A nice case study and lit review of how \"local\" solutions to STEM education can be good ones.
\n", "tags": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } }, { "key": "RMTJ2V9F", "version": 1, "library": { "type": "group", "id": 84090, "name": "FOSS as a learning place for deaf students in the dev world", "links": { "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84090/items/RMTJ2V9F", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world/items/RMTJ2V9F", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/84090/items/9JM8T9Q2", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "RMTJ2V9F", "version": 1, "parentItem": "9JM8T9Q2", "itemType": "note", "note": "
Q: American organizations bringing assistance to deaf people in developing countries unintentionally create relationships of dependency or oppression rather than relationships of support... the Jamaican Deaf community was often excluded in planning, designing, or evaluating programs, and was unsatisfied with the American assistance it received. Results also indicate that the American organizations were poorly prepared to work with the Deaf community.
\nDisproportionate numbers of disabled people are among the \"poorest of the poor,\" estimated to make up 15-20% of the poorest in developing countries due to negative cultural attitudes towards disability compounded by lack of access to society, culture, healthcare, information, employment, and social services.
\nN ^: There are more extensive citations in this section about the prevalence and poverty of the disabled.
\nThe highest incidence of deafness occurs in developing countries, where about 56 million of the world's approximately 70 million deaf people (80%) live (Joutselainen, 1991; World Health Organization, 1999). Throughout the developing world there is (a) a lack of awareness, knowledge, and information about people with disabilities (Scofield & Fineberg, 2002; Heinicke-Motsch & Sygall, 2003); (b) alack of respect for and understanding of Deaf culture and sign language (Lane, 1992; Lemmo, 2003); (c) a lack of quality education for deaf children (Moulton, Andrews, & Smith, 1996); and (d) a lack of medical care, vocational programs, and legal and social services for deaf people (DuBow; Geer, & Strauss, 1992). The unemployment rate among deaf people is 3 times higher than the national average in the developing world; only about 20% of the world's deaf population attends school; and in some countries deaf people are unable to vote, marry another deaf person, drive a motor vehicle, work in certain jobs, or establish Deaf associations (Joutselainen, 1991; Mäkipää, 1993).
\n9 problems to avoid:
\n...seven determinants of effectiveness found in the general field of disabilities and development were identified (Edwards & Hulme, 1996; Frost, 1999; Heinicke-Motsch & Sygall, 2003; Hurst, 1999; Neimann, Green-stein, & David, 2004; Schneider & Segovia, 1990; Stone, 1999) that may also determine the effectiveness of development assistance from American organizations to Deaf communities overseas:\n
1. The provider employs deaf workers in its own organization who are associated with the overseas program.\n
2. The provider supports and works with indigenous Deaf organizations.\n
3. Indigenous deaf people are involved in the planning, implementation, and evaluation of the program.\n
4. There is an understanding on the part of the provider about Deaf culture, and about issues relating to communication, language, and deaf education. (For example, is the provider cognizant of issues and trends in deaf education or knowledgeable about the history, arts, and values of the particular Deaf community with which it will be working?)\n
5. There is an understanding on the part of the provider about how different cultures respond to deafness and construct the meanings of deafness and disability in the developing country's society (For example, in the majority culture is being deaf perceived as either a negative or positive attribute? Is there a religious belief that deafness is a gift, or punishment, from God?)\n
6. The provider is directly accountable to the people who support it and who sent its representatives to the developing country.\n
7. The provider networks and shares with others who work in the field of deafness and development.\n
\n
Q: Only one of the seven factors of effectiveness was evidenced, factor 6 (accountability to American constituents), and even that was apparent in only three of the four organizations.\n
\n
