Attitudes toward hearing impaired children: The effect of mode of communication and academic competence

Persistent Link:
http://hdl.handle.net/10150/291893
Title:
Attitudes toward hearing impaired children: The effect of mode of communication and academic competence
Author:
Reiter, Renee Wanda, 1966-
Issue Date:
1992
Publisher:
The University of Arizona.
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.
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.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Special.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Special Education and Rehabilitation
Degree Grantor:
University of Arizona
Advisor:
Antia, Shirin

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleAttitudes toward hearing impaired children: The effect of mode of communication and academic competenceen_US
dc.creatorReiter, Renee Wanda, 1966-en_US
dc.contributor.authorReiter, Renee Wanda, 1966-en_US
dc.date.issued1992en_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.description.abstractThis 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.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Special.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorAntia, Shirinen_US
dc.identifier.proquest1350768en_US
dc.identifier.bibrecord.b27808130en_US
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