Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-26T06:48:15.319Z Has data issue: false hasContentIssue false
  • English
  • Français

Environmental Education Education and Self-concept: A Focus on Deaf Students (E.E. and the Deaf Self-concept)

Published online by Cambridge University Press:  23 June 2015

Diane Lostroh
Diane Lostroh*
Affiliation:
Faculty of Environmental Studies, Griffith University, Queensland
Rights & Permissions [Opens in a new window]

Extract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

To date there is a lack of research literature which indicates how environmental education is best implemented for people with a hearing loss and the contributions environmental education can make to their education and personal development. This research study focuses on environmental education for deaf students, taking into account low self-concept experienced by deaf individuals.

It should be noted that the terms ‘deaf’ and/or ‘hearing-impaired’ are used by authors for their descriptions of people with a hearing loss. These terms may be distinguished as follows:

The generic term hearing impairment can be used to define a hearing loss at any level and the term deaf, on the other hand, is restricted to hearing loss that renders reception of speech nonfunctional (Simeonsson 1986, p. 196).

Type
Research Article
Information
Australian Journal of Environmental Education , Volume 11 , 1995 , pp. 59 - 71
Copyright
Copyright © Cambridge University Press 1995

References

National College of Teachers of the Deaf, 1978, Guide to the Education of Deaf Children, USA, Section 1.Google Scholar
Cates, J. A. 1991, ‘Self-concept in hearing and prelingual, profoundly deaf students’, American Annals of the Deaf, vol. 136, no. 4, pp. 354–359.Google Scholar
Craig, H. B. 1965, ‘A sociometric investigation of the self-concept of the deaf child’, American Annals of the Deaf, vol. 110, pp. 465–478.Google Scholar
Garrison, W. M. and Tesch, S. 1978, ‘Self-concept and deafness: A review of research literature’, The Volta Review, vol. 80, pp. 457–466.Google Scholar
Leitman, A. 1968, Science for deaf children—The Lexington School for the deaf education Series Book 5, Alexander Graham Bell Association, Washington, Ch. 2.Google Scholar
Loeb, R. & Sarigiani, P. 1986, ‘The impact of hearing-impairment on self-perception of children’, The Volta Review, vol. 88, no. 2, pp. 89–100.Google Scholar
Luckner, J.L. 1989, ‘Effects of participation in an outdoor adventure education course on the self-concept of hearing-impaired individuals’, American Annals of the Deaf, vol. 131, no. 4, pp.45–49.Google Scholar
Miller, J.L. 1990, Creating spaces and finding voices: Teachers collaborating for empowerment, SUNY Press, Albany, Ch.1.Google Scholar
Naiman, D. W. 1978/1979, ‘Picture Perfect’, in Readings in Deaf Education, Special Learning Corporation, Gilford Connecticut, pp. 147–149.Google Scholar
Quinsland, L. K., Pomeroy, B. & Van Ginkel, A. 1985–1987, ‘Sorry… I can't hear you: Wilderness programming with deaf people’, Journal of Experiential Education, vol. 8–10, pp. 9–12.Google Scholar
Quinsland, L. K. & Van Ginkel, A. 1990, ‘Cognitive processing and the development of concepts by deaf students’, American Annals of the Deaf, vol. 135, no. 4, pp. 280–284.Google Scholar
Simeonsson, R. J. 1986, Psychological and developmental assessment of special children, Allyn and Bacon Inc., Massachusetts, Ch. 9.Google Scholar
The Tbilisi Declaration. 1978, Connect III(I), pp. 1–9.Google Scholar
Warren, C. & Hasenstab, S. 1986, ‘Self-concept of severely to profoundly hearing-impaired children’, The Volta Review, vol. 88, pp. 289–295.Google Scholar