وسائل التواصل الاجتماعی ودورها فی اکساب التلامیذ الصم وضعــاف السمــــع المفــاهیــــم العلمیــة Social media and its role in the acquisition of pupils deaf and hard of hearing scientific concepts

2017 ◽  
Vol 6 (2) ◽  
pp. 137-170
Author(s):  
عـــــادل عـبیـــد المـغــــیری
Keyword(s):  
Social Media ◽  
Hard Of Hearing ◽  
Scientific Concepts

Why is that creature grunting?

2018 ◽  
Vol 4 (1) ◽  
pp. 151-177
Author(s):  
Tomás Costal
Keyword(s):  
Social Media ◽  
Video Games ◽  
Hard Of Hearing ◽  
Convincing Argument ◽  
Depth Analysis ◽  
Selection Of

Abstract Video games today are highly complex audiovisual products. Their nature is not only multisemiotic but also interactive. Their potential audience has certain expectations and, especially in the case of digital blockbusters, final users need the advantage of knowledge and the force of numbers. A faux pas in design, continuity or playability will most likely be conducive to social media outrage, and will see official apologies be released presently. Conversely, accessibility shortcomings rarely or never have the same impact. The present study puts forward the advantages of including Subtitles for the Deaf and Hard of Hearing (SDH) in popular video games and offers an in-depth analysis of a selection of recent multimedia titles. Drawing on the work of Bernal Merino (2015), O’Hagan and Mangiron (2013) and Trabattoni (2014) on the special characteristics of video games, the main elements around which they are structured and the aspects that determine their success or failure, the author will endeavour to advance a convincing argument in favour of the introduction of SDH subtitling conventions.

Social media use for deaf and hard of hearing students in educational settings: a systematic review of literature

2017 ◽  
Vol 19 (3-4) ◽  
pp. 144-161 ◽  
Author(s):  
Ehsan Toofaninejad ◽  
Esmaeil Zaraii Zavaraki ◽  
Shane Dawson ◽  
Oleksandra Poquet ◽  
Parviz Sharifi Daramadi
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Hard Of Hearing ◽  
Media Use ◽  
Review Of Literature ◽  
Educational Settings ◽  
Social Media Use

The Visual Experience of Accessing Captioned Television and Digital Videos

2019 ◽  
Vol 21 (7) ◽  
pp. 679-696
Author(s):  
Janine Butler
Keyword(s):  
Social Media ◽  
Focus Group ◽  
Digital Media ◽  
Hard Of Hearing ◽  
Visual Experience ◽  
Online Media ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Digital Videos ◽  
Viewing Experience

The increase in video-based communication has made different caption styles more apparent to audiences, including hearing viewers who watch social media videos with colorful open captions. To explore how viewers respond to a variety of caption styles, this article shares findings from three focus group discussions with twenty deaf and hard-of-hearing college students. This article begins by discussing the accessibility of captioned television and digital media and how captions can influence the viewing experience. This article then analyzes deaf and hard-of-hearing focus group participants’ statements about their viewing experiences, reception practices, and critiques of aesthetic and accessible caption styles. The analysis of viewers’ feedback reveals how the tension between various approaches to captions contributes to the reshaping of television and online media: a reshaping in which captions are coming to the forefront of the viewing experience for deaf, hard-of-hearing, and hearing viewers.

scholarly journals AstroDance: Engaging Deaf and Hard-of-Hearing Students in Astrophysics via Multimedia Performances

2020 ◽  
Vol 23 (1) ◽  
pp. 1-14
Author(s):  
Jason Nordhaus ◽  
◽  
Manuela Campanelli ◽  
Joe Bochner ◽  
Thomas Warfield ◽  
...  
Keyword(s):  
Black Holes ◽  
Neutron Stars ◽  
Gravitational Waves ◽  
Hard Of Hearing ◽  
Scientific Concepts ◽  
Post Secondary ◽  
Significant Rate ◽  
Multi Media ◽  
Media Project

The dynamics of gravitating astrophysical systems such as black holes and neutron stars are fascinatingly complex, offer some of nature's most spectacular phenomena, and capture the public's imagination in ways that few subjects can. Here, we describe AstroDance, a multi-media project to engage deaf and hard-of-hearing (DHH) students in astronomy and gravitational physics. AstroDance incorporates multiple means of representation of scientific concepts and was performed primarily for secondary and post-secondary audiences at ~20 venues in the northeastern US prior to the historic first detection of gravitational waves. As part of the AstroDance project, we surveyed ~1000 audience members roughly split evenly between hearing and DHH audience members. While both groups reported statistically equivalent high-rates of enjoyment of the performance, the DHH group reported an increase in how much they learned about science at a statistically significant rate compared to the hearing audience. Our findings suggest that multi-sensory approaches benefit both hearing and DHH audiences and enable accessible participation for broader groups.

