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• W155448520 abstract "The Deaf Initiative in Information Technology (DIIT) was developed at the National Technical Institute for the Deaf (NTID) at the Rochester Institute of Technology through a National Science Foundation (NSF) grant with goals including the provision of continuing education for deaf and hard-of-hearing professionals. Instructors skilled in sign language delivered 21 technology-focused workshops to 145 professionals over the initial 3year grant period. (The project has been funded by the NSF for an additional 3-year period.) Qualitative and quantitative measures were used to evaluate the workshops and obtain participants’ perceptions. Findings indicate that deaf and hard-of-hearing professionals often experience frustration and report difficulties comprehending content material when attending traditional, lecture-focused workshops supported by sign language interpreters. These findings are contrasted to successful DIIT workshops where participants were able to communicate easily with the instructor and other attendees without the use of interpreters. A primary goal of the Deaf Initiative in Information Technology (DIIT) project was to provide continuing education opportunities for deaf and hard-of-hearing professionals. In the course of evaluating the DIIT program, participants consistently compared this workshop experience to prior training they received through their employers. These participants indicated that the pace of instruction and communication barriers in companyprovided training often precluded their active participation and impacted negatively on their ability to comprehend and master the content material. Often they felt isolated from the instructor and their hearing peers, which in turn had a negative impact on their active engagement with the material and its mastery. This report examines the extent to which challenges faced by the deaf and hard-of-hearing learners in secondary and post-secondary mainstream settings continue into postgraduate and continuing education settings. In a small qualitative study of deaf and hard-ofhearing students new to a mainstream college setting, Kersting (1997) found that these students often felt lonely and isolated due to rejection from deaf peers and discrimination from hearing peers. Alienation from their deaf peers was related to a lack of sign skills, while the discrimination from hearing peers tended to be a result of physical factors on campus and stereotyping of deaf students. This social prejudice was seen by the deaf students as limiting the social interaction between deaf and hearing students in this educational setting. In another study, deaf, hard-of-hearing, and hearing college students were found to have similar perceptions of communication ease and academic engagement (Foster, Long, & Snell, 1999). Both groups felt that participation in class and understanding of class material was central to their feeling a part of the class. Both said that the instructor’s pace influenced their understanding of the material and their ease of communication in the classroom. While both groups agreed on what was important for learning, they differed on how these variables played out in the classroom. Both said the pace of instruction was important for learning, but deaf and hard-of-hearing students reported that teacher’s pace was optimal for learning less frequently than hearing students did. Similarly, while both agreed that participation was important for feeling a part of the class, deaf and hard-of-hearing students expressed this sentiment less frequently than did hearing students. We believe that this constraint was imposed because the deaf and hard-of-hearing students utilized indirect communication (i.e., communicating through an interpreter), while the hearing students were able to communicate directly with the instructor and their hearing peers." @default.
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• W155448520 date "2005-01-01" @default.
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• W155448520 title "The Importance of Direct Communication during Continuing Education Workshops for Deaf and Hard-of-Hearing Professionals" @default.
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