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Arithmetic School Readiness of Preschoolers with Hearing Impairment

Yıl 2017, Cilt: 9 Sayı: 1, 34 - 49, 30.06.2017
https://doi.org/10.20489/intjecse.330089

Öz











The study aimed to examine
the difficulties of children with hearing impairment in acquiring arithmetic
skills at the preschool stage. Two groups of children, one with hearing
impairment and another who were typically developing were assessed on a ‘Pre-Arithmetic
School Readiness Test’. The test that was developed as a part of the current
study elicited responses for questions presented through the visual and
auditory modality, for questions that required open and closed set responses.
The findings of ANOVA, MANOVA and independent t-test indicated that the
children with hearing impairment performed poorer than the typically developing
children in three of the four sub-categories of the test (auditory-open,
auditory-closed, & visual-open). The only sub-section where the children
with hearing impairment performed better was the visual-closed sub-category.
While the children with hearing impairment performed similar to the typically
developing children on tasks involving number concepts and shapes, they performed
poorer on fundamental operation of addition and subtraction. The test was found
to be sensitive to the difficulties of the children with hearing impairment in
acquiring arithmetic concepts as it differentiated the performance of the two
participant groups.

Kaynakça

  • Bassok, D., Fitzpatrick, M., Loeb, S., & Paglayan, S. (2013). The early childhood care and education workforce in the United States: Understanding changes from 1990 through 2010. Education Finance and Policy, 8(4), 581–601. doi: 10.1162/EDFP_a_00114.
  • Christopher, B. (1994). Start right: The importance of early learning. London (England): Royal Society for the Encouragement of Arts, Manufactures, and Commerce.
  • Epstein, I., Hillegeist, G., & Grafman, J. (1994). Number processing in deaf college students. American Annals of the Deaf, 139(3), 336-347. doi: 10.1353/aad.2012.0321
  • Erber, P. (1975). Auditory-visual perception of speech. Journal of Speech and Hearing Disorders, 40(4), 481-492. doi: doi:10.1044/jshd.4004.481
  • Ethical Guidelines for Bio-Behavioural Research Involving Human Subjects. (2009). Mysore, India: All India Institute of Speech and Hearing.
  • Ginsburg, P. (1997). Mathematics learning disabilities: A view from developmental psychology. Journal of Learning Disabilities, 30(1), 20-33. doi: 10.1177/002221949703000102
  • Gowramma, P. (2014). Arithmetic difficulties of children with hearing impairment In S. Chinn (Ed.), Routeledge international handbooks: The routeledge international handbook of dyscalculia and mathematical learning difficulties. UK: Taylor & Francis.
  • Gregory, S. (1998). Mathematics and deaf children. In S. Gregory, P. Knight, W. Mccracken, S. Powers & L. Watson (Eds.), Issues in Deaf Education. London: Faulton press.
  • Hyde, M., Zevenbergen, R., & Power, J. (2003). Deaf and hard of hearing students' performance on arithmetic word problems. American Annals of the Deaf, 148(1), 56-64. doi: 10.1353/aad.2003.0003
  • Kaul, V. (2002). Early childhood care and education. In R. Govinda (Ed.), India Education Report. New Delhi: Oxford University Press.
  • Kothari commission report. (1966). Education and National Development: Report of the Education Commission 1964-66. New Delhi: Retrieved from http://www.teindia.nic.in/Files/Reports/CCR/KC/KC_V1.pdf.