Q: For example, American evaluators without backgrounds in deafness and unable to communicate in JSL reviewed USAID's program at the Jamaica Association for the Deaf. Because there are very few JSL interpreters in Jamaica, the administrators and interpreters, who themselves were being evaluated, had to interpret when deaf people were being questioned about the administrators' and the interpreters' services. \"It always happens. People who don't know about deafness come and say, \"That sign language, how beautiful!\" and say everything is fine. Why not hire someone who is deaf and knows education? Even if they aren't deaf but someone who can tell us what we do right and wrong.\"\n
\n
Q: Questions about Deaf culture, communication, and language were often answered [by the overseas providers with] \"I never really thought about that\" or \"I don't know.\"\n
\n
In this case study, Deaf culture (including the local sign language) wasn't supported or taught, and the local Deaf adult community was excluded from input and participation despite their wishes.\n
\n
Q: There were some deaf adults who believed the Jamaica Deaf Village was necessary because deaf people \"learned to be lazy.\" \"Many deaf don't want to accept responsibility. They'd rather other people do it for them. They learned that from Americans taking care of them.\"\n
\n
When Deaf Jamaican adults were asked what sorts of projects foreign aid should provide, #3-5 of their top ten related to education: leadership training, job skill training for adults and assistance in finding employment, teachers training in deaf education and multilingual education, and continuing education for deaf adults on topics such as HIV and parenting skills. (The top 2 were interpreter training and legal aid.) They also wanted donors to work with Jamaican Deaf organizations instead of sending hearing people in to \"help\" the Deaf.", "tags": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } }, { "key": "743MDD9T", "version": 1, "library": { "type": "group", "id": 84090, "name": "FOSS as a learning place for deaf students in the dev world", "links": { "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84090/items/743MDD9T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world/items/743MDD9T", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/84090/items/FVKQZPTA", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "743MDD9T", "version": 1, "parentItem": "FVKQZPTA", "itemType": "note", "note": "
Nigeria has the usual (to our American eyes) college program for engineering training, followed by 4 years of industry apprenticeship.
\nThe industry-based training is insufficient, because the primary technical duties in industry are maintenance, production, and process monitoring -- not what engineering students study (analysis, design/synthesis, testing methods and implementation; basically, the theoretical basis behind which to create new things)
\nGovernment corruption in Nigeria has led to gross misspending and underresourcing of \"nation-building\" institutions like schools; less than 10% of the national budget is allocated to education compared to UNESCO's 26% recommendation.
\nEquipment is obsolete and/or broken because there's no money for it.
\nPopulation growth has led to more students, but not more facilities to serve them.
\nQ: \"...equipment purchased in the 1960s when there were fewer than 20 students in a class is now being used by 70 students or more.\"
\nTeachers are poorly paid, so the smartest tend to work in industry rather than becoming engineering professors. Employers also don't hire new grads because they don't want to on-ramp them.
\nThere are too many engineers in Nigeria who are sitting around with their engineering talent underutilized, which is greatly frustrating.
\nThe authors of the article recommend that industry invest in the training of engineers, and that the government allocate more resources to their schooling (citing developed nations in Europe and how subsidized their education systems are). They also recommend that international bodies be tapped for funding.
\nN ^: I personally don't find these arguments particularly convincing; they're not backed up, they're simply stating that \"we need more money from everyone.\"
\n\n
| \n
This article provides compare-and-contrast notes (with pictures) of various methods of communication with the Deaf. Included:
\nSub-Saharan Africa was heavily colonized by European powers, and its current education system was initially shaped by Christian missionaries; Deaf schools are no exception.
\nEarly schools for the Deaf were few and far between, run by European missionaries, limited to the children of \"wealthy\" African civil servants; the majority of Deaf children were neglected in rural areas. They did not allow manual communication, as their pedagogy was based on the aural-focused British/French Deaf school system at the time.
\nAndrew Foster, the first African-American graduate of Gallaudet, and the founder of the Christian Mission for Deaf Africans in the USA in 1956, brought Total Communication to Deaf education in Africa, establishing a whopping 31 schools and sparking a new era in Deaf ed.
