Abstract

Studies documenting the state of science education for deaf students are two decades old. However, these studies give insight into many of the reasons that science education is lacking in so many areas. The present study examined the differences in characteristics between schools for the deaf that offer higher level sciences such as chemistry and physics and schools for the deaf that do not. To this end, a survey was distributed to a sample of schools for the deaf in New York and Pennsylvania in an attempt to identify these differences. The primary finding of this study is that the responding schools that offer comprehensive science programs that include Chemistry Physics differ in one major aspect from schools that do not: they cooperate with another educational institution to fulfill these needs of their student body. A secondary finding was that newer, more rigorous standards might negatively influence a school for the deaf's ability to offer higher level sciences to its students.

Publication Date

9-6-2005

Document Type

Master's Project

Student Type

Graduate

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

Lang, Harry - Chair

Advisor/Committee Member

Bateman, Gerald

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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