Hearing-Impaired Students’ Intellectual Styles and Their Influence: Distinctive and Shared Characteristics with Hearing Students

188 Pages·2023·3.602 MB·English

by  Sanyin Cheng

Sanyin Cheng
Hearing-Impaired
Students’
Intellectual
Styles and Their
Influence
Distinctive and Shared Characteristics
with Hearing Students
Hearing-Impaired Students’ Intellectual Styles
and Their Influence
Sanyin Cheng
Hearing-Impaired Students’
Intellectual Styles and Their
Influence
Distinctive and Shared Characteristics with
Hearing Students
Sanyin Cheng
School of Philosophy and Social
Development
Shandong University
Jinan, China
ISBN 978-981-19-8809-7 ISBN 978-981-19-8810-3 (eBook)
https://doi.org/10.1007/978-981-19-8810-3
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Foreword
With regard to the global trend of inclusive education, teacher education is always
with the greatest challenge for preparing teachers addressing the classroom diversity,
particularly in catering for the needs of categories of different disabilities. In special
education, students with hearing impairment may also be considered as a group of
students with hidden disability. They seem to have positive learning behavior and
smooth learning adjustment in different stages of learning. Instead of studying in
schools for the deaf, many of them are thus included in the mainstreaming schools.
With the resource and support, some will demonstrate their ability in pursuing the
further study in tertiary education. However, the reality demonstrates that inclusion
does not necessary lead the successful and happy life to all of them. Without adequate
support and understanding, a large number of students with hearing impairment are
still be frustrated in their learning and career planning.
In response to the United Nations Convention on the Rights of Persons with
Disabilities (CRPD), we have to promote, protect and ensure the full and equal
enjoyment of all human rights, dignity and fundamental freedoms by all persons
with disabilities. The study of the core value and basic principle of inclusion becomes
crucial in teacher education. The course learners have to reflect the learnt knowledge
and skills for addressing the diversity in classroom practices.
In this book, it is encouraging to note how the discovery of knowledge and
discussion of thinking style will help the teachers understand more in identifying
the learning barriers and support the potential development of target beneficiaries.
The chapters in the book are timely with updated knowledge and innovative practices
in meeting their professional needs. The understanding of the theoretical framework
and practical implications of intellectual styles inspire us for more support to students
with hearing impairment. It is the evident that intellectual styles, ability, conceptions
of learning, school experiences, self-efficacy, and quality of school life are all asso-
ciated with each other. The use of validated inventories through test accommoda-
tions greatly support more studies of the special features. Further investigations are
possible for studying the special features and characteristics of the style, malleability
value, mediating effect and functions.
v
vi Foreword
All the chapter contents inspire the readers with the necessary knowledge and
skills for offering the quality support to students with special educational needs.
The discussion is with academic and social impact. It benefits the policy makers,
school leaders, front-line practitioners and academics and learners in special needs. I
appreciate much and recognize Prof. Cheng Sanyin’s achievement. In her work, her
efforts and insights add further knowledge in the discipline.
Prof. Kenneth Sin Kuen-fung, MH
Director of Center for Special
Educational Needs and Inclusive
Education
The Education University of Hong
Kong
Hong Kong SAR, China
Acknowledgements
This book is based on my Ph.D. thesis, completed in the winter of 2014. Since the
book proposal was accepted in the year 2015, it has gone through very long-term
revision and modification.
I gratefully acknowledge the contributions of the many people who, in one way
or another, made this book possible. My sincere thanks are first given to my super-
visor, Professor Li-fang Zhang. It is my greatest honor to have Professor Zhang
as my supervisor during my Ph.D. study. She has provided me prompt feedback
and unconditional help. Her advice and comments are always very illuminating and
constructive. I am especially grateful to her patience, leaving me adequate time and
space to become an independent and mature researcher.
My thanks also go to my examiners who provided me valuable advice and
comments for my research. They are Prof. Elena Grigorenko, Dr I A C Mok, and Dr
C Y Tan. I especially would like to deeply thank all the students who participated in
this research for their openness, willingness to collaborate, and hospitality.
This book would not have been possible without the time, effort, and support of
many people. I am very grateful to Mr. Lawrence Liu and Ms. Cecil Joselin Simon
for their editorial assistance. Thanks very much for the constructive comments from
all the reviewers, which really inspired me a lot. I also appreciate Mr. Robert James
a lot for his expert proofreading. I would like to thank my husband, Dr. Xiaozhong
Hu, for his unconditional love, understanding, trust, encouragement, and support.
Shandong, China Sanyin Cheng
vii
Contents
1 Introduction ................................................... 1
1.1 Why Focus on Intellectual Styles of Students with Hearing
Impairment ................................................ 1
1.2 Theoretical Framework Proposed by This Book ................. 3
1.3 Overview of the Book ....................................... 8
References ..................................................... 9
2 Intellectual Styles of Students with Hearing Impairment ........... 13
2.1 What Are Intellectual Styles? ................................ 13
2.1.1 The Definition and the General Development
of Intellectual Styles .................................. 14
2.1.2 The Threefold Model of Intellectual Styles .............. 14
2.1.3 FDI and Thinking Styles .............................. 16
