During my time as a doctoral student and a university professor, I had several academic articles published in professional journals. My articles are listed in both Semantic Scholar and Google Scholar. You can read about some of the publications below.
Integration of the Handicapped: A Comparative Review (1992). B.C. Journal of Special Education, 16(1), 59-68.
A comparative review of the literature on integration of handicapped children into ordinary schools across Western nations is presented. Implications for national policymaking and program implementation are discussed, based on programs in the United States, England, Italy, France, Switzerland, and Sweden. Case studies of integrated children with hearing impairments are provided.
Becoming Literate in a Preschool Class: Literacy Development of Hearing-Impaired Children (1992). Journal of Reading Behavior, 24(4), 463-479
A qualitative study of emergent literacy of seven preschool hearing-impaired children was conducted to discover how the children learned about literacy within a school setting. Descriptive and interpretive field notes from ongoing observations of the children constituted a primary data source. Additional data sources included drawing and writing samples from the children and interviews with the teacher and parents. The major finding was that the children, through literacy, found a way to learn about the hearing world and, more importantly, to be part of it.
How Hard-of-Hearing and Deaf Children Learn Their Names (1993). American Annals of the Deaf, 138 (4), 358-361
Data from a qualitative study on the literacy development of preschool hard-of-hearing and deaf children were analyzed to discover how the children learned to read, write, and spell or fingerspell their names. The research was conducted for nine months in two preschool classes for hearing-impaired children. Analysis revealed that the children learned that names are powerful expressions of identity through teacher demonstrations, immersion in a literacy-rich environment, and numerous opportunities to explore written language.
A Deaf Child Learns to Read (2001). American Annals of the Deaf, 146(3), 270-275
The purpose of the present study was to document the literacy development of a deaf child in a preschool setting. The child, Jeffrey (a pseudonym), was observed in his preschool deaf class for nine months. Data came primarily from extensive field notes from observations of Jeffrey throughout the school day, with particular emphasis on his actions during literacy-related events. A secondary source of data was the transcript of an interview with Jeffrey's parents. Findings indicated that Jeffrey went through several levels as he learned to read.