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ERIC Number: ED509243
Record Type: Non-Journal
Publication Date: 1997
Pages: 15
Abstractor: ERIC
Reference Count: 12
Tutoring Deaf and Hard of Hearing Students
Orlando, Richard; Gramly, Mary Ellen; Hoke, Janet
As discussed in this report, tutoring generally refers to the traditional practice of meeting periodically or as the need arises to help a given student acquire or strengthen a particular knowledge or skill. Typically, tutoring serves as a supplement to more formal instructional activities such as lectures, labs, assigned readings, and papers. However, some of the applications of tutoring discussed in this report may overlap with basic academic preparation as described in another report in this series. This is most likely to occur in the areas of English and mathematics. Tutoring ranks with interpreting and notetaking as one in a triad of fundamental academic support services for deaf and hard of hearing students at the postsecondary level, particularly among those in mainstreamed settings. Among almost 2,000 two and four-year colleges identified as providing services to these students during the 1989-93 period, two-thirds cited the use of tutoring as a special service to assist their deaf and hard of hearing students with their ongoing coursework. As reported in the 1995 edition of College and Career Programs for Deaf Students, of 62 postsecondary educational institutions offering special programs for deaf students, 61 provide some type of tutoring support for deaf and hard of hearing students. Yet in spite of tutoring's widespread use as a service for deaf and hard of hearing students at the postsecondary level, little has been written about tutoring as a special service for these students, and there appears to be little published research on the subject. In large measure, good tutoring practices apply regardless of disability. While this report will focus particularly on special considerations in tutoring deaf and severely hard of hearing students, much of its contents discuss tutoring practices in a more general way. Two appendices are included: (1) Tutoring Agreement; and (2) Student Evaluation of Tutoring. (Contains 1 endnote.)
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Publication Type: Reports - Descriptive
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: PEPNet