A.I.C.L.E. : enfoque didáctico-práctico : physical education, history and geography, science, maths.

Actividades en lengua inglesa dirigidas a alumnos de enseñanza secundaria para las áreas de educación física, historia y geografía, ciencias naturales y matemáticas. El objetivo es contar con un material de apoyo para las aulas bilingües y poder suplir las necesidades de actividades y materiales en la enseñanza de esta lengua. Las actividades de cada área van acompañadas de una ficha donde se especifica el título de la actividad, la materia a la que pertenece, el nivel, los objetivos, los contenidos, la temporalización y la evaluación de la misma .

Recommendations for a mathematical curriculum to be used in conjunction with an oral deaf education program

Students who are deaf or hard of hearing have typically had difficulty in mathematics; however, this problem often is overlooked because of difficulties in language and reading abilities. This study aims to identify the most appropriate mathematics curriculum for deaf or hard of hearing students in an oral deaf education program.

The social difficulties children encounter transitioning from a self-contained deaf education program into a general education program

This study examines the difficulties, particularly social, a child who is deaf/hard of hearing encounters transitioning from a self-contained program into the general education setting. The information gathered was used to create a children's story as a helpful tool.

Creating a parent workshop that encompasses and meets the educational desires for parents of children with hearing impairments being taught in an oral deaf education program

The purpose of this study was to create a parent workshop that was developed around the parents’ educational needs. The workshop demonstrated that the parents’ educational needs can be met through a workshop that is based on those needs and takes into consideration factors that will encourage parent involvement.

Evidence-based (or not!) practices used for reading instruction in oral deaf education schools

This descriptive study aims at determining the most widely used reading instructional practices that are used by teachers of the deaf in oral deaf education schools.

Research on theory of mind in deaf education

Prior research has shown that theory of mind (ToM) development is delayed in children who are deaf and hard of hearing. Although research has demonstrated a delay in ToM development in children who are deaf and hard of hearing there are not many suggestions for how ToM is or should be addressed in deaf education. The current research addressed this issue by compiling an extensive literature review and sending 113 surveys’ to OPTION schools for the deaf around the country.

Deaf education and underlying structures of power in communication

This article argues that claims of diversity in communication in deaf education are empty rhetoric when underlying structures of power are unexamined and remain unchanged. The field of deafness provides a powerful example of the way in which competing interests can be played out under the guise of choice of communication methods. Historically, teachers of the deaf have been divided about whether deaf children should be educated through speech or sign. However, recognition of the legitimacy of native sign languages has caused a shift in the debate to the linguistic basis of this communication and the way in which language policy privileges one cultural group and its method of communication over another.

Applying social critical literacy theory to deaf education

This article explores social critical literacy theory and its application to deaf education. It argues that critical literacy offers an approach that can lead to engagement with and empowerment over written text, repositioning students as researchers of language. Texts that represent deaf people - if only through their absence - offer an opportunity for deaf students to engage in literate practices in meaningful contexts. An example of critical text analysis is provided using articles on a contested issue: cochlear implantation.

Politics of language practices in deaf education

Argues that issues of power, control and legitimacy are central to language practices in deaf education. Documents the competing beliefs and attitudes about language practices held by teachers of the deaf, policy-makers and other stakeholders in deaf education. Barriers at the system, school, and staff level perpetuate instruction through English and restrict the introduction of Auslan, the language of the deaf community.

Jewish vocational education; history and appraisal of training in Europe.

"The story of Jewish vocational education and occupational redistribution ... between the French Revolution and World War II."

Introdução à libras: língua, história e cultura

Reading the book Introduction to Libras: Language, History and Culture enables enter the world of the deaf, increasing thus the own existential universe by contact with the richness of Brazilian Sign Language (Libras) and the history and culture of deaf people. This work is proposed by the subject of knowledge, raise awareness of the need to build a society in which vigore the principle of social justice for all; promote the revision of prejudice suffered by the deaf that impose discriminatory compactuando with the lack of social equity; and awaken the desire for a full communication with deaf people through Pounds learning, valuing differences.

Historical Consciousness, Historical Media, and History Education

This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical con­sciousness a complex and vague concept.      The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, applica­tion, development, and significance. The study includes research about his­torical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes his­torical consciousness an important concept for identity constitution and morality.      The third paper proposes a methodological framework of historical con­sciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development.