2.2 Ability, Conceptions of Learning, University Experiences,
and Intellectual Styles ....................................... 17
2.2.1 Ability and Intellectual Styles .......................... 17
2.2.2 Conceptions of Learning and Intellectual Styles .......... 24
2.2.3 University Experiences and Intellectual Styles ............ 34
2.3 Intellectual Styles, University Self-efficacy, and Quality
of University Life .......................................... 37
2.3.1 Intellectual Styles and Their Impact on University
Self-efficacy ......................................... 37
2.3.2 Intellectual Styles and Their Influence on Quality
of University Life .................................... 41
2.4 Comparison of Intellectual Styles Between Students
with and Without Hearing Impairment ......................... 45
2.5 Test Accommodations for Students with Hearing Impairment ..... 46
2.6 Hearing-Impaired Students’ Acculturation ..................... 47
2.7 Summary .................................................. 48
References ..................................................... 48
ix
x Contents
3 Validating Verbal Inventories Through Test Accommodations
Among Students with Hearing Impairment ....................... 61
3.1 What Do You Know About Test Accommodations .............. 61
3.1.1 General Introduction to Test Accommodations ........... 61
3.1.2 The Importance of Test Accommodations ............... 62
3.1.3 Major Types of Test Accommodations .................. 63
3.2 Validating the Thinking Styles Inventory-Revised II Through
Test Accommodations ....................................... 64
3.3 The Validation of Three Inventories Through Test
Accommodations ........................................... 65
3.4 Summary .................................................. 66
References ..................................................... 67
4 Style Overlap .................................................. 71
4.1 Do Styles Overlap? ......................................... 71
4.2 Thinking Styles and FDI Overlapped .......................... 73
4.3 Comparison of Style Overlap Between Students
with and Without Hearing Impairment ......................... 78
4.4 Summary .................................................. 79
References ..................................................... 79
5 Style Malleability .............................................. 81
5.1 Are Styles Malleable? ....................................... 81
5.1.1 Studies on the Relationship Between Personal Factors
and Intellectual Styles ................................ 82
5.1.2 Studies on the Relationship Between Environmental
Factors and Intellectual Styles ......................... 84
5.1.3 Longitudinal Studies on Changes in Intellectual Styles .... 85
5.2 Intellectual Styles Changed After One Year .................... 87
5.3 University Experiences and Changes in Intellectual Styles ........ 94
5.4 Comparison of Style Malleability Between Students
with and Without Hearing Impairment ......................... 97
5.5 Summary .................................................. 97
References ..................................................... 97
6 Style Value .................................................... 103
6.1 Are Styles Value-Laden or Value-Free? ........................ 103
6.1.1 Studies on the Influence of Styles on Cognitive
Variables ........................................... 103
6.1.2 Studies on the Influence of Intellectual Styles
on Social-Emotional Variables ......................... 105
6.2 Intellectual Styles and Quality of University Life ................ 106
6.3 Intellectual Styles and University Self-efficacy .................. 112
Contents xi
6.4 Comparison of Style Value Between Students
with and Without Hearing Impairment ......................... 120
6.5 Summary .................................................. 121
References ..................................................... 121
7 The Mediating Function of Intellectual Styles ..................... 125
7.1 How Do You Interpret the Mediating Function? ................. 125
7.2 Intellectual Styles as a Mediator .............................. 126
7.3 Comparison Regarding the Mediating Function of Intellectual
Styles Between Students with and Without Hearing
Impairment ................................................ 129
7.4 Summary .................................................. 130
References ..................................................... 130
8 Stylistic Similarities and Differences of Students
with and without Hearing Impairment ........................... 133
8.1 What Are the Similarities and Differences in Styles Among
Diverse Student Populations ................................. 133
8.2 Stylistic Similarities and Differences of Students
with and without Hearing Impairment ......................... 135
8.2.1 Similarities and Differences in Intellectual Styles ......... 135
8.2.2 Similarities and Differences Concerning the Influence
of Intellectual Styles on Student Developmental
Outcomes ........................................... 138
8.2.3 Similarities and Differences Concerning the Impact
of Personal Factors on Style Changes ................... 140
8.3 Implications ............................................... 143
8.4 Summary .................................................. 144
References ..................................................... 144
9 Conclusion .................................................... 149
9.1 What Conclusions Can Be Drawn? ............................ 150
9.2 Theoretical Contributions .................................... 150
9.2.1 Theoretical Contributions to the Fields of Key
Research Variables ................................... 150
9.2.2 Theoretical Contributions to Shore et al. (2011)
Inclusion and Diversity Framework ..................... 151
9.3 Practical Implications ....................................... 153
9.3.1 Practical Implications for University/School
Administrators and Teachers ........................... 153
9.3.2 Practical Implications for University/School Students ..... 154
9.4 Limitations of This Study and Directions for Future Research ..... 155
9.5 Summary .................................................. 157
References ..................................................... 157