The impact of science intervention on caregiver attitudes and behaviours towards science for deaf and hearing children

2020 ◽  
pp. 1-27
Author(s):  
Lindsey Jones ◽  
Helen Chilton ◽  
Anna Theakston
Keyword(s):  
Science Intervention ◽  
Hearing Children ◽  
The Impact

The Impact of Verbal Capacity on Theory of Mind in Deaf and Hard of Hearing Children

2012 ◽  
Vol 157 (1) ◽  
pp. 66-77 ◽  
Author(s):  
Clovis Levrez ◽  
Béatrice Bourdin ◽  
Barbara Le Driant ◽  
Baudouin Forgeot D'Arc ◽  
Luc Vandromme
Keyword(s):  
Theory Of Mind ◽  
Hard Of Hearing ◽  
Hearing Children ◽  
The Impact

scholarly journals Well-being, Opportunity, and Selecting for Disability

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Andrew Schroeder
Keyword(s):  
Well Being ◽  
Deaf Children ◽  
Disabled Children ◽  
Alternative Analysis ◽  
Opportunity Sets ◽  
Hearing Children ◽  
The Impact ◽  
The Relationship

In this paper I look at the much-discussed case of disabled parents seeking to conceive (or “selecting for”) disabled children.  I argue that the permissibility of selecting for disability does not depend on the precise impact the disability will have on the child’s wellbeing.  I then turn to an alternative analysis, which argues that the permissibility of selecting for disability depends on the impact that disability will have on the child’s future opportunities.  Nearly all bioethicists who have approached the issue in this way have argued that disabilities like deafness unacceptably constrain a child’s opportunities.  I argue, however, that this conclusion is premature for several reasons.  Most importantly, we don’t have a good way of comparing opportunity sets.  Thus, we can’t conclude that deaf children will grow up to have a constrained set of opportunities relative to hearing children.  I conclude by suggesting that bioethicists and philosophers of disability need to spend more time thinking carefully about the relationship between disability and opportunity.  

Exploring the impact on hearing children of having a deaf sibling

2003 ◽  
Vol 5 (2) ◽  
pp. 108-122 ◽  
Author(s):  
Helen J. Tattersall ◽  
Alys M. Young
Keyword(s):  
Hearing Children ◽  
The Impact

scholarly journals Impact of Different Popular Science Models and Other Factors on Satisfaction of Community Health Popular Science Activities in Shanghai Community Residents

2021 ◽  
Author(s):  
Ping Jiang
Keyword(s):  
Community Health ◽  
Medical Science ◽  
Popular Science ◽  
Talk Show ◽  
Science Models ◽  
Science Intervention ◽  
Community Residents ◽  
Science Talk ◽  
The Impact ◽  
Science Activities

Abstract Objective To explore and analyze the impact of different popular science models, include traditional and innovative models, and other factors on satisfaction of community health popular science activities in Shanghai community residents. Method Four communities were selected in Minhang District, Shanghai, and divided into four groups with simple random sampling method: foreign volunteer medical science talk show group (A), Chinese volunteer medical science talk show group (B), traditional lecture group (C), and control group (D). Using the rules of convenience sampling, 150 residents were randomly selected from each community to participate in 6-month popular science activities, and completed three questionnaires during the 6-month popular science intervention. Data including the sociodemographic data and the satisfaction on community health popular science activities was collected and analyzed. Results Compared with those in baseline, the satisfactions of community health popular science activities in three popular science models have all significantly improved with 3 and 6 months popular science intervention (A: χ2 = 47.1, p < 0.001; B: χ2 = 62.0, p < 0.001; C: χ2 = 31.7, p < 0.001) except for in control group (D: χ2 = 0.3, p = 0.9). The factors including gender, education, marital status, popular science model and popular science intervention time all have significant impact on satisfaction. Among these factors, married (Exp (B) = 2.715, 95% CI (1.163-6.336), p = 0.021)), popular science models (foreign volunteer medical science talk show model: Exp (B) = 8.796, 95% CI (5.907-13.100), p < 0.001; Chinese volunteer medical science talk show model: Exp (B) = 5.106, 95% CI (3.564-7.314), p < 0.001 and traditional lecture model: Exp (B) = 13.033, 95% CI (8.374-20.283), p < 0.001), popular science intervention time (3-month: Exp (B) = 3.988, 95% CI (2.827-5.626), p < 0.001; 6-month: Exp (B) = 4.132, 95% CI (2.924-5.840), p < 0.001) have positive impact on satisfaction. While female (Exp (B) = 0.598, 95% CI (0.440-0.813), p = 0.001), and junior college (Exp (B) = 0.295, 95% CI (0.168-0.519), p < 0.001) have negative impact. Conclusion Both the innovative and traditional popular science models have positive effect on the satisfaction on Chinese community health popular science activities in Shanghai community residents. In the future, special consideration should be given to the impact of different popular science models and other factors on the popular science effects including the satisfaction, and more tailor-design health popular science activities will be suitable for community residents.

