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Index
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207 Index academic achievement, 26, 28–31 of academically gifted children, 54 accountability for, 22–23, 152, 153, 188. See also accountability for academic achievement adequate yearly progress in, 23 diversity in, 53–54 ethnic and racial differences in, 53 expectations for. See expectations for academic achievement impact of integrated education on, 188 interpreter skills affecting, 44, 86 isolation feelings affecting, 39, 67 regular education teacher affecting, 150, 151–154 regular education teacher interviews on, 170–175, 179–180 shared responsibility for, 22–23, 175, 179–180, 186 and social acceptance, 132, 133 and work ethic, 99–101 acceptance of deaf students by hearing peers, 131–133, 156, 187 for athletic students, 37, 132 regular education teacher interviews on, 175–176 for speaking deaf students, 72, 132, 133, 156, 176, 177, 187 access to communication and education, 14, 26 academic achievement in, 86 classroom participation in, 29 with cochlear implant, 17, 18 and conversational interactions, 31, 119–120 and early screening for hearing loss, 50 and full learning environment, 46–47, 119–121 interpreter interview on, 114–121 interpreter services for, 3, 32, 40–49, 80–84, 107–108, 114–121 language barriers in, 4, 26–27, 114–118 legal issues in, 24 omissions of interpreter affecting, 45, 46–47, 81–83, 119–121 power issues in, 72, 187 in regular education classroom, 114–119 regular education teacher interviews on, 171–173, 181 in residential schools, 14, 109 and social interactions, 92, 95, 103, 104, 105, 119–121, 155 for speaking deaf students, 106, 187 accommodations embarrassment and feelings of guilt in, 99, 153–154 in low expectations for academic achievement, 99–101, 108–109, 151–154, 156 for needs of deaf students, 148, 149, 150 by regular education teachers, 180 accountability for academic achievement, 22–23, 152, 153, 186 adequate yearly progress in, 23 recommendations on, 188 regular education teacher interviews on, 170–175, 179–180 accuracy in educational interpreting, 44–46 active participation barriers to, 29–30, 114–118 interpreter affecting, 47 learning in, 6, 29–30, 151 regular education teacher interviews on, 172 teacher expectations on, 71, 151–154 The letter “f” following a page number denotes a figure. The letter “t” following a page number denotes a table. Index 208 active participation (continued) addition of information by interpreter as error, 45, 46 humor in, 87, 89 adequate yearly progress in academic achievement, 23 adolescents, 72–74 dating of, 129–130 inferiority and feelings of powerlessness, 71 loneliness and isolation of, 68, 72–74 self-image of, 78 advocacy skills of students, 115–116, 117, 158 age as factor in language learning, 7, 50 agency collaboration, recommendations on, 189 alienation, 38–39 in adolescence, 72–74 student interviews on, 64–69, 72–74 alphabet, manual, 33, 91, 125, 126, 175, 178 American Sign Language age at learning, 7 and Deaf culture, 10, 15–16, 54, 66, 105 deaf education teachers using, 144–145, 146, 158–159, 162–163 family members using, 7, 51 hearing peers using. See signing hearing students historical ban on use of, 11–13 interpretation variables, 45 interpreter abilities in, 41–43 interpreter services. See interpreter services literature and humor in, 15–16 offered as foreign language course, 97, 158 as primary means of communication, 27, 51, 60. See also signing deaf students recommendations on, 189 regular education teachers using, 87, 88–89, 148, 149 staff competency in, 29, 154 students with minimal skills in, 114–115, 116–117 anxiety of regular education teachers, 149 of students, teacher behavior reducing, 35 assimilation, forced, 71, 72, 105, 185 athletic students, 37 social acceptance of, 37, 132 attention problems, 52, 53 Bartlett’s Family School for Young DeafMute Children, 10 Bell, Alexander Graham, 11–12, 13 Bell, N., 6 bicultural identity, 54 bilingualism of interpreters, 27 of students, 27 blaming deaf students for communication problems, 105, 156, 179, 184, 187 for learning problems, 43, 168, 171, 181 for social isolation, 167 Brown v. Board of Education, 20 bullying, 37–38, 71 Cerney, Brian, 43 certification and training of interpreters, 41–43, 46, 110 cheating concerns, 99–101, 108–109, 153–154 classroom environment active participation in. See active participation additional disabilities of deaf students in, 51–53, 52t, 54 anxiety of teachers in, 149 anxiety reducing behaviors of teachers in, 35 barriers to participation in, 29–30, 114–118 bullying and oppression in, 37–38, 71, 152, 186 characteristics of successful students in, 30–31 communication deprivation in, 3–4, 26–27, 29–30, 33...