scholarly journals Bariery i przykłady wsparcia w procesie edukacji w środowisku osób z wadami słuchu

1970 ◽  
pp. 247-261
Author(s):  
Beata Iwanicka
Keyword(s):  
Hearing Loss ◽  
Sign Language ◽  
Hearing Impairment ◽  
Hard Of Hearing ◽  
First Language ◽  
Hearing Impaired ◽  
Teaching Staff ◽  
Academic Texts ◽  
Education Levels ◽  
Limited Opportunity

The article presents the problems of deaf and hard of hearing people in education. This topic is widely analyzed. The text describes the difficulties experienced by students at school, at various stages of learning, and the barriers experienced by deaf and hard of hearing students at higher education levels. In general, the hearing deficit entails various communication complications. The person with hearing impairment has a limited opportunity to have different experiences and what is most important in the text – hearing loss or deafness often makes it impossible to gain an optimal education. There are different methods of educating people from the non-hearing environment, depending on the degree of hearing impairment. Hearing impaired student often has difficulty understanding Polish, as it is not always their first language (their first language may be the Polish sign language). Hearing impaired students sometimes don’t understand academic texts because they have weaker poorer vocabulary due to their communication dysfunction. Another issue is the social isolation of many people with hearing impairments which often have a dilemma which environment to integrate with – with hearing or hearing impaired? Teaching staff approaches such people in different ways. Stereotypes do not help in educational progress (for example, the assumption that such students communicate only in sign language). It is important to be aware of the types of hearing loss and the different types of hearing (each hearing impaired hears differently and needs an individual approach). Finally, the article discusses the issue of education of people with hearing impairment from the category of “space”. Through “space” you can understand here the environment (school space, classes and associated architectural-acoustic barriers) as well as the language of the Deaf. The sign language is specifically designed for living space (some of the signatures must be shown in the specified movement and direction, depending on the intention of the sender).

The impact of hearing loss

ORL ro ◽  
2016 ◽  
Vol 4 (1) ◽  
pp. 64-65
Author(s):  
Mădălina Georgescu ◽  
Violeta Necula ◽  
Sebastian Cozma
Keyword(s):  
Hearing Loss ◽  
Health Services ◽  
Hard Of Hearing ◽  
Hearing Impaired ◽  
Public Health Issue ◽  
Health Politics ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Impaired Person ◽  
The Impact

Hearing loss represents a frequently met sensorial handicap, which has a major and complex impact not only on the hearing-impaired person, but also on his family and society. The large number of hard-of-hearing persons justifies the acknowledgement of hearing loss as a public health issue, which oblige to appropriate health politics, to offer each hearing-impaired person health services like those in Europe. These can be obtained through: appropriate legislation for mandatory universal newborn hearing screening; national program for follow-up of hearing-impaired children up to school age; national register of hard-of-hearing persons; smooth access to rehabilitation methods; appropriate number of audiologists, trained for health services at European standards, trained through public programs of education in the field of audiology.  

An investigation into the relationship of foreign language learning motivation and sign language use among Deaf and hard of hearing Hungarians

2013 ◽  
Vol 51 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Edit H. Kontra ◽  
Kata Csizér
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Language Use ◽  
Foreign Language Learning ◽  
Hearing Impaired ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
The Relationship

Abstract The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in our research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, we can conclude that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated.

Effect of Age on Prediction of Hearing Loss with the Bivariate-Plotting Procedure

1984 ◽  
Vol 27 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Shlomo Silman ◽  
Carol Ann Silverman ◽  
Theresa Showers ◽  
Stanley A. Gelfand
Keyword(s):  
Hearing Loss ◽  
Hearing Impairment ◽  
Predictive Accuracy ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Sensorineural Hearing ◽  
Line Segments ◽  
Bivariate Plot ◽  
Accuracy Of Prediction ◽  
Effect Of Age

The effect of age on accuracy of prediction of hearing impairment with the bivariate-plotting procedure was investigated in 72 normal-hearing subjects aged 20–69 years and in 86 sensorineural hearing-impaired subjects aged 20–83 years. The predictive accuracy with the bivariate-plotting procedure improved markedly when the data from subjects over 44 years of age were excluded from the bivariate plot. The predictive accuracy improved further when the construction of the line segments in the traditional bivariate plot was modified.

