Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing

2018 ◽  
Author(s):  
Evelien van Wingerden ◽  
Arjan van Tilborg ◽  
Hans van Balkom
Keyword(s):  
Intellectual Disabilities ◽  
Hard Of Hearing ◽  
Literacy Education ◽  
Hearing Impairments ◽  
Key Factors ◽  
Learning To Read ◽  
Written Text ◽  
Cognitive Constraints ◽  
Developmental Domains ◽  
The Way

Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.

Towards professional and ethical balance: insights into application strategy on media literacy education

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Miftachul Huda ◽  
Azmil Hashim
Keyword(s):  
Media Literacy ◽  
Golden Rule ◽  
Literacy Education ◽  
Media Technology ◽  
Negative Effects ◽  
Content Type ◽  
Media Literacy Education ◽  
The Media ◽  
Effects Of Media ◽  
The Way

PurposeMedia literacy education is knowingly contributed to give insights in facilitating the interaction and communication, and thus enabling to understand the way we look at the world around us. However, the challenging issues emerged around need to take serious consent towards engaging the professional and ethical balance in the context of application strategy on media literacy education. This paper attempts to examine in addressing the ability with substantial foundation to recognize and understand between its benefit and its impacts assigned with analysing and evaluating the media engagement.Design/methodology/approachThis paper proposes the theoretical framework guideline with particular emphasis on empowering both professional and ethical dimensions relating to the media literacy and education to be keenly adhered to as a golden rule in media literacy, education and practice.FindingsThe findings reveal that such a marriage between the ethical dimensions and professional skills would promote the good of individuals, groups and broader society by addressing the inherent negative effects of media technology and practice. Consequently, the model would contribute to broader societal goodness and peaceful coexistence.Originality/valueThe professional and ethical balance being proposed here is necessary to reconsider the way and manner along with media technology tools utilized across different cultures with expressing the purpose of promoting appropriate and wise usage for the sustainable positive benefit of mankind at all times.

scholarly journals Trudności w realizacji ról rodzicielskich rodziców dzieci z niepełnosprawnością intelektualną

2016 ◽  
pp. 231-248
Author(s):  
Dorota Tomczyszyn
Keyword(s):  
Health Care ◽  
Intellectual Disabilities ◽  
Health Care Services ◽  
Parental Roles ◽  
Care Services ◽  
The Disabled ◽  
Child With A Disability ◽  
The Way

The paper presents the results of research on difficulties in realization of parental roles of parents of children with intellectual disabilities. The au­thor has surveyed 222 parents of chil­dren with intellectual disabilities, includ­ing 111 mothers and 111 fathers. The re­search was completed in 2013 and 2014 in the Lublin Province. On the basis of parents’ declarations it can be seen that most respondents did not encounter dif­ficulties in the professional sphere or the sphere of marriage, but in tasks connect­ed with raising a child with a disability. Problems that appear in parenting chil­dren with disabilities concern most of­ten health care services, rehabilitation and the way the disabled are treated by others.

Obstacles to SMEs for E-Adoption in the Asia Pacific Region

2004 ◽  
pp. 112-133 ◽  
Author(s):  
Sushil K. Sharma ◽  
Nilmini Wickramasinghe
Keyword(s):  
Electronic Commerce ◽  
Business Processes ◽  
Small And Medium Enterprises ◽  
Asia Pacific ◽  
Pacific Region ◽  
Technical Expertise ◽  
Key Factors ◽  
Asia Pacific Region ◽  
Medium Enterprises ◽  
The Way

As electronic commerce (e-commerce) is becoming the way to trade, it is the large corporations that are exploiting their finances and technical expertise to jump into this abyss. Small and medium enterprises (SMEs) are finding too many obstacles to participate in e-commerce. SMEs in Asia Pacific in particular, face many obstacles and thus are still not comfortable with the concept of putting their business online, conducting transactions online or revamping entire business processes. This chapter describes the key factors that are hindering SMEs’ participation in e-commerce and the obstacles to SMEs for e-adoption in Asia Pacific. Although this study is limited to the Asia Pacific region many of the findings do contribute significantly to the factors hindering all SMEs’ e-adoption efforts.