\nUnique things about Foster: he trained Deaf Africans to teach other Deaf Africans (as opposed to Deaf children being taught by Hearing teachers only) and demonstrated to Africans that Deaf people could accomplish great things.
\nHearing children learn their family's local dialect at home, then the national language at school. Deaf children lucky enough to go to school learn the national language there, but don't learn their family's language, setting up a communication and cultural transmission barrier between children and parents.
\nOne difficulty in establishing schools for Deaf children is that the region is beset by other issues; public health, debt, corruption, violence, etc. Food is higher-priority for most.
\nThere are many children who are hard-of-hearing and would be able to function in the mainstream with hearing aids, but their families cannot afford it; the average cost of a hearing aid is approximately 16 months worth of a family's income.
\nQ: [As of 2003 no country in sub-Saharan Africa] has ever counted its deaf population in a census. Deaf people tend to live in isolation, making it difficult to build viable Deaf communities.
\nDeaf children typically don't have higher education options (there are no higher ed schools for the Deaf) so once they complete primary school they can only be trained in a small number of trades, like carpentry, masonry, and brickmaking. For example: Uganda (as of the writing of this article in 2003) had 2 primary schools for the Deaf and no secondary schools; only the rich are able to go to Kenya for vocational training (so the best they can have is access to limited options).
\nCultural attitudes towards Deafness are diverse, and include:
\nSome African societies take away a Deaf child's given name and simply refer to them as \"the deaf one.\"
\nDeaf people in sub-Saharan Africa can't use mass communication and thus remain uninformed about things like HIV/AIDS, etc. that public health and aid workers try to spread in their communities.
\nQ: \"Deaf women in the region often face triple discrimination because of deafness, gender, and poverty.\"
\nWorld Federation of the Deaf established an Eastern and Southern Africa Regional Secretariat recently (as of 2003) which promotes African sign languages, interpreting, human rights.
\nA scholarly journal on the topic, the \"African Annals of the Deaf,\" was recently (as of 2003) created.
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\nWhen Andrew Foster (first African-American Gallaudet grad) travelled to Africa as a missionary in 1957, he found only 12 Deaf schools in all of Africa. (Moore, M.S. & Panara, R.F. (1996). Great deaf Americans (2nd ed.). Rochester, NY: Deaf Life Press.)
\nMore information on how Andrew Foster demonstrated to Africa that Deaf people had potential. (Carroll, C., & Mather, S.M. (1997). Movers and shakers: Deaf people who have changed the world. San Diego, CA: DawnSign Press.
\nKeynote speech by Foster saying that deaf children should be served immediately; we can start up and make do in temporary spaces before we have proper infrastructure, something is better than nothing - we need to show people that educated Deaf citizens contribute to a country, and we should do that instead of waiting for more resources to arrive. (Foster, A. (1975, July). The social aspects of deafness: School years. Keynote address to the Seventh World Congress of the Deaf, Washington, DC.)
\nList of issues faced by developing nations trying to provide for disabled children; basically, when resources are scarce they're generally given to general ed and special ed populations are left out. Also: lack of early identification, legislation, and trained teachers. (Maruzek, K. & Winzer, M. (1994). Comparative studies in special education. Washington, DC: Gallaudet University Press.)
\nMuch deafness in the region is caused by preventable diseases. (Abang, T. (1994). Nigeria. In K. Mauzrek & M. Winzer (Eds.), Comparative Studies in special education (pp.77-87). Washington, DC: Gallaudet University Press.
\nDissertation calling for more documentation and research on how to serve Deaf rural populations. (Wilson, A. T. (2001). Developmental assistance from American oranizations to Deaf communities in the developing world: A qualitative study in Jamaica. Unpublished doctural dissertation. Gallaudet University, Washington, DC.)
