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                            Portland State University
Service delivery to deaf persons : a survey and proposal
	Patrick F. Walsh
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Page 1

Portland State University

Dissertations and Theses Dissertations and Theses


Service delivery to deaf persons : a survey and proposal
Patrick F. Walsh
Portland State University

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Recommended Citation
Walsh, Patrick F., "Service delivery to deaf persons : a survey and proposal" (1977). Dissertations and Theses. Paper 1982.

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Page 2





A practicum submitted in partial fulfillment of the
. I

requirements for the degree of


Portland State University



Page 56


the parents said the RPD staff had contacted them less than

once a year. Five had never 'been contacted. However both

parent- and school-initiated contacts deaf with generally the

same problems as reported ,by the parents, with the school

more concerned about behavior (9 to 6) and parents more con­

cerned about adjustment (6 to 3) •.

When asked if they were satisfied, overall, with the

education their child was, offered by the" RPD, half the parents

(II) said "yes." Only three (3) parents answered negatively,

and the eight (8) others (36.3 percent) had mixed reactions

about the quality of educational service. The most -frequent

criticisms noted by p'arent's was the lack of sociaI' activity

(4) and the lack of cooperation with ,parents (3). Two' par­

ents in each case noted: their child was not learning but

was being "passed along"; the RPD was,prejudiced against the

total communication approach; and that the speech'therapy in

high school ,was inadequate.

Behavior and Adjustment.

From the several questions relating to the ~djustmen~,

maturity or behavior of their teenager, par.ent responses in­

dicated that'13 (59.1 percent) of the teenagers were well ad­

justed and 9 were not well adjusted. Seven of the parents

who saw adjustment difficulties also identified their child

a,s having behavior problems, but 6 other parents saw behavior

problems even though they felt their child was reasonably

well adjusted.

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When parent responses are broken down by the child's

sex, boys are identified far more often as having both ad­

justment and behavior pro~lems. Of the'15 boys in the study,

8 (53 percent) were said to have adjustment problems and 11

(73 percent) behavior problems. Among girls, ho~ever, the

parents.saw adjustment problems in only one case and be­

,havior problems in only two ca~e~' {28 percent}.

Teachers and support staff of the RPD were also asked

to identify students with behavioral problems (i.e., "exhib­

iting behavior ~hat requires a disproportionate amount of the

teacher's time"). They felt that 9 (40.9 percent)

of the

students included in the study had behavioral problems. In

six cases the school personnel and parents agreed ,that the

student had behavior problems. However, school personnel did

not share the concern over the behavior of four students

identified as problemed by their parents, and added three

students whose parents felt they had no behavior problem.

Aft,er determining some incidence of behavioral and'

adjustmept problems, parents were,asked to identify where

they had received assistance or counsel in dealing with these

problems. Less than half (45.4 percent) felt the school

personnel had been helpful. Table III presents t~e responses

of parents regarding help from the school. The parents of

children with behavior problems find the school slightly

more helpful than do those parents whose children do not

exhibit behavior problems. If the school has also identified

Page 112


, 105

I '


I' .

6. 'FOR T:!E Z7HTC'II,Y CC!:7Tn;:jT!AL tT~~; OF THIS ?':~3r...\nC;rt please list
studcnt~ fro::t tr~e lll':::t !1~~:a W1:.0 nrc lorl your CJ.l.W3 t or being Elcoisted
by you t AT THE PP.r..SEr;T Turr;.

Student #1 Student t~ ­

Student #2 • . Student #5 ____________

Student #3 Student #6 _'.____________

.) How often do you schedule regular parent-teacher conferences?

b) Other than reeulnr conferences" how often and regardins'what have you
called the parents of:

Student #1:

Student #2:

Student #;5:

StUdent #4:

StUdent #5:
. I

i Student #6:

.... . c) How often and regarding what have the student1s parents called you?

Student #1:

Student #2.:

Student #3:

StUdent #4:

'. Student #5:

". Student '1'.6:

d) ~~ch pare~ts do you feel you have been able tD help with information
or assistance relati~ to the studentrs behavior? How1

StUdent #1:

Student #2:

Student #3:

Student fA: •

Student #5:

Student (16:

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If you were to idcntiry n soriouo emotionnl or behavioral problem with7.•
one of :Jour stucicntn (or if the porent::; were to ask you for holp). who
vould :Jou contact? (:Jour co~~ntG are appreciated)

First Contact:

Second Contact:

,Third Contact:

8. Vnat do you feel is the most soriouS, problem facing hearing-impaired'
teenaeers in the Portland area?

9. In what way do you feel that the provision of social 3ervices for
hearing-icpaired youth and their pqre~ts could be improved?

• j
. !

10. Any further cooments you may wish to share will be greatiy apprec~ated.



If clarification or ~ore information is needed, may I contact you?

( ) NO
( ) YES •• Na~e School

Home phon~ School Phone ________


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