Employment and Adjustment of Hearing-Impaired School Leavers in New Zealand

1987 ◽  
Vol 11 (2) ◽  
pp. 18-25
Author(s):  
Joan Saunders ◽  
Keri Wilton ◽  
Bryan Tuck
Keyword(s):  
Young Adults ◽  
New Zealand ◽  
Secondary Schools ◽  
Social Adjustment ◽  
Employment Status ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
The Social ◽  
School Graduation ◽  
Employment Characteristics

The employment status and social adjustment of two groups of hearing-impaired young adults were compared with those of a group of normal hearing adults of comparable age. One of the hearing-impaired groups had graduated from units (special classes) in regular secondary schools. The rates of unemployment were similar for the hearing-impaired and normal hearing groups, but other intergroup differences in employment characteristics were apparent. In general, the social adjustment of the two groups of hearing-impaired groups was similar to that of the hearing group, although there were indications that the School for Deaf graduates had experienced more difficulty in coping following school graduation.

Learning Visual Correlates of Fricative Production by Normal-Hearing Subjects: A Preliminary Evaluation of the Video Articulator

1978 ◽  
Vol 43 (2) ◽  
pp. 200-207 ◽  
Author(s):  
Grace Haugland Bargstadt ◽  
John M. Hutchinson ◽  
Michael A. Nerbonne
Keyword(s):  
Young Adults ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Training Period ◽  
Clinical Implications ◽  
Preliminary Evaluation ◽  
Auditory Cues ◽  
Low Transmission

This investigation provides a preliminary evaluation of the use of the video articulator, a phonemic recognition device for the hearing impaired. The subjects were five young adults with normal hearing and vision (corrected) who were matched with respect to age, sex, dialect, education, and phonological sophistication. Each subject received 150 min of programmed training to learn the video configurations of the eight English fricatives both in isolation and consonant-vowel contexts. Following the training period, the subjects were given a test to determine adequacy of learning and retention of the video configurations for the training stimuli, in the absence of auditory cues. The subjects' responses were analyzed using a common covariance measure. The results demonstrated generally low transmission values for consonants in isolation. Moreover, identification of consonants in context was less accurate. The subjects, as a group, had greater difficulty in recognizing the productions of other subjects when compared with recognition of their own utterances. The clinical implications of these findings are discussed.

Effects of Attendance at a New Zealand Residential School for Students with Emotional-behavioural Difficulties: The Views of Former Students and their Parents

2006 ◽  
Vol 30 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Michael Townsend ◽  
Keri Wilton
Keyword(s):  
New Zealand ◽  
Social Adjustment ◽  
Subsequent Development ◽  
School Experience ◽  
Special School ◽  
Residential School ◽  
Behavioural Difficulties ◽  
The Social ◽  
Methodological Problems ◽  
Academic Demands

AbstractFormer students (34) of a residential school for students with emotional-behavioural difficulties, and their parents, were interviewed to determine their perceptions about the educational and social adjustment of the students. Following reintegration into mainstream schools, or work, the majority of the former students were reported as coping at least adequately with the social and academic demands of their lives. Both former students and their parents held positive perceptions regarding the students’ special school experience, and in general believed that the students’ attendance at the special school had facilitated their subsequent development and adjustment. The results are discussed in terms of the need for this first study in New Zealand to be supplemented by further research to validate the beliefs of former students and their parents, and some of the major attendant methodological problems which confront research in this area.

scholarly journals Penyesuaian Sosial Siswa Tuna Rungu di Sekolah Umum

2012 ◽  
Vol 2 (2) ◽  
pp. 81
Author(s):  
Dian Rachmawati Wasito ◽  
Dwi Sarwindah ◽  
Wiwik Sulistiani
Keyword(s):  
Inclusive Education ◽  
Social Adjustment ◽  
Qualitative Approach ◽  
Hearing Impaired ◽  
Case Study Method ◽  
Special Schools ◽  
The Social ◽  
General School ◽  
Hearing Impaired Students

Hearing impaired students generally study with other students who have the same special need in special schools called Sekolah Luar Biasa B (SLB B). However, inclusive education which enables students with special need to study in the same classes with normal students has been developing rapidly in recent years in Indonesia. This study aimed at investigating the social adjustment of hearing impaired students who study with normal students in a general school. A qualitative approach with case study method was employed. Participants of the study were three hearing impaired students and three significant others of each student who were their parents, teachers dan close friends. Data were analysed using a thematic analysis. This study found that participants socially adjusted in effective ways during their studies with normal students in the general school. Abstrak: Siswa tuna rungu pada umumnya belajar dengan siswa lain yang memiliki kebutuhan khusus serupa di sekolah-sekolah khusus yang disebut Sekolah Luar Biasa B (SLB B). Namun pendidikan inklusif yang memungkinkan siswa dengan kebutuhan khusus untuk belajar di kelas yang sama dengan siswa normal telah berkembang pesat dalam beberapa tahun terakhir di Indonesia. Penelitian ini bertujuan untuk mengkaji penyesuaian sosial siswa tuna rungu yang belajar dengan siswa normal di sekolah umum. Pendekatan kualitatif dengan metode studi kasus digunakan dalam penelitian ini. Partisipan penelitian adalah tiga siswa tuna rungu dan tiga orang lain yang signifikan bagi setiap siswa, yakni orang tua mereka, guru dan teman dekat mereka. Data dianalisis menggunakan analisis tematik. Studi ini menemukan bahwa partisipan menyesuaikan diri dengan cara-cara yang efektif selama masa studi mereka dengan siswa normal di sekolah umum.

