The Importance of Direct Communication during Continuing Education Workshops for Deaf and Hard-of-Hearing Professionals
The Importance of Direct Communication during Continuing Education Workshops for Deaf and Hard-of-Hearing Professionals
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聋人和听力障碍专业人员继续教育研讨会期间直接沟通的重要性
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Donald H. Beil
中科院分区：
文献类型：
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作者：
G. Long;Donald H. Beil
聋人信息技术倡议（DIIT）是由罗切斯特理工学院的国家聋人技术研究所（NTID）通过国家科学基金会（NSF）的资助开发的，其目标包括为聋人和听障专业人员提供继续教育。在最初的3年拨款期内，熟练掌握手语的教师为145名专业人士举办了21个以技术为重点的讲习班。（该项目由美国国家科学基金会额外资助3年。）采用定性和定量措施来评估讲习班并获得参与者的看法。研究结果表明，聋人和听力障碍专业人士在参加由手语翻译支持的传统讲座式研讨会时，经常感到沮丧，并报告在理解内容材料方面存在困难。这些发现与成功的DIIT研讨会形成了对比，在这些研讨会上，参与者能够在不使用口译员的情况下轻松地与讲师和其他与会者沟通。聋人信息技术倡议（DIIT）项目的一个主要目标是为聋人和听障专业人员提供继续教育的机会。在评估DIIT项目的过程中，参与者一致将这次研讨会的经历与他们之前通过雇主接受的培训进行比较。这些参与者表示，公司提供的培训的教学速度和沟通障碍往往阻碍了他们的积极参与，并对他们理解和掌握内容材料的能力产生了负面影响。他们经常感到与老师和听力正常的同龄人隔绝，这反过来又对他们积极参与和掌握材料产生了负面影响。本报告审查了在中等和中等以上主流环境中聋人和听力障碍学习者所面临的挑战在多大程度上继续进入研究生和继续教育环境。Kersting（1997）在一项针对刚进入主流大学的聋哑和听力障碍学生的小型定性研究中发现，由于聋哑同学的拒绝和听力正常同学的歧视，这些学生经常感到孤独和孤立。聋人同伴的疏离感与手语技能的缺乏有关，而听力正常同伴的歧视倾向于校园物理因素和对聋人学生的刻板印象。聋人学生认为这种社会偏见限制了聋人学生和听人学生在这种教育环境下的社会交往。在另一项研究中，耳聋、听力障碍和听力正常的大学生被发现对沟通容易程度和学术投入有相似的看法（Foster, Long, & Snell, 1999）。两组学生都认为参与课堂和理解课堂材料是他们感觉自己是课堂的一部分的核心。他们都说，老师的节奏影响了他们对材料的理解，也影响了他们在课堂上交流的容易程度。虽然两组学生都认同什么对学习很重要，但他们对这些变量在课堂上的表现却存在分歧。他们都说教学的节奏对学习很重要，但失聪和听力障碍的学生报告说，与听力正常的学生相比，教师的节奏对学习频率更低。同样地，虽然两个人都认为参与对于感觉自己是课堂的一部分很重要，但失聪和听力障碍的学生表达这种情绪的频率低于听力正常的学生。我们认为，施加这种限制是因为聋人和听力障碍的学生使用间接交流（即通过翻译进行交流），而听力正常的学生能够直接与教师和听力正常的同龄人交流。
The Deaf Initiative in Information Technology (DIIT) was developed at the National Technical Institute for the Deaf (NTID) at the Rochester Institute of Technology through a National Science Foundation (NSF) grant with goals including the provision of continuing education for deaf and hard-of-hearing professionals. Instructors skilled in sign language delivered 21 technology-focused workshops to 145 professionals over the initial 3year grant period. (The project has been funded by the NSF for an additional 3-year period.) Qualitative and quantitative measures were used to evaluate the workshops and obtain participants’ perceptions. Findings indicate that deaf and hard-of-hearing professionals often experience frustration and report difficulties comprehending content material when attending traditional, lecture-focused workshops supported by sign language interpreters. These findings are contrasted to successful DIIT workshops where participants were able to communicate easily with the instructor and other attendees without the use of interpreters. A primary goal of the Deaf Initiative in Information Technology (DIIT) project was to provide continuing education opportunities for deaf and hard-of-hearing professionals. In the course of evaluating the DIIT program, participants consistently compared this workshop experience to prior training they received through their employers. These participants indicated that the pace of instruction and communication barriers in companyprovided training often precluded their active participation and impacted negatively on their ability to comprehend and master the content material. Often they felt isolated from the instructor and their hearing peers, which in turn had a negative impact on their active engagement with the material and its mastery. This report examines the extent to which challenges faced by the deaf and hard-of-hearing learners in secondary and post-secondary mainstream settings continue into postgraduate and continuing education settings. In a small qualitative study of deaf and hard-ofhearing students new to a mainstream college setting, Kersting (1997) found that these students often felt lonely and isolated due to rejection from deaf peers and discrimination from hearing peers. Alienation from their deaf peers was related to a lack of sign skills, while the discrimination from hearing peers tended to be a result of physical factors on campus and stereotyping of deaf students. This social prejudice was seen by the deaf students as limiting the social interaction between deaf and hearing students in this educational setting. In another study, deaf, hard-of-hearing, and hearing college students were found to have similar perceptions of communication ease and academic engagement (Foster, Long, & Snell, 1999). Both groups felt that participation in class and understanding of class material was central to their feeling a part of the class. Both said that the instructor’s pace influenced their understanding of the material and their ease of communication in the classroom. While both groups agreed on what was important for learning, they differed on how these variables played out in the classroom. Both said the pace of instruction was important for learning, but deaf and hard-of-hearing students reported that teacher’s pace was optimal for learning less frequently than hearing students did. Similarly, while both agreed that participation was important for feeling a part of the class, deaf and hard-of-hearing students expressed this sentiment less frequently than did hearing students. We believe that this constraint was imposed because the deaf and hard-of-hearing students utilized indirect communication (i.e., communicating through an interpreter), while the hearing students were able to communicate directly with the instructor and their hearing peers.