Educating Deaf Students: An Introduction

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Hard Of Hearing ◽  
Service Providers ◽  
Deaf Child ◽  
Deaf Children ◽  
Deaf People ◽  
Deaf Students ◽  
Long Distance ◽  
Educational Role ◽  
Distance Communication ◽  
The Voice

Consider this passage from a letter written by Robert H. Weitbrecht, a physicist who was born deaf and went on to change the lives of deaf people throughout the world: . . . Perhaps I was more fortunate than the average deaf child. My family had upheavals during my teens—my father passed away and we had difficult circumstances. My mother had faith in me and saw to it that I was given the best possible chance during these times. (Weitbrecht to Srnka, 1966) . . . As a young boy, Weitbrecht had difficulties learning to speak. His parents and teachers were not sure about his potential to acquire a normal education. Weitbrecht was teased by his peers because of his deafness. He did not have very positive self-esteem, and he was not happy in school. Despite the doubts and challenges, he went on to earn several academic degrees. In 1964, Weitbrecht developed a modem (“acoustic coupler”) which enabled deaf people to use the telephone via a teletypewriter (TTY). Weitbrecht’s modem was a major breakthrough in the lives of deaf and hard-of-hearing people, who had waited more than 90 years since the invention of the voice telephone by Alexander Graham Bell. It brought to them both access and independence with regard to long-distance communication. Weitbrecht’s story is one of a young deaf child with questionable abilities who went on to be successful in his chosen field. It is also a story that has often been repeated (Lang & Meath-Lang, 1995). Despite all of the hurdles which have threatened to thwart their progress, deaf people have found ways to go over, under, and around the barriers of attitude and access to distinguish themselves in many fields of endeavor. Imagine how much more they could do if society did not make it so hard for them. This book is about learning, teaching, and the education of children who are deaf or hard of hearing, but it is not intended solely for those who make their living by teaching. Rather, it is intended for parents, service providers, policymakers, and lay readers as well as teachers—anyone interested in the education of deaf children, whether or not they have a formal educational role.

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.

BILINGUALISM AND IDENTITY IN DEAF COMMUNITIES. Melanie Metzger (Ed.). Washington, DC: Gallaudet University Press, 2000. Pp. xii + 317. $55.00 cloth.

2002 ◽  
Vol 24 (3) ◽  
pp. 497-497
Author(s):  
Christine Monikowski
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Deaf Child ◽  
Deaf Children ◽  
Washington Dc ◽  
Deaf People ◽  
Deaf Community ◽  
The European Union ◽  
Semiotic Analysis ◽  
Linguistic Rights

In this volume of the Sociolinguistics in Deaf Communities series, Metzger has edited 11 diverse topics addressing two themes: the perception of Deaf people and Deaf communities, and bilingualism. Deaf people's perception of themselves and their community is explored by authors who discuss an excellent array of topics, ranging from “miracle cures” for Deaf children in Mexico to the nature of name signs in the New Zealand Deaf community; from the linguistic rights of Deaf people in the European Union to a search for the roots of the Nicaraguan Deaf community; from a semiotic analysis of Argentine Sign Language to an analysis of how a Deaf child (American Sign Language) and his hearing family (English) make sense of each other's world views.

scholarly journals Ka puāwai ngā kōhungahunga turi: a study of the nature and impacts of early intervention for Māori deaf children and their whānau

2021 ◽  
Author(s):  
◽  
Kirsten Smiler
Keyword(s):  
Early Intervention ◽  
Developmental Stages ◽  
Deaf Child ◽  
Social Contexts ◽  
Deaf Children ◽  
Deaf People ◽  
Sources Of Information ◽  
Early Intervention Services ◽  
Intervention Services ◽  
Early Intervention Professionals

