Deaf Tutoring Literary References
A Nuts and Bolts
Guide To College Success For Deaf and Hard of Hearing Students. (2002 edition). The
University of Tennessee, Knoxville, TN. Retrieved June 7, 2007 from http://sunsite.utk.edu/cod/pec/products/2002nuts-bolts.pdf. TRIO PROGRAMS - These
programs are designed to help low-income Americans enter and complete college.
TRIO provides services to over 700,000 low-income students, including
assistance in choosing a college; tutoring; personal and financial
counseling; career counseling; and workplace visits. Two-thirds of the students
served must come from families in which neither parent is a college graduate
and total income is less than $24,000.
Anderson, T. & Quaynor, A. (1991).
Learning Characteristics of Foreign Deaf Students in An
English as a Second Language Program. This
article is an updated working paper that was presented at the 1991 TESOL
conference held in New York City, NY.
Retrieved November 30, 2011 from www.geocities.ws/rebaorton/AlexTimTESOLPaper.doc
Belcastro, Frank P. (Fall 2004). Rural Gifted Students
Who Are Deaf or Hard of Hearing: How Electronic Technology Can Help American
Annals of the Deaf. Vol 149, no. 4, pp. 309-313
Retrieved June 29, 2007 from http://muse.jhu.edu/login?uri=/journals/american_annals_of_the_deaf/v149/149.4belcastro.html
Online college and high school Web sites that offer courses are listed, as well
as a Web site for tutoring and one offering help for teachers of rural gifted
students who are deaf or hard of hearing.
Berent, Gerald P.; Samar, Vincent J.; Parasnis, Ila.
(Oct 2000). College Teachers' Perceptions of English Language
Characteristics that identify English Language Learning
Disabled Deaf Students. American Annals of the Deaf. 145, 4.
pp. 342-358. Retrieved from ProQuest Education Journals database.
Bills, Dianne
P.; Ferrari, Judith E.; Foster, Susan B.; Long, Gary L.; Snell, Karen B.
(1998). Making Postsecondary Classes Accessible to Deaf and
Hard-Of-Hearing Students: Research, Strategies, and Practices. NTID, Rochester, NY. Retrieved June 7,
2007 from http://sunsite.utk.edu/cod/pec/products/1998/bills.pdf. Deaf students also indicated that they used a
wider range of learning resources (text, teacher, friends, tutor, staff) than
hearing students (text, teacher, friend), undoubtedly due to the difficulty of
getting the full lecture content and their use of support services. Also while
hearing students indicated they relied on the instructor and the text about
equally, deaf students said the course text was their primary learning vehicle,
a result that points out the importance of text selection in their academic
success.
Bober, Gail. (1992). Deaf Adult Literacy Tutor
Handbook-Revision: (Final Report). Philadelphia, PA: The Center for
Community and Professional Services.
Bober, Gail. (1990). Tutor Training Handbook for Deaf Adult
Literacy Programs: (Final Report). Philadelphia, PA: The Center for
Community and Professional Services.
Brittany, Cecil. (February 16-18, 2006). When Hands Do the Talking: Converting a Visual Language to Paper. Winthrop University. Southeastern Writing Center Association (SWCA) Proceedings from Let's Research: Gathering Evidence to Support Writing Center Work February 16-18, 2006 at Carolina Inn on Chapel Hill, NC and co-hosted by UNC-Chapel Hill and Duke University. Tutoring Deaf and hard of hearing students who primarily use ASL to communicate presents unique difficulties for writing centers. Adaptations are needed to better address the needs of these students. Through research and interviews, I will identify potential problems and explain how they can be addressed in writing centers.
Cameron, Sarah. (February 16-18, 2006). How to Achieve Successful Collaboration between a Hearing Consultant and a Deaf Client in the Writing Lab, College of Charleston. Southeastern Writing Center Association (SWCA) Proceedings from Let's Research: Gathering Evidence to Support Writing Center Work February 16-18, 2006 at Carolina Inn on Chapel Hill, NC and co-hosted by UNC-Chapel Hill and Duke University. She is a graduate student at the College of Charleston, and works as a consultant in the Writing Lab. She conducted her research under the supervision of Dr. Bonnie Devet while she was a student in her Writing Labs Theory and Practice graduate course.
