Health Education Curricula in Residential Schools for the Deaf

1995 ◽  
Vol 140 (5) ◽  
pp. 410-414
Author(s):  
Jeffrey K. Clark
Keyword(s):  
Health Education ◽  
Residential Schools ◽  
Schools For The Deaf

Practices and Problems in Educating Deaf Retarded Children in Residential Schools

1969 ◽  
Vol 35 (9) ◽  
pp. 687-694
Author(s):  
Robert M. Anderson ◽  
Godfrey D. Stevens
Keyword(s):  
Mental Retardation ◽  
Grade Level ◽  
Epidemiological Data ◽  
Mentally Retarded ◽  
Residential Schools ◽  
Deaf Children ◽  
Schools For The Deaf

Information including epidemiological data from 6 residential schools for the deaf was collected. It included data relative to prevalence, classification, and nomenclature; numbers and kinds of disabilities in addition to deafness and mental retardation; and estimations of projected grade level expectancy for mentally retarded deaf children. A total of 304 (19 percent of the pupil population) pupils with an IQ of below 83 were enrolled in these schools; 132 of these children were classified as mentally retarded. Seventy-three children were reported to have one or more disabilities in addition to deafness and mental retardation. A mean grade level expectancy of 4.3 was predicted for 117 of the children.

Cultural Leadership in Schools for the Deaf: Leadership for Cultural and Language Diversity in the Context of Schools for the Deaf

2017 ◽  
Vol 27 (3) ◽  
pp. 304-332
Author(s):  
Catherine O'Brien ◽  
Kerry K. Robinson
Keyword(s):  
Cultural Proficiency ◽  
The United States ◽  
Residential Schools ◽  
Data Sources ◽  
Primary Data ◽  
Language Diversity ◽  
Cultural Leadership ◽  
Schools For The Deaf ◽  
Ethnographic Methodology ◽  
Leadership Decisions

This study examined the variation in cultural competence among leaders in four different residential schools for the Deaf across the United States. The study explored where leaders fell on the cultural continuum, and how this was reflected in the schools in the way each perceived and validated Deaf culture as well as other cultures present in the schools. This qualitative multi-case ethnographic methodology utilized interviews as primary data sources which were video-taped in order to accurately transcribe them and to score concepts and themes for analysis by grounded theory methodology. The findings highlighted the complexities of culture and the ways that administrators embraced or knowingly or unknowingly overlooked the cultures that the students brought to the schools. Finally, the leadership decisions made by administrators were also tied to their own cultural proficiency.

scholarly journals A Factor Analytic Study of the Relation Between the Speed of Visual Perception and the Language Abilities of Deaf Adolescents

1967 ◽  
Vol 10 (2) ◽  
pp. 354-360 ◽  
Author(s):  
Jack R. Olson
Keyword(s):  
Factor Analysis ◽  
Visual Perception ◽  
Correlation Matrix ◽  
Correlation Coefficients ◽  
Residential Schools ◽  
Language Abilities ◽  
Factor Analytic ◽  
Factor Analytic Study ◽  
Schools For The Deaf ◽  
Language Measures

Thirty-nine deaf adolescents from two state residential schools for the deaf were administered five visual perceptualtest measures (22 scores) and three language measures (10 scores) to determine whether or not the skills of visual perception were related to language acquisition. The data were converted to a correlation matrix and a factor analysis was performed. The correlation coefficients and the ten factors extracted from this matrix show the measures of visual perception and the language tasks used in this investigation to be positively related.

scholarly journals Deaf intermarriage does not increase the prevalence of deafness alleles

2020 ◽  
Author(s):  
Derek C. Braun ◽  
Samir Jain ◽  
Eric Epstein ◽  
Brian H. Greenwald ◽  
Brienna Herold ◽  
...  
Keyword(s):  
19Th Century ◽  
Assortative Mating ◽  
Allelic Frequency ◽  
Residential Schools ◽  
Deaf Children ◽  
The Third ◽  
Classical Models ◽  
Mathematical Equations ◽  
Schools For The Deaf ◽  
The 19Th Century

AbstractThe idea that deaf intermarriage increases deafness was forcefully pushed in the late 19th century by Alexander Graham Bell, in proceedings published by the National Academy of Science. Bell’s hypothesis was not supported by a 19th century study by Edward Allen Fay, which was funded by Bell’s own organization, the Volta Bureau. The Fay study showed through an analysis of 4,471 deaf marriages that the chances of having deaf children did not increase significantly when both parents were deaf. In light of an apparent increase in non-complementary pairings when a recent dataset of Gallaudet alumni was compared with the 19th century Fay dataset, Bell’s argument has been resurrected that residential schools for the deaf, which concentrate signing deaf individuals together, have promoted assortative mating and increased the prevalence of both phenotypic deafness and the commonest recessive deafness allele. Because this hypothesis persists, even though it contradicts classical models introduced by R.A. Fisher and Sewell Wright, it is critically important that this hypothesis be thoroughly re-investigated. In this study, we used an established forward-time genetics simulator with parameters and measurements collected from the published literature. Compared to mathematical equations, simulations allowed for more complex modeling, operated without assumptions of parametricity, and captured ending distributions and variances. Our simulation results affirm predictions from classical equations and show that assortative mating only modestly increases the prevalence of phenotypically deaf individuals, with this effect mostly completed by the third generation. Most importantly, our data show that even intense assortative mating does not increase allelic frequency under reported conditions. These results are not locus-specific and are generalizable to other forms of recessive deafness. We offer alternative explanations for the higher rate of non-complementary pairings measured in the contemporary Gallaudet alumni sample as compared to the Fay dataset.

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