Biomedical subjects

J L Luckner

Publications and source records attributed to J L Luckner.

13 recordsLinked to original sources

PubMed2001

Essential competencies for teaching students with hearing loss and additional disabilities.

The purpose of this national study was to establish an initial database of the essential competencies needed for working with students who are deaf or hard of hearing with additional disabilities. Surveys were sent to program supervisors across the United States; each supervisor was asked to give the survey to a professional on his or her staff who worked with students who were deaf or hard of hearing with additional disabilities. Respondents indicated that there were 67 specific competencies needed for working with this diverse population of students. A list of the specific competencies and a rationale for providing more in-depth training for teachers is provided.

Adult↗

PubMed2001

Successful students who are deaf in general education settings.

The study identified successful students who were deaf and were receiving most of their educational services in general education settings, in order to examine factors contributing to their success. Teachers in a western state were asked to nominate students who were deaf who were in the upper elementary through high school grades and were receiving most of their educational services in general education classrooms. Qualitative procedures were used to gather information on 20 successful students who were deaf. Inquiry focused on observation of the students in general education settings and interviews to gather perceptions of (a) the successful students themselves, (b) deaf education teachers, educational interpreters, and paraprofessional note takers serving these students, (c) general education teachers working with these students, and (d) parents. The students' primary communication modes were closely divided between sign language and spoken English; communication mode did not seem to be a salient factor in success. Results of the interviews with each group, a summary of observations, and themes that emerged across groups are provided.

Adult↗

PubMed1999

An examination of two coteaching classrooms.

The present study presents data on two classrooms that used a coteaching approach to provide services to students who were deaf, hard of hearing, and hearing. The author conducted extensive observations, as well as interviews with teachers, students, administrators, and parents. The resulting qualitative data supported coteaching's effectiveness as a service delivery model. However, the research also identified important and specific challenges. Seven subthemes about coteaching are presented, and quotes from various stakeholders are provided to support and illustrate the information reported. Suggestions for future research are provided. The author makes recommendations on how to establish coteaching teams and describes issues surrounding communication, staff development, and family involvement.

Child↗

PubMed1999

Itinerant teaching: the inside story.

The number of students who are deaf or hard of hearing attending local neighborhood schools has increased steadily over the past 20 years (Holden-Pitt & Diaz, 1998). This increase has led to larger numbers of teachers serving these students as itinerant teachers. However, little research has been conducted to examine the efficacy of this model of service delivery (Brelje, 1992; Luckner & Miller, 1994). Qualitative research methods were used to investigate itinerant teachers' perceptions of their responsibilities, job satisfaction, and effectiveness. Individual interviews were conducted with 10 itinerant teachers. Participants reported they preferred working directly with students rather than consulting with general education teachers and families. They noted the primary advantages of working as an itinerant teacher were variety, autonomy, time for reflection, and the diversity of students with whom they worked. Some of the most significant disadvantages they cited were isolation, time and budget constraints, and the distances required to travel from school to school. Essential skills and challenges to being an effective itinerant teacher are identified, recommendations for future itinerant teachers are discussed, and suggestions for future research are presented.

Adult↗

PubMed1997

What's so funny? A comparison of students who are deaf or hard of hearing and hearing students' appreciation of cartoons.

The purpose of this study was to compare a group of students who are deaf or hard of hearing and a matched sample of hearing students with regard to their degree of appreciation of cartoons. The participants were 73 students who are deaf or hard of hearing and a matched sample of hearing students. During the study, participants were presented with a packet of 14 discreet comics and asked to rank each comic on a 5-point Likert scale ranging from "extremely funny" to "not funny." Results indicated no significant difference by group in their overall ratings of the comics. A significant difference was found, though, between age groups and for gender. Younger participants and males found the comics more amusing. Possible reasons for the results are discussed and suggestions for intervention and future research are presented.

Adolescent↗

PubMed1994

Itinerant teachers. Responsibilities, perceptions, preparation, and students served.

Increased numbers of deaf and hard of hearing students live at home, attend their neighborhood schools, and receive major portions of their educations from general education teachers with support from itinerant teachers of deaf and hard of hearing students. Although the itinerant service-delivery model is used extensively, there is a paucity both of information about itinerant teaching and of research that has examined its effectiveness. The purpose of this study was to begin a database of information about the job responsibilities, perceptions, and preparation of itinerant teachers, as well as about the characteristics of the students they serve. Data from surveys returned by 319 itinerant teachers was analyzed. The responses indicate that itinerant teaching differs in numerous ways from more-traditional approaches to educating deaf and hard of hearing students. Results, implications, concerns, and suggestions for future research are discussed.

