7 Bimodal Bilingual Programming at a Canadian School for the Deaf

2021 ◽  
pp. 149-172
Author(s):  
Charlotte Enns ◽  
Karen Priestley ◽  
Shauna Arbuckle
Keyword(s):  
School For The Deaf

Usage of Frequency Modulation System in Incheon Seongdong School for the Deaf

2006 ◽  
Vol 2 (2) ◽  
pp. 165-168
Author(s):  
Han-Suk Yang ◽  
Yu-Jung Ki ◽  
Yoon-Hye Lee
Keyword(s):  
Frequency Modulation ◽  
School For The Deaf

The Physician and the Functioning of the Deaf Child

PEDIATRICS ◽  
1973 ◽  
Vol 52 (5) ◽  
pp. 752-753
Author(s):  
Charles R. Mock
Keyword(s):  
American Academy ◽  
Deaf Child ◽  
Hearing Impaired ◽  
Functional Description ◽  
American Academy Of Pediatrics ◽  
American Schools ◽  
Schools For The Deaf ◽  
Impaired Person ◽  
Definition Of ◽  
School For The Deaf

I am very pleased that the American Academy of Pediatrics has presented a statement on "The Physician and the Deaf Child."1 However, the statement's definition of deafness needs further explanation, since many local regulations for educating hearing-impaired students use the nomenclature of the Conference of Executives of American Schools for the Deaf.2 A functional description is used, not based on the need to be educated in a school for the deaf, but based on how the hearing impaired person uses his hearing.

scholarly journals Deaf Children’s Concept Formation in Mathematics

2005 ◽  
Vol 4 (3) ◽  
pp. 375-376
Author(s):  
Elsa Foisack
Keyword(s):  
Sign Language ◽  
Concept Formation ◽  
Concept Maps ◽  
Deaf Children ◽  
Large Variability ◽  
Self Confidence ◽  
Video Recordings ◽  
Time To Learn ◽  
School For The Deaf ◽  
Bilingual School

The question of why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts: the concept of multiplication with whole numbers and the concept of length.Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated.The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials, and with real things.A large variability in the pupils’ ability to solve the problems was found depending on different factors identified by Feuerstein, e.g., self-confidence, looking for meaning, search of challenge, intention to finish the work, and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies, it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence, they may learn certain concepts at a later age, and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance.The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.

scholarly journals SOCIAL INTERACTION AND ACADEMIC PERFORMANCE OF DEAF AND HARD OF HEARING STUDENTS IN CEBU CITY, PHILIPPINES

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Janine Joy L. Tenerife ◽  
Emerson D. Peteros ◽  
Susana D. Manreal ◽  
Lilibeth C. Pinili ◽  
John V. de Vera ◽  
...  
Keyword(s):  
Academic Performance ◽  
Social Interaction ◽  
Social Interactions ◽  
Hard Of Hearing ◽  
School Administrators ◽  
Family Members ◽  
Survey Questionnaire ◽  
Significant Relationships ◽  
The Social ◽  
School For The Deaf

<p>This research assessed the social interaction and the academic performance of the deaf and hard of hearing students in a school for the deaf in Cebu City, Philippines. There were 49 respondents who were assessed in terms of their social interaction and academic performance. A survey questionnaire was used to assess the level of their social interaction and their grades were used to measure their academic performance. Data gathered were treated statistically using descriptive and inferential statistics. Results showed that the respondents had an average age of 19.5 years old that are deaf with 3 to 4 siblings. The respondents had high social interaction with their teachers and peers but had moderate social interaction with their family members and very low social interaction with the hearing students. They perform satisfactorily in school. There were significant relationships between their interaction with their family members and the hearing students. Thus, school administrators are encouraged to design programs that would improve the social interactions of the deaf and hard of hearing students within the school community and at home. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0970/a.php" alt="Hit counter" /></p>

scholarly journals PENERAPAN PENDEKATAN PSIKOLOGI ARSITEKTUR PADA SEKOLAH LUAR BIASA TUNARUNGU (SLB TIPE B) DI KOTA BEKASI

Arsitektura ◽  
2017 ◽  
Vol 15 (2) ◽  
pp. 525
Author(s):  
Ariani Nurfakhirah
Keyword(s):  
Hearing Impairment ◽  
Learning Process ◽  
Design Method ◽  
Special School ◽  
Deaf Students ◽  
Normal Children ◽  
Site Analysis ◽  
School For The Deaf ◽  
Deaf Persons

<p><em>The condition of special school for the deaf and the deaf itself are still apprehensive, especially in Bekasi, West Java. Meanwhile, deaf persons still need to get an education which equivalent to the education that normal children get. However, education for children with special needs, especially those with hearing impairment, requires special implementations based on deaf’s characteristics in some design aspects in order to improve physical and psychological comfort required by deaf students so they can be more comfortable adapting to school circumstances. Design method that seems appropriate to be applied to this special school for the deaf is psychological architecture approach that focuses on the characteristics of the deaf itself. Psychological architecture as design method that used in this special school is adjusted to the characteristics of hearing impaired in order to improve the quality of physical and psychological comfort of deaf students in the learning process and activities by applying the principles of psychological architecture on site analysis, school layout arrangement, and also the appearance of interior and exterior of special school for the deaf.</em></p>

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