scholarly journals The development of auditory perception and the pronunciation side of speech in deaf students: history and current trends

2021 ◽  
Author(s):  
Elena Z. Yakhnina ◽  
Keyword(s):  
Auditory Perception ◽  
Deaf Children ◽  
School Age ◽  
Educational Standards ◽  
Deaf Students ◽  
Current Trends ◽  
Oral Speech

The article reviews scientific aspects of development of hearing perception and reproduction of oral speech of school age deaf children in Russian surdopedagogic. Special emphasis is dedicated to modern tendencies in such a work according to requirements of State Federal educational standards

scholarly journals Mobile Learning as Teaching Aid and Learning Media for Special Teacher of Deaf Students

2020 ◽  
Vol 4 (11) ◽  
pp. 28-30
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Mobile Learning ◽  
Auditory Perception ◽  
Group Discussion ◽  
Deaf Children ◽  
Deaf Students ◽  
Special Schools ◽  
The Media ◽  
Communication Programs

This study aims to develop learning media android based which can be used by teachers of special schools to teach a special program for deaf children. This research uses a qualitative approach. Data collected by conducting interviews with the teachers about the obstacles, desires and media needs of the teacher in teaching auditory perception and communication programs. While the data for developing the media was conducted through focus group discussion. Data results of the focus group discussion were analyzed in the reduction and concluded to be the basis of the development of the media. Based on the results, it can be concluded that mobile learning is the alternative media to learn and helps teachers in teaching auditory perception and communication programs to deaf children..

The Use of Sign Language and Sign Systems in Facilitating the Language Acquisition and Communication of Deaf Students

1997 ◽  
Vol 28 (4) ◽  
pp. 384-394 ◽  
Author(s):  
Judith Coryell ◽  
Thomas K. Holcomb
Keyword(s):  
Bilingual Education ◽  
American Sign Language ◽  
Sign Language ◽  
Instructional Strategy ◽  
Historical Context ◽  
Deaf Children ◽  
Deaf Students ◽  
Current Trends ◽  
Sign Systems ◽  
Total Communication

With a historical context as a foundation, the current trends, practices, and perspectives regarding the manual component of educating deaf children is examined, including Manually Coded English systems and American Sign Language. As decisions are considered regarding various approaches to sign communication, it is necessary to investigate issues that support and also question the appropriateness of any given language/system. In addition to the sign language/systems, an equally important aspect is the instructional strategy that supports sign usage, such as Total Communication, Simultaneous Communication, and Bilingual Education. Issues affecting the selection and use of sign language/systems conclude this article.

scholarly journals Talker Discrimination by Prelingually Deaf Children with Cochlear Implants: Preliminary Results

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 113-118 ◽  
Author(s):  
Miranda Cleary ◽  
David B. Pisoni
Keyword(s):  
Cochlear Implants ◽  
Deaf Children ◽  
School Age Children ◽  
School Age ◽  
Sentence Condition ◽  
Language Outcome ◽  
The Mean ◽  
Hearing Children ◽  
Proportion Correct ◽  
Linguistic Content

Forty-four school-age children who had used a multichannel cochlear implant (CI) for at least 4 years were tested to assess their ability to discriminate differences between recorded pairs of female voices uttering sentences. Children were asked to respond “same voice” or “different voice” on each trial. Two conditions were examined. In one condition, the linguistic content of the sentence was always held constant and only the talker's voice varied from trial to trial. In another condition, the linguistic content of the utterance also varied so that to correctly respond “same voice,” the child needed to recognize that Two different sentences were spoken by the same talker. Data from normal-hearing children were used to establish that these tasks were well within the capabilities of children without hearing impairment. For the children with CIs, in the “fixed sentence condition” the mean proportion correct was 68%, which, although significantly different from the 50% score expected by chance, suggests that the children with CIs found this discrimination task rather difficult. In the “varied sentence condition,” however, the mean proportion correct was only 57%, indicating that the children were essentially unable to recognize an unfamiliar talker's voice when the linguistic content of the paired sentences differed. Correlations with other speech and language outcome measures are also reported.

The Impact of Identity and Culturally Responsive School Leadership: Leaders of Schools and Programs for the Deaf

2019 ◽  
pp. 120-144
Author(s):  
Catherine A. O’Brien
Keyword(s):  
Identity Development ◽  
School Leadership ◽  
Culturally Responsive ◽  
School Leaders ◽  
The United States ◽  
Deaf Culture ◽  
Deaf Children ◽  
Deaf Students ◽  
Schools For The Deaf ◽  
Almost All

This chapter explores the relationship between culturally responsive school leadership and school culture in schools for the deaf. The author demonstrates how Deaf culture, identity, and culturally responsive school leadership intertwine and influence each other. This chapter reports on observations of and interviews with leaders in six schools for the deaf in the United States. Many current school leaders serving Deaf children lack knowledge and understanding of Deaf culture and Deaf identity. Culturally responsive leaders in the schools for the deaf that were studied were almost all part of Deaf culture. If school leaders are to better meet the needs deaf students’ education and identity development, they must recognize the students’ cultures and identities. The author makes a plea for better equipping potential principals and other leaders of schools for the deaf.

scholarly journals Speechreading Development in Deaf and Hearing Children: Introducing the Test of Child Speechreading

2013 ◽  
Vol 56 (2) ◽  
pp. 416-426 ◽  
Author(s):  
Fiona E. Kyle ◽  
Ruth Campbell ◽  
Tara Mohammed ◽  
Mike Coleman ◽  
Mairéad MacSweeney
Keyword(s):  
Short Stories ◽  
Deaf Children ◽  
School Age Children ◽  
School Age ◽  
Linguistic Complexity ◽  
Hearing Status ◽  
Reliable Assessment ◽  
New Instrument ◽  
Computer Based ◽  
Hearing Children

