scholarly journals Pathologies of the hearing aid under the influence of global climate change and ecology

2021 ◽  
Vol 937 (2) ◽  
pp. 022017
Author(s):  
N Ryzhkin ◽  
A Ivanova ◽  
Y Savchenko ◽  
R Polin ◽  
I Korobov
Keyword(s):  
Hearing Impairment ◽  
Hard Of Hearing ◽  
Hearing Aid ◽  
Global Climate ◽  
Physical Development ◽  
Deaf Children ◽  
Impaired Hearing ◽  
The World ◽  
Hearing Children ◽  
Short Time

Abstract This article discusses the pathological changes of the hearing aid in connection with the deterioration of the environmental situation around the world, presents the psychophysical features that deal with the struggle of children with hearing impairment (hard of hearing and deaf). The method of physical education in the course of classes in the wrestling section for the adaptation and harmonious physical development of hard-of-hearing children is proposed and investigated. In our opinion, exercises in wrestling contribute to the development of a number of many valuable physical and psychological qualities that are necessary for a child with hearing impairment. The hypothesis of the study is based on the assumption that the inclusion of special developed methods for wrestling will allow to achieve significant results in a short time in children with hearing impairment. The use of wrestling exercises allows you to maximize the development of the functions of these analyzers for deaf children to more effectively participate in the compensation of lost qualities as a result of impaired hearing aid.

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.

Linguistic Word Classes in the Spoken Language of Normal, Hard-of-Hearing, and Deaf Children

1968 ◽  
Vol 11 (2) ◽  
pp. 279-287 ◽  
Author(s):  
John B. Brannon
Keyword(s):  
Hearing Impairment ◽  
Hard Of Hearing ◽  
Classification System ◽  
Spoken Language ◽  
Spoken Word ◽  
Deaf Children ◽  
Word Class ◽  
New Classification ◽  
Word Classes

The spoken language of three groups of subjects—normal, hard-of-hearing, and deaf—was analyzed by means of a new classification system devised by Jones, Goodman, and Wepman. Each spoken word was sorted into one of 14 word classes. Group means for each word class were compared. It was concluded that a significant hearing impairment reduces productivity of both tokens and types of words. A moderate impairment lowers the use of adverbs, pronouns, and auxiliaries; a profound impairment reduces nearly all classes. In proportion to total word output the deaf overused nouns and articles, underused prepositions, quantifiers, and indefinites.

Hearing Aid Orientation for Young Hard of Hearing Children

1962 ◽  
Vol 28 (5) ◽  
pp. 268-270 ◽  
Author(s):  
Darlene R. Seligman
Keyword(s):  
Hard Of Hearing ◽  
Hearing Aid ◽  
Hearing Children

scholarly journals Adoption of the sign language with deaf and hard of hearing preschool children

Bastina ◽  
2020 ◽  
pp. 513-535
Author(s):  
Tamara Kovačević ◽  
Ljubica Isaković
Keyword(s):  
Preschool Children ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Critical Period ◽  
Spoken Language ◽  
Preschool Age ◽  
Deaf Children ◽  
The Family ◽  
Adults And Children ◽  
Hearing Children

This study analyses the process of adopting of the sign language with deaf and hard of hearing preschool children in the context of the result of linguistic and psycholinguistic research. The importance of the sign language is emphasized and its historical development is analyzed. It is pointed to the significance of the critical period for the adoption and the learning of the sign and spoken language with deaf and hard of hearing preschool children. The sign language is natural and primary linguistic expression of deaf children. Deaf and hard of hearing children are exposed to the sign and spoken language, they have better understanding and linguistic production than the children who are only exposed to the spoken language. Bilingualism involves the knowledge and the regular use of the sign language, which is used by the deaf community, and of the spoken language, which is used by the hearing majority. Children at the preschool age should be enabled to continue to adopt the language they started to adopt within the family (the sign language or the spoken language). Children will adopt the best both linguistic modalities through the interaction with other fluent speakers (the adults and children).

Developing Sign Language Measurements for Research With Deaf Populations

2017 ◽  
Author(s):  
Jon Henner ◽  
Robert Hoffmeister ◽  
Jeanne Reis
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Assessment Instrument ◽  
Deaf Children ◽  
American Sign ◽  
Language Deprivation ◽  
Signed Language ◽  
Language Assessments ◽  
Hearing Children

Limited choices exist for assessing the signed language development of deaf and hard of hearing children. Over the past 30 years, the American Sign Language Assessment Instrument (ASLAI) has been one of the top choices for norm-referenced assessment of deaf and hard of hearing children who use American Sign Language. Signed language assessments can also be used to evaluate the effects of a phenomenon known as language deprivation, which tends to affect deaf children. They can also measure the effects of impoverished and idiosyncratic nonstandard signs and grammar used by educators of the deaf and professionals who serve the Deaf community. This chapter discusses what was learned while developing the ASLAI and provides guidelines for educators and researchers of the deaf who seek to develop their own signed language assessments.

