-Hear Me Out-
Annotated Bibliographies
Source #1
Social-emotional
Challenges
Dalton, C. (2011) Social-emotional Challenges Experienced by Students Who Function with Mild and Moderate Hearing Loss in Educational Settings. Exceptionality Education International, 21, 28-45. Retrieved from https://ir.lib.uwo.ca/eei/vol21/iss1/4
This journal article aims to highlight the social-emotional and psychosocial struggles of tertiary students with mild or moderate hearing loss (MMHL). Since it was published in 2011, it maintains currency and is highly relevant to my project as the participants of this article’s experiments are of the same age group and are exposed to similar social and classroom environments. CJ Dalton, the author of this journal, is an experienced research member of Queen’s University and has attained a PhD while having published several related studies regarding hearing loss, this suggests credibility through factual and well-versed knowledge of the topic. This journal also accurately highlights the effects of MMHL on an individual’s competence to self-identify as they strive to achieve ‘normalcy’. As a result, greater cognitive fatigue, shyness, isolation and even bullying were observed to hinder their experience in school. However, what I find most compelling is that Dalton observed how impactful it was to have teachers direct and foster a sense of relatedness through encouragement and promoting acceptance among the class. Thus, concluding that one of the most supportive solutions to the challenges faced by those with hearing impairments is to engage them in positive disability identity integration.
Source #2
Inclusion of Deaf and Hard-Of-Hearing students
Powell, D., Hyde, M., & Punch, R. (2013). Inclusion in Postsecondary Institutions With Small Numbers of Deaf and Hard-of-Hearing Students: Highlights and Challenges. Journal of Deaf Studies and Deaf Education,19(1), 126-140. doi:10.1093/deafed/ent035
This article serves as a cross-reference to reinforce findings made earlier in secondary sources as well as evidence found from primary sources, mainly through a survey conducted and interviews with deaf and hard-of- hearing students. Firstly, the article maintains currency by having been published in 2013, a relatively recent date. One of the authors of this article, Denise Powell, is an experienced and qualified educator in the filed of deaf education and New Zealand Sign Language. I find this article highly relevant to my study as the scope of survey is well-aligned to my own. Tertiary students involved in this study were either deaf or hard-of-hearing and could describe their hearing loss across four categories: mild, moderate, severe, and profound. I find this article to be accurate as it matches my understand of the topic as well as of other articles read. One such example is the qualitative finding that participants viewed informing other students and staff about deafness and having the persistence to see things through to completion as important. Moreover, crucial quantitative statistics gathered during this study supports the fact that many deaf and hard-of-hearing students feel a lack of awareness by lecturers and other staff about the impact hearing difficulties can pose in different classroom environments or situations.Lastly, a strong consensus was also obtained which includes the underlying social need for strong identity and self-belief, as key parts of empowerment for these students.
Source #3
Challenges with Reading
Marschark, M., Sapere, P., Convertino, C., Mayer, C., Wauters, L., & Sarchet, T. (2009). Are Deaf Students’ Reading Challenges Really About Reading? American Annals of the Deaf, 154(4), 357-370. Retrieved from http://www.jstor.org/stable/26234993
While deaf and hard-of-hearing students face socioemotional and psychosocial challenges as supported by previous primary and secondary research, there exists other elements of classroom learning in mainstream schools which may be a challenge for these students. This article serves to provide insight into the challenges faced by deaf and hard-of-hearing students when it comes to reading achievement compared to hearing peers. Having been published in 2009, this article still remains relatively current and credible as its main author, Marc Marschark, is a professor and director at the Center for Education and Research Partnerships at the National Technical Institute For The Deaf (NTID). Other authors of the article include Loes Wauters, who is coordinator of the Master’s program at the Institute for signs, language and deaf studies. Collectively, their experience and knowledge in the field of deaf studies suggests that this written article is credible and contains valid opinions from relevant subject matter experts. This article maintains its relevance as well because its participants and methods are aligned to that of my project with the learning experience of deaf or hard-of-hearing college students being the main focal point. From the two experiments conducted, students were presented passages of science text and several measures of learning indicated that the deaf students learned as much or more from print as they did from sign language, but less than hearing students in both cases. Together with other results gathered, this accurately shows that the challenge of reading comprehension faced by these students may be more complex than generally assumed so far.