", "tags": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } }, { "key": "WPCUIV5P", "version": 1, "library": { "type": "group", "id": 84090, "name": "FOSS as a learning place for deaf students in the dev world", "links": { "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84090/items/WPCUIV5P", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world/items/WPCUIV5P", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/84090/items/HHFAUJ45", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "WPCUIV5P", "version": 1, "parentItem": "HHFAUJ45", "itemType": "note", "note": "There is no consensus as to the \"best\" method for communication among and with the Deaf.
\nMany options exist, including (in America):
\nGallaudet College is the world's only liberal arts college for the deaf.
\nLanguages ofthe Deaf are constantly evolving, as all languages are; people make up new words as new technologies (credit cards, etc.) and trends come into being.
", "tags": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } }, { "key": "4KGURQFT", "version": 1, "library": { "type": "group", "id": 84090, "name": "FOSS as a learning place for deaf students in the dev world", "links": { "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84090/items/4KGURQFT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world/items/4KGURQFT", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/84090/items/RA5KVXJG", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "4KGURQFT", "version": 1, "parentItem": "RA5KVXJG", "itemType": "note", "note": "Q: (written by Bal Chandra, from Nepal; at the time of writing he was a doctoral student at Science and Mathematics Education Centre) What I am indicating here is that language has been a tool for shaping people's minds and eyes to see and talk about the world, visualize particular forms of life, perceive reality, represent the world, and understand self and other in a particular way. Thus a language has been inextricably linked to the formation of one's identity...
", "tags": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } }, { "key": "9JM8T9Q2", "version": 1, "library": { "type": "group", "id": 84090, "name": "FOSS as a learning place for deaf students in the dev world", "links": { "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84090/items/9JM8T9Q2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world/items/9JM8T9Q2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Wilson", "parsedDate": "2005", "numChildren": 2 }, "data": { "key": "9JM8T9Q2", "version": 1, "itemType": "journalArticle", "title": "The Effectiveness of International Development Assistance From American Organizations to Deaf Communities in Jamaica", "creators": [ { "creatorType": "author", "firstName": "Amy T.", "lastName": "Wilson" } ], "abstractNote": "AMERICAN ORGANIZATIONS bringing assistance to deaf people in developing countries unintentionally create relationships of dependency or oppression rather than relationships of support. Using qualitative methods, the author examined the effectiveness of development assistance provided to the Jamaican Deaf community by two American churches, one American nongovernmental organization, and one U.S. federal agency. Documents were reviewed and observations were made. Interviews were conducted with more than 60 deaf and hearing people involved with the American organizations, the Jamaican organizations, and deaf Jamaican beneficiaries. The author concludes that the Jamaican Deaf community was often excluded in planning, designing, or evaluating programs, and was unsatisfied with the American assistance it received. Results also indicate that the American organizations were poorly prepared to work with the Deaf community. Suggestions for American organizations wishing to strengthen and empower deaf people through development assistance in developing countries are proposed.", "publicationTitle": "American Annals of the Deaf", "publisher": "", "place": "", "date": "2005", "volume": "150", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "292-304", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1353/aad.2005.0037", "citationKey": "", "url": "http://muse.jhu.edu/content/crossref/journals/american_annals_of_the_deaf/v150/150.3wilson.html", "accessDate": "2012-07-03T11:26:36Z", "PMID": "", "PMCID": "", "ISSN": "1543-0375", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "deaf" }, { "tag": "dev" } ], "collections": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } }, { "key": "9A8TGC2D", "version": 1, "library": { "type": "group", "id": 84090, "name": "FOSS as a learning place for deaf students in the dev world", "links": { "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84090/items/9A8TGC2D", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world/items/9A8TGC2D", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Gilmiarova et al.", "parsedDate": "2000", "numChildren": 1 }, "data": { "key": "9A8TGC2D", "version": 1, "itemType": "journalArticle", "title": "The challenge and practice of environmental education in developing regions", "creators": [ { "creatorType": "author", "firstName": "Sophia G.", "lastName": "Gilmiarova" }, { "creatorType": "author", "firstName": "Nina Yu", "lastName": "Tsvileneva" }, { "creatorType": "author", "firstName": "Natalia N", "lastName": "Krasnogorskaya" }, { "creatorType": "author", "firstName": "Gabdulkhak A.", "lastName": "Khalikov" }, { "creatorType": "author", "firstName": "Pavel", "lastName": "Smejtek" } ], "abstractNote": "This paper outlines the approaches taken in the process of the evolution of environmental education in Russia.", "publicationTitle": "International Journal of Leadership in Education", "publisher": "", "place": "", "date": "2000", "volume": "3", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "391-398", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "dev" }, { "tag": "edu" } ], "collections": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } }, { "key": "CAVD59EE", "version": 1, "library": { "type": "group", "id": 84090, "name": "FOSS as a learning place for deaf students in the dev world", "links": { "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84090/items/CAVD59EE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world/items/CAVD59EE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Bordia", "parsedDate": "2001", "numChildren": 1 }, "data": { "key": "CAVD59EE", "version": 1, "itemType": "journalArticle", "title": "Problems of accreditation and quality assurance of engineering education in developing countries", "creators": [ { "creatorType": "author", "firstName": "Surek", "lastName": "Bordia" } ], "abstractNote": "Discusses the relationship between funding, management, and quality assurance in engineering education in developing countries. Presents a few case studies on problems of accreditation and quality assessment in larger developing countries such as India and the Philippines, and also in very small developing countries such as Papua New Guinea, Fiji, and Arab countries.", "publicationTitle": "European Journal of Engineering Educatoin", "publisher": "", "place": "", "date": "2001", "volume": "26", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "187-193", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "dev" }, { "tag": "edu" }, { "tag": "stem" } ], "collections": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } }, { "key": "CZDUJ3PZ", "version": 1, "library": { "type": "group", "id": 84090, "name": "FOSS as a learning place for deaf students in the dev world", "links": { "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84090/items/CZDUJ3PZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world/items/CZDUJ3PZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "CZDUJ3PZ", "version": 1, "itemType": "note", "note": "!Further resources to track down
\nPeople
Groups
\nProjects
\nPublications
\nQuestions to answer
\nKnown gaps
\nPapers
\nThis paper is about a website with guided math problem help to improve the math reasoning skills of deaf/LD students (a self-study tool of sorts). Its lit review is awesome -- full of citations on deaf literacy and how that influences math/problem-solving skills, including things that might be very pertinent to learning how to program.
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\nIn the USA, the median reading level of an 18-year old deaf student is the average reading level of a hearing student at grade 3.9. (Center for Assessment and Demographic Studies, (1991) Stanford Achievement Test, eight edition: Hearing-Impaired norms booklet. Washington DC. Gallaudet University.)
\nIn the USA, 3% of 18-year-old deaf students read at the level of the average hearing 18-year-old. (Center for Assessment and Demographic Studies, (1991) Stanford Achievement Test, eight edition: Hearing-Impaired norms booklet. Washington DC. Gallaudet University.)
\nIt is estimated that of the 24,000 deaf college students enrolled in over 2,500 post-secondary schools across the USA, only 8% of them read at the 8th grade level or higher. (Allen, T.R. (1994). Who are the deaf and hard of hearing students leaving high school and entering postsecondary education? Paper submitted to <?> Research Institute as part of the project \"A Comprehensive Evaluation of the Postsecondary Educational Opportunities for Students who are Deaf or Hard of Hearing,\" funded by the U.S. Office of Special Education and Rehabilitative Services.)
\nEnglish language structures that are particularly difficult for deaf students (Rudner, L. M. (1978). Using standard tests with the hearing-impaired: The problem of item bias. Volta Review, 80, 1, 31-40.)
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This is a long passage at the end that contained several anecdotes I wanted to preserve (directly quoted below).
\n\n
International Assistance: At What Price?
