Teaching written language to students who are deaf or hard of hearing

This Independent Study looked into the effectiveness of the Interactive Writing program in teaching writing to students who are deaf or hard of hearing. The students' writing was assessed based on writing samples and teacher observations.

The status of nine former C.I.D. students who are attending public high schools with hearing peers

This paper documents nine former CID students to evaluate the effectiveness of CID's program of preparation for mainstreaming. NOTE: Access to thesis is restricted. Contact Archives and Rare Books.

Resources for non-english speaking parents of children who are deaf or hard of hearing and learning english as their primary language

This study examined culturally and linguistically diverse families with deaf and hard of hearing children. A literature review consisted of looking at the rate of immigration to the United States, English speaking parents of children who are deaf and hard of hearing, bilingual education, and the obstacles bilingual parents of children who are deaf and hard of hearing may face. The data obtained was used to compile a list of resources for parents of children who are deaf and hard of hearing available in languages other than English in order to assist these families.

Culturally appropriate activities for Spanish speaking families and educators of children who are deaf or hard of hearing

A look at teaching language to a child who is deaf or hard of hearing from a Spanish speaking home. A guide, including songs, activities and wordlists for families and teachers of the deaf.

The utility of social behavior rating scales for children who are deaf and hard of hearing

This independent study provides an overview of the social-emotional and theory of mind development of children birth through high school and evaluates the utility of social-emotional rating scales in the classroom for children who are deaf and hard of hearing.

Students who are deaf/hard of hearing with learning challenges: Strategies for classroom instruction

This paper discusses the prevalence of children who are deaf or hard of hearing with additional learning challenges and the need for further trainings for strategies to better serve this population.

Who remembers Turkey's pre-accession? CEPS Special Report No. 74/December 2012

In 2005 the EU and Turkey officially started accession negotiations that were intended to lead to Turkey’s full membership of the EU. Yet today, the Turkish accession process has virtually ground to a halt and lost all credibility. Talk of alternatives to full membership can be heard from various sides; we highlight four instances of what we call ‘parallelism’, namely the elusive concept of a ‘privileged partnership’, the EU-Turkey customs union, the recently launched ‘Positive Agenda’ and Turkish participation in the Energy Community Treaty. While a privileged partnership represents a more comprehensive but still remote framework for EU-Turkish relations, the latter three are merely an escape route from preaccession. We conclude our analysis with a discussion on Turkey’s possible membership of the European Economic Area, which in effect would serve none of the parties involved. We conclude that both partners, the EU and Turkey, would be well advised to remember their pre-accession commitments of 13 years ago – for their mutual benefit.

What are the costs of procurement and who bears them?

The costs of procurement are transaction costs which are separate from the direct costs of a project. In this paper discussion is concentrated on costs of tendering. Types of cost, including money costs and opportunity costs, short-term and long-term costs, private and social costs are defined and examined in relation to various types of product and methods of procurement. The costs of the contractor and of the client are considered and tentative conclusions drawn as to who bears these costs in the short-run and in the long run. They may fall on the parties to the process for the particular project, on other contractors and clients or on society as a whole.

The experiences and priorities of young people who care for their siblings in Tanzania and Uganda

This report presents key findings from a small-scale pilot research project that explored the experiences and priorities of young people caring for their siblings in sibling-headed households affected by AIDS in Tanzania and Uganda. Qualitative and participatory research was conducted with 33 young people living in sibling-headed households and 39 NGO staff and community members in rural and urban areas of Tanzania and Uganda. The report analyses the ways that young people manage transitions to caring for their younger siblings following their parents’ death and the impacts of caring on their family relations, education, emotional wellbeing and health, social lives and their transitions to adulthood. The study highlights gendered- and age-related differences in the nature and extent of young people’s care work and discusses young people’s needs and priorities for action, based on the views of young people, NGO staff and community members. Meeting the basic needs of young people living in sibling-headed households, listening to young people’s views, fostering peer support and relationships of trust with supportive adults, raising awareness and advocacy emerge as key priorities to safeguard the rights of children and young people living in sibling-headed households and challenge the stigma and marginalisation they sometimes face.