Chediak, Mark. (August
16, 2005). Online Tutoring Part of Growing Trend; Market for Web
Education Matures. Washington
Post. p. D04. Retrieved June 7, 2007 from http://www.washingtonpost.com/wp-dyn/content/article/2005/08/15/AR2005081501265.html.
Terry H. Coye, director of
tutorial and instructional programs at Gallaudet University, said his school
turned to Smarthinking to supplement its limited
tutoring services for graduate students. With many of Gallaudet's deaf and
hard-of-hearing students accustomed to learning online, the service was a good
fit, Coye said.
Cordero-Martinez,
Francisco. (Summer/Fall 1995). A
Visual-Spatial Approach to ESL in a Bilingual Program with Deaf International
Students. The Bilingual Research Journal. Vol. 19, Nos. 3 & 4, pp. 469-482. Retrieved October 14, 2011 from 19_34_cordero.pdf.
Dambiel-Birepinte, Élisabeth. (2003). Du tutorat pour enfants sourds : apport pédagogique
du tuteur selon son degré de surdité. Sciences de l'éducation, Université Bordeaux 2.
Davis, Cheryl D., & Martha R.
Smith. (2002). Effective Tutoring Practices with Deaf and
Hard-of-Hearing Students. Monmouth, Oregon: WROCC Outreach Site at Western
Oregon University. Power Point Presentation retrieved June 21, 2007 from http://www.wou.edu/education/sped/wrocc/tutor_files/frame.htm
Frasu, Amy. (June
7th, 2007). Empowering the Young Deaf Community. Retrieved June 7, 2007 from http://www.deaflinx.com/PDF/Empowering_the_Young_Deaf_Community.pdf
and http://www.deaflinx.com/Interpreting/empower.html. The
same survey yielded a divided perspective about whether or not interpreters
should tutor deaf students. When asked, "Is tutoring by the interpreter an
appropriate accommodation for deaf students in grades K-12?" the answers
were: 30% = yes, 23% = yes (with specific conditions), 13% = no (under certain
circumstances), 30% = no, and 3% = undecided.
Hurwitz, Tracy Alan. (1980). The
Tutor/Notetaker As a Support Service for Hearing
Impaired Students: Overview of the NTID Tutor/Notetaker
Program. Rochester, NY: National Technical Institute for the Deaf.
King J & Taffe Richard. (2003). 'How Shall We Sign That?' :
Interactions Between a Profoundly Deaf Tutor and Tutee Involved in a Cross-age
Paired Reading Program. Australasian Journal of Special
Education. Vol. 27(2) pp.68-85.
Lang, Harry G. (2002). Higher Education for Deaf Students: Research Priorities in the New Millennium. Journal of Deaf Studies and Deaf Education. 7:4. pp. 267-280. Retrieved June 7, 2007 from jdsde.oxfordjournals.org/cgi/reprint/7/4/267.pdf and http://jdsde.oxfordjournals.org/cgi/content/abstract/7/4/267
. In Germany, for example, Cremer (1991) reported on a survey of 125
students in higher education with 99.2% of them stating that assistance through
support services was a necessity. A high number of respondents (69.5%)
identified note takers as important to their success, followed by tutors
(59.0%), and interpreters (34.3%), the latter perhaps reflecting the students’
oral training in this country. The German students were decidedly in favor of
trained tutors (71.4%) as compared to untrained tutors. The U.S. Department of Education’s National
Center for Educational Statistics (1993) reported on a survey of a sample of
two-year and four-year programs in the United States with deaf and
hard-of-hearing students for the period 1989/1990 through 1992/1993. Of the
sampled institutions that provided support services, 75% provided note takers,
67% provided sign language interpreters, and 65% stated that tutors assisted
students with ongoing coursework. The
most common types of support services include tutoring, interpreting, real-time
captioning, and academic advising. One
of the most salient characteristics of learning by deaf students in mainstream
classrooms is the students’ dependence on a third party to provide access to information.
In effect, there is little direct communication between teachers and deaf
students. Rather, information is received by the student through interpreting
and/or real-time captioning during class sessions, or through tutoring and/or
notes (note taking or printouts from real-time captioning) outside of class.
(Also has a section devoted entirely to tutoring.)