Purpose In this article, the authors describe the development of a new instrument, the Test of Child Speechreading (ToCS), which was specifically designed for use with deaf and hearing children. Speechreading is a skill that is required for deaf children to access the language of the hearing community. ToCS is a deaf-friendly, computer-based test that measures child speechreading (silent lipreading) at 3 psycholinguistic levels: (a) Words, (b) Sentences, and (c) Short Stories. The aims of the study were to standardize the ToCS with deaf and hearing children and to investigate the effects of hearing status, age, and linguistic complexity on speechreading ability. Method Eighty-six severely and profoundly deaf children and 91 hearing children participated. All children were between the ages of 5 and 14 years. The deaf children were from a range of language and communication backgrounds, and their preferred mode of communication varied. Results Speechreading skills significantly improved with age for both groups of children. There was no effect of hearing status on speechreading ability, and children from both groups showed similar performance across all subtests of the ToCS. Conclusion The ToCS is a valid and reliable assessment of speechreading ability in school-age children that can be used to measure individual differences in performance in speechreading ability.

Features and capabilities of psycho-pedagogical support of pre-school age children in an educational institution

2016 ◽  
Vol 1 (1) ◽  
pp. 9-9
Author(s):  
Короткая ◽  
Natalya Korotkaya
Keyword(s):  
Educational Institution ◽  
Educational Process ◽  
Social Needs ◽  
School Age Children ◽  
Modern World ◽  
Federal State ◽  
School Age ◽  
Educational Standards ◽  
The Social ◽  
State Educational

The article is devoted to psychological and pedagogical support of the educational process in the children´s educational institution, based on the formation of professional skills of teachers, psychological culture of their parents, in turn, versatile, fully develop the child forms in his capacity to a level corresponding to the age peculiarities and requirements of the modern world. The main result of the activities of the psycho-pedagogical support preschool, which is consistent with both the social needs of the population and the requirements of the federal state educational standards, is an adaptation of children at all levels of training to the rapidly changing life of society, to ensure the organization of educational process aimed at constructive formation of the child´s personality.

Affixes and function words in the written language of deaf children

1988 ◽  
Vol 9 (4) ◽  
pp. 385-401 ◽  
Author(s):  
Traute Taeschner ◽  
Antonella Devescovi ◽  
Virginia Volterra
Keyword(s):  
Written Language ◽  
Deaf Children ◽  
Deaf Students ◽  
Function Words ◽  
Developmental Patterns ◽  
Grammatical Aspect ◽  
Written Form ◽  
Hearing Children ◽  
And Function ◽  
Age Range

ABSTRACTThe goal of this article is to investigate whether the acquisition of some morpho-syntactic aspects in Italian deaf adolescents is simply delayed with respect to hearing children, or whether it follows significantly different developmental patterns. Twenty-five deaf students (age range: 11–15 years) and a group of 125 hearing controls (age range: 6–16 years) performed four tests, administered in written form, relative to different grammatical aspects: plurals, articles, and clitic pronouns. Results showed three different patterns of development depending on the grammatical aspect considered. Deaf children compared to hearing controls showed normal development in the pluralization task, delayed development in the pronoun task, and a qualitatively different pattern in the article task.

scholarly journals Cognitive Pocket Method Application in Education of Children with ASD

2018 ◽  
Vol 16 (4) ◽  
pp. 28-34
Author(s):  
E.G. Zavarzina-Memmi
Keyword(s):  
Motor Skills ◽  
Auditory Perception ◽  
Motor Planning ◽  
Autism Spectrum ◽  
Depth Of Field ◽  
Fine Motor ◽  
Communication Techniques ◽  
Visual Skills ◽  
Oral Speech ◽  
Spectrum Disorders

A description of the author’s Cognitive Pocket Method is given, which is primarily intended for work with children with autism spectrum disorders and, generally, involves parents or tutor individual lessons with a child. The Cognitive Pocket Method allows to adjust the auditory perception, respectively — the understanding of oral speech, and teach to read as well. Also the method subsequently provides to the wards education and communication techniques. The method can be used with normotupical children and adults, it is used both at home and in the specialist’s environment, which includes application in the group of children. Alongside with the solution of the main tasks associated with auditory perception, the Cognitive Pocket Method trains attention, memory (including motor), visual skills (depth of field, eye control of hand actions), coordination, fine motor skills, touch, motor planning.

scholarly journals Deaf Education in Brazil: Contexts, Challenges, and Perspectives

2019 ◽  
pp. 343-360
Author(s):  
Cátia de Azevedo Fronza ◽  
Lodenir Becker Karnopp ◽  
Marjon Tammenga-Helmantel
Keyword(s):  
Higher Education ◽  
Bilingual Education ◽  
Deaf Education ◽  
Deaf Children ◽  
Ministry Of Education ◽  
Deaf Students ◽  
Brazilian Government ◽  
Enrollment Rates ◽  
Brazilian Sign Language ◽  
Education In Brazil

Changes in the past two decades have improved the position of the deaf in Brazil: Brazilian Sign Language (Libras) is an officially recognized language, deaf children can go to school, and bilingual education is available to deaf students. However, many deaf children do not attend school, and enrollment rates in high school and higher education are low. Moreover, the language policy views of the Brazilian deaf movement and the Brazilian Ministry of Education do not align. The deaf movement pleads for bilingual deaf schools, whereas the Brazilian government follows an inclusion policy. This chapter presents an overview of the position of the deaf in Brazil and their participation in education, considering national deaf policy and its implications for and impact on deaf education. Teaching practices in bilingual education are discussed, and recommendations and challenges for Brazilian deaf education are considered.

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