Obstacles to SMEs for E-Adoption in the Asia Pacific Region

2011 ◽  
pp. 1466-1473
Author(s):  
Sushil K. Sharma ◽  
Nilmini Wickramasinghe
Keyword(s):  
Electronic Commerce ◽  
Business Processes ◽  
Small And Medium Enterprises ◽  
Asia Pacific ◽  
Pacific Region ◽  
Technical Expertise ◽  
Key Factors ◽  
Asia Pacific Region ◽  
Medium Enterprises ◽  
The Way

As electronic commerce (e-commerce) is becoming the way to trade, it is the large corporations that are exploiting their finances and technical expertise to jump into this abyss. Small and medium enterprises (SMEs) are finding too many obstacles to participate in e-commerce. SMEs in Asia Pacific in particular, face many obstacles and thus are still not comfortable with the concept of putting their business online, conducting transactions online or revamping entire business processes. This chapter describes the key factors that are hindering SMEs’ participation in e-commerce and the obstacles to SMEs for e-adoption in Asia Pacific. Although this study is limited to the Asia Pacific region many of the findings do contribute significantly to the factors hindering all SMEs’ e-adoption efforts.

Phonics for the Aboriginal Classroom

1982 ◽  
Vol 10 (5) ◽  
pp. 32-37 ◽  
Author(s):  
M.A. Gale
Keyword(s):  
Natural Process ◽  
Reading Specialists ◽  
Classroom Teachers ◽  
Learning To Read ◽  
Read Naturally ◽  
English Speaking ◽  
One To One ◽  
Aboriginal Children ◽  
Literate Society ◽  
The Way

Much has been said and written by the reading specialists about the way children learn to read and how teachers should be facilitators in this natural process. Frank Smith says that phonics need not be taught in the classroom; in fact he says it makes the learning to read process more difficult for children (Smith 1973, p.185).Phonics or grapho-phonics tells a reader and writer how spelling patterns relate to sound sequences (Reed 1977, p.393). Whether phonics is taught incidentally on a one-to-one basis or whether it is taught more formally, I believe phonics does have a place in the classroom today, particularly in the bilingual Aboriginal classroom. Teachers of Aboriginal children should feel free to teach phonics, despite what the specialists say.Much that has been written relates to native English-speaking children, brought up in a literate society where newspapers and bedtime stories are the norm. In this paper I am concerned with non-English speaking tribal Aboriginal children, in a pre-literate society. They attend bilingual schools where they learn to read and write first in the vernacular and then in English. I will point out that what the reading specialists advocate in learning to read naturally, is not always sound advice for tribal Aboriginal children learning to read and write in the vernacular.

The psychological dimensions of collective action, online

2012 ◽  
Author(s):  
Tom Postmes
Keyword(s):  
Collective Action ◽  
Psychological Factors ◽  
The Internet ◽  
Collective Actions ◽  
Key Factors ◽  
Mediated Communication ◽  
The Impact ◽  
Psychological Dimensions ◽  
The Way

This article examines the consequences of the migration of collective action into the mediated sphere. It focuses on the impact of the Internet on key psychological factors that are involved in collective action. The structure is as follows. First, the article considers the theoretical backdrop to its themes, focusing first on the classic literatures on crowds and on mediated communication, followed by more contemporary perspectives – identifying the underlying consistencies in the theoretical themes these literatures address. It identifies some key psychological factors that drive collective action. Then the article considers how the Internet changes the nature of collective action and the context in which it takes place. Subsequently, it elaborates how these changes might affect the key factors previously identified. Finally, the article takes a step back from all this and returns to the question of whether this amounts to a revolution in the way collective actions take place.

Learning a foreign language by cochlear implant users

2017 ◽  
Vol LXXVIII (1) ◽  
pp. 17-27
Author(s):  
Ewa Domagała-Zyśk ◽  
Agnieszka Kłos-Dacka
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hard Of Hearing ◽  
English Language ◽  
Foreign Language Learning ◽  
Independent Learning ◽  
Hearing Impairments ◽  
Communication Techniques ◽  
And Performance

Learning a foreign language is a special challenge for students with hearing impairments as it requires not only developing necessary strategies to learn all language skills in another language, but also overcoming specific perceptual and performance difficulties. The methodology of foreign language teaching to students with hearing impairments describes this process with reference to deaf and hard-of-hearing students of various ages who have various degrees of hearing impairment and who use various communication techniques. However, experiences relating to foreign language learning by people with cochlear implants have not been studied so far. These are students with unique characteristics whose hearing impairments are usually severe or profound and, at the same time, whose functioning is similar to the functioning of hard-of-hearing people thanks to their cochlear implants. It is assumed that their full inclusion in education in mainstream schools and social integration are possible.The article presents the issue of teaching the English language as a foreign language to students with hearing impairments who use cochlear implants (three case studies), especially in the context of the level of independent learning, beliefs concerning foreign language learning, foreign language classroom anxiety or lack of anxiety, and the scope of learning to read, write, speak and listen in a foreign language. In the study, a questionnaire designed by the authors was used as well as the scale FLCAS (Horwitz, Horwitz, Cope, 1986), autonomous scale (Macaskill, Taylor, 2010) and subscale BALLI (Horowitz, 1999).

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