  • Kritzer, L. (2009). Barely started and already left behind: A descriptive analysis of the mathematics ability demonstrated by young deaf children. Journal of Deaf Studies and Deaf Education, 14(4), 409-421.
  • Mauk, W., & Mauk, P. (1992). Somewhere, out there: Preschool children with hearing impairment and learning disabilities. Topics in Early Childhood Special Education, 12(2), 174-195. doi: 10.1177/027112149201200204
  • Meadow-Orlans, P. (1980). Deafness and child development. California: University of California Press.
  • Narayansamy, M., Ramkumar, V., & Nagarajan, R. (2014). Knowledge and Beliefs about Ear and Hearing Health among Mothers of Young Children in a Rural Community in South India. Disability. CBR & Inclusive Development, 25(4), 119-135. doi: doi:http://dx.doi.org/10.5463/dcid.v25i4.328.
  • National Policy on Education. (1986, amended in 1992). Delhi: Ministery of Human Resource Development, Government of India Retrieved from http://www.ncert.nic.in/oth_anoun/npe86.pdf.
  • Nunes, T. (2004). Teaching mathematics to deaf children. London, England: Whurr Publishers, Ltd.
  • Nunes, T., & Moreno, C. (1998). The development of mathematical skills, Is hearing impairment a cause of difficulties in learning mathematics? . In C. Donlan (Ed.), The development of mathematical skills. Hove, Britain: Psychology Press.
  • Nunes, T., & Moreno, C. (2002). An intervention program for promoting deaf pupils' achievement in mathematics. Journal of Deaf Studies and Deaf Education, 7(2), 120-133. doi: 10.1093/deafed/7.2.120
  • Pagliaro, M., & Kritzer, L. (2013). The math gap: A description of the mathematics performance of preschool-aged deaf/hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 18(2), 139-160. doi:10.1093/deafed/ens070
  • Paranjape, S. (1998). Achievement of normal and hearing handicapped pupils at the end of the primary cycle. Disabilities and Impairments, 10(2), 73-86.
  • Pau, S. (1995). The deaf child and solving problems of arithmetic: The importance of comprehensive reading. American Annals of the Deaf, 140(3), 287-290. doi: 10.1353/aad.2012.0599
  • Powers, S., Gregory, S., & Thoutenhoofd, E. D. (1999). The educational achievements of deaf children: A literature review executive summary. Deafness and Education International, 1(1), 1-9. doi: 10.1002/dei.38
  • Stewart, D., & Kluwin, T. (2001). Teaching deaf and hard-of-hearing students: Content, strategies, and curriculum. Boston, MA: Allyn & Bacon.
  • Stipek, D. (2002). At what age should children enter kindergarten? A question for policy makers and parents. Social Policy Report, Giving Child and Youth Development Knowledge Away, 16(2), 3-17.
  • Swanwick, A., Oddy, A., & Roper, T. (2005). Mathematics and deaf children: an exploration of barriers to success. Deafness and Education International, 7(1), 1-21.
  • Traxler, B. (2000). The Stanford Achievement Test, (9th ed.): National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 5, 337-348. doi: 10.1093/deafed/5.4.337
  • Wilson, H., & Antablin, K. (1980). A picture identification task as an estimate of the word-recognition performance of nonverbal adults. Journal of Speech and Hearing Disorders, 45(2), 223-238. doi: 10.1044/jshd.4502.223
  • Wood, J., Wood, A., & Howarth, P. (1983). Mathematical abilities of deaf school-leavers. British Journal of Developmental Psychology, 1, 67-73. doi:10.1111/j.2044835X.1983.tb00544.x
  • Zarfaty, Y., Nunes, T., & Bryant, P. (2004). The performance of young deaf children in spatial and temporal number tasks. Journal of Deaf Studies and Deaf Education, 9(3), 315-326. doi: 10.1093/deafed/enh034
Yıl 2017, Cilt: 9 Sayı: 1, 34 - 49, 30.06.2017
https://doi.org/10.20489/intjecse.330089