<p>This research investigates the early experiences of Māori deaf children, documenting whānau (family) perspectives on interactions with early intervention professionals and environmental sources of information, the effects of these on whānau perceptions of deafness, how decisions around communication and language use are arrived at, and how these affect a sense of parental competence. The features of a whānau-centred model of intervention are explored by whānau participants and the researcher in order to provide an understanding of how early intervention services could be more effective from Māori perspectives.  Developing age appropriate language, communication skills and social acculturation is a synchronous process which typically occurs within the context of families. The majority of deaf children, however, are born to hearing parents and families with little experience of deaf people from which to develop a subconscious repertoire of skills with which to engage, facilitate and teach language to a deaf child. Early intervention services seek to support deaf children and their families in this process. In New Zealand a family-centred model of early intervention is accepted practice. Māori children are over-represented in deafness diagnostic statistics and their early language and social development takes place within a social context that is configured differently to the prototypical non-Māori family, that is, the whānau. Little is known or documented about the characteristics and efficacy of a family-centred model in relation to Māori deaf children and their whānau.  The Māori metaphor of transformative praxis was used to frame a kaupapa Māori approach to case study research. Kete mātauranga (woven baskets of knowledge) were co-constructed between whānau participants, early intervention professionals, and the researcher, using Māori methods of qualitative data collection: kōrero-a-tinana (observations of action and behaviour), kōrero-a-waha (spoken language), kōrero-a-ringaringa (signed language), kōrero-a-tuhituhi (written language).  Analysis of the data suggests that whānau perceptions of their deaf child evolve as the child moves through developmental stages and as the whānau encounters different sources of information and experiences relating to deafness. The study shows how the relevance of information, spoken, written, and signed, from early intervention professionals and observational knowledge gained from others with lived experience of deafness, deaf people and their whānau, was interpreted and weighed by participants as they interacted with their own deaf child in everyday social contexts. Participants' aspirations for their deaf children centred on a holistic perspective of wellbeing and development, the whānau providing the foundational context from which this developed. Recognising that their deaf child was situated at the borders of multiple cultural and linguistic groups, through either familial or social connection, whānau aspirations centred on the child’s active social and linguistic participation within these groups.  Initial encounters with professionals focused on medical perspectives of hearing loss, positing deafness as a medical concern remedied through routine technical and medical interventions. However, as the child entered developmental stages, whereby language acquisition and the social acculturation process began, whānau started to relate to their deaf child in more social terms, and required more social and linguistic support to ensure participation in various home and educational contexts. Early intervention services were seen by some participants to constrain, or conflict with, their social-cultural aspirations for the child, through a focus on acquisition of spoken English and facilitating participation in mainstream educational contexts. Whānau expressed frustration at the compromise they endured as a consequence and wished for a model of support that engaged with whānau aspirations and relational styles more effectively. Potential features of a whānau-centred model of early intervention were composed by the researcher and whānau participants during a wānanga (forum) held as a part of the research. The features identified utilised the tradition of raranga (weaving) as a metaphor with which to frame relational and participatory components of a whānau-centred early intervention model for Māori deaf children.</p>

scholarly journals Ka puāwai ngā kōhungahunga turi: a study of the nature and impacts of early intervention for Māori deaf children and their whānau

2021 ◽  
Author(s):  
◽  
Kirsten Smiler
Keyword(s):  
Early Intervention ◽  
Developmental Stages ◽  
Deaf Child ◽  
Social Contexts ◽  
Deaf Children ◽  
Deaf People ◽  
Sources Of Information ◽  
Early Intervention Services ◽  
Intervention Services ◽  
Early Intervention Professionals

