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dc.contributor.advisorAntia, Shirinen_US
dc.contributor.authorSchonebaum, Jennifer Ann, 1973-*
dc.creatorSchonebaum, Jennifer Ann, 1973-en_US
dc.date.accessioned2013-04-03T13:31:45Z
dc.date.available2013-04-03T13:31:45Z
dc.date.issued1997en_US
dc.identifier.urihttp://hdl.handle.net/10150/278639
dc.description.abstractThe following thesis explores the use of the DISCOVER Assessment with children who are Deaf. Nine students from two 3rd-4th grade classrooms at a residential school for Deaf children participated in this study. The participants were given the DISCOVER Assessment as a group and within their own classrooms. The instructions and communication throughout the assessment were expressed in the preferred language of the students (e.g. American Sign Language and/or Simultaneous Communication; signing and talking at the same time). Two observers collected data about the students problem-solving behaviors during the assessments. One observer was Deaf and one was hearing. Both observers were proficient in the preferred language of the students. Results show that the DISCOVER Assessment is an effective method for assessing Deaf children's strengths. In addition, two out of nine students were determined to be gifted, although none were considered gifted according to standardized IQ tests.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Tests and Measurements.en_US
dc.subjectEducation, Special.en_US
dc.titleAssessing the multiple intelligences of children who are Deaf with the DISCOVER process and the use of American Sign Languageen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1387962en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b38268358en_US
refterms.dateFOA2018-08-15T21:32:33Z
html.description.abstractThe following thesis explores the use of the DISCOVER Assessment with children who are Deaf. Nine students from two 3rd-4th grade classrooms at a residential school for Deaf children participated in this study. The participants were given the DISCOVER Assessment as a group and within their own classrooms. The instructions and communication throughout the assessment were expressed in the preferred language of the students (e.g. American Sign Language and/or Simultaneous Communication; signing and talking at the same time). Two observers collected data about the students problem-solving behaviors during the assessments. One observer was Deaf and one was hearing. Both observers were proficient in the preferred language of the students. Results show that the DISCOVER Assessment is an effective method for assessing Deaf children's strengths. In addition, two out of nine students were determined to be gifted, although none were considered gifted according to standardized IQ tests.


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