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.

scholarly journals Experimentação na educação química: elaboração de sinais em libras para práticas de laboratório

2018 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Geilson Rodrigues Da Silva ◽  
Talina Meirely Nery Dos Santos ◽  
Griscele Souza De Jesus ◽  
Lucas Pereira Gandra
Keyword(s):  
General Chemistry ◽  
Content Analysis ◽  
Quantitative Analysis ◽  
Bilingual Education ◽  
Sign Language ◽  
Chemistry Laboratory ◽  
Deaf People ◽  
Scientific Concepts ◽  
Deaf Students ◽  
Brazilian Sign Language

Resumo: A Química é uma Ciência com poucos sinais específicos em Língua Brasileira de Sinais para o ensino de pessoas com surdez. Essa barreira de linguagem pode ocasionar obstáculos de aprendizagem aos estudantes surdos. Sendo assim, a presente pesquisa teve como objetivos catalogar verbetes e criar sinais para a utilização em aulas práticas de Química. Para coleta de dados foram levantados os termos na literatura no dicionário ilustrado trilíngue que possuíssem relações com a disciplina de Química, ao qual foram categorizados a partir da Análise de Conteúdo, em função do seu emprego e utilização. Realizou-se a análise quantitativa dos termos mais presentes em roteiros de aulas experimentais, usadas na disciplina de Química Geral e Experimental Ida Licenciatura em Química do IFMS campus Coxim. Sendo elaborados quatro sinais de instrumentos do laboratório de Química que apresentam potencial para serem utilizados em práticas bilíngues, no ensino superior e médio.Palavras-chave: Educação Bilíngue; Formação de Conceitos Científicos; Práticas Experimentais. Experimentation in chemical education: elaboration signals in libras for laboratory practicesAbstract: Chemistry is a Science with few specific signs in Brazilian Sign Language for teaching deaf people. This language barrier can lead to learning obstacles for deaf students. Thus, the present research had as objectives to catalog entries and to create signals for the use in practical classes of Chemistry. In order to collect data, the terms in the literature in the trilingual illustrated dictionary that had relations with the discipline of Chemistry were categorized from the Content Analysis, according to their use and use. A quantitative analysis of the most present terms was carried out in experimental classes, used in the General Chemistry and Experimental I subject of the Chemistry Degree of the IFMS campus Coxim. Four signs of chemistry laboratory instruments are being developed, which have the potential to be used in bilingual practices in higher and secondary education.Keywords: Bilingual Education; Formation of Scientific Concepts; Experimental Practices. 

scholarly journals Modifying and validating the social responsiveness scale edition 2 for use with deaf children and young people

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243162
Author(s):  
Barry Wright ◽  
Helen Phillips ◽  
Ann Le Couteur ◽  
Jennifer Sweetman ◽  
Rachel Hodkinson ◽  
...  
Keyword(s):  
Sign Language ◽  
Intraclass Correlation ◽  
Autism Spectrum ◽  
Social Responsiveness Scale ◽  
Deaf Children ◽  
Social Responsiveness ◽  
Deaf People ◽  
Delphi Consensus ◽  
The Social ◽  
Test Retest Reliability

A Delphi consensus methodology was used to adapt a screening tool, the Social Responsiveness Scale– 2 (SRS-2), for use with deaf children including those whose preferred communication method is sign language. Using this approach; 27 international experts (The Delphi International Expert Panel), on the topic of autism spectrum disorder (ASD) in deaf people, contributed to the review of item content. A criterion for agreement was set at 80% of experts on each item (with 75% acceptable in the final fourth round). The agreed modifications are discussed. The modified SRS-2 research adaptation for deaf people (referred to here as the “SRS-2 Deaf adaptation”) was then translated into British Sign Language using a robust translation methodology and validated in England in a sample of 198 deaf children, 76 with Autism Spectrum Disorders (ASD) and 122 without ASD. The SRS-2 Deaf adaptation was compared blind to a NICE (National Institute for Health and Care Excellence) guideline standard clinical assessment. The area under the Receiver Operating (ROC) curve was 0.811 (95% CI: 0.753, 0.869), with an optimal cut-off value of 73, which gave a sensitivity of 82% and a specificity of 67%. The Cronbach Alpha coefficient was 0.968 suggesting high internal consistency. The Intraclass Correlation Coefficient was 0.897, supporting test-retest reliability. This performance is equivalent to similar instruments used for screening ASD in the hearing population.

Multimedia Dictionary and Synthesis of Sign Language

2011 ◽  
pp. 268-281 ◽  
Author(s):  
Franc Solina ◽  
Slavko Krapez ◽  
Ales Jaklic ◽  
Vito Komac
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
The United States ◽  
Written Language ◽  
Deaf Children ◽  
Deaf People ◽  
Sign Languages ◽  
Proper Nouns ◽  
Basic Meaning ◽  
The World

Deaf people, as a marginal community, may have severe problems in communicating with hearing people. Usually, they have a lot of problems even with such—for hearing people—simple tasks as understanding the written language. However, deaf people are very skilled in using a sign language, which is their native language. A sign language is a set of signs or hand gestures. A gesture in a sign language equals a word in a written language. Similarly, a sentence in a written language equals a sequence of gestures in a sign language. In the distant past deaf people were discriminated and believed to be incapable of learning and thinking independently. Only after the year 1500 were the first attempts made to educate deaf children. An important breakthrough was the realization that hearing is not a prerequisite for understanding ideas. One of the most important early educators of the deaf and the first promoter of sign language was Charles Michel De L’Epée (1712-1789) in France. He founded the fist public school for deaf people. His teachings about sign language quickly spread all over the world. Like spoken languages, different sign languages and dialects evolved around the world. According to the National Association of the Deaf, the American Sign Language (ASL) is the third most frequently used language in the United States, after English and Spanish. ASL has more than 4,400 distinct signs. The Slovenian sign language (SSL), which is used in Slovenia and also serves as a case study sign language in this chapter, contains approximately 4,000 different gestures for common words. Signs require one or both hands for signing. Facial expressions which accompany signing are also important since they can modify the basic meaning of a hand gesture. To communicate proper nouns and obscure words, sign languages employ finger spelling. Since the majority of signing is with full words, signed conversation can proceed with the same pace as spoken conversation.

