Suggestions for Helping Students Who Are Deaf Succeed in General Education Settings

Communication Disorders Quarterly

Volumn 24, Issue 1, 2002, Pages 23-30

  Luckner, John L ^a   Muir, Sheryl ^a  

^a UNIVERSITY OF NORTHERN COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84992828608     PISSN: 15257401     EISSN: None     Source Type: Journal    
DOI: 10.1177/152574010202400104     Document Type: Article

References (51)

1. Ainsworth, J. (1999). Reading to deaf children: Bonding, communication, and literacy development. Perspectives in Education and Deafness, 17(5), 6-8.
2. American Speech-Language-Hearing Association. (2000). Early Hearing Detection & Intervention Action Center. Retrieved November 11, 2002, from http://professional.asha.org/resources/legislative/ehdi.cfm
3. Anderson, R.C., Hiebert, E., Scott, J., & Wilkinson, I. (1985). Becoming a nation of readers: The report of the commission on reading. Champaign-Urbana, IL: Center for the Study of Reading.
4. Antia, S.D., & Kreimeyer, K.H. (1992). Social competence intervention for young children with hearing impairments. In S. Odom, S. McConell, & M. McEvoy (Eds.), Social competence of young children with disabilities (pp. 135-164). Baltimore: Brookes.
5. Bodner-Johnson, B., & Sass-Lehrer, M. (1999). Family-school relationships: Concept and premises. Washington, DC: Gallaudet University, Pre-College National Mission Programs.
6. Calderon, R. (2000). Parental involvement in deaf children's education programs as a predictor of child's language, early reading, and social-emotional development. Journal of Deaf Studies and Deaf Education, 5, 140-155.
7. Cheney, D., Manning, B., & Upham, D. (1997). Project DESTINY. Teaching Exceptional Children, 30, 24-29.
8. Conway, L. (1990). Issues related to classroom management. In M. Ross (Ed.), Hearing-impaired children in the mainstream (pp. 131-157). Park-ton, MD: York Press.
9. Coufal, K.L. (1993). Collaborative consultation for speech-language pathologists. Topics in Language Disorders, 14(1), 1-14.
10. Durlak, C.M. (1992). Preparing high school students with learning disabilities for the transition to postsecondary education: Training for self-determination. Unpublished doctoral dissertation, Northern Illinois University.
11. English, K.M. (1997). Self advocacy for students who are deaf or hard of hearing. Austin, TX: PRO-ED.
12. Fernandes, J.K. (2000). Literacy in a nine-piece program. Odyssey: New Directions in Deaf Education, 1(3), 4-5.
13. Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A practical guide for teaching self-determination. Reston, VA: The Council for Exceptional Children.
14. Forest, M., & Lusthaus, E. (1989). Promoting educational equality for all students: Circles and maps. In S. Stainback, W. Stainback, & M. Forest (Eds.), Educating all students in the mainstream of regular education (pp. 43-57). Baltimore: Brookes.
15. Friend, M., & Bursuck, W.D. (2002). Including students with special needs: A practical guide for classroom teachers (3rd ed.). Boston: Allyn & Bacon.
16. Friend, M., & Cook, L. (2000). Interactions: Collaboration skills for school professionals (3rd ed). New York: Addison Wesley Longman.
17. Graves, M.F., Juel, C., & Graves, B.B. (2001). Teaching reading in the 21st century. Needham Heights, MA: Allyn & Bacon.
18. Henderson, A., & Berla, N. (1995). A new generation of evidence: The family is critical to student achievement. Washington, DC: National PTA.
19. Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. § 1400.
20. Johnson, D.D. (2001). Vocabulary in the elementary and middle school. Boston: Allyn & Bacon.
21. Katzell, R.A., & Thompson, D.E. (1990). Work motivation: Theory and practice. American Psychologist, 45, 144-153.
22. Luckner, J., & Denzin, P. (1998). In the mainstream: Adaptations for students who are deaf or hard of hearing. Perspectives in Education and Deafness, 17, 8-11.
23. Luckner, J.L., & Muir, S. (2001). Successful students who are deaf in general education settings. American Annals of the Deaf, 146, 450-461.
24. Luckner, J.L., Schauermann, D., & Allen, R. (1994). Learning to be a friend. Perspectives in Education and Deafness, 12(5), 2-7.
25. Martin, F.N., Bernstein, M.E., Daly, J.A., & Cody, J.P. (1988). Classroom teachers' knowledge of hearing disorders and attitudes about mainstreaming hard-of-hearing children. Language, Speech, and Hearing Services in Schools, 19, 83-95.
