Presentation Overview In this presentation today we are going to discuss: Resilience defined ...
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Transcript of Presentation Overview In this presentation today we are going to discuss: Resilience defined ...
Presentation Overview
In this presentation today we are going to discuss:
Resilience defined Conceptual framework General Education literature DHH literature Case studies Summary
Introduction
Looking at academic social performance of DHH children in public school setting.
We looked at risk and resilience rooted from the field of saying public schools for DHH results in social isolation and academic compromise.
After examination of data, a significant portion of students doing as well or better overall than the hearing population.
What contributes to this success?
What is Resilience?
The ability to manage respond positively to/cope emotional, developmental, economic, and environmental challenges.
The ability to respond positively to vulnerability in the face of life challenge.
How children thrive emotionally, behaviorally, academically, and interpersonally. (Goldstein & Brooks, 2005)
A Cactus Embodies Resilience!
Using the Resilience Lens
Importance of using resilience lens: Help researchers examine outcomes, intervention design, deeper understanding of risk and protective factors in
children.
What is Success?
No one single answer. Researchers often refer to the concept of success in defining resilience.
Examining DHH children in mainstream educational setting.Similar to Resilience, there are broader contexts than solely academic achievement .Consider social, behavioral, emotional, and interpersonal performance.
Risk and Resilience Conceptual Framework
What we know Greater the number and duration of risk
factors, more at risk for social and academic difficulties
Interaction effect between and among risk and resilience factors
Not yet known, the balance of specific risk and resilience factors critical to impact lives of children
Risk and Resilience Conceptual Framework
What we know Goal of Intervention
Reduce number, duration and intensity of risk factors
Increase number of protective factors
Conceptual Organization
Research on risk and resilience organized in reference to specific factors
Three levels Individual Family Social- Environmental
Risk and resilience can be viewed on a continuum Sociability Hearing loss
Influencing Factors
Individual Level Factors Constitutional & Biological Resilience Personal Attributes Sociability Educational Achievement Intelligence
Influencing Factors
Family Level Factors Family Cohesion Parental Expectations
Social- Environmental Level Socioeconomic Status School Experiences Supportive Communities
Case Study Participants
Subset of 25 out of 197 students within larger study Attending general education classes. Identified sensorineural bilateral or
unilateral loss. Receive direct or consultative services
from teachers of DHH students. Enrolled in grades 2-8 at beginning of
study.
Data Collection
Three sets of interviews over a 5 year period
Interview participants Teacher of DHH General education teacher for core
subjects Parent Interpreter Administrator Student
Interview Protocol
Protocol based on success school literature & inclusion literature of DHH School press School inclusion policies Quality of support services Parental attitudes and support of school
program Separate protocols for each interviewee
Degree of Hearing Loss
Mode of Communication
Number of Hours/Dayin General Education
Key findings
Assets and risk factors are similar to those found in the literature
The individual balance of assets and risk factors is important
Transitions are socially disruptive Longitudinal trajectories are more
positive than single year snapshots
Individual level: Constitution and Temperament
Outgoing friendly personalities
Shy, withdrawn personality
Mental or physical health issues
Assets Risks
Individual: Sociability
Close relationships with adults (parents and/or teachers)
Having at least one close friend or a group of friends
Close relationships with siblings
Interpreters can get too “close”
Desire to “fit in” with peers results in rejection of hearing aids or additional help
Assets Risks
Individual level: Communication
Fluent in the language of the school and the society
Communicatively assertive i.e. persistent and motivated to communicate with others
Passive communicator
Assets Risks
Individual level: personal attributes
Self advocacy Determination
and motivation to succeed
Ability to take on responsibility
Passivity, Unwillingness to
assert oneself or take responsibility
Assets Risks
Family level
Family time and resources to involve children in community and school activities
Willingness to welcome friends to home, and take children to other homes
Good communication with school professionals
Poor communication with school professionals
Assets Risks
School
Help and mentoring from teachers (general education or special education)
School level social programs such as Peace Builders
Friendly school community
Access to school activities
Lack of access to school activities
Assets Risks
Community
Community activities in which students can get involved
Church support and involvement
Lack of transportation to community activities
Assets Risks
Balance of assets and risks
Two children who show a contrast in their balance of assets and risks
Timothy
Unilateral severe-profound hearing loss Uses oral language Does not use individual amplification (FM
used in class) In general education classroom all day Grades 3 – 7 Receives only consult services
Timothy’s individual assets and risks
Motivated and competitive, but also kind and helpful to peers
Has many friends,“knows everybody” and highly regarded by peers
Has a close relationship with parents and siblings
“Phenomenally organized”
Self assertive
When younger he was not comfortable talking to unfamiliar peers
Assets Risks
Timothy’s family assets and risks
Parents supportive of his racing and school activities
Parents welcome his friends and transport them everywhere
Family illness
Assets Risks
School
School has social programs and extra curricular activities
School provides transportation to extra curricular activities
Teachers support his racing involvement
FM system isn’t valued by teachers and doesn’t always work
Assets Risks
Community
Active in church that offers extra-curricular activities for children and has a Deaf member
Many opportunities to engage in community extra curricular activities
Community members offer extra curricular classes at school
None
Assets Risks
Ruth
Mild bilateral hearing loss Grades 8 – 11 Spends 3-5 hours a day in general
education classrooms Spends some time in special education
resource room
Ruth’s individual assets and risks
Becomes less introverted as she grows older
By high school has friends in school and community
Withdrawn personality Mild physical, mental
health, cognitive, and attention problems
Refuses amplification Irresponsible Few or no friends
Assets Risks
Ruth’s family assets and risks
Mother would welcome friends
Poor family-school relationship
Possible neglect Family issues prevent
her from participating in summer activities
Poor relationships with father and stepfather
Family moved to a new neighbourhood
Assets Risks
School assets and risks
Many structured social support clubs and programs
Professionals worked hard to build a friendly school community
Large middle + high school
Poor relationships with teachers
No interpreting for extra curricular activities
Assets Risks
Community assets and risks
Many community activities available
Church activities Participates in
community theater
None
Assets Risks
Transitions
Sheila is an example of how disruptive a transition can be Bilateral Profound loss Grades 3 - 7 In general education classroom 3 – 5
hours/day Home language is Spanish Father is Deaf
Sheila’s Transition
In elementary school she was a very popular child
In middle school (6th grade) she was lonely and depressed; did not want to join in any social activities
By 7th grade she was again connected with hearing and deaf friends in and out of school
What helped?
Personal assets Outgoing and friendly Motivated to do well academically Good problem solving ability Assertive
Family assets Family drove her long distances to see
friends
What helped?
School assets Sign language club
Community Assets Access to many extra curricular events in
community Access to social and extra curricular
activities at school for the deaf
Look longitudinally
Frank Unilateral profound loss Grades 9-12 In 9th grade he had few friends, was shy,
and uninterested in school Had many school risks Had several family assets
What helped?
A job in the community A supportive supervisor A job in school