Attitudes toward hearing impaired children: The effect of mode of communication and academic competence
dc.contributor.advisor | Antia, Shirin | en_US |
dc.contributor.author | Reiter, Renee Wanda, 1966- | |
dc.creator | Reiter, Renee Wanda, 1966- | en_US |
dc.date.accessioned | 2013-05-16T09:45:47Z | |
dc.date.available | 2013-05-16T09:45:47Z | |
dc.date.issued | 1992 | en_US |
dc.identifier.uri | http://hdl.handle.net/10150/291893 | |
dc.description.abstract | This study examined the effects of academic competence, mode of communication, familiarity with deaf/hard-of-hearing individuals, and knowledge of sign language on hearing children's attitudes toward and acceptance of deaf/hard-of-hearing peers. Fifty-six middle-class third and fourth grade boys viewed a videotape of a hard-of-hearing boy under one of four conditions: (1) using Signed English and competent in math word problems, (2) using Signed English and incompetent in math word problems, (3) using Spoken English and competent in math word problems and (4) using Spoken English and incompetent in math word problems. The results indicated that academic competence was the most influential factor affecting hearing peers' attitude toward and acceptance of deaf /hard-of-hearing children. Hearing children's positive attitudes were also affected by their familiarity with deaf/hard-of-hearing individuals. | |
dc.language.iso | en_US | en_US |
dc.publisher | The University of Arizona. | en_US |
dc.rights | Copyright © 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.subject | Education, Special. | en_US |
dc.title | Attitudes toward hearing impaired children: The effect of mode of communication and academic competence | en_US |
dc.type | text | en_US |
dc.type | Thesis-Reproduction (electronic) | en_US |
thesis.degree.grantor | University of Arizona | en_US |
thesis.degree.level | masters | en_US |
dc.identifier.proquest | 1350768 | en_US |
thesis.degree.discipline | Graduate College | en_US |
thesis.degree.discipline | Special Education and Rehabilitation | en_US |
thesis.degree.name | M.A. | en_US |
dc.identifier.bibrecord | .b27808130 | en_US |
refterms.dateFOA | 2018-08-19T18:26:43Z | |
html.description.abstract | This study examined the effects of academic competence, mode of communication, familiarity with deaf/hard-of-hearing individuals, and knowledge of sign language on hearing children's attitudes toward and acceptance of deaf/hard-of-hearing peers. Fifty-six middle-class third and fourth grade boys viewed a videotape of a hard-of-hearing boy under one of four conditions: (1) using Signed English and competent in math word problems, (2) using Signed English and incompetent in math word problems, (3) using Spoken English and competent in math word problems and (4) using Spoken English and incompetent in math word problems. The results indicated that academic competence was the most influential factor affecting hearing peers' attitude toward and acceptance of deaf /hard-of-hearing children. Hearing children's positive attitudes were also affected by their familiarity with deaf/hard-of-hearing individuals. |