26. Mayne, A., Yoshinaga-Itano, C., Sedey, A., & Carey, A. (2000). Expressive vocabulary development of infants and toddlers who are deaf or hard of hearing. In C. Yoshinaga-Itano & A. Sedey (Eds.), Language, speech, and social-emotional development of children who are deaf or hard of hearing: The early years (Monographs of The Volta Review, Vol. 100, No.5, pp. 1-27). Washington, DC: Alexander Graham Bell Association for the Deaf.
27. Newcomb, A.F., & Bagwell, C.L. (1995). Children's friendship relations: A meta-analytic review. Psychological Bulletin, 117, 306-347.
28. Nover, S.M., & Andrews, J.F. (1998). Critical pedagogy in deaf education: Bilingual methodology and staff development. Santa Fe: New Mexico School for the Deaf.
29. Ogle, D. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39, 564-570.
30. Palardy, J.M. (1997). Strategies for motivating students. Principal, 76(4), 20-22.
31. Paul, P.V. (1998). Literacy and deafness. Boston: Allyn & Bacon.
32. Reeves, D.B. (2000). Accountability in actions: A blueprint for learning organizations. Denver: Advanced Learning Centers.
33. Sands, D. J., & Wehmeyer, M. L. (Eds.). (1996). Self-determination across the life span: Independence and choice for people with disabilities. Baltimore: Brookes.
34. Schirmer, B.R. (2000). Language and literacy development in children who are deaf (2nd ed). Boston: Allyn & Bacon.
35. Schleper, D. (1997). Reading to deaf children: Learning from deaf adults. Washington, DC: Gallaudet University, Pre-College National Mission Programs.
36. Schloss, P.J., & Smith, M.A. (1990). Teaching social skills to hearing-impaired students. Washington DC: Alexander Graham Bell Association for the Deaf.
37. Schloss, P.J., Smith, M.A., & Schloss, C.N. (1995). Instructional methods for adolescents with learning and behavior problems (2nd ed.). Boston: Allyn & Bacon.
38. Shalaway, L. (1998). Learning to teach … Not just for beginners. New York: Scholastic Professional Books.
39. Snow, C.E., Burns, M.S., & Griffin, P. (1998). (Eds.). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
40. Snyder, B., & Pressley, M. (1995). Introduction to cognitive strategy instruction. In M. Pressley (Series Ed.), V. Woloshyn (Vol. Ed.), & associates, Cognitive strategy training series: Cognitive strategy instruction that really improves children's academic performance (2nd ed., pp. 1-18). Cambridge, MA: Brookline Books.
41. Stein, L., Jabaley, T., Spitz, R., Stoakley, D., & McGee, T. (1990). The hearing-impaired infant: Patterns of identification and habilitation revisited. Ear and Hearing, 11, 201-205.
42. Stone, P. (1988). Blueprint for developing conversational competence: A planninglinstruction model with detailed scenarios. Washington, DC: Alexander Graham Bell Association for the Deaf.
43. Traxler, C.B. (2000). The Stanford Achievement Test, 9th edition: National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 5, 337-348.
44. U.S. Department of Education. (1999). To assure the free, appropriate public education of all children with disabilities: Twenty-first annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
45. U.S. Department of Education. (2001). To assure the free, appropriate public education of all children with disabilities: Twenty-third annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
46. U.S. Department of Education, Office of Elementary and Secondary Education. (2001). No child left behind: A desktop reference. Washington, DC. Author.
47. U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2002). A new era: Revitalizing special education for children and their families. Retrieved November 11, 2002, from http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports/index/html
48. Vacca, R.T., & Vacca, J.L. (2002). Content area reading: Literacy and learning across the curriculum. Boston: Allyn & Bacon.
49. Ward, M.J. (1988). The many facets of self-determination. Transition Summary, 5, 2-3.
50. Yoshinaga-Itano, C., & Sedey, A. L. (Eds.). (2000). Language, speech, and social-emotional development of children who are deaf or hard of hearing: The early years. (Monographs of The Volta Review, Vol. 100, No. 5). Washington, DC: Alexander Graham Bell Association for the Deaf.
51. Yoshinaga-Itano, C., Sedey, A.L., Coulter, D.K., & Mehl, A.L. (1998). Language of early and later-identified children with hearing loss. Pediatrics, 102, 1161-1171.