Effects of expanded and standard captions on deaf college students' comprehension of educational videos.

Twenty-two college students who were deaf viewed one instructional video with standard captions and a second with expanded captions, in which key terms were expanded in the form of vocabulary definitions, labeled illustrations, or concept maps. The students performed better on a posttest after viewing either type of caption than on a pretest; however, there was no difference in comprehension between standard and expanded captions. Camtasia recording software enabled examination of the extent to which the students accessed the expanded captions.

Deaf/hard-of-hearing and other postsecondary learners' retention of STEM content with tablet computer-based notes.

Four groups of postsecondary students, 25 who were deaf/hard of hearing (D/HH), 25 with a learning disability, 25 who were English language learners (ELLs), and 25 without an identified disability studied notes that included text and graphical information based on a physics or a marine biology lecture. The latter 3 groups were normally hearing. All groups had higher scores on post- than on pretests for each lecture, with each group showing generally similar gains in amount of material learned from the pretest to the posttest.

Validity and reliability of the classroom participation questionnaire with deaf and hard of hearing students in public schools.

The Classroom Participation Questionnaire (CPQ) was administered to 136 deaf or hard of hearing (D/HH) students attending general education classrooms in Grades 4-10. The CPQ is a student-rated measure that yields scores for Understanding Teachers, Understanding Students, Positive Affect, and Negative Affect. Validity and reliability of a long (28-item) and a short (16-item) form are reported.

Developing Membership in the Education of Deaf and Hard-of-Hearing Students in Inclusive Settings.

This article discusses the importance of membership in the inclusive education of deaf/hard-of-hearing (D/HH) students. Membership refers to being an integral part of the classroom and school communities. Membership is a key philosophical concept in inclusion that may influence how classroom teachers and teachers of D/HH students share their expertise and how they work with students and each other.

Social processes and outcomes of in-school contact between deaf and hearing peers.

Studies of social processes and outcomes of the placement of deaf students with hearing peers cannot be easily summarized, but can be grouped into a least four major categories of focus: social skills, interaction and participation, sociometric status and acceptance, and affective functioning. We review 33 studies available since 1980 in which a mainstreamed or included deaf sample was compared to another group. Studies indicated (1) that hearing students were more socially mature than deaf students in public schools, (2) that deaf students interacted with deaf classmates more than hearing ones, (3) that deaf students were somewhat accepted by their hearing classmates, and (4) that self-esteem was not related to extent of mainstreaming.