<p>This research investigates the early experiences of Māori deaf children, documenting whānau (family) perspectives on interactions with early intervention professionals and environmental sources of information, the effects of these on whānau perceptions of deafness, how decisions around communication and language use are arrived at, and how these affect a sense of parental competence. The features of a whānau-centred model of intervention are explored by whānau participants and the researcher in order to provide an understanding of how early intervention services could be more effective from Māori perspectives.  Developing age appropriate language, communication skills and social acculturation is a synchronous process which typically occurs within the context of families. The majority of deaf children, however, are born to hearing parents and families with little experience of deaf people from which to develop a subconscious repertoire of skills with which to engage, facilitate and teach language to a deaf child. Early intervention services seek to support deaf children and their families in this process. In New Zealand a family-centred model of early intervention is accepted practice. Māori children are over-represented in deafness diagnostic statistics and their early language and social development takes place within a social context that is configured differently to the prototypical non-Māori family, that is, the whānau. Little is known or documented about the characteristics and efficacy of a family-centred model in relation to Māori deaf children and their whānau.  The Māori metaphor of transformative praxis was used to frame a kaupapa Māori approach to case study research. Kete mātauranga (woven baskets of knowledge) were co-constructed between whānau participants, early intervention professionals, and the researcher, using Māori methods of qualitative data collection: kōrero-a-tinana (observations of action and behaviour), kōrero-a-waha (spoken language), kōrero-a-ringaringa (signed language), kōrero-a-tuhituhi (written language).  Analysis of the data suggests that whānau perceptions of their deaf child evolve as the child moves through developmental stages and as the whānau encounters different sources of information and experiences relating to deafness. The study shows how the relevance of information, spoken, written, and signed, from early intervention professionals and observational knowledge gained from others with lived experience of deafness, deaf people and their whānau, was interpreted and weighed by participants as they interacted with their own deaf child in everyday social contexts. Participants' aspirations for their deaf children centred on a holistic perspective of wellbeing and development, the whānau providing the foundational context from which this developed. Recognising that their deaf child was situated at the borders of multiple cultural and linguistic groups, through either familial or social connection, whānau aspirations centred on the child’s active social and linguistic participation within these groups.  Initial encounters with professionals focused on medical perspectives of hearing loss, positing deafness as a medical concern remedied through routine technical and medical interventions. However, as the child entered developmental stages, whereby language acquisition and the social acculturation process began, whānau started to relate to their deaf child in more social terms, and required more social and linguistic support to ensure participation in various home and educational contexts. Early intervention services were seen by some participants to constrain, or conflict with, their social-cultural aspirations for the child, through a focus on acquisition of spoken English and facilitating participation in mainstream educational contexts. Whānau expressed frustration at the compromise they endured as a consequence and wished for a model of support that engaged with whānau aspirations and relational styles more effectively. Potential features of a whānau-centred model of early intervention were composed by the researcher and whānau participants during a wānanga (forum) held as a part of the research. The features identified utilised the tradition of raranga (weaving) as a metaphor with which to frame relational and participatory components of a whānau-centred early intervention model for Māori deaf children.</p>

Lessons from History

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Parental Involvement ◽  
Early Years ◽  
Deaf Children ◽  
Deaf People ◽  
Deaf Students ◽  
Early Communication ◽  
School Programs ◽  
Mother Child Relationships ◽  
History Of ◽  
Ancient Times

The adage “those who do not learn from history are doomed to repeat it” is a powerful one for parents and teachers of deaf students. Myths that have grown from ignorance have dogged us in this field as far back as we can see, and faulty assumptions and overgeneralizations have been sustained through time. A study of history also reveals what at first might seem like a series of random events, but which actually manifest patterns that have influenced today’s educational policy (see Fischer & Lane, 1993; Van Cleve, 1993). These patterns are related to several themes critical to the emphases of this book. One such theme is the importance of parental involvement in the education of deaf children. History provides us with factual accounts and anecdotes that enrich our understanding of the advocacy roles parents have played, especially with regard to the establishment of school programs. As we shall see, research clearly supports the role of parental involvement in both formal and informal education, as evidenced in studies demonstrating the long-term influence of mother-child relationships and early communication and the need for providing deaf children with a variety of experiences during the early years. Another theme that emerges from a historical perspective relates to how deaf people have taken an increasingly greater role in influencing their own education. Histories have been published that describe how deafness was perceived in ancient times, how various societies changed with regard to their attitudes toward deaf people, and that highlight the turning points in the education and acceptance of people who are deaf. In most published histories of deaf education, we see the long-standing conflicts through the centuries pertaining to sign language and spoken communication philosophies and the contributions of the individuals who founded school programs or attempted to teach deaf children. Often, however, writers have neglected to examine how deaf people themselves have overcome barriers in many periods of history and under a wide variety of conditions to make important contributions in education and other fields. A history of the education of deaf individuals thus should be more than just a study of changes in educational practices.

