Snapshot of Parents Beliefs on Deaf Education: Preliminary findings from VL2 EELS. Gallaudet University VL2 EELS Team

Transcription

1 Snapshot of Parents Beliefs on Deaf Education: Preliminary findings from VL2 EELS ` Gallaudet University VL2 EELS Team

2 Introduction The study is a national longitudinal study that will collect a wealth of information about early childhood education of deaf children PEELS vs. VL2 EELS Age of 3 to 5 deaf children will follow each cohort for three years Data: Questionnaires from parents, teachers, & program directors, direct assessments of child s academic achievement, language, literacy, cognitive, behavioral, and emotional development 50 participants

3 VL2-EELS Project Team Thomas E. Allen, Project Director Donna Morere and M. Diane Clark, Co-directors Sue Hotto, Logistic Coordinator Leah Murphy, Assessment Coordinator Shilpa Hanumantha, Gregory Witkin, Anna Crisologo, and Elizabeth Adams, Assessment Team Elizabeth Halper, Data Analyst Millicent Musyoka, Yunjae Hwang, Susan Schatz, Research Assistant

4 Supported by the National Science Foundation Science of Learning Center on Visual Language and Visual Learning (VL2) Award: SBE

5 Presenters Educational Services: Yunjae Hwang Cochlear Implant: Gregory Witkin Social Skills: Elizabeth Halper Communication Skills: Millicent Musyoka Parents Attitude: Susan Schatz Statistical Analysis: Elizabeth Halper

6 Educational Services

7 Questions of Interest What kind of educational services do deaf children receive in support of instruction? How satisfied are parents with the services their children receive? How satisfied are parents with their child s experience at the school?

8 Special Education and Services Oral transliteration Cued language transliteration Signed transliteration Deaf-blind interpreting Oral/Aural (AVT) Vision Counseling including rehabilitation counseling Sign language instruction CART,C-print, Typewell Itinerant teacher Classroom paraprofessional Audiology CI mapping Tutoring Adaptive PE Speech-language pathology Occupational/ Physical therapy School nurse/medical Social work Psychology Recreation, including therapeutic recreation Transportation Resource Remedial ASL services Other

9 Special Education and Services 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% SLP Audiology ASL Instruction Signed Transliteration Hearing (n=30) Deaf/HOH (n=20)

10 Parent View of Quality of Education Services 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Excellent Good Fair Poor Some are OK; Some are not OK Hearing (n=30) Deaf/HOH (n=18)

11 School Adjustment: My Child enjoys school 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Strongly agree Agree No opinion Hearing (n=30) Deaf/HOH (n=20)

12 School Adjustment: My child s teachers maintain good discipline in the classroom 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Strongly agree Agree No Opinion Hearing (n=30) Deaf/HOH (n=20)

13 School Adjustment: Most students and teachers respect each other 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Strongly agree Agree Disagree No opinion Hearing (n=30) Deaf/HOH (n=20)

14 School Adjustment: The school is good at meeting my child s individual needs 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Strongly agree Agree Disagree No opinion Hearing (n=30) Deaf/HOH (n=20)

15 Educational Services Summary Both hearing and deaf parents want to provide similar educational services Overall, both hearing and deaf parents feel their children involved in appropriate program

16 Cochlear Implants

17 Cochlear Implants Why include information about CI s in the survey? CI s are becoming more common CI s may influence parents communication and educational choices

18 Questions about CI s If a child had an implant, their parent filled out an additional section of the survey Two questions will be discussed: How old was your child when s/he was implanted? How satisfied does your child seem to be with his/her use of the CI? 13 parents filled out this section Hearing: n = 9; Deaf: n = 4

19 Months Age of Implantation Ranged from 8 to 48 months (SD shown) Mean: 23.07

20 Number Frequency- Age of Implantation months months months months months months months Age in Months

21 Number Satisfaction with CI s Level of Satisfaction

22 Summary of Data on CI Satisfaction Satisfaction of CI s measured by parents perceptions of child s opinion Further analysis needed to determine the reasons for satisfaction/dissatisfaction Language use, age of implantation, educational placement, etc. are all possible covariates

23 Behavior & Social Skills

24 Introduction The Adaptive Behavior Assessment System (ABAS-II)* adapted for deaf individuals and measured: Pre-Academics, Social Skills & Self Direction Social/ Leisure Skills Physical and Motor activity *Material from the ABAS-II copyright 2000, 2003 by Western Psychological Services. Adapted for authorized use in specific scholarly application by T. Allen, Gallaudet University, under limited-use license from the publisher, Western Psychological Services, Wilshire Boulevard, Los Angeles, California , U. S. A. All rights reserved. No additional reproduction may be made, whether in whole or in part, without the prior, written authorization of Western Psychological Services

25 Questions of Interest How often does the child show an interest in adults nearby by talking or signing to them, or approaching them? How often does the child play simple games with playmates without adult supervision? How often does the child communicate when he or she feels happy, sad, scared, or angry? What is the primary language used in the home?

