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.

Pemerolehan bahasa anak berkebutuhan khusus (tunarungu) dalam memahami bahasa

2020 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Nur Haliza ◽  
Eko Kuntarto ◽  
Ade Kusmana
Keyword(s):  
Special Needs ◽  
Hearing Impairment ◽  
Deaf Child ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Speech Impairment ◽  
Descriptive Research ◽  
Total Communication ◽  
Type Data ◽  
Children With Hearing Loss

Children with hearing impairment are children with hearing loss who are classified into deaf and hard of hearing. The direct impact of disability is the obstruction of verbal / verbal communication, both speaking (expressive) and understanding the conversations of others (receptive). Obtaining the first language of a deaf child can be done with total communication. Total communication is the most effective communication system because in addition to using a form of communication orally or called oral, the activity of reading, writing, reading utterances, is also equipped with a form of cues. The purpose of this study was to determine the acquisition of language of children with special needs (deaf) in understanding language. Subjects in this study are children with special needs who experience speech impairment (hearing impairment) while the object of this study is focused on only one child, Mila Erdita, a 15-year-old child. This research refers to case studies with descriptive research type. Data collection techniques in this study will be done in three ways, namely; observation techniques, interview techniques, and documentation techniques. In this research, data processing that will be done is to describe the speech data of deaf children to see the acquisition of children's vocabulary. The results of this study indicate that deaf children can obtain a language of total communication using a form of communication orally or called oral, with the activities of reading, writing, reading utterances, also equipped with signs

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.

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>

Code-Mixing in Moeder-Kind Interactie in Dove Families

2002 ◽  
Vol 68 ◽  
pp. 49-63
Author(s):  
Anne Baker ◽  
Beppie van den Bogaerde
Keyword(s):  
Sign Language ◽  
The Other ◽  
Deaf Children ◽  
Mixed Form ◽  
Code Mixing ◽  
Other Hand ◽  
Language Data ◽  
Language Input ◽  
Hearing Children

In this article, we discuss the mixed input offered by four profoundly deaf mothers and the mixed output of their deaf and hearing children. Muysken (2000) distinguishes different forms of code-mixing: insertion, alternation and congruent lexicalisation. We applied these definitions to these language data and found that the mothers used mainly the last type of code-mixing, namely congruent lexicalisation. This results in a mixed form of NGT (Nederlandse Gebarentaal, 'Dutch Sign Language') and Dutch, in which the structure of the utterance is grammatical in both NGT and Dutch. Lexical insertion also occurs, both in the basically NGT utterances and in the Dutch utterances. The deaf children (up to age three) are just beginning to become bilingual and hardly produce any mixed utterances. The hearing children, on the other hand, clearly show that they code-mix, under the influence of the language input.

Development of Lexical Comprehension in a Profoundly Deaf Child Using a Wearable, Vibrotactile Communication Aid

1983 ◽  
Vol 14 (3) ◽  
pp. 138-149 ◽  
Author(s):  
Adele Proctor ◽  
Moise H. Goldstein
Keyword(s):  
Longitudinal Study ◽  
Word Order ◽  
Oral Language ◽  
Deaf Child ◽  
Teaching Techniques ◽  
Communication Aid ◽  
Communication Device ◽  
Hearing Children ◽  
Oral Teaching ◽  
Child Learning

A longitudinal study of a profoundly deaf young child learning oral language with the aid of a vibrotactile communication device was conducted for 10 months. Audio-and videotapes and written observational notes were collected on Tabitha from ages 33–43 months while she used the device. At 33 months, Tabitha produced limited vocalization and inconsistently understood five words through speechreading. After 10 months of training with the device and traditional aural-oral teaching techniques, this child acquired an understanding of 469 words. A composite list of the first 100 words that Tabitha understood through speechreading was analyzed and compared with data from a group of younger, hearing children. The profoundly deaf child exhibited a similar developmental pattern for rate of acquisition and stages of lexical comprehension. Both Tabitha and the hearing children understood more than one class of words from the beginning. Word-order differences were found for the profoundly deaf child and reflected teaching techniques.

Critical Considerations in Total Communication and an Environmental Intervention Model for the Developmentally Delayed

1981 ◽  
Vol 47 (6) ◽  
pp. 455-461 ◽  
Author(s):  
Linda J. Lombardino ◽  
Sherry Willems ◽  
James D. MacDonald
Keyword(s):  
Oral Language ◽  
Communication Training ◽  
Developmentally Delayed ◽  
Environmental Intervention ◽  
Communication Assessment ◽  
Linguistic Model ◽  
Total Communication ◽  
Hearing Children ◽  
And Training ◽  
Manual Mode

Total communication is gaining widespread acceptance as an alternative or supplemental form of communication for language delayed hearing children for whom oral language training alone is inadequate. The authors address several issues pertinent to designing environmentally based total communication assessment and training programs. Major issues discussed include (a) Who are the appropriate clients for total communication training? (b) What criteria are useful in selecting a sign system? (c) What linguistic model is appropriate for selecting valid language targets and designing generalization? (d) What adaptations in an oral language teaching program are necessary for a manual mode of communication training? These questions and corollary issues are addressed from theoretical and clinical perspectives.