In closing, I would like to address the argument of those who say that the goals of any volunteer organization, especially a religious one, however altruistic, may not ever entirely mesh with the goals of recipients of their work, missionary or otherwise. In reality, it is argued, there is an overriding mission to proselytize that provides a major impetus for the work of religious groups. As I have already mentioned in the present article, foreign assistance is often the only means through which many deaf Jamaicans will ever be offered the opportunity for an education or job training. It is reasoned that deaf people should be grateful for the educational and employment opportunities offered by mission schools. Yet, I ask, at what price? I would like to offer five scenarios that cause me to pause and reflect on the nature of assistance sent overseas through religious organizations.
Whose \"Jamaican Sign Language\"?
The students and teachers of the Virginia Mennonite Board of Missions deaf school were using JSL, which had been brought to the area by a deaf American missionary 25 years earlier. The school sat in a community of deaf adults who had their own sign language, which the schoolchildren derisively referred to as \"country sign.\" The deaf adults had grown up using \"country sign,\" and since the principal of the school would not allow them to visit with the children in the school because they were considered \"backward,\" most deaf adults never learned \"Jamaican\" Sign Language. The use of ASL can be seen in mission schools worldwide, brought by American missionaries who did not acknowledge or respect the existing indigenous sign language. Native sign languages have disappeared and been replaced or highly influenced by ASL. Any American organization that offered hearing people development assistance on the condition that they learn English would be considered a colonizer and an oppressor. Should this not also be the case with those who impose their sign language on a Deaf culture? Many deaf people have no choice to attend school, other than an American mission school in their home country. Must they lose their native language in order to acquire services?
The Implication of Incompetence
The mother of a deaf child cried with me, saying that she was ashamed that Americans would think her an incompetent mother since her child's picture was one of many on a brochure used to raise money for an American mission school in Jamaica. \"It is difficult for me, but I do pay the tuition. Why did they put her picture on this paper?\" I suggested she approach the school officials, but she feared her child would be expelled because of her \"complaint.\"
Feeling Prostituted
A Jamaican woman sang as a child in a deaf choir that traveled the United States to raise money for the mission school. \"I felt like a prostitute,\" she said. \"I signed hymns and Americans would cry because our signing was pretty. But they knew nothing about us, about Jamaica, about me. ... They just felt sorry for us. But I wanted to see America, so [I] stayed in the choir.\"
Doubts About the Value of Formal Education
A deaf graduate of one of the schools said he was unable to find a job because his academic skills were poor:
I could read bits of the Bible, but I wasn't prepared to work when I graduated. When I went back to my village, no one knew sign language. I didn't fit in and I didn't really know my family. I was uncomfortable. I wonder if I [had] stayed home and not gone to the residential school if I would have fit in better, and then my father could have taught me how to farm. But he is dead now. It's too late. I don't belong there. I came back here [to an urban area].\n
This participant's comment shocked me--that he would consider no formal education over an informal education. Yet, many deaf women and men conveyed the same sentiment to me.
\nThe Price of Nonconformance
At another mission school, the faculty and staff would gather with the deaf children each morning for prayers. Those children who had not yet accepted Jesus Christ as their savior were sent to another room away from their peers.
In order to receive social services, deaf people sometimes have no choice but to accept what American missionaries have to offer, even if it compromises their integrity and disrespects their language. It does not have to be this way. In interviewing missionaries and observing their work, I am struck by their deep desire to help deaf people, and believe they would be saddened to learn of the negative effects of their proselytizing. I believe that missionaries do want what is best for Deaf communities, and are not only interested in recruiting Christians but in helping them to be independent, mature citizens. I suggest that mission groups consider implementing the factors of effectiveness described in the present article as a way of achieving their goals.
This article is a case study of how environmental education was implemented in Russia.
\nIt's an example of how we can't just copy-paste something from one region to the other. Every time we teach a subject in a different locale, we must adapt that education to the region's
\nThis article looks at:
\nTakes the definition of \"developing\" nation as one with no governmental social safety net.