scholarly journals The Benefits of Using Educational Videos in American Sign Language in Early Childhood Settings

2013 ◽  
Vol 6 (2) ◽  
pp. 125-147 ◽  
Author(s):  
Debbie B. Golos ◽  
Annie M. Moses
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
American Sign ◽  
Language And Literacy ◽  
Educational Media ◽  
Educational Videos ◽  
Visual Learners ◽  
Hearing Children ◽  
The Impact ◽  
Early Childhood Settings

With the growing acceptance of American Sign Language (ASL) as a true language comes increasing possibility for incorporating it into the classroom, especially for visual learners. While children in general may benefit from ASL, early exposure to ASL is particularly important for Deaf and Hard of Hearing children (D/HH). In this article, we summarize research on the impact of an educational media series in ASL on early language and literacy development, provide research-based strategies for utilizing visual language and visual strategies during literacy activities, and offer recommendations for teachers about incorporating research-tested educational media in the classroom.

Discussion of Issues Related to Assessing Signed or Spoken Language in Children with Developmental Language Disorder

2021 ◽  
pp. 185-192
Author(s):  
Carol-Anne Murphy ◽  
Pauline Frizelle ◽  
Cristina McKean ◽  
David Quintos-Pozos
Keyword(s):  
Hard Of Hearing ◽  
Language Disorder ◽  
Dynamic Assessment ◽  
Spoken Language ◽  
Developmental Language Disorder ◽  
Semantic Fluency ◽  
Hearing Children ◽  
The Impact ◽  
Over Time

Issues regarding assessment of the deaf and hard-of-hearing (D/HH) child with developmental language disorder (DLD) have implications for the assessment of the child with DLD who is not D/HH. Of note are suggestions regarding literacy, the potential for semantic fluency assessment to contribute to the identification of DLD, the use of standardized protocols to support assessment at the conversational level, and the necessary skills of those completing assessments. Similarly, issues in assessment and identification of children with DLD who are not D/HH have implications for practice with children who are D/HH. These include the shift from exclusionary approaches to identification and recognition of co-occurring conditions, addressing the impact of development over time and considering the contribution of dynamic assessment. This chapter is a joint discussion of key items related to the assessment of deaf and hearing children with a developmental language disorder that were presented in Chapters 5.1 and 5.2.

