Education Week - February 24, 2016 - (Page 10)
Research on Deafness
Yields Broader Insights
SAYING 'YOU' AND 'ME'
Studying deaf students can give researchers
insights into other cognitive issues, such
as autism spectrum disorders. In two prior
studies (the first two sets of columns below),
researchers found that students with autism
spectrum disorders tended to use names when
asked to identify a picture of themselves or the
researcher, while typically developing students
used the pronouns "you" or "me." In 2015,
researchers repeated the experiment with deaf
students (the third pair of columns); those with
autism also used names, even when they were
complicated to finger-spell.
Interplay of autism, language probed
Washington
Deafness is the most common
sensory problem for U.S. schoolchildren-and one of the most longstudied-yet researchers are only
beginning to tease out the effects of
sound versus language on deaf children's learning growth.
In several new studies discussed
at the American Association for the
Advancement of Science here earlier
this month, researchers examined
the ways deafness interacts with
other challenges, such as autism,
and language and executive function problems.
"Research on developmental disorders in signing children is of great
importance both for practical reasons and scientific reasons," said
Richard Meier, a linguistics and psychology professor at the University
of Texas at Austin. "We may be able
to ask questions about typical and
atypical developing children that
we couldn't ask if we only examined
typically hearing children."
More than 1 in 500 children in the
United States is born deaf or hard
of hearing, making it the most common congential sensory problem in
the country, according to estimates
by the National Association for
the Deaf, and those children have
higher rates of certain other neurological issues, such as autism,
than the general population. The
National Academy of Pediatrics estimates that 98 percent of newborns
receive a hearing test, but only
about 1 in 4 with hearing loss are
properly diagnosed and given services before they are 6 months old.
What happens in those six
months? It depends, said Peter
Hauser, a clinical neuropsychologist
at the National Technical Institute
for the Deaf at the Rochester Institute of Technology in New York.
Sound and Language
Sound and Language
About 5 percent of deaf children
are born to deaf parents who use
sign language with them from birth
in the same way that hearing parents speak to their children from
their first hours. Those children,
studies have found, typically hit the
same language milestones as hearing children: babbling around 10
months, putting together their first
words and sentences around 12 to
18 months, and starting to talk up a
storm as 2-year-olds.
But 9 in 10 deaf babies are born
to hearing parents, and it takes
many hearing parents months or
even years to sign fluently to their
toddlers, if they do at all, Hauser
and other researchers said during
symposia at the meeting. In separate studies, Hauser and Matthew
Hall, a linguistics researcher at the
University of Connecticut, suggest a
lack of early language could lead to
long-term problems with attention
and self control in children with
hearing problems.
"Executive function problems are
not being driven by auditory deprivation but by language deprivation,"
Hall said. "By far, the greatest risk
'ME'
'YOU'
SOURCE: "Preliminary Findings of Similarities and
Differences in the Signed and Spoken Language of
Children With Autism," Aaron Shield
n Typically developing students
n Student with autism
spectrum disorder
Percent of children with autism using names
instead of pronouns
By Sarah D. Sparks
80-
60-
40-
20-
0
Jordan, 1989
Lee, Hobson, & Chiat, 1984
Current Study
(Hearing students)
(Hearing students)
(Deaf students)
STUDIES OF HEARING AND DEAF STUDENTS
Analysis: Ill. Pension Woes Destabilizing Teaching
By Stephen Sawchuk
Teacher-retirement systems are
supposed to provide a measure of
security in exchange for years of service. But for new teachers in Illinois,
that's looking increasingly unlikely.
Nearly a quarter of newly hired
teachers will never vest in the
state's Teacher Retirement System,
a new analysis says. What's more,
three quarters won't even make
back what they pay into the system.
Those statistics are the result
of changes made by lawmakers in
2011 to scale back costs, according to the analysis, by Bellwether
Education Partners, a Washingtonbased consulting firm.
For new teachers worried about
the state of their future finances, the
question might be: Is anybody in the
state legislature listening?
The short answer, observers say,
is probably not. Current pensionpolicy efforts in the state are focused chiefly on the problem that
the teacher-pension system remains
more than $65 billion in debt.
Though there's a growing awareness of the challenges the pension
situation poses for new teachers,
"nobody is really thinking about
what the long-term impacts are in
terms of retention," said Kent Redfield, a professor emeritus of public
policy at the University of Illinois at
Springfield.