FC15-03 - Mental distress and quality of life in a deaf population

2011 ◽  
Vol 26 (S2) ◽  
pp. 1900-1900
Author(s):  
J. Fellinger
Keyword(s):  
Quality Of Life ◽  
General Population ◽  
Sign Language ◽  
Social Relationships ◽  
Mental Distress ◽  
Community Sample ◽  
Deaf People ◽  
Deaf Community ◽  
Significant Difference

IntroductionHigh risks of mental illness within the deaf community are reported. The assessment of the level of mental distress and quality of life in the deaf community is difficult due to communication problems in spoken and written language. The deaf community is characterized by the use of sign language.ObjectiveThis study aims to compare levels of psychological distress and the quality of life with levels reported by the signing deaf people and the hearing population.MethodsA measure of acceptable reliability using sign language is described. The interactive computerised package including special versions of the WHOQOL-BREF, the GHQ-12 and five subscales of the BSI was administered to a large community sample of deaf people (n = 236), and results were compared with normative data for German speaking hearing people.ResultsThe deaf sample has a significantly poorer quality of life than the general population for the physical and psychological domains (p < 0,01) as measured by the WHOQOL-BREF. However, in the domain of social relationships no significant difference (p = 0,19) was demonstrated. All findings with the GHQ-12 and the BSI show much higher levels (p = 0,01) of emotional distress among the deaf.ConclusionAlthough a poorer quality of life and a higher level of mental distress is demonstrated the similarity to the general population in the domain social relationships shows that this does not affect all domains. These findings show the need for easily accessible health services for the deaf which offer sensitive communication with them.

scholarly journals Digital Sign Language App for Deaf Children

2021 ◽  
pp. 564-567
Author(s):  
Akib Khan ◽  
Rohan Bagde ◽  
Arish Sheikh ◽  
Asrar Ahmed ◽  
Rahib Khan ◽  
...  
Keyword(s):  
Bilingual Education ◽  
Sign Language ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Local Language ◽  
The World ◽  
Impaired People ◽  
Inclusive Society

India has the highest population of hearing-impaired people in the world, numbering 18 million. Only 0.25 per cent of these numbers presently have access to bilingual education where knowledge of sign language is primary and that of a local language. Providing a platform that will help the entire hearing impaired community, their interpreters, families, and educators to understand sign language, will go a long way to facilitate easier conversations and exchange of ideas, thereby enabling a more inclusive society.

Language and Reading Comprehension Abilities of Elementary School-Aged Deaf Children

2020 ◽  
Vol 26 (1) ◽  
pp. 159-169
Author(s):  
Peter K Crume ◽  
Amy Lederberg ◽  
Brenda Schick
Keyword(s):  
Bilingual Education ◽  
American Sign Language ◽  
Sign Language ◽  
Sixth Grade ◽  
Deaf Children ◽  
American Sign ◽  
Education Programs ◽  
Language Abilities ◽  
Language Of Instruction ◽  
Significant Difference

Abstract Bilingual education programs for deaf children have long asserted that American Sign Language (ASL) is a better language of instruction English-like signing because ASL is a natural language. However, English-like signing may be a useful bridge to reading English. In the present study, we tested 32 deaf children between third and sixth grade to assess their capacity to use ASL or English-like signing in nine different languages and reading tasks. Our results found that there was no significant difference in the deaf children’s ability to comprehend narratives in ASL compared to when they are told in English-like signing. Additionally, language abilities in ASL and English-like signing were strongly related to each other and to reading. Reading was also strongly related to fingerspelling. Our results suggest that there may be a role in literacy instruction for English-like signing as a supplement to ASL in deaf bilingual schools.

Code-Mixing in Moeder-Kind Interactie in Dove Families

2002 ◽  
Vol 68 ◽  
pp. 49-63
Author(s):  
Anne Baker ◽  
Beppie van den Bogaerde
Keyword(s):  
Sign Language ◽  
The Other ◽  
Deaf Children ◽  
Mixed Form ◽  
Code Mixing ◽  
Other Hand ◽  
Language Data ◽  
Language Input ◽  
Hearing Children

In this article, we discuss the mixed input offered by four profoundly deaf mothers and the mixed output of their deaf and hearing children. Muysken (2000) distinguishes different forms of code-mixing: insertion, alternation and congruent lexicalisation. We applied these definitions to these language data and found that the mothers used mainly the last type of code-mixing, namely congruent lexicalisation. This results in a mixed form of NGT (Nederlandse Gebarentaal, 'Dutch Sign Language') and Dutch, in which the structure of the utterance is grammatical in both NGT and Dutch. Lexical insertion also occurs, both in the basically NGT utterances and in the Dutch utterances. The deaf children (up to age three) are just beginning to become bilingual and hardly produce any mixed utterances. The hearing children, on the other hand, clearly show that they code-mix, under the influence of the language input.

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