Suchergebnisse

This article describes the curriculum the author developed to help students with visual impairments make the transition to college. The curriculum is based on her experiences at the Living Skills Center for the Visually Impaired, a transition program in San Pablo, California, and at college.

This article examines the challenges and successes of three academically gifted students in inclusive educational programs over four years and presents recommendations for teachers and parents who are contemplating the placement of students with similar needs in inclusive programs.

This study had two purposes: (1) to learn how hearing students in a mainstream college setting perceive deaf students as classmates, and (2) to discover how those perceptions influence the integration of deaf and hearing students on campus. Thirty full-time students at the Rochester Institute of Technology in Rochester, New York, were interviewed using in-depth, open-ended interview strategies. It was found that even in this setting, designed expressly to integrate deaf and hearing students, full integration did not occur. Deaf students were successfully placed on the campus with hearing students for educational purposes; however, social integration did not occur.

Academic attributions, developed by students to explain success or failure, were examined for 225 hearing-impaired students. The students read descriptions of academic experiences of hearing or hearing-impaired students and derived causal explanations of these experiences. Results indicated that patterns of attributions of hearing-impaired students closely resembled those of hearing students. The internal factors of ability and effort received the strongest attributional ratings for success, whereas the external and unstable factor of luck received the weakest rating. Additionally, there was evidence for an in-group bias by hearing-impaired students in attributing more importance to the personal qualities of students like themselves when success was experienced, relative to the attributions made for hearing students; this bias was also shown in the explanations given for success in the classrooms of hearing-impaired versus hearing teachers.