Co-Enrollment in Toowong, Australia

2019 ◽  
pp. 41-68
Author(s):  
Michelle Baker ◽  
Cameron Miller ◽  
Elizabeth Fletcher ◽  
Caroline Gamin ◽  
Breda Carty
Keyword(s):  
Inner City ◽  
National Curriculum ◽  
Deaf Education ◽  
Deaf Children ◽  
School Staff ◽  
State School ◽  
Deaf Students ◽  
The World ◽  
Hearing Children ◽  
The Impact

In 2001, the first co-enrollment program for deaf children in Australia commenced at Toowong State School in Brisbane, Queensland. The impetus for the program came from the Deaf community and parents advocating for sign language to be used with their deaf children in an environment that provided access to the mainstream. Models of educating deaf children around the world were examined and co-enrollment was chosen as the model of operation to deliver a sign bilingual program that would best meet the needs of deaf students. The journey has been one of incredible learning for deaf and hearing children, their families, school staff, and the Queensland education system. With the changing landscape of deaf education, the impact of early detection and technology (including cochlear implants), and the introduction of a new national curriculum and all it entails, this evolving inner-city school continues to meet the unique needs of its students.

Enhancing Participation in Computer Science among Girls of Color

2017 ◽  
pp. 62-84 ◽  
Author(s):  
Allison Scott ◽  
Alexis Martin ◽  
Frieda McAlear
Keyword(s):  
High School Students ◽  
Computer Science ◽  
Students Of Color ◽  
Role Models ◽  
Repeated Exposure ◽  
School Students ◽  
Girls Of Color ◽  
Science Intervention ◽  
The Impact ◽  
School Computer

To address disparities in computing among girls of color, this chapter examines the impact of a multi-year, out-of-school computer science intervention with n=108 female high school students of color. This rigorous and comprehensive 5-week computer science intervention designed within a culturally-relevant framework, demonstrated the following outcomes: 1) one exposure to the intervention demonstrated a significant impact on computer science knowledge, attitudes, and access to diverse peers/role models, 2) the impact of the intervention endured after a 9-month period, and 3) repeated-exposure to the intervention (2 sequential 5-week interventions) produced greater growth than just one summer. These findings suggest that short-term interventions can be impactful, and repeated exposure opportunities are needed to increase growth in knowledge, attitudes, and aspirations among girls of color in computing. This research provides preliminary data for a model for effective programming for girls of color in computer science and has implications for practitioners, researchers, and policymakers.

scholarly journals Reading characteristics of deaf and hard-of-hearing pupils

2012 ◽  
Vol 69 (10) ◽  
pp. 846-851
Author(s):  
Jasmina Karic ◽  
Sinisa Ristic ◽  
Snezana Medenica ◽  
Vaska Tadic ◽  
Svetlana Slavnic
Keyword(s):  
Hard Of Hearing ◽  
Semantic Processing ◽  
Reading Speed ◽  
Deaf Child ◽  
Three Dimensional ◽  
Reading Test ◽  
Significant Difference ◽  
Motor Actions ◽  
Hearing Children ◽  
The Impact

Background/Aim. Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of spech production movements leading to speech formation (socalled kinesthesia in speach). The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Methods. Kostic and Vladisavljevic test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. Results. The triage-articulation test for assessing reading speed (Kostic and Vladisavljevic?s test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the threedimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, ie, if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. Conclusion. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard of-hearing children. It is essential that in deaf and heard-of hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

Vocabulary Learning in Children with Cochlear Implants in Signed and Spoken Modalities

2020 ◽  
pp. 109-125
Author(s):  
Daan Hermans ◽  
Lian van Berkel-van Hoof ◽  
Harry Knoors
Keyword(s):  
Cochlear Implants ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Lexical Knowledge ◽  
Lexical Representations ◽  
Signed Language ◽  
Lexical Quality ◽  
Hearing Children ◽  
The Impact

The lexical quality hypothesis emphasizes the importance of the quantity and the quality of lexical knowledge for reading comprehension: children need to quickly and accurately access the meanings of the written words they encounter. This chapter discusses research on the quality and quantity of lexical representations in spoken language and in signed language in children with cochlear implants (CIs). It also describes the impact of three multimodal approaches that have been used to enhance the quantity and quality of lexical representations in deaf and hard-of-hearing children, including those with CIs: Cued Speech, orthographic information, and augmentative signs. The chapter argues that these three multimodal approaches are promising tools for enhancing the quality of lexical representations in spoken language in children with CIs.

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