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Record identifier : 566757
Personal Name - Primary Intelectual Responsibility : Johnson, Kathryn E
Title and statement of responsibility : Deaf education in China: 2002 to 2020 [Thesis]
Publication, Distribution,Etc. : University of Minnesota, 2004
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of Minnesota
Summary or Abstract : Only within the last decade has a level of awareness promoting improvement within the education and rights of individuals with disabilities been initiated within China. Within these efforts on a national level, often the voice of the deaf population (estimated at over 20 million) is not heard. This qualitative study seeks to listen to the voice of deaf individuals and hearing leaders involved in deaf education regarding avenues for leading deaf education in the most positive direction. As a critical science researcher, I incorporated an Ethnographic Delphi Futures Research Method to allow for the top hopes, challenges and recommendations for improving deaf education and rights in China to evolve. The study focused on: (1) comparing the hearing and deaf Chinese perspectives, with recommendations being formulated; (2) comparing and contrasting U.S. policy alternatives with Chinese; and, (3) educational reform praxis to reflect upon Partners in Education through Gallaudet University in Washington, D.C. Over 40 face-to-face interviews were completed with deaf and hearing Chinese individuals. Three site visits to China for observations and knowledge development of the context and culture were completed over a period of two years. The results of the study indicate that the deaf Chinese and hearing Chinese do have varying perspectives on avenues for improving deaf education, with the voice and perspective of the deaf population often posing powerful recommendations. The results of the study also demonstrate a critical need for international deaf/hearing collaboration for empowering reform efforts. Recommendations are made for policy alternatives within seven generated knowledge areas. An innovative model describing the nine powers of influence upon an empowering reform effort is also proposed, based on the analysis and results of educational reform praxis..
Information of biblio record : TL
 
 
 
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