Sources Used Throughout Website

Annotated Bibliography
Factors associated with social interactions between deaf children and their hearing
peers: a systematic literature review
Alexander, T. (2013). Factors Associated with Social Interactions Between Deaf
Children and Their Hearing Peers: A systematic literature review. Journal of
Deaf Studies and Deaf Education.
This article explained how important parents and teachers are to the deaf/hard of hearing
population because they promote social interaction between the deaf and hearing
children. The article stated, These relationships are associated with a wide range of
positive outcomes, for childrens psychological well being and their academic career
(p.285). Alexander, the author of this article, emphasized social interaction between deaf
and hearing students. Social interaction between the two populations is started in the
classroom when the teacher emphasizes unity and positivity wit the entire class.
Conversely, the article also explained the flip side of having a deaf child that is isolated
and how that affected the childs self by creating depression, anxiety and low self-esteem.
Research indicates that deaf children can have marked social difficulties compared with
their hearing peers (p. 285).
Be exploring these factors, parents, professionals, and policy makers are best informed
to support and develop interventions to help deaf children enjoy positive social
interactions, peer acceptance, and deep meaningful friendships with their hearing peers
(p. 285)
Having close positive peer relationships is associated with increase self-esteem (p.
285).

Mandy: a critical look at the portrayal of deaf character in childrens literature

Bailes, C. (2002). Mandy: A Critical Look at the Portrayal of a Deaf
Character in Childrens Literature. Part One Advancing the
Conversation, 4, 3-9.
This article discusses the portrayal of deaf characters in children literature and how it
affects the deaf culture. I enjoyed reading in depth about the novel Mandy because it is
from a deaf childs perspective, however it does not depict one cookie-cutter image of
every single deaf child. The author emphasized that deaf children are like all children
even though they are unable to hear and they speak differently (p. 7). In our society
today, we lose track of a person; instead, we just focus on their disability or how they are
not normal. We tend to forget that no one is normal. Bailes also stated how deaf
children are not portrayed in a wide range of children books; typically, books are written
from one perspective and culture. Also this article talked about ways the deaf culture
enjoys communicating with others by the use of eye contact, touch, tapping and pointing
to direct focus (p. 3).
The portrayal of Deaf children in multicultural childrens literature is sparse, and almost
nonexistent in mainstream publications (p. 3).
Virtually absent in discussions of multicultural childrens books is the importance of
including characters who are Deaf, that is, deaf people who consider themselves a
member of a cultural minority (p. 3).
While mainstream society generally views hearing loss as a disability, many deaf people
see themselves as visual people (Lane, Hoffmeister, & Bahan, 1996, p. 159) and reject
this disability ideology and accompanying pathological labels such as hearing impaired
(p. 3).
Deaf children and adults are rarely characters in children picture books (p. 3).
When they are, they tend to be positioned in the context of being within a disability
group rather than of a cultural persuasion (p. 3).
A culturally diverse world requires literature as a window to multiple realities and a
mirror in which to reflect on how these realities relate our own humanity, indeed our
shared humanity (Style & McIntosh, 1988) (p. 4).
On the surface, Mandy is a well-written story of a brave little Deaf girl and her
grandmother; indeed, among such childrens picture books Mandy possesses a literary
quality found lacking in the majority (p. 5).
Deaf children are as diverse as the population at large, and to capture their spirit would
require involving them in conflicts portraying them as visual people struggling with a

variety of is- sues, some unique to them as visual people and some common to people
everywhere (p. 8).
Deaf children, like all children, are individuals with complex personalities ... they can
be angry, pleasant, nasty, loving, irritable, in the same proportions as everybody else, and
literature should portray them in this balanced way (Rudman, 1995, p. 307) (p. 8).

