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This book is the first on the implications of intellectual styles for higher education of students with hearing impairment. It provides a systematic delineation for intellectual styles of students with hearing impairment in comparison with students without hearing impairment. It takes an initial step to present the analysis concerning the mediating role of intellectual styles in the relationships between personal factors and student developmental outcomes.
This book is the first on the implications of intellectual styles for higher education of students with hearing impairment. It provides a systematic delineation for intellectual styles of students with hearing impairment in comparison with students without hearing impairment. It takes an initial step to present the analysis concerning the mediating role of intellectual styles in the relationships between personal factors and student developmental outcomes.
Professor Sanyin Cheng, obtained her Phd. from the University of Hong Kong. Currently she is Professor and Phd. supervisor of School of Philosophy and Social Development, Shandong University, Jinan, China. Her research interests include community integration and social work for persons with disabilities, inclusive higher education, intellectual styles for students with special educational needs, and psychology as well as education for children with special needs. Before joined Shandong University, she used to work as Postdoctoral Fellow at Centre for Special Educational Needs and Inclusive Education, Education University of Hong Kong and Associate Professor and master supervisor in the School of Education, Central China Normal University. He has been awarded the 17th Young Teachers Award of the Fok Yingdong Education Foundation by Ministry of Education of the People’s Republic of China, the Hubei Chutian Scholars Program, the Guizi Young Scholars Program of Central China NormalUniversity, and the Qilu Young Scholar Program of Shandong University.
Inhaltsangabe
Introduction.- Two Intellectual Styles of Students with Hearing impairment.- Three Validating Verbal Inventories Through Test Accommodations Among Students with Hearing Impairment.- Style Overlap.- Style Malleability.- Style Value.- The Mediating Function of Intellectual Styles.- Stylistic Similarities and Differences of Students With and Without Hearing Impairment.- Conclusions.
Introduction.- Two Intellectual Styles of Students with Hearing impairment.- Three Validating Verbal Inventories Through Test Accommodations Among Students with Hearing Impairment.- Style Overlap.- Style Malleability.- Style Value.- The Mediating Function of Intellectual Styles.- Stylistic Similarities and Differences of Students With and Without Hearing Impairment.- Conclusions.
Introduction.- Two Intellectual Styles of Students with Hearing impairment.- Three Validating Verbal Inventories Through Test Accommodations Among Students with Hearing Impairment.- Style Overlap.- Style Malleability.- Style Value.- The Mediating Function of Intellectual Styles.- Stylistic Similarities and Differences of Students With and Without Hearing Impairment.- Conclusions.
Introduction.- Two Intellectual Styles of Students with Hearing impairment.- Three Validating Verbal Inventories Through Test Accommodations Among Students with Hearing Impairment.- Style Overlap.- Style Malleability.- Style Value.- The Mediating Function of Intellectual Styles.- Stylistic Similarities and Differences of Students With and Without Hearing Impairment.- Conclusions.
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