\nIn a developing country, an engineering degree is a \"guaranteed\" ticket to a comfortable (non-survivalist) life, so describing the entry rat race to engineering programmes as \"highly competitive\" would be an understatement.
\nLarge (>10 million people) developing countries usually have a university system left by colonizers and run and monitored by the government; there are few private schools. Graduates can move about in the global system.
\nSmall (<10 million people) developing countries with money (oil lands in the Middle East, mostly) mostly have their engineering edu quality monitored by the government as well.
\nSmall (<10 million people) developing countries without money tend to only have one engineering school, so \"quality\" means nothing because there's nothing to compare to - it's a monopoly where the one option is the only option, and graduates pretty much can only stay and work at home - globalization doesn't affect them.
\nThe author of this paper believes that, in particular with the modern funding crisis (as of 2001), government spending on education will drop and private funding will fill the gaps, leading to market forces being an increasingly important factor in engineering education (this is already happening in the developed world, and the developing world is following). This in turn may lead to engineering education being something that only the rich can afford, since without free public schools and fee subsidies, poor families cannot afford even modest fees to send their children to college.
\nThe author of this paper concludes (among other things) that high-quality education will become an export commodity of developed/rich/advanced countries.
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Supported by a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, Project Solve will provide web-based solving instruction and guided practice for mathematical word problems. While deaf college students are the primary audience, this project has clear implications for other college students for whom reading and comprehension of mathematical word problems is difficult, especially Learning Disabled (LD) students. This project also has instructional implications for high school students who are college bound, and who face similar difficulties with reading comprehension, problem-solving logic, and organization.", "publicationTitle": "Mathematics and Computer Educatoin", "publisher": "", "place": "", "date": "Winter 2003", "volume": "37", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "deaf" }, { "tag": "edu" }, { "tag": "language" }, { "tag": "stem" } ], "collections": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } }, { "key": "TPWVV29D", "version": 1, "library": { "type": "group", "id": 84090, "name": "FOSS as a learning place for deaf students in the dev world", "links": { "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84090/items/TPWVV29D", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world/items/TPWVV29D", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "DomNwachukwu and DomNwachukwu", "parsedDate": "2006", "numChildren": 1 }, "data": { "key": "TPWVV29D", "version": 1, "itemType": "journalArticle", "title": "The Effectiveness of Substituting Locally Available Materials in Teaching Chemistry in Nigeria: A Case for Science Education in Developing Countries", "creators": [ { "creatorType": "author", "firstName": "Nkechi S.", "lastName": "DomNwachukwu" }, { "creatorType": "author", "firstName": "Chinaka S.", "lastName": "DomNwachukwu" } ], "abstractNote": "This article investigates the effectiveness of improvising locally available materials for teaching chemistry in Nigeria, as a case for a culture of improvisation for teaching the sciences in developing countries. The scarcity and cost of imported materials for teaching science has remained a major challenge to teaching sciences in developing countries, and the fact that many teachers from developing countries tend to wait for these imported materials before they can teach continues to present a set-back for science education in many non-Western nations. In this experimental study, second year students in 3 Nigerian Senior Secondary schools in the state of Lagos, Nigeria, were sampled to determine whether there will be a significant difference in their performance when taught using imported materials compared to when taught using local substitutes. The study reveals that whereas their attitudes towards local materials may not be as positive as their attitudes towards imported materials, their performances did not differ when taught with either, as long as they were unaware of which material was local or imported. The result of this study proved that science education will flourish if teachers in Nigeria, and probably other developing countries, can begin to improvise local materials for science instruction.", "publicationTitle": "School