scholarly journals An Empirical Verification of the Integral Development Method for Deaf Children

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Gordana Ilija Nikolic ◽  
Vesna Radoman ◽  
Sanja Dimoski
Keyword(s):  
Cognitive Development ◽  
Sign Language ◽  
School Achievement ◽  
Deaf Children ◽  
World Federation ◽  
Development Method ◽  
Systematic Application ◽  
Language Communication ◽  
Integral Development ◽  
Concrete Operational

Empirical findings on the difficulties deaf children face in certain areas of cognitive, conative, emotional and social development served as a basis for The Integral Development Method for Deaf Children. The principles of the World Federation of the Deaf (WFD) relating to the importance of sign language, neglected for a long time, provided a wider basis of this method. The first part of the article presents the method in a general way. The research part of the article examined the results of two experimentally controlled workshops. The first workshop examined the effects of various non-verbal stimulation techniques on cognitive development. The second workshop examined the effects of a systematic application of sign language on communicative and educative development. Data in Study 1 were collected by Piagets test and in Study 2 we collected by the Communication Competence Scale. The sample consisted of 50 subjects in Study 1 and 60 subjects in Study 2. The subjects were deaf children aged 8 to 12 years. The results confirmed that systematic application of various non-verbal workshop techniques that are suitable for deaf children significantly contributes to the promotion of cognitive development and that they effectively enhance and accelerate the concrete operational stage. A systematic application of Serbian sign language influenced promotion of Serbian speech language and complete communicative competence as well as higher cohesion of sign language end speech language communication skills. Sign language also influenced school achievement. Key words: cognitive development; communication; non-verbal approaches; sign language

scholarly journals Surdez, língua de sinais e cognição: análise das mútuas implicações

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Clélia Nogueira ◽  
Edna Machado
Keyword(s):  
Cognitive Development ◽  
Bilingual Education ◽  
Sign Language ◽  
Social Relationships ◽  
The Other ◽  
Deaf Children ◽  
Deaf People ◽  
Clinical Method ◽  
Educational Formation ◽  
Definite Solution

Tem como propósito analisar os resultados de pesquisas realizadas com crianças surdas acerca do desenvolvimento cognitivo, com base na teoria psicogenética de Jean Piaget. A primeira teve como objetivo investigar o desenvolvimento das estruturas de classificação, seriação e conservação do número em crianças surdas em idade pré-escolar. A segunda avaliou o desenvolvimento de crianças surdas com idade variando entre 12 e 14 anos, ou seja, as estruturas referentes aos períodos operatório-concreto e operatório-formal, segundo a teoria psicogenética. Uma terceira pesquisa, desenvolvida sob a orientação de uma das pesquisadoras, tinha como objetivo verificar se as crianças surdas educadas sob a concepção bilíngüe apresentavam diferenças no desenvolvimento cognitivo em relação àquelas examinadas nas duas anteriores. Todas as três pesquisas foram desenvolvidas a partir do método clínico tal como idealizado por Piaget. A análise dos resultados nos permite afirmar que a tese piagetiana da insuficiência da linguagem para a construção das estruturas cognitivas está confirmada em nossos estudos, mas, por outro lado, podemos dizer que os resultados nos apontam para a existência de outros fatores que precisam ser compreendidos no desenvolvimento cognitivo do surdo. A adoção da língua de sinais é um avanço na concepção da surdez e, com certeza, permite ao surdo ampliar seu universo de relações afetivas e sociais com seus pares, mas entendemos que a adoção da abordagem bilíngüe não é a solução definitiva para a educação dos surdos. Apesar de ser imprescindível que os surdos aprendam, o mais cedo possível, uma língua de sinais, a sua educação, nos parece, necessita ainda de um cuidado especial. Palavras-chave: surdez; desenvolvimento cognitivo dos surdos; bilingüismo. Abstract Results from research with deaf children and their cognitive development are analyzed by Piaget's psychogenetic theory. Whereas the first research investigated the development of classification, series listing and number conservation in pre-school deaf children, the second evaluated the development of 12-14-year-old deaf children, or rather, the structures comprising the concrete operatory and formal operatory periods of the psychogenetic theory. A third research, undertaken by one of the authors, verified whether deaf children who received bilingual education showed any differences in cognitive development in contrast to those in the former two researches. The three researches have been developed according to Piaget's clinical method. Results show that our analysis confirmed Piaget's thesis of language insufficiency for the construction of cognitive structures. On the other hand, results also indicate other factors that must be understood with regard to deaf people's cognitive development. The use of the natural language for the deaf, or sign language, is a landmark in the knowledge on deafness and will help deaf people to broaden their affective and social relationships with their peers. The adoption of the bilingual approach will not be the definite solution for the education of deaf people. Although deaf people must learn sign language as early as possible, special care should be dispensed in the course of their educational formation. Keywords: deafness; cognitive development of deaf people; bilingualism.