Dialogue in Deaf and Hearing Preschoolers

1982 ◽  
Vol 25 (4) ◽  
pp. 487-499 ◽  
Author(s):  
Laura S. McKirdy ◽  
Marion Blank
Keyword(s):  
Preschool Age ◽  
The Other ◽  
Deaf Children ◽  
Language Performance ◽  
Communication Framework ◽  
Hearing Children ◽  
Pattern Of Performance

The language interactions of pairs of preschool-age deaf and preschool-age hearing children were recorded in play sessions and analyzed according to a system for assessing dialogue that has been developed by the second author, In the system, each person over the course of a dialogue is seen its playing two roles: one as speaker-initiator (who puts forth ideas) the other as speaker-responder (who responds to the ideas that have been put forth by the partner in the dialogue). The results indicated that both roles were used by the deaf and the hearing dyads, but their pattern of performance was different. As speaker-initiators, the deaf children displayed it narrower range of complexity in their utterances. As speaker-responders, they were less likely to respond to utterances of their partners, particularly those utterances in the form of comments, and they more readily showed difficulties in responding appropriately its their partner's initiations increased in complexity. The discussion focuses on the implications of viewing language performance within a communication framework.

Gesture, speech, and sign. Lynn Messing and Ruth Campbell (Eds.). New York: Oxford University Press, 1999. Pp. 227.

2001 ◽  
Vol 22 (4) ◽  
pp. 643-647
Author(s):  
Meredith L. Rowe
Keyword(s):  
New York ◽  
Cognitive Psychology ◽  
Language Learning ◽  
Sign Language ◽  
Communication Disorders ◽  
The Other ◽  
Deaf Children ◽  
Oxford University ◽  
Sign Systems ◽  
Hearing Children

The study of gesture, especially its relationship to spoken and signed languages, has become a broadly studied topic for researchers from various fields, including neuropsychology, cognitive psychology, evolutionary psychology, human development, and communication disorders. One possible reason for the wide interest in gesture is its universality. People of all ages and cultures use gestures for various purposes. Young language-learning, hearing children often use gestures alone or in combination with speech to help express themselves to their interlocutors, for example, pointing to a desired object while saying “mine.” As a more striking example, deaf children in Nicaragua who had previously been unexposed to any conventional sign language, used gestures to develop home-sign systems that eventually developed into Nicaraguan Sign Language (Kegl, Senghas, & Coppola, 1999). On the other hand, gestures are often used in situations where the underlying purpose of the gesture is less clear. For example, people who are blind from birth are nonetheless found to gesture in conversation (Iverson & Goldin-Meadow, 1997), and adults gesture frequently, and often subconsciously, during conversations with one another. Despite their omnipresence, we know relatively little about gestures' origins, their relationship to language, and, in some instances, the purposes they serve.

scholarly journals Implementation of Total Communication in Islamic Religion Learning in Deaf Children in Spirit Dakwah Indonesia Foundation

2020 ◽  
Vol 2 (2) ◽  
pp. 59-65
Author(s):  
Ferra Puspito Sari ◽  
Mochammad Sinung Restendy
Keyword(s):  
Religious Education ◽  
Communication System ◽  
Informal Education ◽  
Deaf Child ◽  
Positive Influence ◽  
Theory And Practice ◽  
Deaf Children ◽  
Total Communication ◽  
Religious Learning ◽  
Islamic Religion

Disability is a separate difficulty in the learning process, especially in religious learning. Being very complete when a deaf child accepts religious learning both theory and practice, so that the right way of communicating is needed by the teacher in dealing with deaf children. Not only that, there are still many regions that lack awareness of religious education for children with disabilities especially those who are deaf. Deaf children are actually still capable and deserving of religious learning, because they can still use the rest of the hearing (aural), use gestures and finger spelling (manual) that are visualized, and read utterances and speech (oral) that sound even though sometimes unclear, where these three things are communication media. This is where deaf children can learn by using a total communication system which involves receptive components (reading writing, utterances, gestures, finger and gesture / mimic spelling) and expressive components (speaking, gesturing, finger spelling, writing and gesture / expression) both are interactive. Observations were carried out at the Indonesian Spirit Da'wah Foundation by applying total communication to its students in Qurani Informal Education (TPQLB) Indonesian Spirit Dakwah Foundation as a communication system in religious learning both theory and practice. From the evaluation results, it was concluded that the application of total communication had a positive influence on learning Islamic religion in deaf children at the Spirit Dakwah Indonesia Foundation, children who were deaf in focus and interested in learning, they could re-explain the material taught simply either orally and sign language.

Categorization Behavior and Achievement in Deaf and Hearing Children

1967 ◽  
Vol 34 (4) ◽  
pp. 241-250
Author(s):  
Toby Roslyn Silverman
Keyword(s):  
Reading Achievement ◽  
Special Class ◽  
Deaf Child ◽  
Achievement Test ◽  
Deaf Children ◽  
Language Performance ◽  
Hearing Children ◽  
Triple Mode ◽  
Achievement Levels

The Triple Mode Test of Categorization, developed to measure three major modes of categorization postulated by Vygotsky, and the Stanford Reading Achievement Test, were administered to 313 hearing children, 225 typically deaf children, and 21 special class deaf children. Modes of categorization were studied at different age and achievement levels. For the deaf children, superordinate and associate responding decreased with increasing age, while functional responding increased. For hearing children, increasing age was accompanied by increased superordinate responding, decreased associative responding, and stable functional responding. Other results are also discussed. The conclusions suggest that deficiencies in categorization behavior may contribute to deficient language performance in the deaf child.

Sign in / Sign up

Export Citation Format

Share Document