Acceptance of deaf students by hearing students in regular classrooms

Cambra, C. (2002). Acceptance of Deaf Students by Hearing Students in Regular
Classrooms. American Annals Of The Deaf, 147(1), 38-45.
This article was a powerful article regarding the acceptance of deaf students in a general
education classroom. The article focused mainly on inclusion and non-inclusion; this
article questioned if a deaf student should be placed in a general education classroom,
where he or she may be the only deaf or hard of hearing student, or in an all-deaf
classroom. After reading the article, I personally would place my child in an inclusion
classroom because it has more benefits socially. I know from studying Speech Pathology
that speech development thrives off of social interaction with peers. Furthermore, the
article talked about when to integrate a child into the inclusion classroom. The article
emphasized that early intervention is necessary for success. A study was conducted in
Spain that consisted of 792 hearing students and it resulted in the fact that hearing
children in the inclusion classroom had more trouble then the deaf/hard of hearing
students. I thought that was very interesting because the entire article focused on deaf
students in the classroom and not necessary the deaf students peers who would be
affected by this.
There are many factors involved in the building of self-concept that may, to a greater or
lesser degree influence the deaf persons process of socialization and the building of his or
her personality (p. 38).
According to Stuart, Harrison and Simpson (1991). Deafness per se does not shape the
emotional and social development of the individual. It is rather, the attitudes of others
that can do his or her personality irreparable harm (p. 38).
If deaf students feel that their classmates regard them favorably, they will tend to develop
a high level of self esteem, if on the contrary, these perceptions are unfavorable, their self
esteem will be low (p. 39).
Jones (1972) considers that, before integrating the student with specific needs in to the
classroom, the class itself should be provided with information, since stereotypes tend to
solidify differences (p. 40).

Deaf awareness lesson plans for teachers exciting activities to use with your class
Deaf Awareness Lesson Plans for Teachers Exciting Activities to Use With Your
Class. (n.d.). Retrieved October 27, 2014, from
http://youngpeople.ndcsbuzz.org.uk/downloads/download.php?f=downloads/asset
s/Deaf_Awareness_Lesson_Plans_Full_version.pdf.
This article is great at explaining different ways to inform your class of deaf and hard of
hearing students. There are several lesson plans with activities, quizzes, projects and class
games that help inform a hearing class about their peers who may be deaf or hard of
hearing. The first lesson plan talks about introducing the lesson by asking your class to
share anything they know or think about hearing loss then you can ask how their lives
would change if they suddenly lost their hearing and how many students know a deaf
person (p. 6). Then as a class they will take a quiz identifying certain myths about
telling people and then they will look at a picture of a group teenagers and see if they can
notice who is deaf in the picture. Then the lesson goes on to explain how you can talk to
deaf individuals and how they are just like everyone else! This article has great resources
that I will definitely be using in my final project and it was really good at breaking the
information down into activities and games for the entire class.
It is hoped that the activities and resources will help hearing students relate to their deaf
peers as teenagers with the same interests and issues as themselves (p.1).
Even if you dont have any deaf students, or only have one, it is hoped that teachers and
students alike will benefit from a greater awareness of the need to choose the most
effective way of communication with that student in various situations (p.1).
They have been developed in consultation with deaf young people, who identified
common problems they encountered and suggested what their hearing peers needed to
know and understand to improve communication and inclusion (p.1).
If you are a Teacher of the Deaf you may want to consider working with your colleagues
to deliver the lesson plans to both deaf and hearing students (p.1).
Students may feel intimidated by the idea of communicating with deaf young people.
They may worry about not being able to use sign language and not understanding a deaf
persons speech or may feel inhibited about speaking to someone who may not be able to
hear them clearly (p.2).
The Look, Smile Chat campaign instead focuses on looking at and engaging a person;
smiling and including them in what is going on; and chatting about all the latest gossip!
Importantly, this is a recipe for good communication with anyone, whether they are deaf
or hearing (p.2).

Including the kids across the hall: collaborative instructions of hearing, deaf, and
hard of hearing students
Gaustad, M. (n.d.). Including the Kids Across the Hall: Collaborative Instructions of
Hearing, Deaf, and Hard of Hearing Students. Empirical Papers, 176-190.
This article emphasized the inclusion of deaf/hard of hearing and hearing students in the
classroom and ways a teacher can impact the entire class instead of just focusing on the
hearing students. A lot of research was conducted on this matter and the research proved
that including the entire classroom is more beneficial for everyone involved. For
instances the researchers asked the hearing students what they enjoyed most about
working with deaf students and they said they loved working together, learning sign
language and learning about their deaf classmates (p.180). All three of these reasons
allowed the class to function better and created a more positive atmosphere that the
students were able to work together and socialize in. The teacher was able to incorporate
everyone in the class by creating ground rules and set group boundaries when the class
worked in groups. One great point a teacher made was noting that the classroom needs to
learn sign language together so the teacher is able to use sign language periodically
through lessons so both types of students are being catered to.
Studies have shown that negative attitudes toward D/HH students exist before and after
hearing students have had contact with them (p. 177).
Positive outcomes for teachers especially comments about heightened expectations for
deaf and hard of hearing students (p.184).
Collaboration across disciplines to provide for cooperative instructional experiences for
integrated groups of hearing, deaf and hard-of-hearing students is not only possible but
yields benefits that definitely offset the value of the time expanded (p. 187).

