C129 Communication skills in a group of bilingual deaf children

2011 ◽  
Vol 75 ◽  
pp. 56-57
Author(s):  
M. Consolazione Guarnaccia ◽  
F.L. Artioli ◽  
P. Benincasa ◽  
D. Soloperto ◽  
E. Genovese ◽  
...  
Keyword(s):  
Communication Skills ◽  
Deaf Children

Language communication skills of deaf children

1974 ◽  
Vol 55 (S1) ◽  
pp. S63-S63
Author(s):  
J. Carp ◽  
N. McGarr ◽  
H. Levitt
Keyword(s):  
Communication Skills ◽  
Deaf Children ◽  
Language Communication

scholarly journals Revealing Multimodal Resources in Teaching-Learning Process for Deaf Students

INKLUSI ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 153
Author(s):  
Fathimah Salma Zahirah ◽  
Didi Sukyadi
Keyword(s):  
Nonverbal Communication ◽  
Communication Skills ◽  
Body Movement ◽  
Deaf Children ◽  
Special Treatment ◽  
Teaching Material ◽  
Deaf Students ◽  
Language Functions ◽  
Kindergarten Classroom ◽  
Teaching Learning

Deaf students need special treatment for gaining communication skills. Regarding this problem, there has been a new method called Maternal Reflective Method (also known as MRM) that encourages the deaf students to speak using their articulation organs simultaneously with the Indonesian Sign Language. This study aims to discover how nonverbal communication, including touch, body movement, and paralanguage are implemented in a teaching-learning discourse in the kindergarten classroom for the deaf children. The method used by the teacher in delivering the teaching material is the main focus to see the variation of pedagogic multimodal resources. The modes found are also scrutinized due to their communicative implication nature; in regard to Jakobson’s framework on the language functions: referential, emotive, conative, phatic, metalingual, and poetic. The results indicate that most of the time the teacher uses multimodal resources for commanding, prohibiting, and inviting the students in relation to the conative function of language.[Siswa Tuli membutuhkan penanganan khusus dalam mendapatkan kemampuan komunikasi. Berdasarkan hal tersebut, terdapat satu metode bernama Metode Maternal Reflektif (dikenal sebagai MMR) yang mendorong siswa Tuli untuk berbicara menggunakan organ artikulasi bersamaan dengan bahasa isyarat. Penelitian ini bertujuan untuk menelaah bagaimana komunikasi non-verbal, termasuk sentuhan, pergerakan tubuh, dan aspek paralingua diimplementasikan dalam wacana belajar-mengajar di kelas taman kanak-kanak untuk siswa tuli. Metode yang digunakan oleh guru dalam menyampaikan bahan ajar merupakan kunci dalam pencarian variasi sumber daya multimodal pedagogis. Moda-moda yang ditemukan juga diklasifikasikan berdasarkan ciri komunikatifnya; menggunakan teori Jakobson dalam fungsi bahasa: referensial, emotif, konatif, fatis, metalingual, dan puitis. Hasil penelitian mengindikasikan bahwa guru seringkali menggunakan sumber daya multimodal untuk memerintah, melarang, dan mengajak siswa sesuai dengan fungsi konatif bahasa.]

scholarly journals The Effects of an Early Family-centered Tele-intervention on the Preverbal and Listening Skills of Deaf Children Under tow Years Old

2020 ◽  
Vol 18 (2) ◽  
pp. 117-124
Author(s):  
Maryam Yaribakht ◽  
◽  
Guita Movallali ◽  
Keyword(s):  
Communication Skills ◽  
Analysis Of Covariance ◽  
Deaf Children ◽  
Control Group ◽  
Listening Skills ◽  
Verbal Skills ◽  
Rehabilitation Centers ◽  
Intervention Services ◽  
Group Sessions ◽  
Family Centered

Objectives: Achieving optimal outcomes in deaf children’s communication skills depends on the availability of early specialized high-quality intervention services. Early intervention services through teletechnology could respond to this need. The development of teletechnology has led to the creation of new formats for family-centered services. Such measures could address the hearing, speech, and language needs of young deaf children. This study aimed to investigate the effects of teleintervention for providing early interventions to the families of newborns and deaf children. Methods: This was a quasi-experimental study with a pre-test/post-test and a control group design. In total, 30 deaf children aged 0-2 years, and their parents were selected by purposive sampling method. Then, they were randomly assigned to the experimental and control groups. The experimental group received the teleintervention program through the internet in 36 individual and group sessions (24 group sessions & 12 individual sessions). The control group received the same intervention program directly at the rehabilitation centers for deaf children. To investigate the hearing and pre-verbal skills, the Preverbal Communication Skills Scale and the Listening Skills Scale were used. The obtained data were analyzed using Analysis of Covariance (ANCOVA). Results: The provided teleintervention program was effective in increasing the scores of hearing and pre-verbal skills in the studied samples. The intensity of the effect on hearing and pre-verbal skills were 0.57 and 0.28, respectively. Discussion: The present study demonstrated the effect of teleintervention program on hearing and pre-verbal skills in the explored subjects. It also indicated that the provided teleintervention was more effective than direct intervention. Therefore, implementing this program is recommended for therapists, the parents of deaf children, and rehabilitation centers for this population.

scholarly journals Pola Komunikasi Trainer dengan Anak Tuli dalam Meningkatkan Kemampuan Berkomunikasi di Gresik

2020 ◽  
Vol 10 (1) ◽  
pp. 32-48
Author(s):  
Ismail Hasan
Keyword(s):  
Special Needs ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Speech Therapy ◽  
Holistic Approach ◽  
Qualitative Approach ◽  
Communication Patterns ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Resource Center

The problem examined by this study is how the interpersonal communication patterns between trainers and deaf children in the technical implementation unit (UPT) resource center for children with special needs (ABK) in Gresik Regency, East Java Province. The aim of this research is to describe the interpersonal communication patterns between trainers and deaf children in improving their communication skills. This research uses a qualitative approach with descriptive methods. The results of this study indicate that the interpersonal communication patterns carried out by the UPT to ABK are circular communication patterns and primary communication patterns. Early in the process before the implementation of therapy, a holistic approach is carried out on children. The form of learning at the resource center is therapy. To improve language and speaking skills, the therapy is speech therapy. The form of teaching uses Audio Verbal Teraphy.

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