"Public policy arguments and
long-term effects are probably not
going to drive the discussion of pension systems in the short term," he
said.
Scaling Back Benefits
Years of underfunding have left
the Illinois teacher-pension system in the worst financial shape in
the nation. It is only 41.5 percent
funded, a liability that has compounded the state's debts by contributing to lower credit scores and
growing interest costs.
But the state is also constrained
in what it can do to pare back its
10 | EDUCATION WEEK | February 24, 2016 | www.edweek.org
pension debts. A series of benefit
reductions signed into law in 2013
were thrown out by the state supreme court last year.
A parallel reform effort, begun in
2011, put all new teacher hires on a
"Tier II" plan with significantly less
generous benefits than previously
offered. It takes them longer to vest
in the new plan-10 years rather
than five-and they have to work
until at least age 67 to be eligible
for retirement, up from as young as
55 under the prior system.
So steep are the scale-backs that
without adjustments, the Tier II
plan could by 2027 fall afoul of federal rules requiring benefits to be at
least as good the minimum benefit
promised to workers under Social
Security, according to news reports.
(Most Illinois public employees do
not participate in Social Security.)
The Bellwether analysis calculates that under the Tier II formula,
teachers would need to work 26
years to "break even" on their contributions. And 78 percent of teach-
ers will leave teaching before that.
Ultimately, that not only puts
teachers' financial futures at risk,
but it also could have long-term effects on whether the state can ensure a sufficient, stable teaching
force, said Leslie Kan, a policy analyst at Bellwether.
"It makes it a very precarious situation," Kan said. "The state wants
to have a robust teaching workforce
but they're reaching a point where
teachers are going to push back."
The Illinois Education Association
declined a request to comment on
the Bellwether report.
Gov. Bruce Rauner, who has in the
past floated the idea of putting veteran teachers onto a plan similar to
Tier II, has been unable to reach a
budget agreement with Democratic
lawmakers, hampering attempts to
crack the pensions nut this year.
Though he and Illinois Senate
President John Cullerton, a Democrat, tentatively agreed to a plan
last month to curb public employees'
cost-of-living or pensionable salary
raises, it has been railroaded by a
disagreement over unions' collective
bargaining rights.
Though involving a distinct retirement system, pension costs have
also played a central role in the recent contract disputes between the
cash-strapped Chicago district and
the Chicago Teachers' Union.
Cash-Balance Solution?
But some policy analysts say that
states like Illinois can fix their pension systems without necessarily
having to shortchange newer teachers' financial futures.
Both the report from Bellwether-generally seen as a proponent of pension-policy changes-
and a separate one by the Urban
Institute in 2015 propose shifting
from defined-benefit pension plans
to hybrid, "cash balance" plans.
Like a traditional pension system,
such plans would guarantee fixed
returns, and contributions would
be pooled and managed externally.
But as with a 401(k), teachers
would not have to vest in a plan
and could take their investments
http://www.edweek.org
Table of Contents for the Digital Edition of Education Week - February 24, 2016
Education Week - February 24, 2016
ESSA Spotlights Strategy to Reach Diverse Learners
Will the Common Core Step Up Schools’ Focus on Grammar?
Disparities in Test Accommodations Eyed
Contents
News in Brief
Report Roundup
S.D. May Restrict Restroom Use For Transgender Students
Conn. Seminars Tackle ‘Religious Illiteracy’ In Classrooms
Seven Studies Comparing Paper and Computer Test Scores
To Offset Poverty, Ed. Groups Urge ‘Whole-Child’ Approach
Research on Deafness Yields Broader Insights
Analysis: Ill. Pension Woes Destabilizing Teaching
Blogs of the Week
Military Eyes Wider Access for Career-Aptitude Test Under ESSA
Scalia’s Death Muddies Fate of Key Cases
Courts Push Lawmakers to the Wall Over K-12 Funding
Blogs of the Week
5 Key Takeaways on Education From White House Candidates
State of the States
Preschool Suspensions Do More Harm Than Good
Personalization Isn’t About Isolation
Letters
TopSchoolJobs Recruitment Marketplace
Why Preschool Matters for Student Success
Education Week - February 24, 2016
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