A comparative study of hearing-impaired and normal-hearing young adults—Verbal and nonverbal abilities

1978 ◽  
Vol 11 (6) ◽  
pp. 489-498 ◽  
Author(s):  
Marianne Streff ◽  
Sidney Barefoot ◽  
Gerard Walter ◽  
Kathleen Crandall
Keyword(s):  
Young Adults ◽  
Comparative Study ◽  
Normal Hearing ◽  
Hearing Impaired

Perceptions of a Community Program for Multiply Handicapped Blind Young Adults

1987 ◽  
Vol 81 (2) ◽  
pp. 59-60 ◽  
Author(s):  
J. Syme ◽  
K. Wilton
Keyword(s):  
Young Adults ◽  
New Zealand ◽  
Social Worker ◽  
Support Services ◽  
Community Living ◽  
Rehabilitation Services ◽  
Handicapped Children ◽  
Staff Members ◽  
The Social ◽  
Adult Rehabilitation

This article reports the results of a survey of the perceptions of parents of nine multiply handicapped young adults enrolled in a community living program in New Zealand and of the nine staff members who were working with the young adults. All the parents believed that the program had benefited their multiply handicapped children. Both parents and staff members strongly supported the involvement of parents in the program and the content and focus of the program. Although both the parents and the staff members believed that available support services were adequate, the social worker and adult rehabilitation services were viewed much less favorably by the parents than by the staff.

Hearing Aid Amplification Reduces Communication Effort of People With Hearing Impairment and Their Conversation Partners

2020 ◽  
Vol 63 (4) ◽  
pp. 1299-1311 ◽  
Author(s):  
Timothy Beechey ◽  
Jörg M. Buchholz ◽  
Gitte Keidser
Keyword(s):  
Hearing Impairment ◽  
Hearing Aid ◽  
Normal Hearing ◽  
Referential Communication ◽  
Hearing Impaired ◽  
Directional Hearing ◽  
Acoustic Environment ◽  
Communication Task ◽  
Acoustic Environments ◽  
The Impact

Objectives This study investigates the hypothesis that hearing aid amplification reduces effort within conversation for both hearing aid wearers and their communication partners. Levels of effort, in the form of speech production modifications, required to maintain successful spoken communication in a range of acoustic environments are compared to earlier reported results measured in unaided conversation conditions. Design Fifteen young adult normal-hearing participants and 15 older adult hearing-impaired participants were tested in pairs. Each pair consisted of one young normal-hearing participant and one older hearing-impaired participant. Hearing-impaired participants received directional hearing aid amplification, according to their audiogram, via a master hearing aid with gain provided according to the NAL-NL2 fitting formula. Pairs of participants were required to take part in naturalistic conversations through the use of a referential communication task. Each pair took part in five conversations, each of 5-min duration. During each conversation, participants were exposed to one of five different realistic acoustic environments presented through highly open headphones. The ordering of acoustic environments across experimental blocks was pseudorandomized. Resulting recordings of conversational speech were analyzed to determine the magnitude of speech modifications, in terms of vocal level and spectrum, produced by normal-hearing talkers as a function of both acoustic environment and the degree of high-frequency average hearing impairment of their conversation partner. Results The magnitude of spectral modifications of speech produced by normal-hearing talkers during conversations with aided hearing-impaired interlocutors was smaller than the speech modifications observed during conversations between the same pairs of participants in the absence of hearing aid amplification. Conclusions The provision of hearing aid amplification reduces the effort required to maintain communication in adverse conditions. This reduction in effort provides benefit to hearing-impaired individuals and also to the conversation partners of hearing-impaired individuals. By considering the impact of amplification on both sides of dyadic conversations, this approach contributes to an increased understanding of the likely impact of hearing impairment on everyday communication.

The Hitman Study

2010 ◽  
Vol 15 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Christopher J. Ferguson ◽  
Stephanie M. Rueda
Keyword(s):  
Experimental Study ◽  
Young Adults ◽  
Aggressive Behavior ◽  
Video Game ◽  
Real Life ◽  
Mood Management ◽  
Video Game Play ◽  
Video Game Playing ◽  
Violent Video Game ◽  
The Social

This article explores commonly discussed theories of violent video game effects: the social learning, mood management, and catharsis hypotheses. An experimental study was carried out to examine violent video game effects. In this study, 103 young adults were given a frustration task and then randomized to play no game, a nonviolent game, a violent game with good versus evil theme (i.e., playing as a good character taking on evil), or a violent game in which they played as a “bad guy.” Results indicated that randomized video game play had no effect on aggressive behavior; real-life violent video game-playing history, however, was predictive of decreased hostile feelings and decreased depression following the frustration task. Results do not support a link between violent video games and aggressive behavior, but do suggest that violent games reduce depression and hostile feelings in players through mood management.

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