Effects of Real-Time Captioning and Sign Language Interpreting on the Learning of College Students Who Are Deaf or Hard of Hearing

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Autor/in	Smith-Pethybridge, Valorie
Titel	Effects of Real-Time Captioning and Sign Language Interpreting on the Learning of College Students Who Are Deaf or Hard of Hearing
Quelle	(2009), (234 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Florida International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1094-6061-2
Schlagwörter	Hochschulschrift; Dissertation; Protocol Analysis; Partial Hearing; Deafness; Metacognition; Scores; Classroom Environment; Minority Group Students; White Students; American Sign Language; Assistive Technology; Educational Technology; Deaf Interpreting; Mixed Methods Research; Lecture Method; Pretests Posttests; Program Effectiveness; Statistical Analysis; Interviews; Academic Accommodations (Disabilities); Access to Education; Inclusion; College Students; College Instruction; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Klassenklima; Unterrichtsklima; Unterrichtsmedien; Statistische Analyse; Interviewing; Interviewtechnik; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Collegestudent; Hochschullehre
Abstract	College personnel are required to provide accommodations for students who are deaf and hard of hearing (D/HoH), but few empirical studies have been conducted on D/HoH students as they learn under the various accommodation conditions (sign language interpreting, SLI, real-time captioning, RTC, and both). Guided by the experiences of students who are D/HoH at Miami-Dade College (MDC) who requested RTC in addition to SLI as accommodations, the researcher adopted Merten's transformative-emancipatory theoretical framework that values perceptions and voice of students who are D/HoH. A mixed methods design addressed two research questions: Did student learning differ for each accommodation? What did students experience while learning through accommodations? Participants included 30 students who were D/HoH (60% women). They represented MDC's majority minority population: 10% White (non-Hispanic), 20% Black (non-Hispanic, including Haitian/Caribbean), 67% Hispanic, and 3% other. Hearing loss, ranged from severe-profound (70%) to mild-moderate (30%). All were able to communicate with American Sign Language: Learning was measured while students who were D/HoH viewed three lectures under three accommodation conditions (SLI, RTC, SLI+RTC). The learning measure was defined as the difference in pre- and post-test scores on tests of the content presented in the lectures. Using repeated measure ANOVA and ANCOVA, confounding variables of fluency in American Sign Language and literacy skills were treated as covariates. Perceptions were obtained through interviews and verbal protocol analysis that were signed, videotaped, transcribed, coded, and examined for common themes and metacognitive strategies. No statistically significant differences were found among the three accommodations on the learning measure. Students who were D/HoH expressed thoughts about five different aspects of their learning while they viewed lectures: (a) comprehending the information, (b) feeling a part of the classroom environment, (c) past experiences with an accommodation, (d) individual preferences for an accommodation, (e) suggestions for improving an accommodation. They exhibited three metacognitive strategies: (a) constructing knowledge, (b) monitoring comprehension, and (c) evaluating information. No patterns were found in the types of metacognitive strategies used for any particular accommodation. The researcher offers recommendations for flexible applications of the standard accommodations used with students who are D/HoH. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10