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Deaf and hard of hearing students, who cannot successfully access and utilize information in print, experience various difficulties in conventional science instruction, which heavily relies on lectures and textbooks. The purpose of the present review is threefold. First, an overview of inquiry-based science instruction reform, including the sociohistorical forces behind the movement, is presented. Then, the author examines the empirical research on science education for students who are deaf or hard of hearing from the 1970s to the present and identifies and rates inquiry-based practice. After discussing the difficulty of using science texts with deaf and hard of hearing students, the author introduces a conceptual framework that integrates inquiry-based instruction and the construct of performance literacy. She suggests that this integration should enable students who are deaf or hard of hearing to access the general education curriculum.

The ongoing debate on Deaf epistemologies reflects two major paradigms in deaf education: positivism and constructivism. The present article investigates Deaf epistemologies through a metaparadigm, which should blur the boundaries among different paradigms and connect the epistemological inquiry to instructional practice for d/Deaf students. The author states that researchers and educators should not be obsessed with defending a particular paradigm and attacking others, but should move toward paradigmatic integration. If successful instructional practices are to be fully understood, each paradigm needs insights from the others. Furthermore, effective classroom instruction should be based on the goal of the educational activity and the ability of the students in the classroom. Mainstream theories and research in English literacy education can and should be applicable to d/Deaf students; furthermore, using appropriate instructional tools, teachers of the d/Deaf can and should teach phonologically related skills to their students.

In 2016 the Chinese demographic policy, as a result of improving the regulation of population development, was radically reoriented to increase the birth rate. The rejection of «one-child policy» began with permission to have a second child, and soon was supplemented by second births stimulation. Taking into account the world pronatalism, socio-economic measures were applied. They showed that the most effective results can be achieved with the help of socio-economic tools that prevent deterioration of living conditions of families after childbirth. The regional diversity of China determines variability of such measures, but everywhere they begin with targeted «child» payments and the creation of conditions, which do not interrupt women's professional career after pregnancy and delivery, then they are expanded through social help to families with children, tax relief, reduction of housing and education costs, as well as measures relevant for specific population groups (large families, single mothers, etc.). The main criterion of the assistance targeting is the number of children, but its size and forms depend on local capabilities. The importance of material factors of reproductive choice decreases with an increase of living standards, the conditions making it possible to combine parenthood and profession, large family traditions, gender of children, fertility preservation with safe contraception become more important. Measures, taking into account national specifics, include availability of assisted reproduction programs and promoting a modern three-child family among the population of reproductive age, a significant part of which belongs to the generation consciously focused on small family.

Trabajo presentado a la 3rd Conference on Control and Fault Tolerant Systems, celebrada en Barcelona (España) del 7 al 9 de septiembre de 2016. ; This paper presents the extension of the zonotopic Kalman filter of linear systems to nonlinear systems subject to unknown-but-bounded system disturbances and Gaussian white noises known as zonotopic extended Kalman filter (ZEKF). Due to the computational simplicity of zonotopes, the uncertain system states are bounded into a zonotopic set. The system consistency test with the system measurements is completed without using the intersection between two sets but following the extended Kalman filtering procedure that requires to find the optimal observer gain. A fault detection method based on the ZEKF algorithm is also introduced. Finally, the proposed ZEKF algorithm is applied to the quadrotor helicopter under an on-line closed-loop simulation scheme and the simulation results illustrate the effectiveness of the proposed algorithm and fault detection method. ; This work has been partially funded by the Spanish Government (MINECO) through the project CICYT ECOCIS (ref. DPI2013-48243-C2-1-R), by MINECO and FEDER through the project CICYT HARCRICS (ref. DPI2014-58104-R). ; Peer Reviewed

I n this , the first article in the American Annals of the Deaf special issue on English reading development for individuals who are d/Deaf and hard of hearing, the coeditors aim to promote interdisciplinary dialogue among researchers regarding literacy research with d/Deaf and hard of hearing (d/Dhh) students by setting the tone for an open and inclusive forum. Researchers from various disciplines are invited to discuss the similarities and differences between students who are d/Dhh and their typically developing hearing peers in terms of aspects such as reading process, reading development, and reading assessment. Challenges related to the acquisition of language and literacy by d/Dhh students are described. The article highlights the purpose of the special issue, which is to explore what works where, when, why, and for whom.

I n a qualitative meta-analysis , the researchers systematically reviewed qualitative and quantitative meta-analyses on reading research with PK–12 students published after the 2000 National Reading Panel (NRP) report. Eleven qualitative and 39 quantitative meta-analyses were reviewed examining reading research with typically developing hearing students, special education hearing students (including English Language Learners), and d/Deaf or hard of hearing (d/Dhh) students. Generally, the meta-analysis yielded findings similar to and corroborative of the NRP's. Contradictory results (e.g., regarding the role of rhyme awareness in reading outcomes) most often resulted from differing definitions of interventions and their measurements. The analysis provided evidence of several instructional approaches that support reading development. On the basis of the qualitative similarity hypothesis (Paul, 2010, 2012; Paul & Lee, 2010; Paul & Wang, 2012; Paul, Wang, & Williams, 2013), the researchers argue that these instructional strategies also should effectively support d/Dhh children's reading development.

The study considered whether adding sign language graphics to the books being used for reading instruction in a first-grade classroom would promote the literacy development of students who are deaf or hard of hearing. The researchers also sought to discover whether materials existed to put the process of modifying leveled texts within the reach of the typical classroom teacher, in terms of cost and procedure. Students' reading behaviors seemed to indicate that the presence of sign graphics supported their development as readers. The materials needed to create sign support for the English print in the leveled books were commercially available.

The researchers explored the effectiveness of Visual Phonics as a reading instructional tool when used in conjunction with a modified version of the Fountas and Pinnell Kindergarten Phonics Curriculum (Fountas & Pinnell, 2002) with a preschool student who was deaf. The study participant was a 4-year-old deaf child who had a cochlear implant. The goal of the study was to determine whether the student's phonological awareness and speech production improved over the course of a 6-week intervention. Identical pre- and postintervention tests were administered to measure the extent of any improvement. It was found that Visual Phonics used with a phonics-based curriculum significantly increased phonological awareness and speech production.