Culture or disability? Examining deaf characters in childrens book illustrations

Golos, D., Moses, A., & Wolbers, K. (2012). Culture or Disability? Examining Deaf
Characters in Childrens Book Illustrations. Early Childhood Education Journal,
239-249.
This article explains the portrayal of deaf characters in children book illustrations. Most
of this article focused on deaf students and their portrayal in a childrens book about
other deaf students. Some of this article is not useful for my final project; however, the
end of the article incorporated hearing students. The end of the article emphasized the
importance of having hearing students read children books about deaf students so they
are able to see a deaf person as a normal child, instead of as a child with a disability. The
article stated that if these children authors had more deaf illustrators, then the deaf culture
would be able to better identify them in the book and hearing children are able to learn
from this book. Also, this article stated that since children begin to develop a sense of
self at a young age and inaccurate messages may take years to realize and address, it is
important for both deaf and hearing children to see positive portrayals of deaf characters
in picture books. I think it is also important for hearing children to see positive messages
about deaf children in other media and in the classroom. Overall, this article truly benefits
my final projects because it emphasized that picture books provide both deaf and hearing
children deaf role models.
Deaf characters interacting with hearing characters. While it is positive for deaf
characters to interact with hearing characters, only two of these interactions incorporated
cultural message (p. 246).
It may send a message to d/Deaf children that they will be isolated unless they attempt
to become like hearing people (e.g., increasing the ability to hear or speak), and for
hearing readers, this perpetuates stereotypes of deafness as a disability or medical
condition (p. 246).
However, many signs were unclear, which means that hearing readers would likely be
unable to learn signs from the page, and d/Deaf readers would likely be unable to make a
connection with their own lives (p,244).
This may perpetuate misconceptions that sign language is only letters on the fingers and
that hearing people only need to know how to fingerspell to communicate with d/Deaf
individuals (p,244).
This may perpetuate misconceptions that sign language is only letters on the fingers and
that hearing people only need to know how to fingerspell to communicate with d/Deaf
individuals (p,246).
Analyses cannot speak to the quality of the books or the impact of messages found in the
picture books illustrations on d/Deaf or hearing children exposed to them (p,246).

Picture books could provide both d/Deaf and hearing children with much needed
culturally Deaf role models. Hearing children can also benefit from learning about a
visual way of being (p,246).

Hearing loss-deafness information for hearing kids

Hearing Loss Deafness Information for Hearing Kids. (2013, May 11). Retrieved
November 1, 2014. http://deafness.about.com/od/hearingbasic1/a/kidsquestions.htm
I really enjoyed reading this short and condensed article. This article is a great resource
for a classroom when students have questions about deaf students. The article explains
why people are deaf, what a hearing aid is, how many people are deaf, if deaf people can
talk, how deaf people learn to talk, if all deaf people use sign language, sign language,
how you could talk to a deaf person, if deaf people can use a phone, if a deaf person
could hear when he or she grows up, and then it lists books about deaf children. I loved
how easy this article was to understand. For instance, it explained what a hearing aid is
and how there are many different hearing aids. I think this article answered a lot of
questions children may have, so it is a great resource for teachers. If teachers were to read
this article, they would be better prepared to answer their classes questions regarding
hearing loss.
People become deaf for many reasons. Some are born that way. Others become deaf
later (About).
Hearing loss is the most common birth defect. More are being identified because most
newborns are screened for hearing loss (About).
Talking to deaf and hard of hearing children-Make sure they can see your face and talk
normally, maybe a bit slower if necessary (About).

