The Classroom Communication of Experienced and Inexperienced Teachers of the Deaf

1987 ◽  
Vol 4 (1) ◽  
pp. 17-22
Author(s):  
R.D. Savage ◽  
J.F. Savage ◽  
J. Potter
Keyword(s):  
Language Development ◽  
Classroom Teaching ◽  
Classroom Communication ◽  
Teaching Situation ◽  
Total Communication ◽  
Teachers Of The Deaf ◽  
Communication Methods ◽  
Linguistic Content

ABSTRACTThe aim of the present study is to investigate classroom communication by teachers of the deaf. A comparison will be made of the linguistic content of the communication of experienced and inexperienced teachers using total communication methods in a classroom teaching situation. The implications of the teachers' classroom communication methods for children's language development will be discussed.

scholarly journals Analysis of Speech-Sign Semantic Equivalence in Simultaneous Communication in Kenya

2017 ◽  
Vol 6 (2) ◽  
pp. 195
Author(s):  
Adoyo Peter Oracha
Keyword(s):  
Large Scale ◽  
Research Question ◽  
Deaf Children ◽  
Classroom Communication ◽  
Semantic Equivalence ◽  
Profound Deafness ◽  
Total Communication ◽  
Teachers Of The Deaf ◽  
Long Time ◽  
Oral Approach

<p><em>Effective communication between teacher and pupil is a requisite factor for educational attainment. For the deaf, ineffective communication is a major problem especially when onset of profound deafness takes places at an early age before language is acquired. At school, the language of classroom communication not only affects the child’s development but also influences ability to learn other curriculum contents. Pointing out reasons for failure by deaf children to compete favorably with their hearing peers, Johnson et al (1989) has indicated that the central problem on deaf education is embedded in the lack of an appropriate language of classroom communication. </em></p><p><em>For a long time education for the deaf was conducted through the oral approach. It was later realized that this oral approach did not avail curriculum content to the deaf learners. In the 1980’s Total Communication arose as one of the solutions. According to Adoyo (2004), Total Communication was misunderstood for Simultaneous Communication, a communication system in which speech and sign are produced at the same time (Lane, Hoffmister &amp; Bahan, 1996).  Although SC has been used in Kenya for all these years, it has not produced the predicated large-scale improvement. </em></p><p><em>In this study, an attempt was made to establish the capacity of SC to enhance understanding and to facilitate information processing. The investigation was carried out through an examination of the extent to which the spoken and signed messages were equivalent in meaning. The research question was: To what extent do teachers of the deaf maintain one-one, sign to-voice ratio during Simultaneous Communication transmission and to what degree is the spoken and signed message equivalent semantically?</em></p>

scholarly journals Sound and Simple Approach to an Extensive Reading Project

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Sarah Kane ◽  
Jordan Gusich ◽  
Thomas Upton
Keyword(s):  
Reading Comprehension ◽  
Simple Approach ◽  
Classroom Teaching ◽  
Extensive Reading ◽  
Esl Teachers ◽  
Teaching Situation

The evidence is undeniable that extensive reading (ER) improves reading comprehension, vocabulary, and motivation. Nevertheless, ER is often neglected in ESL classrooms. In order to introduce ER to more ESL teachers’ repertoires, this article will present a developed, principled, and practical ER project suitable for almost any classroom teaching situation. Readers will gain an overview of the literature surrounding ER and be provided with practical ideas, resources, rubrics, activity descriptions, and examples from the author’s personal practice of ways to implement an ER project in their institutions and classrooms.

Have Competencies Needed by Teachers of the Hearing Impaired Changed in 25 Years?