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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

Railway's Impacts on Modal Shift Potential Towards Intermodal Transportation: A Case Study in Lao PDR.

2020 ◽  
Vol 11 (1) ◽  
pp. 123-123
Author(s):  
Klairung Ponanan ◽  
Wachira Wichitphongsa
Keyword(s):  
Service Providers ◽  
Lao Pdr ◽  
Travel Behaviour ◽  
Silk Road ◽  
Transport Infrastructure ◽  
Chinese Government ◽  
Modal Shift ◽  
Long Distance ◽  
Silk Road Economic Belt ◽  
The Silk Road

Chinese government has developed transport infrastructure rapidly under Belt and Road Initiative (BRI) strategy. The BRI strategy is China's economic development strategies for expanding trade and cultural influence towards countries in western and eastern regions, including ASEAN. The development of BRI strategy is consists of two main components i.e., (i) the Silk Road Economic Belt, follows the historical overland Silk Road through Central Asia, Iran, Turkey and eventually to Europe, and (ii) the Maritime Silk Road, originates in the South China Sea, passing through the Malacca Strait, the Indian Ocean, and the Red Sea and extending into the Mediterranean Sea (Chris & Elizabeth, 2015). Due to the BRI strategy, more than 6000 trains made the journey from China to Europe in 2018, which is an increase of 72% compared to 2017. China has sent more than 11,000 freight trains to Europe and back since the BRI strategy was announced in 2013. Railway networks have been constructed under the BRI strategy for connecting 48 Chinese cities with 42 cities in Europe through Asia. There are many railway infrastructures under the BRI strategy. The China – Laos railway (Vientiane–Boten railway) is one of project under the Silk Road Economic Belt that has been developed for serving as a key infrastructure for the economic corridor between the two countries. In nearly future, this railway will be helped to boost trade, investment and tourism for Lao PDR. and south China's Guangxi Zhuang Autonomous Region. The Vientiane–Boten railway, especially transportation time will attract both travelers and Logistics Service Providers (LSP), which can be reduced time of journey compared with road mode. In this paper, modal shift potential of travelers and freight on Kunming-Bangkok Highway (R3A), AH2, AH8, AH9, AH10, AH12, AH13, and AH18 have been investigated by considering behavioral aspects of long distance travel. Keywords: Mode Split Model, Modal Shift, Vientiane–Boten railway, Travel Behaviour

scholarly journals A Long-Distance Communication Architecture for Medical Devices Based on LoRaWAN Protocol

Electronics ◽  
2021 ◽  
Vol 10 (8) ◽  
pp. 940
Author(s):  
Nicoleta Cristina Gaitan
Keyword(s):  
Energy Consumption ◽  
Long Range ◽  
Medical Devices ◽  
Low Energy ◽  
Area Network ◽  
Wide Area Network ◽  
Long Distance ◽  
Communication Architecture ◽  
Low Energy Consumption ◽  
Distance Communication

Recent market studies show that the market for remote monitoring devices of different medical parameters will grow exponentially. Globally, more than 4 million individuals will be monitored remotely from the perspective of different health parameters by 2023. Of particular importance is the way of remote transmission of the information acquired from the medical sensors. At this time, there are several methods such as Bluetooth, WI-FI, or other wireless communication interfaces. Recently, the communication based on LoRa (Long Range) technology has had an explosive development that allows the transmission of information over long distances with low energy consumption. The implementation of the IoT (Internet of Things) applications using LoRa devices based on open Long Range Wide-Area Network (LoRaWAN) protocol for long distances with low energy consumption can also be used in the medical field. Therefore, in this paper, we proposed and developed a long-distance communication architecture for medical devices based on the LoRaWAN protocol that allows data communications over a distance of more than 10 km.

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