Social processes and outcomes of in-school contact between deaf and hearing peers
Kluwin, T. (2002). Social Processes and Outcomes of In-School Contact Between Deaf
and Hearing Peers. Journal of Deaf Studies and Deaf Education, 200-213.
This was a great article to read because it explained the foundation of how deaf/hard of
hearing students interact with hearing students. It focused on explaining the social
dynamics that both populations portray. The overall problem between deaf/hard of
hearing and hearing students in the public school setting is they limit themselves to
communication mode problems; however, many students desire to overcome those
communication boundaries. The four categories this article focused on were social skills,
interaction/participation, sociemetric status/acceptance and affective functioning. This
article considered these four categories and discussed how they affect a classroom. The
article talked about the four studies they conducted in the public and private school
settings. Unfortunately, the end of this article did not provide information that would be
useful for my final project but the beginning of this article has great information I can
use.
Studies of social process and outcomes of the placement of deaf students with hearing
peers cannot be easily summarized, but can be grouped into lease four major categories
of focus on social skills, interaction/participation, sociemetric status/acceptance and
affective functioning (p. 200).
Studies indicate that hearing students were more socially mature then deaf students in
public schools, that deaf students interacted with deaf classmates more than hearing ones,
that deaf students were somewhat accepted by their hearing classmates and self esteem
was not related to extent of mainstreaming (p. 200).

Participation of deaf and hard of hearing students in classes with hearing students
Stinson, M. (1999). Empirical paper. Participation of Deaf and Hard-of-Hearing Students
in Classes with Hearing Students. Journal of Deaf Studies and Deaf Education,
191-202.
This article is for sure the most beneficial article I have read because it completely relates
to my topic. I enjoyed that this article because it focused on how a teacher can impact her
classroom by incorporating both deaf/hard of hearing and hearing students into classroom
activities. The article talked about the classroom, teacher of the deaf and hard of hearing,
interpreter, hearing students, deaf and hard of hearing students. The article takes you
through the different roles of these individuals who help make a classroom function with
a wide range of students. Some of the teacher suggestions include providing a safe
communication environment for the entire class, creating small and effective group
learning situations, collaborating with the teacher of the deaf/hard of hearing to install
participation in the class, encouraging a positive classroom atmospheres, incorporating
problem solving into daily lesson, and finally organizing special actives for all students
that allows them as a class to leave the classroom. The rest of the staff and students need
to remain positive and open to many different situations, which will benefit the class as a
whole. This article also conducted two research studies that identified what practitioners
viewed as major issues concerning participation of deaf/hard of hearing students in
regular classes and their relationship with hearing students. The second study in
particular focused on the identifying factors associated with deaf/hard of hearing
students participation in small group actives in regular classes.
Thus, it is important for educator working with D/HH students in classes with hearing
students to create conditions and strategies that promote positive interaction between
hearing and D/HH students and greater participation in class activities (p. 191).
The mainstream classroom teacher can structure small-group as well as whole class
activities in ways that promote D/HH and hearing students learning together (p. 192).
Hearing students may support D/HH students participation if they have a positive attitude
and know strategies for effective communication (p. 192).
Teachers of D/HH students may also help foster participation of regular students by
organizing special activities that provide positive interaction between D/HH and hearing
students (p. 195).
Hearing students misinterpretation of D/HH students response may interfere with D/HH
students participation (p. 195).
One suggestions, similar to one offered for hearing peers, was to sue role playing to help
D/HH students develop strategies for dealing with communication difficulties (p. 196).

What is it like to not be able to hear and communicate with other kids?"
"What is it Like to not be able to Hear and Communicate with Other Kids?" Centers for
Disease Control and Prevention. Centers for Disease Control and Prevention,
29 Jan. 2010. Retrieved from. http://www.cdc.gov/ncbddd/kids/hearing.html
This article is an interactive web-quest for children learning about hearing loss and how it
affects so many young children and adults today. The web-quest walks you through
hearing loss, beginning with a fact sheet that explains how kids cope with hearing loss
and what kids are capable of doing with hearing loss. For example, one of the true/false
questions stated, Kids with hearing loss cannot be successful in school and later in life,
which is false. The second step of the web-quest is various questions you can ask yourself
about hearing loss, such as how does a person talk to a friend with a hearing loss? The
third section is quick facts about hearing loss. The fourth section includes different
website that have information regarding hearing loss for different populations. The fifth
section walks you through a list of people who are famous that have hearing loss and how
they have coped with hearing loss. The last page on the web-quest talks about different
books and movies that help explain hearing loss. I really enjoyed this article because it
broke up the information in a way that was easy to understand. It started to explain
hearing loss from one perspective and then grew from there.
A hearing loss can happen when any part of the hearing system (the brain, the auditory
nerve, or the ear) is not working in the usual way. Hearing loss can vary greatly among
people and can be caused by many things (p. 1).
A hearing loss can happen when any part of the hearing system is not working in the
usual way (p.2).
Hearing loss can affect a childs ability to develop speech, language, and social skills
(p. 2).