Do You See What I See? School Perspectives of Deaf Children, Hearing Children and Their Parents

Autor/inn/en	Marschark, Marc; Bull, Rebecca; Sapere, Patricia; Nordmann, Emily; Skene, Wendy; Lukomski, Jennifer; Lumsden, Sarah
Titel	Do You See What I See? School Perspectives of Deaf Children, Hearing Children and Their Parents
Quelle	In: European Journal of Special Needs Education, 27 (2012) 4, S.483-497 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2012.719106
Schlagwörter	Friendship; Deafness; Attitude Measures; Parent Attitudes; Childhood Attitudes; Hearing Impairments; Interpersonal Relationship; Educational Environment; Teaching Methods; Comparative Analysis; Academic Achievement; Sign Language; Special Schools; Surgery; Assistive Technology; Communication Skills; Questionnaires; Foreign Countries; Cross Cultural Studies; United Kingdom; United States + Suchen Sie Ihr Suchwort? Freundschaft; Gehörlosigkeit; Taubstummheit; Elternverhalten; Hearing impairment; Hörbehinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Gebärdensprache; Special school; Sonderschule; Chirurgie; Kommunikationsstil; Fragebogen; Ausland; Cultural comparison; Kulturvergleich; Großbritannien; USA
Abstract	Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children's friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10