scholarly journals Aspects of psychomotor development of primary school children with hearing loss from the standpoint of Bernstein's theory of movement construction

2020 ◽  
Vol 24 (3) ◽  
pp. 151-156
Author(s):  
N.I. Stepanchenko ◽  
I.B. Hrybovska ◽  
M.V. Danylevych ◽  
R.V. Hryboskyy

Purpose: As the latest research shows, psychomotor development and motor learning of deaf children is garnering a great deal of attention from scientists. Effectively correcting the psychomotor development of hearing-impaired kids requires a deep understanding of the disorders, structures, depth, and the children’s potential motor learning capabilities. We believe this understanding can be reached with the Bernstein approach. However, we were able to find only a handful of studies on psychomotor development of hearing-impaired children from the point of view of the theory of how motor skills are formed. Based on this theory, the purpose of this study was to create a diagnostic program that can evaluate and analyze psychomotor disorders and uncover their mechanism in hearing impaired kids compared to their peers with normal hearing. Methods: The study included 54 children from primary schools in Lviv with normal hearing and 94 primary school children with hearing loss from the Lviv Specialized Boarding School named after Maria Pokrova №101 and the Zhovkiv Training and Rehabilitation Center “Zlagoda” (51 children with hearing loss and 43 deaf children). The research sample we chose was random and the children ranged in age from 7-8 years old. To study a single motor skill based on the involvement of multiple levels of central nervous system control, the jump model was chosen. The study consisted of 10 tests, each of which was rated on a 5point scale. Gathered and analysed data were used for the quantitative method. Result: It was established that children with hearing loss had psychomotor retardation on all motor skill levels compared to their peers with normal hearing. Hearing impaired children had a low level of static and dynamic coordination, speed of movement, and motor memory. The lowest level of development was purposeful movement. Conclusions: We identified specific psychomotor disorders in primary school children with hearing loss compared to their peers with normal hearing on all levels of motor skill formation, and found correlations between the overall assessment of hearing impaired children and the studied components by level of movement construction: for any motor activity, there is a primary level, which forms the foundation of the movement and all other levels that are activated when performing the movement. The aspects of sensory-motor functions in primary school children with hearing loss depend on the level of hearing loss and consist of an absence of coordination on multiple levels of movement construction.

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.


2015 ◽  
Vol 79 (12) ◽  
pp. 2359-2363 ◽  
Author(s):  
Irving Basañez ◽  
Doreen Nakku ◽  
Susan Stangl ◽  
George B. Wanna

Author(s):  
Elina Nirgianaki ◽  
Maria Bitzanaki

The present study investigates the acoustic characteristics of Greek vowels produced by hearing-impaired children with profound prelingual hearing loss and cochlear implants. The results revealed a significant difference between vowels produced by hearingimpaired children and those produced by normal-hearing ones in terms of duration. Stressed vowels were significantly longer than non-stressed for both groups, while F0, F1 and F2 did not differ significantly between the two groups for any vowel, with the exception of /a/, which had significantly higher F1 when produced by hearingimpaired children. Acoustic vowel spaces were similar for the two groups but shifted towards higher frequencies in the low-high dimension and somehow reduced in the front-back dimension for the hearing-impaired group.


2010 ◽  
Vol 74 (1) ◽  
pp. 67-70 ◽  
Author(s):  
Mohd Khairi Md Daud ◽  
Rosli Mohd Noor ◽  
Normastura Abd Rahman ◽  
Din Suhaimi Sidek ◽  
Amran Mohamad

1984 ◽  
pp. 53-57 ◽  
Author(s):  
M. Volle ◽  
H. Tisal ◽  
R. LaBarre ◽  
H. Lavallée ◽  
R. J. Shephard ◽  
...  

2005 ◽  
Vol 69 (4) ◽  
pp. 517-525 ◽  
Author(s):  
Brian D. Westerberg ◽  
Danuta M. Skowronski ◽  
Irwin F. Stewart ◽  
Lois Stewart ◽  
Monika Bernauer ◽  
...  

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