Defining Traditionally Underserved Persons Who Are Deaf. NIU-RTC Research Brief.

Autor/inn/en	Long, Greg; Clark, David Anthony
Institution	Northern Illinois Univ., DeKalb. Research and Training Center for Traditionally Underserved Persons Who Are Deaf.
Titel	Defining Traditionally Underserved Persons Who Are Deaf. NIU-RTC Research Brief.
Quelle	(1993), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classification; Clinical Diagnosis; Communication Skills; Deafness; Definitions; Disadvantaged; Educational Needs; Independent Living; Individual Characteristics; Interpersonal Competence; Job Skills; Language Impairments; Low Achievement; Multiple Disabilities; Rating Scales + Suchen Sie Ihr Suchwort? Schulleistung; Classification system; Klassifikation; Klassifikationssystem; Kommunikationsstil; Gehörlosigkeit; Taubstummheit; Begriffsbestimmung; Educational need; Bildungsbedarf; Selbstverantwortung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interpersonale Kompetenz; Produktive Fertigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Unterdurchschnittliche Leistung; Multiple disability; Mehrfachbehinderung; Rating-Skala
Abstract	This paper addresses issues in the definition of traditionally underserved persons who are deaf. It notes that these people have traditionally been labeled as low functioning, low achieving, multiply handicapped, minimal language skilled, and disadvantaged. A new definition, developed by the Northern Illinois University Research and Training Center on Traditionally Underserved Persons Who Are Deaf, emphasizes placing responsibility for the less-than-optimum functioning on the service delivery system rather than on the individual. Definition development involved identifying characteristics of the population and analyzing responses to a survey of 810 deaf educators and deafness rehabilitation counselors. Respondents ranked the following critical characteristics for defining this population: (1) communication skills, (2) independent living skills, (3) social skills, (4) vocational skills, and (5) academic achievement. A rating scale utilizing these factors was developed and is included. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC