Foundations of Effective Communication in the Classroom
Supported by grants from
National Science Foundation
(REC-0633928)
and the National Institutes of Health
(1R01DC005238-01A1)
This project explores learning in science and mathematics classrooms by deaf students who differ in their communication preferences/skills and receive different support services. Given the heterogeneity of early environments of deaf children, it is not surprising that young adults vary widely in their communication skills and background knowledge. Previous CERP research explored deaf college students' learning via hearing instructors utilizing interpreters, deaf and hearing instructors signing for themselves, and real-time text. One new line of investigation is exploring classroom communication among students who differ in their communication skills. Another set of studies examines deaf students' metacognitive and metacomprehension skills for information received via sign language and text. Recognition of when information is understood (or not) is an essential part of learning, and a better understanding of how deaf and hearing students assess their own comprehension will be informative with regard to classroom instruction as well as functioning in a variety of social, academic, and employment settings. For more information visit the National Sign Language Interpreting Project at www.ntid.rit.edu/InterpretingResearch.
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