scholarly journals ‘Use your words’: Vocalization and moral order in an oral preschool classroom for deaf or hard-of-hearing children

2021 ◽  
pp. 1-21
Author(s):  
Kristella Montiegel
Keyword(s):  
Hard Of Hearing ◽  
Help Seeking ◽  
Classroom Behavior ◽  
Oral Communication ◽  
Ethnographic Study ◽  
Moral Order ◽  
Classroom Activities ◽  
Social Actions ◽  
Institutional Expectations ◽  
Hearing Children

Abstract This ethnographic study examines deaf or hard-of-hearing children's socialization in an oral classroom, a setting designed to promote spoken language as the primary mode of communication. Drawing from nine months of observations, I describe how the meanings assigned to children's vocalizations create a system of values and judgements that organizes and regulates classroom behavior. Specifically, vocalization itself is oriented to as a moral practice that is necessary for the mutual understanding and accomplishment of classroom activities. Informed by ethnomethodological and language-socialization perspectives, I illustrate how participants co-construct a local moral order wherein students are held accountable for ‘using their words’ to perform social actions. Analyses discuss three interactional contexts where moral issues are routinely constructed as contingent on and resolvable through vocalization—children's help-seeking, children's disputes, and negotiations of classroom participation—thereby shaping children's understanding of language use and reflecting broader institutional expectations and ideology regarding oral communication. (Moral order, preschool children, socialization)*

scholarly journals Η αντιληπτική λειτουργία παιδιών 8-13 ετών με προγλωσσική απώλεια ακοής

2021 ◽  
Vol 26 (1) ◽  
pp. 169
Author(s):  
Χρήστος Γεωργοκωστόπουλος ◽  
Μαρία Τζουριάδου
Keyword(s):  
Cochlear Implant ◽  
Sign Language ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Oral Communication ◽  
Main Method ◽  
Co Morbidity ◽  
Language Communication ◽  
Hearing Children ◽  
Perceptual Function

In this study, we investigated the perceptual function of deaf/hard of hearing children. The sample of the study consisted of 58 pupils aged 8-13 years old (3rd-6th graders) with severe (60-90 db) or profound (90 db and above) neurosensory hearing loss – pre-lingual with or without cochlear implants. Children with co-morbidity (intellectual disabilities, syndromes, autism, motor disorders, etc.) and children with post-lingual deafness/hearing impairment were excluded. In order to investigate their perceptual function, the Perceptual Functionality Criterion was used. The results of the study show that deaf/hard of hearing participants exhibit a “sporadic” profile regarding the general perceptual functionality. In particular, the participants were found to perform similarly in terms of visual-perceptive skills, while there was one exception, i.e. their visual-motor skills were worse. Higher scores have been shown in the domain of kinesthetic and tactile perception and lower ones regarding vestigial perception, especially in terms of the sense of balance. In addition, the perceptual function was investigated among the cochlear implant participants and those with conventional hearing aids. The results showed no significant differences between the two groups regarding the perceptual function, although the visual perception was found to be significantly better among the users of conventional hearing aids relative to cochlear implant users. Finally, the perceptual function was investigated in terms of the main method of language/communication used. The data indicated that participants, regardless of whether they use sign language, total/bilingual or oral communication, performed roughly similarly on the test variables. Among the different types of main method of language/communication, statistically significant differences were absent, though regarding the visual and kinesthetic perception sign language users outperformed the users of oral communication.

scholarly journals Is the Right to Access to the Services and Supports Ensured for the Deaf and Hard-of-Hearing Children? An Ethnographic Study Based on the Experience of Hearing Parents

Societies ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. 53
Author(s):  
Carolina Puyaltó ◽  
Charles Gaucher ◽  
Ann Beaton
Keyword(s):  
Hard Of Hearing ◽  
Ethnographic Study ◽  
Persons With Disabilities ◽  
Hearing Parents ◽  
Depth Interview ◽  
United Nations Convention ◽  
Services And Supports ◽  
The Right ◽  
Hearing Children ◽  
Access Services

The right of people with disabilities to access services and supports they need is internationally recognized by the United Nations’ Convention (CRPD) on the Rights of Persons with Disabilities. However, deaf and hard-of-hearing children face obstacles to access services requested by their parents. As part of a broader ethnographic research project focused on the experience of Francophone hearing parents of deaf and hard-of-hearing children, this study explores the obstacles encountered by parents in their struggle to ensure that the needs of their children are met. 117 parents from Canada (n = 52), Belgium (n = 15), France (n = 23), and Switzerland (n = 27) participated in an in-depth interview. The main findings show that parents face important difficulties to access the available services due to their rural location, situated far from the main health services and due to the long wait times. Also, the unavailability of some of the rehabilitation and educational services represent another important obstacle that leads parents to become the main advocates for their children rights. Finally, some lines of action to implement the CRPD provisions are drawn to contribute to the right of deaf and hard-of-hearing children to access to the services they need.

The Discursive Structure of the Social-Technical Divide: The Example of Information Systems Development

1995 ◽  
Vol 43 (2) ◽  
pp. 251-273 ◽  
Author(s):  
Janet Rachel ◽  
Steve Woolgar
Keyword(s):  
Information Systems ◽  
Social Relationships ◽  
Systems Development ◽  
Development Project ◽  
Ethnographic Study ◽  
Information Systems Development ◽  
Moral Order ◽  
Private Sphere ◽  
Social Actions ◽  
The Social

The social and technical are commonly defined in opposition to each other. Yet technology practitioners are often quite comfortable with the idea that the technical is constitutively social. Drawing on an ethnographic study of a computerised information systems development project, this paper examines various usages of notions of ‘technical’. Attempts to situate the study at the ‘technical core’ of the project were met with a series of rebuffs. ‘Technical’ talk is to be understood as a categorising device which does boundary work. Technical talk invokes and performs a disjunction between networks of social relationships and stipulates a moral order with associated norms for acceptance and transition. The difficulty of penetrating the intelligibility of technical talk is understandable as a struggle in familiarising oneself with the routine social actions of a separate community. In addition, the private sphere of the technical is often distanced in time. The costs involved in journeying into the future are analogous to those of penetrating alien cultures. Ideas of progress and advance are often associated with the invocation of ‘the technical’. These connote a notion of timing which reinforces the distance and difference of – and hence depicts the costs involved in penetrating – removed sets of social relationships. Technical a. Appropriate or peculiar to, or characteristic of, a particular art, science, profession, or occupation (OED).

Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective

2018 ◽  
Author(s):  
Constance Th. W. M. Vissers ◽  
Daan Hermans
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
Cognitive Model ◽  
Emotional Problems ◽  
Inner Speech ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Hearing Children

The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.

Psychosocial Development of Hard-of-Hearing Preschool Children

2018 ◽  
Author(s):  
Nina Jakhelln Laugen
Keyword(s):  
Early Intervention ◽  
Psychosocial Development ◽  
Hard Of Hearing ◽  
Current Knowledge ◽  
Deaf Child ◽  
Deaf Children ◽  
Child Research ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Hearing Children

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

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