26 Does child show an interest in adults nearby by talking or signing to them or approaching them? 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Not able Never when needed Sometimes when needed Always when needed Hearing Parents (n=30) Deaf/ HoH Parents (n=20)

27 Does child play simple games with playmates without adult supervision? 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Not able Never when needed Sometimes when needed Always when needed Hearing Parents (n=30) Deaf/ HoH Parents (n=19)

28 Does child communicate when he or she feels happy, sad, scared, or angry? 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Not able Never when needed Sometimes when needed Always when needed Hearing Parents (n=30) Deaf/ HoH Parents (n=20)

29 Hearing Status and Language Used in the Home 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% English Spanish ASL Signed English Hearing Parents (n=30) Deaf/ HoH Parents (n=20)

30 Social Skills Snapshot Summary Children with deaf/ HoH parents more likely to perform targeted social skills Always Communication 13.3% of hearing parents reported child was not able to or never communicated emotions 0% of Deaf or HoH parents reported the same Language: Communication in the home (and not hearing status) likely plays a role in the parents perception of communication 53.3% of Hearing parents reported using ASL in the home compared with 80% of Deaf or HoH parents

31 Communication & Language

32 Communication and Language Communication Spoken language Signed Language Language concepts

33 Research Questions Can the child list at least 6 items in a category? Does the child know between words in spoken/ cued speech OR in Sign Language

34 List 6 items in a category

35 List 6 items in a category 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% English Spanish ASL Signed English Not able Never Someti mes Always

36 Understands words 3 years old 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Not able Never Sometimes Always Spoken/cue (n=9) Sign (n=15)

37 Understands words 4 years old 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Not able Never Sometimes Always spoken/cue (n=10) sign (n=11)

38 Understands words 5 years old 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Spoken/Cued (n=13) Sign (n=15) Not able Never when needed Sometimes Always

39 Summary of the preliminary findings

40 Communication and Language Summary A broad continuum of communication and language learning options Early language acquisition and vocabulary use 68.3% listed 6 items in a category Sign language supports the deaf child s word knowledge Challenges of deaf children from Non English speaking homes- i.e. Spanish deaf child (Gallaudet Institute of Research,1999; Marshack, 2001; *Voltera & Caselli, 1985; Secada, 1984, 1985).

41 Beliefs about Deaf Education * Thanks to Dr. Sharon Baker, University of Tulsa for work on this section

42 Introduction A 47-item section using a Likert Scale Strongly Agree to Strongly Disagree Focuses on parents beliefs toward a variety of topics language and modality use language and literacy development and learning technology assistance devices learning environments

43 A Brief Inquiry into Parents Beliefs 1. Do parents view that learning two languages would be too great of a challenge for young deaf or hard of hearing children? 2. Do parents believe that new technologies (e.g., cochlear implants) produce normallike hearing ability in deaf children? a. Are the responses different among those with CI and without CI?

44 Would learning two languages be too great of a challenge for young deaf or hard of hearing children? 100% 90% 80% 70% 60% 50% Hearing (n=29) 40% Deaf & HoH (n=19) 30% 20% 10% 0% Strongly Disagree Disagree No Opinion Agree Strongly Agree

45 Are new technologies (e.g., cochlear implants) effective in producing normal-like hearing ability in deaf children? 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Strongly Disagree Disagree No Opinion Agree Strongly Agree Hearing (n=30) Deaf & HoH (n=20)

46 Do parents feelings about whether technology produces normal-like hearing differ depending on whether their child has a CI? 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Strongly Disagree Disagree No Opinion Agree Strongly Agree With Cochlear Implants (n=13) Without Cochlear Implants (n=37)

47 Beliefs about Deaf Education Summary The preliminary results of the data may indicate the following: That parents regardless of hearing status may have increasing awareness of the advantages in learning two languages Hearing and Deaf/HoH parents appear to have different perceptions on the effectiveness of new technologies available for deaf and HoH children The differences in perception are more prominent among those with and without CI

48 General Conclusion of VL2EELS Preliminary Data

49 Conclusion of Parents Survey Survey provides interesting and rich information on parents Cannot provide concluding results of the data yet Next Steps in Data Analysis Larger sample 150 parents surveys Comprehensive analysis Analysis of the influence of parents beliefs on their educational programming choices for their children A wide range of variables in our data sample

50 Conclusions Results show variability in the data This variability will show interesting results longitudinally Preliminary results suggest that parents attitudes and beliefs impact educational placements, choice of technologies, and satisfaction with children s progress