When parents are deaf versus hard of hearing: patterns of sign use and school placement of deaf and hard-of-hearing children.
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| Title: | When parents are deaf versus hard of hearing: patterns of sign use and school placement of deaf and hard-of-hearing children. |
|---|---|
| Authors: | Mitchell RE (AUTHOR), Karchmer MA (AUTHOR) |
| Source: | Journal of Deaf Studies & Deaf Education. Apr2004, Vol. 9 Issue 2, p133-152. 20p. |
| Abstract: | This paper investigates the importance of knowing whether or not deaf and hard-of-hearing students have one or more deaf or hard-of-hearing parents. As noted by Mitchell and Karchmer (2004), deaf and hard-of-hearing school-age children and youth in the United States with at least one parent identified as 'hearing impaired' are nearly evenly split between having at least one deaf parent and having at least one hard-of-hearing parent. However, there is no literature on the importance, if any, of this distinction. Findings from the investigation reported herein suggest that the distinction between having a deaf versus a hard-of-hearing parent is quite substantial, particularly as it pertains to the use of signing in the home. Further, signing in the home, which is reliably predicted by parental hearing status, is a significant predictor of the school setting in which the student is currently placed and the instructional use of signing in the classroom. Limitations related to the available measure of parental hearing status are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 106663812 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: When parents are deaf versus hard of hearing: patterns of sign use and school placement of deaf and hard-of-hearing children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mitchell+RE%22">Mitchell RE</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Karchmer+MA%22">Karchmer MA</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Deaf+Studies+%26+Deaf+Education%22">Journal of Deaf Studies & Deaf Education</searchLink>. Apr2004, Vol. 9 Issue 2, p133-152. 20p. – Name: Abstract Label: Abstract Group: Ab Data: This paper investigates the importance of knowing whether or not deaf and hard-of-hearing students have one or more deaf or hard-of-hearing parents. As noted by Mitchell and Karchmer (2004), deaf and hard-of-hearing school-age children and youth in the United States with at least one parent identified as 'hearing impaired' are nearly evenly split between having at least one deaf parent and having at least one hard-of-hearing parent. However, there is no literature on the importance, if any, of this distinction. Findings from the investigation reported herein suggest that the distinction between having a deaf versus a hard-of-hearing parent is quite substantial, particularly as it pertains to the use of signing in the home. Further, signing in the home, which is reliably predicted by parental hearing status, is a significant predictor of the school setting in which the student is currently placed and the instructional use of signing in the classroom. Limitations related to the available measure of parental hearing status are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=106663812 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1093/deafed/enh017 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 133 Titles: – TitleFull: When parents are deaf versus hard of hearing: patterns of sign use and school placement of deaf and hard-of-hearing children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mitchell RE – PersonEntity: Name: NameFull: Karchmer MA IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2004 Type: published Y: 2004 Identifiers: – Type: issn-print Value: 10814159 Numbering: – Type: volume Value: 9 – Type: issue Value: 2 Titles: – TitleFull: Journal of Deaf Studies & Deaf Education Type: main |
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