ◽  
Classroom Environment ◽  
Essential Role ◽  
Writing Skills ◽  
Likert Scale ◽  
Research Literature ◽  
Quantitative Correlation ◽  
Writing Skill ◽  
The Relationship ◽  
Correlation Table

Abstract. This present study aims to investigate the correlation between students’ perceptions of Slack application and their motivations in writing skills. An analysis of the research literature in perception and motivation as Wei and Elias (2011) theory revealed that students’ perceptions of classroom environment play an essential role in promoting students’ motivation in learning a language. A quantitative correlation was used in this present study. Thus, the data were collected by employing close-ended questionnaires towards Likert Scale technique. However, this study was conducted at one university in Tasikmalaya. The findings show that the correlation coefficient of rxy is 0.77. According to the strength of the correlation table, the rxy= 0.77 lies between 0.75 and 0.99 which means there is a correlation between students’ perceptions of online Slack application and their motivations in writing. This study suggested that Slack Application can be used as an alternative to facilitate students’ engagement in classroom activities.Keywords: ICT, Slack application, students’ motivation, writing skillAbstrak. Tujuan dari penelitian ini adalah untuk menyelidiki hubungan yang ada antara persepsi siswa tentang aplikasi Slack dan motivasi mereka dalam keterampilan menulis. Analisis literatur penelitian dalam persepsi dan motivasi sebagai teori Wei dan Elias (2011) mengungkapkan bahwa persepsi siswa tentang lingkungan kelas memainkan peran penting dalam mempromosikan motivasi siswa dalam belajar bahasa. Korelasi kuantitatif digunakan dalam penelitian ini. Dengan demikian, pengumpulan data dilakukan dengan menggunakan kuesioner tertutup terhadap teknik Skala Likert. Namun penelitian ini dilakukan di salah satu Universitas di Tasikmalaya. Hasil penelitian menunjukkan bahwa rxy memiliki koefisien korelasi sebesar 0,77. Berdasarkan tabel kekuatan hubungan, rxy = 0.77 berada di antara 0.75 dan 0.99 yang berarti hubungan tersebut sangat kuat. Studi ini menyarankan bahwa Slack Application dapat menjadi cara lain untuk memfasilitasi keterlibatan siswa dalam kegiatan kelas.Kata kunci: aplikasi Slack, ICT, keterampilan menulis, motivasi siswa

Sign in / Sign up

Export Citation Format

Share Document