THE IMPLEMENTATION OF A-TOOLIPS, A LEARNING MOBILE APPLICATION FOR DEAF CHILDREN TO PRODUCE WORDS

2016 ◽  
Vol 78 (5) ◽  
Author(s):  
Retno Novi Dayawati ◽  
Mahmud Dwi Sulistiyo ◽  
Meiditia Mustika Rani ◽  
Rahmi Maulidina Nistia ◽  
Desi Noor Linda ◽  
...  
Keyword(s):  
Hearing Impairment ◽  
Mobile Devices ◽  
Learning Process ◽  
Mobile Application ◽  
Basic Education ◽  
Fundamental Problem ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Impaired Children ◽  
Positive Results

The deaf have a very fundamental problem, which is the ability to communicate and interact, so that it makes their very complicated. In the process of learning in basic education, the problem root faced by children with hearing impairment is the limitation in identifying and producing words. The learning process is limited to only rely on time at the school was an obstacle for them. Therefore, A-TooLips built as learning applications on mobile devices for the deaf children focusing on the ability to produce words. A-TooLips gives more time and places for hearing impaired children to learn, so that it helps their problem in communicating and interacting with others. It is explained in this paper that the A-TooLips has been successfully implemented and tested by some children with hearing impairment, and reached positive results.

scholarly journals Consanguinity and hearing impairment in a deaf school

2015 ◽  
Vol 20 (2) ◽  
pp. 60-65
Author(s):  
Timir Kumar Debnath ◽  
Md Nasimul Jamal ◽  
Ashim Kumar Biswas ◽  
Md Wakilur Rahman ◽  
MN Amin
Keyword(s):  
Retrospective Study ◽  
Family History ◽  
Hearing Impairment ◽  
Positive Family History ◽  
Hearing Impaired ◽  
Deaf Children ◽  
History Of ◽  
Congenital Hearing Impairment ◽  
Impaired Children ◽  
Deaf School

Objective: To find out the frequency of consanguinity and positive family history of hearing impairment among deaf children in a deaf school in Bangladesh. Methods: This was a retrospective study were included 150 patients. They were subjected to complete audiological examinations. These pupils were collected from Integrated Pre-school for Hearing Impaired children (IPSHIC) of SAHIC, Mohakhali, Dhaka, Bangladesh. Results: The results showed that out of 150 Hearing impaired (HI ) children 30.0% (45) were from the consanguineous parents and 70.0% (105) from non- consanguineous parents. Also found 22.0% (33) had positive family history of hearing impairment. Conclusion: Prevention is only means to reduce the prevalence of Congenital hearing impairment. DOI: http://dx.doi.org/10.3329/bjo.v20i2.22020 Bangladesh J Otorhinolaryngol; October 2014; 20(2): 60-65

The Pediatrician and the Deaf Child: Perspectives of a Pediatrician-Parent

PEDIATRICS ◽  
1981 ◽  
Vol 67 (3) ◽  
pp. 313-314
Author(s):  
Thomas J. Fischer
Keyword(s):  
Hearing Impairment ◽  
Deaf Child ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Delays In Diagnosis ◽  
Impaired Children ◽  
Hearing Impaired Children

As a pediatrician who is a parent of a profoundly deaf child, I have an unusual perspective of the problems of hearing-impaired children. From personal, nonprofessional contacts with parents of deaf children, it is unfortunately apparent that pediatricians are often unpopular with these parents. This dissatisfaction frequently results from unnecessary, prolonged delays in diagnosis, or from bad advice once the diagnosis of hearing impairment is made. Too often pediatricians have told these parents, "don't worry about your suspicions, I have never had a deaf child in my practice," or "Your child is too young to test, we will do it later."

Equivalent Noise Dose Obtained Through Hearing Aids in the Classrooms of Hearing-Impaired Children

1990 ◽  
Vol 21 (3) ◽  
pp. 147-150
Author(s):  
Ronald A. Wilde
Keyword(s):  
Hearing Aids ◽  
High Gain ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Impaired Children ◽  
Very High ◽  
Hearing Impaired Children

A commercial noise dose meter was used to estimate the equivalent noise dose received through high-gain hearing aids worn in a school for deaf children. There were no significant differences among nominal SSPL settings and all SSPL settings produced very high equivalent noise doses, although these are within the parameters of previous projections.

scholarly journals ANALYSIS OF USER REQUIREMENTS FOR A MOBILE AUGMENTED REALITY APPLICATION TO SUPPORT LITERACY DEVELOPMENT AMONGST HEARING-IMPAIRED CHILDREN

2018 ◽  
Author(s):  
Shiroq Al-Megren ◽  
Aziza Almutairi
Keyword(s):  
Augmented Reality ◽  
Literacy Development ◽  
Mobile Application ◽  
Hearing Impaired ◽  
User Studies ◽  
User Requirements ◽  
Hearing Impairments ◽  
Arab Children ◽  
Augmented Reality Application ◽  
Impaired Children

Literacy is fundamental for children’s growth and development, as it impacts their educational, societal, and vocational progress. However, the mapping of language to printed text is different for children with hearing impairments. When reading, a hearing-impaired child maps text to sign language (SL) which is a visual language that can benefit from technological advancements, such as augmented reality (AR). There exist several efforts that utilise AR for the purpose of advancing the educational needs of people who are hearing impaired for different SLs. Nevertheless, only a few directly elicit the visual needs of children who are hearing impaired. This study aims to address this gap in the literature with a series of user studies to elicit user requirements for the development of an AR application that supports the literacy development of Arab children who are hearing impaired. Three instruments were utilised in these user studies, each targeting a different group of literacy influencers: questionnaires issued to parents of children with hearing impairments, interviews with teachers, and observations of children who were deaf or hard of hearing. The findings indicated that the parents and teachers preferred Arabic SL (ArSL), pictures, and videos, whereas the children struggled with ArSL and preferred finger-spelling. These preferences highlighted the importance of integrating various resources to strengthen the written Arabic and ArSL literacy of Arab children. The findings have contributed to the literature on the preferences of Arab children who are hearing impaired, their educators, and parents. They also showed the importance of establishing requirements elicited directly from intended users who are disabled to proactively support their learning process. The results of the study were used in the preliminary development of Word & Sign, an AR mobile application intended to aid Arab children who are hearing impaired in their linguistic development.  