Science and Mathematics", "publisher": "", "place": "", "date": "11/2006", "volume": "106", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "296-305", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1949-8594.2006.tb17920.x", "citationKey": "", "url": "http://doi.wiley.com/10.1111/j.1949-8594.2006.tb17920.x", "accessDate": "2012-07-03T12:32:37Z", "PMID": "", "PMCID": "", "ISSN": "00366803, 19498594", "archive": "", "archiveLocation": "", "shortTitle": "The Effectiveness of Substituting Locally Available Materials in Teaching Chemistry in Nigeria", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "dev" }, { "tag": "edu" }, { "tag": "stem" } ], "collections": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } }, { "key": "FVKQZPTA", "version": 1, "library": { "type": "group", "id": 84090, "name": "FOSS as a learning place for deaf students in the dev world", "links": { "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84090/items/FVKQZPTA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world/items/FVKQZPTA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Akintola et al.", "parsedDate": "2002", "numChildren": 1 }, "data": { "key": "FVKQZPTA", "version": 1, "itemType": "journalArticle", "title": "Problems of engineering education and training in developing countries: Nigeria as a case study", "creators": [ { "creatorType": "author", "firstName": "A.A.", "lastName": "Akintola" }, { "creatorType": "author", "firstName": "G.A.", "lastName": "Aderounmu" }, { "creatorType": "author", "firstName": "O.K.", "lastName": "Owolarafe" } ], "abstractNote": "Technological advancement serves as a major key to a nation's development. On the other hand, proper engineering knowledge (acquired through appropriate structures) plays a major role in the attainment of a high level of technological advancement. Most developing countries find it difficult to impact adequate knowledge and training to engineers at different levels of training. An overview of the problems militating against proper engineering education in Nigeria is taken in this paper. The paper identifies poor funding, inadequate equipment, students' population explosion (without commensurate facilities), lack of high-quality manpower (in terms of trainers or teachers), inadequate industrial training and poor attitude of employers as the dominant problems faced by engineering education in Nigeria. The paper, in addition to finding solutions to the above problems, recommends better remuneration for practising engineers, appropriate government policy and disposition and intervention of professional and international bodies (through provision of financial and material assistance) for assisting in the training and practice of engineers in Nigeria and in order that the country may achieve meaningful development comparable with foreign countries.", "publicationTitle": "European Journal of Engineering Educatoin", "publisher": "", "place": "", "date": "2002", "volume": "27", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "393-400", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "dev" }, { "tag": "edu" }, { "tag": "stem" } ], "collections": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } }, { "key": "RA5KVXJG", "version": 1, "library": { "type": "group", "id": 84090, "name": "FOSS as a learning place for deaf students in the dev world", "links": { "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84090/items/RA5KVXJG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/foss_as_a_learning_place_for_deaf_students_in_the_dev_world/items/RA5KVXJG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Adams et al.", "parsedDate": "2008-07-08", "numChildren": 1 }, "data": { "key": "RA5KVXJG", "version": 1, "itemType": "journalArticle", "title": "A cogenerative inquiry using postcolonial theory to envisage culturally inclusive science education", "creators": [ { "creatorType": "author", "firstName": "Jennifer", "lastName": "Adams" }, { "creatorType": "author", "firstName": "Bal Chandra", "lastName": "Luitel" }, { "creatorType": "author", "firstName": "Emilia", "lastName": "Afonso" }, { "creatorType": "author", "firstName": "Peter Charles", "lastName": "Taylor" } ], "abstractNote": "", "publicationTitle": "Cultural Studies of Science Education", "publisher": "", "place": "", "date": "2008-7-8", "volume": "3", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "999-1019", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s11422-008-9130-0", "citationKey": "", "url": "http://www.springerlink.com/index/10.1007/s11422-008-9130-0", "accessDate": "2012-07-03T12:47:25Z", "PMID": "", "PMCID": "", "ISSN": "1871-1502, 1871-1510", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "dev" }, { "tag": "edu" }, { "tag": "stem" } ], "collections": [], "relations": {}, "dateAdded": "2012-07-27T20:49:46Z", "dateModified": "2012-07-27T20:49:46Z" } } ]