Intersectionality—Beyond the Individual: A Look Into Cultural Identity Development of Deaf and Hard-of-Hearing Children of Multicultural “Hearing” Families

2019 ◽  
pp. 226-253
Author(s):  
Cheryl L. Wu ◽  
Nancy C. Grant
Keyword(s):  
Identity Development ◽  
Hard Of Hearing ◽  
Social Identities ◽  
Children And Youth ◽  
Deaf Children ◽  
Multicultural Issues ◽  
Diverse Backgrounds ◽  
The Individual ◽  
Cultural Identity Development ◽  
Hearing Children

This chapter by a hard-of-hearing psychologist and a hearing social worker focuses on intersectionality as it manifests in multicultural issues arising from the multiple complex social identities of deaf children and youth whose families are hearing and from racially, ethnically, linguistically, and culturally diverse backgrounds. The authors affirm that intersectionality is not just about dealing with how separate parts of an individual develop. Rather, there is an interactive component in terms of how these separate parts engage each other and the sociopolitical environments that influence them. The child needs to identify and negotiate his or her “diversity within” and then express that complex multicultural identity with clarity and confidence appropriately in different environments. The authors expand on these perspectives and processes using examples to bring issues to life. Finally, they propose an institute to continue the research and create concrete strategies for many situations.

Auditory, Visual, and Auditory-Visual Recognition of Consonants by Children with Normal and Impaired Hearing

1972 ◽  
Vol 15 (2) ◽  
pp. 413-422 ◽  
Author(s):  
Norman P. Erber
Keyword(s):  
Visual Recognition ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Impaired Hearing ◽  
Acoustic Information ◽  
Hearing Children ◽  
Visual Reception ◽  
Impaired Children ◽  
Better Than

The consonants /b, d, g, k, m, n, p, t/ were presented to normal-hearing, severely hearing-impaired, and profoundly deaf children through auditory, visual, and combined auditory-visual modalities. Through lipreading alone, all three groups were able to discriminate between the places of articulation (bilabial, alveolar, velar) but not within each place category. When they received acoustic information only, normal-hearing children recognized the consonants nearly perfectly, and severely hearing-impaired children distinguished accurately between voiceless plosives, voiced plosives, and nasal consonants. However, the scores of the profoundly deaf group were low, and they perceived even voicing and nasality cues unreliably. Although both the normal-hearing and the severely hearing-impaired groups achieved nearly perfect recognition scores through simultaneous auditory-visual reception, the performance of the profoundly deaf children was only slightly better than that which they demonstrated through lipreading alone.

Your Deaf Child

PEDIATRICS ◽  
1951 ◽  
Vol 8 (1) ◽  
pp. 159-159
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Parental Attitudes ◽  
Deaf Child ◽  
Good Deal ◽  
Clinical Psychologist ◽  
Impaired Hearing ◽  
Entire Career ◽  
Speech Training ◽  
Hearing Children

This is a book written for parents of deaf or hard-of-hearing children. The author is a clinical psychologist whose entire career has been in the field of the education and the psychologic testing of children with impaired hearing. He discusses many of the special problems arising in the rearing of a child with a hearing loss, and gives a good deal of sound advice on a variety of subjects: importance of parental attitudes in child training, discipline, speech training, vocational selection, etc.

scholarly journals Test of “gentleman and dog” drawn by deaf and hard of hearing children

2021 ◽  
Vol 65 (2) ◽  
pp. 112-124
Author(s):  
Petra Potměšilová ◽  
◽  
Miloň Potměšil ◽  
Keyword(s):  
Hearing Impairment ◽  
Hard Of Hearing ◽  
Statistical Processing ◽  
Point Of View ◽  
Test Results ◽  
Significance Level ◽  
Iq Test ◽  
Primary Sample ◽  
Hearing Children ◽  
The Relationship

Objectives. The aim of the study was to highlight the specific features in the “gentleman and dog” drawings of children with hearing impairment who experience problems with verbalization. Sample and setting. The primary sample was 53 preschool children with hearing impairment. The design of the research was mixed. The drawings were qualitatively analysed with an enumeration of character frequency. The hypotheses were verified by a two-factor analysis and a two-sample T-test. Hypotheses. H1 There is no relation between the level of intelligence and the drawing. H2 There is no relation between the drawing and the sex of the child. H3 There is no relation between the drawing and the age of the child. H3 There is no relation between the drawing and the hearing impairment of the parents. Statistical analysis. There was a correlation between the results in the IQ test and the raw scores of the gentleman drawing at the level of 0.05 and the IQ test results and the raw scores of the dog drawing at level 0.01. The relationship between the sex, age, and level of the gentleman drawing has not been established. In the case of dog drawing, a statistically significant effect on the significance level of 0.05 only for sex (F (1, 48) = 6.15, p = 0.02) was demonstrated. In the event of the influence of the hearing impairment of parents on the child drawing, a statistically significant relationship was not supported. Results. Drawings of “gentleman and dog” of children with hearing impairment show signs of a lower developmental level by one to two years compared to hearing peers. Limits of the study. From the point of view of statistical processing requirements, the number of respondents may be considered to be limiting, but this is 80% of the selected population.

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