1983 ◽  
Vol 50 (1) ◽  
pp. 48-53 ◽  
Author(s):  
Paula L. Scott
Keyword(s):  
Deaf Education ◽  
Hearing Impaired ◽  
Day School ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
The Past ◽  
Teaching Situation ◽  
School Programs ◽  
Total Communication ◽  
Actual Teaching

The field of deaf education has changed a great deal in the past 25 years with the proliferation of day school programs as well as the acceptance of the use of Total Communication in a majority of these programs. The results of the study presented here indicate that both teachers and administrators in programs for hearing impaired students believe that the competencies needed by teachers in these programs have changed during this time. Therefore, teacher preparation programs in the education of the hearing impaired should carefully examine their curricula in an effort to better meet the needs that their students will have once they are in an actual teaching situation.

scholarly journals Design of a multi-agent system using the "MaSE" method for learners' metacognitive help

2019 ◽  
Vol 9 (3) ◽  
pp. 2033
Author(s):  
Hanane Elbasri ◽  
Adil Haddi ◽  
Hakim Allali
Keyword(s):  
Learning Activity ◽  
Classroom Teaching ◽  
Multi Agent System ◽  
Metacognitive Skills ◽  
Agent System ◽  
Metacognitive Control ◽  
Teaching Situation ◽  
Multi Agent ◽  
Competency Based ◽  
Motivation And Confidence

This article addresses a multi-agent approach to solving the problem of integrating metacognitive incentives into Learning Management System. The behavior of the teacher in a classroom-teaching situation, where teacher adopting the competency-based approach, is characterized by a set of didactic interventions dynamically adaptable according to the actions-reactions of the learners. These interventions are continually subjected to perfection by experience. In this article, we are interested in modeling the multi-agent system in order to help the learners develop their metacognitive skills in a continuous way. The purpose of this system is to supervise the activities and statements of the learner and communicate them to the metacognitive agent. The latter focuses on the assessment of the learner's metacognitive skills in order to trigger, automatically, metacognitive incentives to provide help messages. Integrating the agent for metacognitive control and assistance, allows learners to maintain motivation and confidence, and elicit their attention to the importance of metacognitive skills during learning activity. The "MaSE" methodology and the "agentTool" are used to model the multi-agent system.

scholarly journals PENGARUH PENERAPAN METODE TERAPI KOMUNIKASI TOTAL TERHADAP PASIEN AFASIA GLOBAL PASCA STROKE

2021 ◽  
Vol 3 (2) ◽  
pp. 70-83
Author(s):  
Hendra Djuhendi ◽  
Popon Popon
Keyword(s):  
Case Study Research ◽  
Sentence Structure ◽  
Thought Processes ◽  
Patient Medical Record ◽  
Total Communication ◽  
Before And After ◽  
The Subject ◽  
The Relationship ◽  
Communication Methods

Background: Individuals with aphasia experience speech, listening and writing disorders although they do not affect intelligence due to brain damage which contains language, usually on the left side of the left cerebral hemisphere. Aphasia cases can be handled by semantic divergent methods. Objective: This study aims to determine the treatment of adult aphasia patients who have impaired word discovery, compose sentences that sometimes express them not using the correct sentence structure, using the semantic divergent method. There were also some patients who experienced disturbances in the relationship between thought processes and language; the inability to turn thoughts into sentences. This study was conducted on a female patient with Global Aphasia Post Stroke aged 84 years at the Cibabat Regional General Hospital, Cimahi. Methods: The research method used is experimental case study research which aims to determine the condition of the subject before and after intervention or therapy. Data collection was carried out through the WOTS stage, namely interviews with the client's parents, direct observation of clients, conducting tests on clients, and study of patient medical record documents. Conclusion: The results showed that after 20 sessions of therapy, the ability to designate the patient's noun level increased where the initial test scored 0 points and the final test scored 8 points with a success percentage of 80% of the maximum 10 points get tested. Based on these results it can be concluded that the application of total communication methods in global aphasia patients is successful.