Measuring “Language Access Profiles” in Deaf and Hard-of-Hearing Children With the DHH Language Exposure Assessment Tool

2020 ◽  
pp. 1-25
Author(s):  
Matthew L. Hall ◽  
Stephanie De Anda
Keyword(s):  
Cluster Analysis ◽  
Exposure Assessment ◽  
Hard Of Hearing ◽  
Assessment Tool ◽  
Communication Mode ◽  
Developmental Potential ◽  
Language Access ◽  
Retest Reliability ◽  
Language Exposure ◽  
Test Retest Reliability

Purpose The purposes of this study were (a) to introduce “language access profiles” as a viable alternative construct to “communication mode” for describing experience with language input during early childhood for deaf and hard-of-hearing (DHH) children; (b) to describe the development of a new tool for measuring DHH children's language access profiles during infancy and toddlerhood; and (c) to evaluate the novelty, reliability, and validity of this tool. Method We adapted an existing retrospective parent report measure of early language experience (the Language Exposure Assessment Tool) to make it suitable for use with DHH populations. We administered the adapted instrument (DHH Language Exposure Assessment Tool [D-LEAT]) to the caregivers of 105 DHH children aged 12 years and younger. To measure convergent validity, we also administered another novel instrument: the Language Access Profile Tool. To measure test–retest reliability, half of the participants were interviewed again after 1 month. We identified groups of children with similar language access profiles by using hierarchical cluster analysis. Results The D-LEAT revealed DHH children's diverse experiences with access to language during infancy and toddlerhood. Cluster analysis groupings were markedly different from those derived from more traditional grouping rules (e.g., communication modes). Test–retest reliability was good, especially for the same-interviewer condition. Content, convergent, and face validity were strong. Conclusions To optimize DHH children's developmental potential, stakeholders who work at the individual and population levels would benefit from replacing communication mode with language access profiles. The D-LEAT is the first tool that aims to measure this novel construct. Despite limitations that future work aims to address, the present results demonstrate that the D-LEAT represents progress over the status quo.

Family Support in Early Hearing Detection and Intervention (EHDI) Systems

2012 ◽  
Vol 22 (1) ◽  
pp. 11-21
Author(s):  
Patti Martin ◽  
Nannette Nicholson ◽  
Charia Hall
Keyword(s):  
Family Support ◽  
Hard Of Hearing ◽  
Critical Role ◽  
Annual Conference ◽  
Federal Law ◽  
Think Tank ◽  
Learning Collaborative ◽  
Technological Advances ◽  
Improved Outcomes ◽  
Program Components

Family support has evolved from a buzzword of the 1990s to a concept founded in theory, mandated by federal law, valued across disciplines, and espoused by both parents and professionals. This emphasis on family-centered practices for families of young children with disabilities, coupled with federal policy initiatives and technological advances, served as the impetus for the development of Early Hearing Detection and Intervention (EHDI) programs (Nicholson & Martin, in press). White, Forsman, Eichwald, and Muñoz (2010) provide an excellent review of the evolution of EHDI systems, which include family support as one of their 9 components. The National Center for Hearing Assessment and Management (NCHAM), the Maternal and Child Health Bureau, and the Center for Disease Control Centers cosponsored the first National EHDI Conference. This conference brought stakeholders including parents, practitioners, and researchers from diverse backgrounds together to form a learning collaborative (Forsman, 2002). Attendees represented a variety of state, national, and/or federal agencies and organizations. This forum focused effort on the development of EHDI programs infused with translating research into practices and policy. When NCHAM, recognizing the critical role of family support in the improvement of outcomes for both children and families, created a think tank to investigate the concept of a conference centered on support for families of children who are deaf or hard of hearing in 2005, the “Investing in Family Support” (IFSC) conference was born. This conference was specifically designed to facilitate and enhance EHDI efforts within the family support arena. From this venue, a model of family support was conceptualized and has served as the cornerstone of the IFSC annual conference since 2006. Designed to be a functional framework, the IFSC model delineates where and how families find support. In this article, we will promote and encourage continued efforts towards defining operational measures and program components to ultimately quantify success as it relates to improved outcomes for these children and their families. The authors view this opportunity to revisit the theoretical underpinnings of family support, the emerging research in this area, and the basics of the IFSC Model of Family Support as a call to action. We challenge professionals who work with children identified as deaf or hard of hearing to move family support from conceptualization to practices that are grounded in evidence and ever mindful of the unique and dynamic nature of individual families.

The Colorado Journey Towards Optimal Outcomes for Children With Hearing Loss

2010 ◽  
Vol 20 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Christine Yoshinaga-Itano
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hard Of Hearing ◽  
Diverse Population ◽  
Language Outcomes ◽  
Maternal Bonding ◽  
Level Of Education ◽  
Optimal Outcomes ◽  
Outcomes For Children ◽  
Children With Hearing Loss

Abstract It is possible for children who are deaf or hard of hearing to attain language development comparable to their hearing peers, but these outcomes are not guaranteed. The population of children with hearing loss is a diverse population and although the variable of the age of identification is less variable, there are numerous variables that could potentially and have historically impacted language outcomes of children who are deaf or hard of hearing. Variables such as hearing loss, maternal level of education, and maternal bonding can overcome the benefits of earlier identification and intervention.

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