ON THE USE OF SIGN LANGUAGE IN TEACHING HEARING-IMPAIRED CHILDREN

2021 ◽  
Vol 71 (3) ◽  
pp. 168-179
Author(s):  
G.A. Abayeva ◽  
Keyword(s):  
Sign Language ◽  
Hearing Impairment ◽  
Language Teachers ◽  
Deaf Children ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
Verbal Form ◽  
The Status ◽  
Long Time ◽  
Impaired Children

Teaching children with hearing impairment for a long time, mainly a verbal form of education is used in Kazakhstan, based on the development of auditory perception. Subsequently, along with a relatively small number of positive cases, we have a number of generations of deaf citizens who are not able to read and write correctly, express their thoughts, etc. Grown - up children with hearing impairment, despite the efforts of sign language teachers and teachers, still communicate with each other in sign language and use written speech when communicating with hearing people. At the same time, the role of sign language in teaching the deaf cannot be overestimated, since it meets the special educational needs of children with hearing impairment. This article discusses traditional and alternative approaches to teaching the deaf; provides a brief overview of the existing normative legal acts regulating the status of sign language; presents the results of a survey of teachers on the use of sign language in teaching deaf children; identifies strategic aspects and conditions for using of sign language in educational organizations.

Anticipatory Coarticulation in the Speech of Profoundly Hearing-Impaired and Normally Hearing Children

1991 ◽  
Vol 34 (6) ◽  
pp. 1276-1285 ◽  
Author(s):  
Robin S. Waldstein ◽  
Shari R. Baum
Keyword(s):  
Hearing Impairment ◽  
Speech Production ◽  
Matched Control ◽  
Hearing Impaired ◽  
Control Subjects ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

The present study investigated the extent of anticipatory coarticulation in the speech of five 7-year-old and four 10-year-old children with profound prelingual hearing impairment as compared to normally hearing age-matched control subjects. Ten tokens each of the CV syllables L[∫i, ∫u, ti, tu, ki, ku] were elicited from each of the children. Both temporal and spectral (centrold and F2 frequency) analyses were conducted to explore the influence of the following vocalic environment on the initial consonants. The data indicated that the hearing-impaired children displayed evidence of coarticulation on most measures, but they did so to a lesser degree when compared to the normally hearing children. The results are discussed in relation to theories of speech production in the hearing impaired, and their implications for the development of coarticulation are considered.

Audiologic Evaluation of Deaf Children

1976 ◽  
Vol 41 (2) ◽  
pp. 256-267 ◽  
Author(s):  
Norman P. Erber ◽  
Christine M. Alencewicz
Keyword(s):  
Speech Perception ◽  
Pure Tone Audiometry ◽  
Test Battery ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Canal Irrigation ◽  
Word Categorization ◽  
Age Range ◽  
Impaired Children ◽  
Hearing Impaired Children

This paper describes an audiologic test battery for hearing-impaired children which includes otoscopic examination, tympanometry, pure-tone audiometry, speech perception testing, and hearing aid evaluation. Several of the procedures and modifications to apparatus have been developed specifically for use with deaf children. Clinical data are presented from 160 hearing-impaired children (age range three-16 years). Eighteen percent of their ears were found to contain excessive cerumen and to require ear canal irrigation. The incidence of abnormal tympanograms was high for young children but decreased with increasing age. A simple auditory speech perception test designed for use with both severely and profoundly deaf children is described, which provides for evaluation of a child’s ability to recognize words, categorize them into stress patterns, or both. The children’s word recognition and word categorization scores were found to relate to their audiometric averages. The overall test battery is easy to administer and also is efficient, in that considerable audiologic information can be obtained quickly.

Changing the Attitudes of Non-Handicapped Children to the Mainstreaming of Hearing Impaired Children

1980 ◽  
Vol 4 (2) ◽  
pp. 40-42 ◽  
Author(s):  
Jeff Bailey
Keyword(s):  
Regular Education ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Natural Setting ◽  
Careful Scrutiny ◽  
The Family ◽  
Current Concern ◽  
Special Concern ◽  
Impaired Children ◽  
Hearing Impaired Children

It is interesting to speculate on the concept of decision-making and change in education. A particularly appropriate trend in education which is worthy of careful scrutiny is the concept of ‘mainstreaming’ – a topic of current concern to educators and one which will be mentioned many times, no doubt, during this Conference. Of special concern in this paper is the question of the mainstreaming of hearing impaired children and the attitudes of the non-handicapped peers to the inclusion of deaf children in their class. As a brief preamble to the particular study under question, let us consider the multi-faceted nature of mainstreaming, together with some of the decisions which have to be made about this trend. Reynolds (1976) suggests that mainstreaming is ‘an enlargement of the stream of regular education … to accommodate children who present special needs.’ Clearly, mainstreaming is part of the wider trend of ‘normalization’. In his landmark book, The Futures of Children, Hobbs (1975) says that normalization implies that the handicapped person should be kept as close as possible to his natural setting and that the normal socializing agencies, the family, school and neighbourhood, should be used, rather than special agencies.

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