The Best of Both Worlds: A Co-Enrollment Program for DHH Children in the Netherlands

2019 ◽  
pp. 183-210
Author(s):  
Annet de Klerk ◽  
Daan Hermans ◽  
Loes Wauters ◽  
Lilian de Laat ◽  
Francien de Kroon ◽  
...  
Keyword(s):  
The Netherlands ◽  
Language Development ◽  
Social Development ◽  
Hard Of Hearing ◽  
Well Being ◽  
Special School ◽  
Classroom Communication ◽  
Teachers Experiences ◽  
Mainstream School ◽  
Speech And Language Development

In 2013, a co-enrollment program was initiated through a collaboration between Kentalis Talent, a special school for deaf and hard-of-hearing (DHH) children, and OBS de Bolster, a mainstream school. This co-enrollment program is based on the experiences and research results of the former Twinschool program, a co-enrollment program that existed from 2003 to 2013 and was initiated by Kentalis Talent. Currently, 27 DHH children are enrolled in seven different classes. This chapter will focus on (1) the history and organization of the co-enrollment program in terms of the different professionals who are structurally involved; (2) DHH children’s school achievements, speech and language development, well-being, and social development; (3) the variety of didactic approaches (e.g., preteaching, co-teaching, interpreting) that are used in the co-enrollment program to try to ensure that DHH children have optimal access to the teachers’ instruction and, more broadly, to classroom communication; and (4) teachers’ experiences with these collaborative didactic approaches, focusing on the implications of the co-enrollment program on their daily practices.

Bildung-Centered General Didactics

2021 ◽  
Author(s):  
Ilmi Willbergh
Keyword(s):  
Teacher Education ◽  
18Th Century ◽  
Theory And Practice ◽  
Classroom Teaching ◽  
Western History ◽  
The Core ◽  
Teaching Situation ◽  
Nation States ◽  
Late 18Th Century ◽  
General Didactics

Bildung-centered general didactics is a tradition of schooling and teacher education in Germany and the Nordic countries. It originated from the late 18th century during the development of nation-states, when the professions had designated areas of responsibility. The teacher’s duty was to interpret the curriculum, transforming it into meaningful teaching for the students in the classroom. Teaching comprises the totality of the three aspects of any teaching situation; the teacher, the student, and content, and their relations in specific practices. Bildung-centered general didactics puts content to the fore. It is a hermeneutical discipline centered on the topics of the culture as a whole. Bildung, in German and Nordic general didactics, is a concept grasping the normative ideals behind any educational phenomenon. Hence, the meaning of Bildung will vary from culture to culture and across time. However, the idea of Bildung is mostly associated with the ideals of modernity in Western history; the core question being how to educate autonomous and responsible democratic citizens. Since then, pedagogy has implied a paradox: how to cultivate the freedom of individuals through the exercise of power. Bildung-centered general didactics centers on this paradox in theory and practice, and at the macro and micro levels of the educational system. The most influential Bildung-centered general didactic approach is that of Wolfgang Klafki (1927–2016). Klafki’s primary term is categorical Bildung, a dialectic of the content and the student, and a didactic analysis as the means for teachers to contribute to the empowerment of students.

Linguistic Environment of the Deaf Child

1985 ◽  
Vol 28 (3) ◽  
pp. 336-344 ◽  
Author(s):  
Laurie Newton
Keyword(s):  
Oral Language ◽  
Deaf Child ◽  
The Other ◽  
Deaf Children ◽  
Total Communication ◽  
Teachers Of The Deaf ◽  
Nonliteral Language ◽  
Indirect Requests ◽  
Hearing Children

Teachers' communication with deaf and hearing children was compared to identify differences in the teachers' use of two types of nonliteral language: idiomatic language and indirect requests. Two groups of teachers of the deaf were observed, one using oral language only and the other using Total Communication. A third group consisted of teachers of normally hearing children. No differences were found in teachers' use of nonliteral language when talking to hearing children as compared to teachers talking to oral deaf children. Reduced use of idiomatic language occurred, in both the oral and signed portions of communication, only when Total Communication was used. No differences were observed in the oral portion of the three groups' use of indirect requests. However, only 55% of these requests were encoded nonliterally in the signed portion of utterances.

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