Barriers to Effective Health Education in Deaf K-12 Schools

Autor/inn/en	Alpern, Rebecca Royzer; Panko, Tiffany L.; McCann-Pineo, Molly; Jones, Courtney Marie Cora; Rotoli, Jason
Titel	Barriers to Effective Health Education in Deaf K-12 Schools
Quelle	In: Journal of Health Education Teaching, 13 (2022) 1, S.25-42 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Health Education; Elementary Secondary Education; American Sign Language; Deafness; Barriers; Administrators; Curriculum Development; High Schools; Equal Education + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Gehörlosigkeit; Taubstummheit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; Oberschule
Abstract	Purpose: The Deaf community is an ethnolinguistic minority whose lack of access to mainstream health information limits health literacy. This study describes barriers to teaching high school health education in US K-12 Deaf schools. Methods: An online survey with English and American Sign Language (ASL) instructions were emailed to administrators at sixty schools for the Deaf. Descriptive statistics were conducted to describe study sample, health class curriculum topics and perceived student knowledge of said topics. All statistical analyses were completed using SAS version 9.4 (SAS Institute, Inc., Cary, NC). Results: Twenty-five schools (42%) anonymously responded. Ninety-two percent of schools reported a lack of resources for teaching health education. Only 12% of schools reported having a nationally certified health teacher. Student knowledge was perceived to be poor to satisfactory regarding mental health, self-advocacy, and family medical history. Conclusions: This study found the most notable barriers to health education were difficulty hiring qualified health teachers and severe lack of resources for teaching. The subjects with the greatest lack of resources were also among topics in which students had the poorest perceived knowledge. Recommendations: Additional opportunities for future research could include a comparison to hearing schools in the US, assessing health care knowledge among deaf students in mainstream schools, or completing a similar survey to compare results to comparable schools for the Deaf outside of the United States. Additionally, future research could assess actual student knowledge of the subjects that were queried and compare to existing health disparities in the community. [The volume number (12) shown on the PDF is incorrect. The correct volume number for this article is 13.] (As Provided).
Anmerkungen	Journal of Health Education Teaching. 9563 Wedge Way, Delmar, MD 21875. Tel: 443-880-0394; e-mail: JofHET@yahoo.com; Web site: http://jhetonline.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01