Artifact #4 Annotated Bibliography

Artifact #4 is an annotated bibliography that I developed in EDU 600 Special Education

class that was for me an important and beneficial course. I have always had a passion for Spec

Ed. and find it very interesting and significant part of teaching in todays educational system.

The Annotated Bibliography was not only very informative for me but it was a great way to

assess the various components of education. Standard #9 :Professional Learning and Ethical

Practice, relates to the practices of the annotated bibliography and its applications for teachers to

reflect and familiarize themselves with academic practices to continue their development and

understanding of students and their ever changing needs, abilities and the practices needed to

evolve as a teacher. The standard states : The teacher engages in ongoing professional learning

and uses evidence to continually evaluate his/her practice, particularly the effects of his/her

choices and actions on others (learners, families, other professionals, and the community), and

adapts practice to meet the needs of each learner.

 Annotated Bibliography Assignment

Attainment of Developmental task by Adolescents with hearing loss attending special schools

Melanie Zarzycki

Medaille College

EDU 600

Dr.Centrie

March 31, 2017

 Annotated Bibliography

Objective/Purpose:

The purpose of this study was to observe age related developmental tasks and if they can

be attained by adolescents who are deaf or hard of hearing. These tasks as Robert Havighurst

(1984), defines them are: to accept ones body, achieve emotional independence from parents,

adopt a masculine or feminine gender role, develop close relationships with peers, prepare for an

occupation, prepare for marriage and family life, establish a personal value or ethical system, and

achieve socially responsible behavior. Objectives in this study observed adolescents with and

without hearing loss and also if students with hearing loss attended a special school for deaf and

hearing loss school, would that help them with these developmental tasks.

Target Population / Participant Number

The target population consisted of 181 adolescents with acquired or congenital hearing

loss and 254 students without hearing loss. The students who were deaf or hard of hearing were

from 8 different schools from Germany that were different tracks of schooling but all were

special schools for students with hearing loss. The students without hearing loss were recruited

from 3 German schools near the other special schools in the area. At the time of the study the

students average age was 14.54 years old and approximately 48% were females. (Pinquart, M.,

& Pfeiffer, J. P., 2014).

Research Method
 The data in this study was collected using quantitative research along with survey

research methods. This was study research methods were assessed by the students filling out a

modified version of the Development Task Questionnaire (DTQ). (Seiffge-KRenke, 1998).

The questionnaire had 11 subject areas in which the students were asked about their current

developmental state using a 3 point likert-type scale of 1-3. (1 indicating not yet started, 2 still in

progress, or 3 already attained.) These subject areas included peer group integration, acceptance

of physical maturity, identity development, and autonomy from parents, career choice,

acquisition of occupational skills, development of realistic self-perception, development of

romantic relationships, close friendships, close friendship, gender role awareness, and

sociopolitical awareness. Supplementary information was also used in this study to inquire

about if the participants were presently involved in a romantic relationship, or belonged to peer

group and if so, were they leaders of their group. This was done by yes=2 or no=1 and leader=3,

followers=2 or at the margin of their group=1. (Pinquart, M., & Pfeiffer, J. P., 2014).

Article Summary

In this article Pinquart and Pfeiffer compared German adolescents with hearing loss and

without hearing and their abilities to attain development tasks. They also described the different

levels of these developmental tasks and how they would affect adolescents relationships with

peers and occupational skills. The study looked at students that are deaf or loss of hearing that

attended a special school experienced better abilities to reach age specific goals that were linked

to their needs and social expectations. (Pinquart, M., & Pfeiffer, J. P., 2014)

The article was broken down in areas of the statistics of the participants, their age

difference in the attainment of the developmental tasks, the effect of level of hearing loss and age
of the onset and how they were able to assess the attainment of the tasks providing the methods

and results of the study. (Pinquart, M., & Pfeiffer, J. P., 2014)

The investigators provided information of the students background to help recognize the

importance of the life goals that the participants felt were important for them.

There were many aspects that influenced students with hearing loss that are in integrated school

for this study. Some included how hearing students may be less involved with students that have

hearing loss, therefore peer groups for students with hearing loss seem to be smaller and some

relationships become difficult for them. They tend to be withdrawn, lack confidence and

therefore their academics can be also a problem. Therefore when hearing loss students attend a

special school they tend to not have to deal with the negative attitudes from hearing students,

they are surrounded by peers like them and have support from educators in the school with

smaller class sizes to build confidence in their development.

Results/Outcomes

The results did not see any significant differences between adolescents with or without

hearing loss in the possible achievements of the specific developmental tasks asses in this study.

However, the study did reveal that older adolescents reached higher levels of achieving

developmental task compared to the younger age group. It also revealed that among the

adolescents with hearing loss showed more achievements attaining the task from the older group

than the younger group where as there was no age differentiation with those without hearing loss.

More over the majority of the participants was said to have at least one close friend within both

groups of the study. 88% of the participants with hearing loss and 85% with normal hearing are
part of a peer group presently, however only 12% of those with hearing loss versus 28% of those

with normal hearing were leaders in their peer group. (Pinquart, M., & Pfeiffer, J. P., 2014)

The strengths of this article were that it did present some important ideas and information

about adolescents who are deaf or hard of hearing and the ways they development or can achieve

the development tasks that were being studied. It can be evaluated and make for better

understand how students of this age acquire or process the ability of age appropriate tasks that all

adolescents must go through to achieve goals and milestones. Let them be children with hearing

impairments or not, this study did present some facts about how children perceive or manage

developmental stages and if special schools do in reality help students achieve these

developmental tasks being assessed. However there were some limitations because there was a

lot of data and different variables conducted within this study; which at times was difficult to

understand the primary goal or purpose of this study. There were many parts to the study: there

were the 11 types of developmental tasks that the article was trying to describe and then to

accomplish a simple outcome to the broad range of the tasks being surveyed.

The article does discuss some other previous studies and how they found adolescents

with hearing loss to have more problems than those with normal hearing when it came to peer

relationships and career development. They also revealed the levels of difficulty in the

developmental task that were being assessed as well this study. The comparisons are a good way

to improve the outcomes and results from this study and have them to be more use full to gage

the reality and ability to accomplish the tasks that are being evaluated.

I believe having more specific studies for each type or level of the developmental tasks

being studied would be more affective and improve the understanding of what exactly can help
adolescents with hearing loss or deafness with each task to improve their ability to achieve each

one individually. Not having all the tasks being assessed together and seeing what each one is

typical for those who need the special schools to successfully accomplishing the developmental

tasks that one may have difficulty achieving during their adolescent years.

Classroom Application

This article is important in the field of education because it demonstrated how adolescents

with and without hearing loss can sometimes have difficulties with achieving certain

developmental tasks that everyone goes through in their teen years. We as teachers can try to

understand how students may feel if they are unable to attain relationships, be part of peer groups

or developing skills for adulthood. As for those with a disability (ie. Hearing loss or deafness)

may have an even more difficult time achieving or being satisfied with were they are in these

stages because of their inabilities or lack of support to do so. It can open our eyes to certain

everyday things that we as adults have forgot about our teen years or simply not realizing some

underlining feelings these students have about themselves and their surroundings.

Article Reference

Pinquart, M., & Pfeiffer, J. P. (2014). ATTAINMENT OF DEVELOPMENTAL TASKS BY

ADOLESCENTS WITH HEARING LOSS ATTENDING SPECIAL

SCHOOLS. American Annals of the Deaf, 159(3), 257-268. Retrieved from

https://search.proquest.com/docview/1561995289?accountid=28006
Artifact #5 Pecha Kucha Special Education Presentation

The Pecha Kucha Special Education Presentation on Deafness and Hearing Loss is a 20

slide, 20 seconds each describing the importance of specific elements of this disability. I chose

this artifact because again Spec. Ed. is a field I would love to pursue and have a great interest in.

I also have a personal experience with deafness and hearing loss with a child who I was fortunate

enough to care for and help with his language development. It was a wonderful and humbling

experience and I not only was able to help him learn but he taught me many things as well.

Standard #1: Learner Development. The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas, and designs and implements

developmentally appropriate and challenging learning experiences. This InTASC standard

relates to this specific artifact and the presentation in Special Education as it explains the

teachers ability to understand and identify the students learning needs and how each student

with a disability will learn differently and need an individualize education plan with

accommodations and modifications in their curriculum. The teacher will be knowledgeable with

the students means to learn, process and succeed in their learning approaches.
Deafness and Hearing Loss

1. This presentation is on deafness and hearing loss and I will explain the definitions and the
important characteristics and strategies to better understand the disability. It will also
help incorporate ideas and approaches to use as an educator in your classroom with deaf
students and those with a hearing impairment.
2. The definition of deafness is when the loss of hearing is damage and the child is unable to
process linguistic information through hearing with or without amplification. They
cannot use hearing to understand speech. However most deaf people can recognize some
sounds through residual hearing but they use their vision as the primary sensory for
learning and communication.

3. While the definition of hearing loss is a loss in hearing whether is it permanent or

fluctuation it can still affect a childs educational performance. They can use their
hearing to understand speech but their language and speech are usually delayed or
deficient.