scholarly journals Using New Media in Teaching English Reading and Writing for Hearing Impaired Students—Taking Leshan Special Education School as an Example

2018 ◽  
Vol 8 (6) ◽  
pp. 588
Author(s):  
Bo Xu
Keyword(s):  
Special Education ◽  
New Media ◽  
Cell Phone ◽  
Hearing Impaired ◽  
Reading And Writing ◽  
Interactive Mode ◽  
English Reading ◽  
Education School ◽  
Special Education School ◽  
Hearing Impaired Students

Based on socio-cultural interactive mode, this paper attempts to teach reading and writing for hearing impaired students in senior high special education school via new media, such as multimedia technology, smart cell phone, Ipad ,wechat, Mooc, microblog, etc. which facilitates acquisition mode of hearing impaired students. This paper constructs an interactive mode in which teacher teaches hearing impaired students English reading and writing through multimedia in class on-line and students learn English via smart cell phone, Ipad, wechat, Mooc, Microblog off-line. The online and offline class constitutes a whole learning mode for them. Through this mode, this paper puts forward some strategies and methods to train reading and writing competence for hearing impaired students.

scholarly journals Constructing English Reading and Writing Learning and Teaching Mode for Senior High Hearing Impaired Students and Teachers on the Basis of New Media

2018 ◽  
Vol 11 (10) ◽  
pp. 113 ◽  
Author(s):  
Bo Xu
Keyword(s):  
New Media ◽  
American Sign Language ◽  
Learning Style ◽  
Teaching And Learning ◽  
Hearing Impaired ◽  
Teaching Mode ◽  
Reading And Writing ◽  
Learning And Teaching ◽  
English Reading ◽  
Hearing Impaired Students

New media is widely used in English teaching and learning, special education, in particular. In the new settings, hearing impaired students’ learning features are individualized learning style, visual-based learning mode, weakness in understanding and laziness in learning. It is easy for hearing impaired students to learn English via micro course of American Sign Language, English reading and writing. Students learning process is divided into three stages: pre-class: micro-course learning; while-class: cooperative learning in groups; post-class: extensive reading for writing. Finally, English reading and writing learning and teaching mode is constructed on the basis of new media.

Journal Editor and Associate Editor Perspectives on Research Reproducibility and Open Science

2021 ◽  
pp. 074193252110172
Author(s):  
Daniel M. Maggin
Keyword(s):  
Social Sciences ◽  
Special Education ◽  
Journal Editor ◽  
Associate Editor ◽  
Open Science ◽  
Science Practices ◽  
Journal Editors ◽  
Education School ◽  
Special Education School ◽  
Insight Into

Interest in transparent and open science is increasing in special education, school psychology, and related disciplines. Proponents for open science reforms provide evidence that researchers in special education, and the broader social sciences, engage in practices that mitigates its credibility and reduces the validity of information disseminated to practitioners and policymakers. In light of these issues, this article reports on a survey of journal editors-in-chief and associate editors to gain insight into concerns regarding research reproducibility, and the familiarity and viability of open science for improving research credibility. Results indicate that respondents were concerned about research reproducibility, were moderately familiar with open science practices, and viewed many as effective for improving research credibility. Finally, respondents supported the use of journals to encourage open science practices though there was little support for requiring their use. Findings are discussed in relation to open science and implications for research and practice.

Investigation of the usage of mainstreaming and general education teachers' educational activities on phonological awareness

2015 ◽  
Vol 1 (1) ◽  
pp. 15-33
Author(s):  
Ceyda Emir ◽  
M. Cem Girgin ◽  
H. Pelin Karasu
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities.

Investigation of Turkish activities applied in support education room for hearing impaired students in inclusive environment

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Elif Akay
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities  

The impact of a schoolwide de-escalation intervention plan on the use of seclusion and restraint in a special education school

2019 ◽  
Vol 24 (4) ◽  
pp. 357-373 ◽  
Author(s):  
Claudia Verret ◽  
Line Massé ◽  
Jeanne Lagacé-Leblanc ◽  
Gaëlle Delisle ◽  
Johanne Doyon
Keyword(s):  
Special Education ◽  
Intervention Plan ◽  
Education School ◽  
Special Education School ◽  
The Impact
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