Adult↗

PubMed1994

Performance of a group of deaf and hard-of-hearing students and a comparison group of hearing students on a series of problem-solving tasks.

The purpose of this study was to compare the performance of a group of school-age deaf and hard-of-hearing students and a matched group of hearing students on a series of problem-solving tasks. The results indicated that the hearing group performed better than the deaf and hard-of-hearing group. As they got older, both groups made incremental gains in problem-solving ability, and the gap between the deaf and hard-of-hearing group and the hearing group narrowed. Possible reasons for the results are discussed and suggestions for intervention and future research are presented.

Adolescent↗

PubMed1993

What deaf and hard-of-hearing adolescents know and think about AIDS.

AIDS is a major problem for current and future generations. Lack of information about it, including how it is transmitted and how it can be prevented, places adolescents at risk. This study focused attention on the knowledge and opinions of deaf and hard-of-hearing adolescents on the topics of HIV and AIDS. The results suggest that the adolescents who participated in the study had a general idea about what they are, as well as the potential impact of the disease. However, they demonstrated important gaps in their knowledge of how HIV and AIDS are transmitted and prevented, and who can get AIDS. We recommend greater educational attention to the topic, given the harsh reality that adolescence may well be the primary time period for infection, even though the symptoms may not appear until many years later.

Acquired Immunodeficiency Syndrome↗

PubMed1992

Let's talk about it. Using conversation to facilitate language development.

For centuries, educators have searched for the best way to teach language to deaf students. Throughout this time period, no one specific approach has emerged. In this article, we examine and justify the use of conversational approaches to teach language to deaf students. Classrooms for deaf students are often not conducive to conversation. We suggest that to promote conversation in classrooms, teachers must reexamine how they teach as well as how they structure their classrooms and curriculums. The article closes with descriptions of activities that teachers can use to encourage conversation in their classrooms.

Adolescent↗

PubMed1991

Skills needed for teaching hearing-impaired adolescents. The perceptions of teachers.

To date, very little research has focused on the preparation of teachers who work with hearing-impaired adolescents. In this study, a survey was developed to glean information on what secondary level teachers judge to be the essential competencies for working with hearing-impaired adolescents. In addition, the questionnaire asked teachers to indicate the degree of training they had received in the competency areas. The surveys were returned by 487 teachers. They indicated that 18 competencies should be considered essential for teaching adolescent students. For 15 of those 18 competencies, however, they indicated that there was a significant difference between the importance of the competency and the degree of training that they had received in the area. Implications for teacher preparation programs and state certification agencies are discussed.

Adolescent↗

PubMed1990

A method of assessing the written language of hearing-impaired students.

A carefully conceptualized and well-organized evaluation system can provide important information about students' writing abilities. By measuring students' skill proficiency before instruction, teachers can begin a program with an accurate picture of their students' strengths and areas of concern in writing. This article presents an overview of several ways to assess written language. In addition, it provides a rationale and method for assessing the written expression of hearing-impaired individuals that reflects all facets of the writing product and guides instruction in the writing process.

Achievement↗

PubMed1989

Collaborative consultation: a method for improving educational services for mainstreamed students who are hearing impaired.

As a result of well-known recent federal mandates for appropriate special education to all disabled students, the majority of children who are hearing impaired currently are educated in public school settings, along with hearing students. Consequently, teachers of students who are hearing impaired have expanded their role to include the provision of ongoing support to regular classroom teachers, speech-language pathologists, paraprofessionals and administrators. One model for delivery of these services is that of collaborative consultation. The purpose of this paper is to provide an overview of collaborative consultation, and to delineate some principles that merit consideration by regular and special educators who are involved in the education of students who are hearing impaired.

Correction of Hearing Impairment↗

PubMed1989

Effects of participation in an outdoor adventure education course on the self-concept of hearing-impaired individuals.

This study investigated the effectiveness of a 10-day winter outdoor adventure education course as a method of intervention for enhancing the self-concept of hearing-impaired individuals. Ten students participated in the experimental group. They were tested before, immediately after, and two months following the course. A control group, who were matched individually with subjects in the experimental group were tested within similar timelines. The results of the study indicated that participation in an outdoor adventure education course had a significant positive effect on the self-concept of the experimental group, and that the gains were maintained for two-month period that followed the course. Further research using this type of intervention is recommended.

Adult↗