scholarly journals THE FEELING UNDERSTANDING AND VALUES OF THE DEAF CHILDREN

Lire Journal ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 15-21
Author(s):  
Qurrata 'Ain ◽  
Margana Margana
Keyword(s):  
Cognitive Development ◽  
Facial Expression ◽  
Sign Language ◽  
Social Dynamics ◽  
Body Movement ◽  
Deaf Children ◽  
Deaf People ◽  
Social Rules ◽  
Normal People ◽  
Hand Shape

Deaf children have a language to communicate with each other. It is known as sign language. The sign language has grammatical, morpheme, syntactical and semantically rules. It can be helped the deaf children to understand the signs. The disability people or gift children have an equal with normal people. So, they deserve to get what they want and communicate with each other. Generally, the grammar of sign language for deaf people has used hand shape or movement even facial expression or body movement.  This article has aimed to expose the ability of deaf children to understand the feelings and values of others. It refers to social and cognitive development. Deaf children have access to communicate how peoples’ interaction and explanation for behaviors to get better social dynamics as an advantage in cognitive development. The deaf children often show the behavior problem and inconsistent social and sometimes they could not understand social rules.

Deaf Epistemology, Sign Language and the Education of d/Deaf Children

2021 ◽  
Vol 57 (1) ◽  
pp. 37-57
Author(s):  
Timothy Reagan ◽  
Paula E. Matlins ◽  
C. David Pielick
Keyword(s):  
Sign Language ◽  
Deaf Children

The Development of American Sign Language–Based Analogical Reasoning in Signing Deaf Children

2019 ◽  
Vol 62 (1) ◽  
pp. 93-105
Author(s):  
Jon Henner ◽  
Rama Novogrodsky ◽  
Catherine Caldwell-Harris ◽  
Robert Hoffmeister
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Analogical Reasoning ◽  
Developmental Trajectory ◽  
Home Language ◽  
Deaf Children ◽  
Chronological Age ◽  
American Sign ◽  
Reasoning Abilities ◽  
Development Of Language

Purpose This article examines whether syntactic and vocabulary abilities in American Sign Language (ASL) facilitate 6 categories of language-based analogical reasoning. Method Data for this study were collected from 267 deaf participants, aged 7;6 (years;months) to 18;5. The data were collected from an ongoing study initially funded by the U.S. Institute of Education Sciences in 2010. The participants were given assessments of ASL vocabulary and syntax knowledge and a task of language-based analogies presented in ASL. The data were analyzed using mixed-effects linear modeling to first see how language-based analogical reasoning developed in deaf children and then to see how ASL knowledge influenced this developmental trajectory. Results Signing deaf children were shown to demonstrate language-based reasoning abilities in ASL consistent with both chronological age and home language environment. Notably, when ASL vocabulary and syntax abilities were statistically taken into account, these were more important in fostering the development of language-based analogical reasoning abilities than were chronological age and home language. We further showed that ASL vocabulary ability and ASL syntactic knowledge made different contributions to different analogical reasoning subconstructs. Conclusions ASL is a viable language that supports the development of language-based analogical reasoning abilities in deaf children.

scholarly journals Deaf Children’s Concept Formation in Mathematics

2005 ◽  
Vol 4 (3) ◽  
pp. 375-376
Author(s):  
Elsa Foisack
Keyword(s):  
Sign Language ◽  
Concept Formation ◽  
Concept Maps ◽  
Deaf Children ◽  
Large Variability ◽  
Self Confidence ◽  
Video Recordings ◽  
Time To Learn ◽  
School For The Deaf ◽  
Bilingual School

The question of why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts: the concept of multiplication with whole numbers and the concept of length.Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated.The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials, and with real things.A large variability in the pupils’ ability to solve the problems was found depending on different factors identified by Feuerstein, e.g., self-confidence, looking for meaning, search of challenge, intention to finish the work, and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies, it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence, they may learn certain concepts at a later age, and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance.The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.

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