scholarly journals DEAF AND HARD OF HEARING PEOPLE AS AWARE RECIPIENTS AND CREATORS OF THE CULTURAL OFFER

Muzealnictwo ◽  
2018 ◽  
Vol 59 ◽  
pp. 140-145
Author(s):  
Lucyna Kościelniak
Keyword(s):  
Sign Language ◽  
Hearing Impairment ◽  
Hard Of Hearing ◽  
Practical Guidelines ◽  
History Of ◽  
Polish Language ◽  
The Subject ◽  
Communication Methods ◽  
Theoretical Considerations

The article attempts to approach the subject of making culture accessible for people with hearing impairment from the perspective including social, cultural and linguistic issues. The most important matters discussed in the first part of the article are: history of the sign language and the Deaf culture in Poland as well as ambiguities related to communication methods, i.e. differentiating between the sign language and the manual code for spoken language. Based upon the considerations above, the following issues are presented: the role of a sign language interpreter in the process of making culture accessible, and the role of Polish language as an uncertain medium of conveying information to people with hearing impairment. In the article, theoretical considerations alternate with practical guidelines and solutions, which might facilitate the process of creating an offer for this particular type of museum visitor. The concluding part contains a list of the most interesting projects being conducted in Poland, which might be valuable as an inspiration for beginners in organising events dedicated to the deaf and hard of hearing people.

scholarly journals Characterization of Sensorineural Hearing Loss in Children with Alport Syndrome

Life ◽  
2020 ◽  
Vol 10 (12) ◽  
pp. 360
Author(s):  
Jan Boeckhaus ◽  
Nicola Strenzke ◽  
Celine Storz ◽  
Oliver Gross ◽  
◽  
...  
Keyword(s):  
Hearing Loss ◽  
Sensorineural Hearing Loss ◽  
Hearing Impairment ◽  
Alport Syndrome ◽  
Age Groups ◽  
Hearing Impaired ◽  
Sensorineural Hearing ◽  
Pure Tone Average ◽  
Hearing Thresholds

Most adults with Alport syndrome (AS) suffer from progressive sensorineural hearing loss. However, little is known about the early characteristics of hearing loss in children with AS. As a part of the EARLY PRO-TECT Alport trial, this study was the first clinical trial ever to investigate hearing loss in children with AS over a timespan of up to six years Nine of 51 children (18%) had hearing impairment. Audiograms were divided into three age groups: in the 5–9-year-olds, the 4-pure tone average (4PTA) was 8.9 decibel (dB) (n = 15) in those with normal hearing and 43.8 dB (n = 2, 12%) in those with hearing impairment. Among the 10–13-year-olds, 4PTA was 4.8 dB (healthy, n = 12) and 41.4 dB (hearing impaired, n = 6.33%). For the 14–20-year-olds, the 4PTA was 7.0 dB (healthy; n = 9) and 48.2 dB (hearing impaired, n = 3.25%). On average, hearing thresholds of the hearing impaired group increased, especially at frequencies between 1–3 kHz. In conclusion, 18% of children developed hearing loss, with a maximum hearing loss in the audiograms at 1–3 kHz. The percentage of children with hearing impairment increased from 10% at baseline to 18% at end of trial as did the severity of hearing loss.

Providing a Program To Meet the Needs of Toddlers With Hearing Loss and Deafness

2012 ◽  
Vol 22 (1) ◽  
pp. 4-10
Author(s):  
Gina M. Gomez ◽  
Lisa D. Piehota ◽  
Rachael R. B. Dischner
Keyword(s):  
Hearing Loss ◽  
Public Schools ◽  
Hearing Impairment ◽  
Hard Of Hearing ◽  
Interdisciplinary Team ◽  
Education Department ◽  
Number Of Children ◽  
Communication Program ◽  
Total Communication ◽  
Full Day

When they noticed an increase in the number of children identified with an educational label of hearing impairment or deafness in Arlington County, Virginia, Arlington Public Schools' (APS') special education department and staff at Patrick Henry Elementary School were determined to meet the needs of these children in an intensified manner. In APS, toddlers identified with hearing loss or deafness can now enter a full-day toddler total communication program for children ages 2 to 3. An interdisciplinary team collaborates to provide instruction that is developed and tailored to meet the unique needs of students with hearing loss. We anticipate that students with hearing impairment or deafness who have participated in Arlington's Toddler Deaf and Hard of Hearing Program will score higher on countywide assessments than their peers who did not attend the program.