Öz

Kaynakça

  • Bassok, D., Fitzpatrick, M., Loeb, S., & Paglayan, S. (2013). The early childhood care and education workforce in the United States: Understanding changes from 1990 through 2010. Education Finance and Policy, 8(4), 581–601. doi: 10.1162/EDFP_a_00114.
  • Christopher, B. (1994). Start right: The importance of early learning. London (England): Royal Society for the Encouragement of Arts, Manufactures, and Commerce.
  • Epstein, I., Hillegeist, G., & Grafman, J. (1994). Number processing in deaf college students. American Annals of the Deaf, 139(3), 336-347. doi: 10.1353/aad.2012.0321
  • Erber, P. (1975). Auditory-visual perception of speech. Journal of Speech and Hearing Disorders, 40(4), 481-492. doi: doi:10.1044/jshd.4004.481
  • Ethical Guidelines for Bio-Behavioural Research Involving Human Subjects. (2009). Mysore, India: All India Institute of Speech and Hearing.
  • Ginsburg, P. (1997). Mathematics learning disabilities: A view from developmental psychology. Journal of Learning Disabilities, 30(1), 20-33. doi: 10.1177/002221949703000102
  • Gowramma, P. (2014). Arithmetic difficulties of children with hearing impairment In S. Chinn (Ed.), Routeledge international handbooks: The routeledge international handbook of dyscalculia and mathematical learning difficulties. UK: Taylor & Francis.
  • Gregory, S. (1998). Mathematics and deaf children. In S. Gregory, P. Knight, W. Mccracken, S. Powers & L. Watson (Eds.), Issues in Deaf Education. London: Faulton press.
  • Hyde, M., Zevenbergen, R., & Power, J. (2003). Deaf and hard of hearing students' performance on arithmetic word problems. American Annals of the Deaf, 148(1), 56-64. doi: 10.1353/aad.2003.0003
  • Kaul, V. (2002). Early childhood care and education. In R. Govinda (Ed.), India Education Report. New Delhi: Oxford University Press.
  • Kothari commission report. (1966). Education and National Development: Report of the Education Commission 1964-66. New Delhi: Retrieved from http://www.teindia.nic.in/Files/Reports/CCR/KC/KC_V1.pdf.
  • Kritzer, L. (2009). Barely started and already left behind: A descriptive analysis of the mathematics ability demonstrated by young deaf children. Journal of Deaf Studies and Deaf Education, 14(4), 409-421.
  • Mauk, W., & Mauk, P. (1992). Somewhere, out there: Preschool children with hearing impairment and learning disabilities. Topics in Early Childhood Special Education, 12(2), 174-195. doi: 10.1177/027112149201200204
  • Meadow-Orlans, P. (1980). Deafness and child development. California: University of California Press.
  • Narayansamy, M., Ramkumar, V., & Nagarajan, R. (2014). Knowledge and Beliefs about Ear and Hearing Health among Mothers of Young Children in a Rural Community in South India. Disability. CBR & Inclusive Development, 25(4), 119-135. doi: doi:http://dx.doi.org/10.5463/dcid.v25i4.328.
  • National Policy on Education. (1986, amended in 1992). Delhi: Ministery of Human Resource Development, Government of India Retrieved from http://www.ncert.nic.in/oth_anoun/npe86.pdf.
  • Nunes, T. (2004). Teaching mathematics to deaf children. London, England: Whurr Publishers, Ltd.
  • Nunes, T., & Moreno, C. (1998). The development of mathematical skills, Is hearing impairment a cause of difficulties in learning mathematics? . In C. Donlan (Ed.), The development of mathematical skills. Hove, Britain: Psychology Press.
  • Nunes, T., & Moreno, C. (2002). An intervention program for promoting deaf pupils' achievement in mathematics. Journal of Deaf Studies and Deaf Education, 7(2), 120-133. doi: 10.1093/deafed/7.2.120
  • Pagliaro, M., & Kritzer, L. (2013). The math gap: A description of the mathematics performance of preschool-aged deaf/hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 18(2), 139-160. doi:10.1093/deafed/ens070
  • Paranjape, S. (1998). Achievement of normal and hearing handicapped pupils at the end of the primary cycle. Disabilities and Impairments, 10(2), 73-86.
  • Pau, S. (1995). The deaf child and solving problems of arithmetic: The importance of comprehensive reading. American Annals of the Deaf, 140(3), 287-290. doi: 10.1353/aad.2012.0599
  • Powers, S., Gregory, S., & Thoutenhoofd, E. D. (1999). The educational achievements of deaf children: A literature review executive summary. Deafness and Education International, 1(1), 1-9. doi: 10.1002/dei.38
  • Stewart, D., & Kluwin, T. (2001). Teaching deaf and hard-of-hearing students: Content, strategies, and curriculum. Boston, MA: Allyn & Bacon.
  • Stipek, D. (2002). At what age should children enter kindergarten? A question for policy makers and parents. Social Policy Report, Giving Child and Youth Development Knowledge Away, 16(2), 3-17.
  • Swanwick, A., Oddy, A., & Roper, T. (2005). Mathematics and deaf children: an exploration of barriers to success. Deafness and Education International, 7(1), 1-21.
  • Traxler, B. (2000). The Stanford Achievement Test, (9th ed.): National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 5, 337-348. doi: 10.1093/deafed/5.4.337
  • Wilson, H., & Antablin, K. (1980). A picture identification task as an estimate of the word-recognition performance of nonverbal adults. Journal of Speech and Hearing Disorders, 45(2), 223-238. doi: 10.1044/jshd.4502.223
  • Wood, J., Wood, A., & Howarth, P. (1983). Mathematical abilities of deaf school-leavers. British Journal of Developmental Psychology, 1, 67-73. doi:10.1111/j.2044835X.1983.tb00544.x
  • Zarfaty, Y., Nunes, T., & Bryant, P. (2004). The performance of young deaf children in spatial and temporal number tasks. Journal of Deaf Studies and Deaf Education, 9(3), 315-326. doi: 10.1093/deafed/enh034
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Asha Yathiraj Bu kişi benim

Gowramma Ittira Poovaiah Bu kişi benim

Yayımlanma Tarihi 30 Haziran 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 9 Sayı: 1

Kaynak Göster

APA Yathiraj, A., & Ittira Poovaiah, G. (2017). Arithmetic School Readiness of Preschoolers with Hearing Impairment. International Journal of Early Childhood Special Education, 9(1), 34-49. https://doi.org/10.20489/intjecse.330089