Between Dec 19, 2024 and Jan 2, 2025, datasets can be submitted to DRUM but will not be processed until after the break. Staff will not be available to answer email during this period, and will not be able to provide DOIs until after Jan 2. If you are in need of a DOI during this period, consider Dryad or OpenICPSR. Submission responses to the UDC may also be delayed during this time.

Browsing by Subject "Deaf"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Cultural themes across generations: exploring changes in lived experiences of six deaf individuals.
    (2010-12) Diener, Nancy McFarlin
    Historically, hearing people have held positions of power and influence in many areas of society affecting Deaf people, yet they often know little about the life experiences of Deaf people, or how Deaf people feel about decisions made on their behalf. Understanding the lived experiences of Deaf or hard of hearing people is important for developing effective educational models for teaching Deaf children and creating a more inclusive society. This qualitative study collected and examined life story narratives from six Deaf people, ages 18-77. The life story narratives provided examples of Deaf community values that have remained consistent, even as the day-to-day lives of Deaf people have changed dramatically over the last 60 years. Significant themes emerged, including education for Deaf children, American Sign Language, cultural awareness and acceptance, and the importance of listening to Deaf people. Recommendations for educational administrators, based on the research findings, are listed.
  • Thumbnail Image
    Item
    Educator-Caregiver Communication Through Technology: A Survey of Early Childhood Educators of the Deaf
    (2023) Roemen, Brynn
    There has been an increasingly steady growth and utilization of communication technology between early childhood educators and caregivers. This practice for communication has revealed benefits for educators, caregivers, and children as well as positive perceptions surrounding the use of technology for communication between school and home. Despite the largely positive findings, there is limited research of this nature in the field of Deaf education with early childhood educators and caregivers of Deaf children. The goal of this study was to develop a survey of educators who serve Deaf children (ages 3-8 years old) to examine the current state of how educators in early childhood were utilizing technology to communicate with students’ caregivers, share American Sign Language resources to support language and literacy development, and identify differences between educational settings. Results revealed educators in early childhood Deaf education utilize a variety of technology for communication and hold generally positive perceptions about technology and how it can increase communication and knowledge between school and home. Perceptions about the benefits and challenges of using technology with caregivers aligned with findings from previous research. However, new benefits and challenges distinctive to early childhood Deaf education in the United States were also found. This research is one of the first studies to contribute and expand on the limited literature in early childhood Deaf education and explore possibilities for future research studies in the field of early childhood Deaf education and educator-caregiver communication through technologies.
  • Thumbnail Image
    Item
    Members of faculty with hearing impairments in academia: what are their needs?
    (2011-11) Roufs, Kathleen S.
    Seventeen percent of adults in the United States suffer from some degree of hearing loss, and this impairment can pose considerable personal, professional, social, and psychological challenges, often, to people reluctant to seek help (Hearing Loss Association, 2011). Post-secondary faculty members with hearing loss are among us, and most of them navigate their professional lives silently. Support for hearing loss is easily accessible for students on our campuses, but there is an apparent gap in knowledge about and utilization of support and services for faculty members with hearing loss. This study examines the barriers to full participation in the academy for faculty members with hearing impairments. This exploratory, descriptive study, framed in the minority model and the social model of disability, investigates the marginalization, isolation, coping mechanisms, and needs of faculty members with hearing loss at a public research university. An email invitation to participate in the study was sent to 3,104 faculty members with teaching responsibilities, employed sixty-six percent time, or more. The invitation asked the participants to think about their hearing and how it affects teaching in the classroom, participation in departmental discussions, interactions with students and colleagues, and interactions at professional and social events. The invitation included the following questions: Do you have to concentrate more intensely to follow conversations? Do telephone conversations become more problematic because of your hearing? Do background noises interfere with your hearing? Do you find yourself asking ―Pardon me?‖ in and out of the classroom more frequently? Is it becoming more difficult to hear in the classroom or at departmental meetings and social gatherings? If the recipients answered ―yes‖ to any of the questions, they were encouraged to continue with the inquiry; a link was provided to the web-based survey. The survey consisted of 39 questions about hearing loss, relationships with colleagues and administrators, knowledge of accommodations and services, budgets from which accommodations are paid, and if, how, and when that knowledge is communicated. Of the 144 faculty members who began, 84 completed the survey. The results are based on the 84 completed surveys. The respondents were mature professionally and chronologically. Sixty-seven percent of the respondents who disclosed their ages were 46 years of age or older and 74 percent of those who disclosed their ranks were either associate, full, endowed, or Regents professors. Seventy-five percent of the respondents said their hearing losses were either mild or moderate (on a four point scale: minimal, mild, moderate, or profound). Two percent of the respondents identified with Disability Services. Ninety-eight percent of the respondents said that resources for faculty members with hearing loss were not discussed at any departmental orientations or meetings. The quantitative and qualitative comments of faculty members suggest that acoustics in classrooms and meeting rooms are problematic for many. Other results, based on the responses of faculty members with hearing impairments, identify some of the system wide changes that would benefit faculty members with hearing loss – including more frequent discussions about hearing loss at college and department levels, more knowledge about support and resources to accommodate hearing loss, class and meeting rooms with better acoustics, and more choices in telephone systems. The results suggest that administrators need to be coached about how to discuss hearing loss, support, accommodations, and budgets. The study also found that hearing colleagues need to better understand the experiences and the challenges of their peers who have hearing impairments. The study concludes with recommendations that will help all faculty members, especially those with hearing loss, maximize their engagement in the academy.
  • Thumbnail Image
    Item
    The Song That Goes Like This: The Art of Theatrical Sign Language Interpreting and Translating
    (2014-06-06) Mielke, Kaitlyn
    What sets theatre sign language interpreters apart from their colleagues in non-theatre settings is that they focus not only on the mechanics, but the theatrics of their craft. After examining the role of the theatre interpreter and current interpreting models, a new model is proposed that reflects the overlapping roles of actors and theatre interpreters. This leads to the understanding that theater accessibility for Deaf and Hard of Hearing patrons is a shared responsibility among the constituents that form the theatergoing experience as whole.