Prevalence of Severe to Profound Sensorineural Hearing Loss in Children Having Family Members with Hearing Impairment

1996 ◽  
Vol 105 (11) ◽  
pp. 882-886 ◽  
Author(s):  
Siraj M. Zakzouk ◽  
Sameer Ali Bafaqeeh
Keyword(s):  
Hearing Loss ◽  
Sensorineural Hearing Loss ◽  
Hearing Impairment ◽  
Prevalence Rate ◽  
Strong Association ◽  
Family Members ◽  
Speech Disorders ◽  
Hearing Impaired ◽  
Impaired Group ◽  
Random Survey

The purpose of this paper is to study the prevalence rate of hearing impairment among children with siblings and family members having hearing and speech disorders. A random survey of 6,421 Saudi infants and children between 2 months and 12 years of age was conducted in the Riyadh area. Children with no or few siblings and those who were firstborn were at relatively higher risk, and there was a strong association between children in the hearing-impaired group among those having living siblings with deafness. Those children who had family members with hearing and speech problems were at twice the risk of their counterpart groups regarding hearing impairment.

Frequency-Discrimination Ability of Hearing-Impaired Listeners

1981 ◽  
Vol 24 (1) ◽  
pp. 108-112 ◽  
Author(s):  
P. M. Zurek ◽  
C. Formby
Keyword(s):  
Hearing Loss ◽  
Hearing Impairment ◽  
Frequency Modulation ◽  
Hearing Threshold ◽  
Low Frequency ◽  
Frequency Discrimination ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Discrimination Ability ◽  
Hearing Sensitivity

Thresholds for frequency modulation were measured by an adaptive, two-alternative, forced-choice method with ten listeners: eight who showed varying degrees of sensorineural hearing impairment, and two with normal-hearing sensitivity. Results for test frequencies spaced at octave intervals between 125 and 4000 Hz showed that, relative to normal-hearing listeners, the ability of the hearing-impaired listeners to detect a sinusoidal frequency modulation: (1) is diminished above a certain level of hearing loss; and (2) is more disrupted for low-frequency tones than for high-frequency tones, given the same degree of hearing loss at the test frequency. The first finding is consistent with that of previous studies which show a general deterioration of frequency-discrimination ability associated with moderate, or worse, hearing loss. It is proposed that the second finding may be explained: 1) by differential impairment of the temporal and place mechanisms presumed to, encode pitch at the lower and higher frequencies, respectively; and/or, 2) for certain configurations of hearing loss, by the asymmetrical pattern of cochlear excitation that may lead to the underestimation, from measurements of threshold sensitivity, of hearing impairment for low-frequency tones and consequently to relatively large changes in frequency discrimination for small shifts in hearing threshold.

Hearing Impaired Students in Physical Education

1985 ◽  
Vol 2 (4) ◽  
pp. 300-306 ◽  
Author(s):  
Sharon Schmidt
Keyword(s):  
Physical Education ◽  
Sign Language ◽  
Hearing Impairment ◽  
Motor Performance ◽  
Hearing Impaired ◽  
Language Delay ◽  
Physical Educators ◽  
Visual Aids ◽  
Physical Education Class ◽  
Education Class

Unless vestibular etiology exists, the hearing impaired student exhibits no difference in motor performance than other students in the regular physical education class. Physical educators will need to plan and teach lessons which show an understanding of the concomitant language delay that will accompany a hearing impairment. Using sign language and a variety of visual aids as well as monitoring the language level of handouts can make the physical education class highly beneficial for the hearing impaired student.

Effects of Mild and Moderate Hearing Impairments on Language, Educational, and Psychosocial Behavior of Children

1986 ◽  
Vol 51 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Julia M. Davis ◽  
Jill Elfenbein ◽  
Robert Schum ◽  
Ruth A. Bentler
Keyword(s):  
At Risk ◽  
Hearing Loss ◽  
Hearing Impairment ◽  
Hearing Impaired ◽  
Learning Problems ◽  
Hearing Impairments ◽  
Children At Risk ◽  
Language Behavior ◽  
Psychosocial Behavior ◽  
Impaired Children

An extensive psychoeducational evaluation was administered to 40 hearing-impaired children to investigate the effects of degree of hearing impairment, age, and other factors on intellectual, social, academic, and language behavior. Although children varied greatly in performance, hearing loss of any degree appeared to affect psychoeducational development adversely, leading to the conclusion that even minimal hearing loss places children at risk for language and learning problems.

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