Educational considerations for at-risk/marginal students who are deaf or hard of hearing

Journal/Book: Lang Speech Hearing Serv Sch. 1997; 28: 10801 Rockville Pike, Rockville, MD 20852-3279. Amer Speech-Language-Hearing Assoc. 395-406.

Abstract: The teaching of children who are at risk, marginally deaf, or hard of hearing is considered in this article primarily from the framework provided by Ogbu (1990), Sinclair and Ghory (1990), Cromer (1993), and the contemporary writings of others working with multi-ethnic populations of children who are hearing and hearing-impaired. Emphasis is put on the social constructive of this complex phenomenon, the heterogeneity (both inter-and intraculturally) of the populations involved, and some oi the processes that students go through in becoming marginalized. Finally, consideration is given to how one might address some of the problems of educating these children. Descriptions and examples of some successful intervention projects are presented.

Note: Article Kretschmer RE, Columbia Univ, Coll Teachers, Dept Hlth & Behav Studies, New York,NY 10027 USA

Keyword(s): deaf; teacher-as-researcher; urban minority students; literacy; reform; IMPAIRED STUDENTS; ADOLESCENTS; CHILDREN; ACHIEVEMENT; MINORITY; GENDER; BLACK

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