Abstract
It has been frequently documented that deaf and hard of hearing (henceforth, DHH) children do not have the same academic achievement as hearing children. One reason may be communication barriers that make learning by DHH students difficult. Some communication in mainstream classrooms is delivered through interpreters, which possibly invites additional obstacles. Is the DHH student receiving full access to quality education in the classroom? Even in a direct instructed setting, does the DHH student fully understand every word the teacher shares through sign language? It is imperative to point out that all DHH children have the right to a barrier-free education and that this will come about only if we understand better how communication occurs in classrooms of DHH students.
Publication Date
6-15-2006
Document Type
Master's Project
Student Type
Graduate
Advisor
Albertini, John
Advisor/Committee Member
Bateman, Gerald
Recommended Citation
De Siervi, Darlene, "Learning in interpreted instructed and direct instructed classrooms" (2006). Thesis. Rochester Institute of Technology. Accessed from
https://repository.rit.edu/theses/4913
Campus
RIT – Main Campus
Comments
Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.