scholarly journals The Consequence Deafness has on the Psychological and Academic Development of deaf students. The case of Alpha special school for the deaf in Addis Ababa, Hermata and Mendera Junior School at Jimma Town

2008 ◽  
Vol 1 (2) ◽  
Author(s):  
M Abay
Keyword(s):  
Addis Ababa ◽  
Academic Development ◽  
Special School ◽  
Deaf Students ◽  
School For The Deaf ◽  
Jimma Town

scholarly journals PENERAPAN PENDEKATAN PSIKOLOGI ARSITEKTUR PADA SEKOLAH LUAR BIASA TUNARUNGU (SLB TIPE B) DI KOTA BEKASI

Arsitektura ◽  
2017 ◽  
Vol 15 (2) ◽  
pp. 525
Author(s):  
Ariani Nurfakhirah
Keyword(s):  
Hearing Impairment ◽  
Learning Process ◽  
Design Method ◽  
Special School ◽  
Deaf Students ◽  
Normal Children ◽  
Site Analysis ◽  
School For The Deaf ◽  
Deaf Persons

<p><em>The condition of special school for the deaf and the deaf itself are still apprehensive, especially in Bekasi, West Java. Meanwhile, deaf persons still need to get an education which equivalent to the education that normal children get. However, education for children with special needs, especially those with hearing impairment, requires special implementations based on deaf’s characteristics in some design aspects in order to improve physical and psychological comfort required by deaf students so they can be more comfortable adapting to school circumstances. Design method that seems appropriate to be applied to this special school for the deaf is psychological architecture approach that focuses on the characteristics of the deaf itself. Psychological architecture as design method that used in this special school is adjusted to the characteristics of hearing impaired in order to improve the quality of physical and psychological comfort of deaf students in the learning process and activities by applying the principles of psychological architecture on site analysis, school layout arrangement, and also the appearance of interior and exterior of special school for the deaf.</em></p>

Best Practices and Challenges of Deaf Education in Mexico

2019 ◽  
pp. 307-322
Author(s):  
Mercedes Obregón Rodríguez ◽  
Maribel Valero Weeke
Keyword(s):  
Sign Language ◽  
Deaf Education ◽  
Legal Framework ◽  
Medical Rehabilitation ◽  
Deaf Students ◽  
The Public ◽  
Regular Classrooms ◽  
Firm Basis ◽  
School For The Deaf ◽  
Education In Mexico

Education for the deaf in Mexico has gone through many stages. It started out with a school for the deaf where Mexican Sign Language flourished, then moved across the spectrum to a medical-rehabilitation paradigm in which sign language was seen as a threat to the development and use of spoken language, and then focused on the integration of deaf students with children with other disabilities. Today the public school system promotes inclusion for deaf students in regular classrooms with very poor or no specialized support. Although the normative and legal framework in Mexico supports the use of sign language and bilingual education, the situation on the ground is less than optimal. This chapter discusses the achievements and the challenges we face in providing quality education that establishes a firm basis for the total inclusion of the deaf in Mexico. The experience of the Instituto Pedagógico para Problemas del Lenguaje (IPPLIAP) with a bilingual educational model is covered. Results of a survey of teachers who work with deaf learners throughout the country are reviewed.

scholarly journals Gender Differences in Mathematics Achievement of Deaf Students in Ashanti School for the Deaf, Ghana

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Dr. Alexander M. Oppong ◽  
Daniel Fobi
Keyword(s):  
Gender Differences ◽  
Mathematics Achievement ◽  
Cultural Theory ◽  
Research Question ◽  
Educational Practice ◽  
Deaf Students ◽  
Intact Group ◽  
National Education ◽  
School For The Deaf ◽  
Dependent Samples

Anchored on the socio-cultural theory of learning, this intact group comparison posttest-only research analyzed gender differences in Mathematics achievement of Deaf students in Ashanti School for the Deaf on the Ghana National Education Assessment Test for Primary Six (NEA-P6) in order to provide empirical information for educational practice in that school. One research question and one hypothesis were formulated to guide the study. Out of a population of 29 Primary Six students, a sample of 16 matched students (8 males and 8 females) aged 14 to 19 years with an average pure tone air conduction hearing loss of 101dB, participated in the study. A t-test for dependent samples was used to determine the mean differences between the two group means because the study involved matched participants chosen from a single population. Findings of the study indicated slightly higher mean achievement levels for female participants than that of their male counterparts. Implications for practice and further studies were discussed.

scholarly journals Analysis of Symbolic Interaction on Effective Communication of Deaf Student of Darul Ashom Islamic Boarding School Yogyakarta

2021 ◽  
Vol 15 (2) ◽  
pp. 203-215
Author(s):  
Khoniq Nur Afiah
Keyword(s):  
Teaching And Learning ◽  
Symbolic Interaction ◽  
Interaction Analysis ◽  
Boarding School ◽  
Effective Communication ◽  
Interaction Process ◽  
Interaction Patterns ◽  
Deaf Students ◽  
Symbolic Interactions ◽  
School For The Deaf

Communication is a primary need for every human being, including people with disabilities. Disability people, such as deaf people, also have interaction patterns to communicate effectively. Effective communication patterns can provide teaching and learning fluently at the Darul Ashom Islamic Boarding School for the Deaf, Yogyakarta. This research aims to study the effective communication design by teachers with deaf students in the Darul Ashom Islamic Boarding School for the Deaf, Yogyakarta. This study uses a qualitative descriptive method with Herbert Blumer’s symbolic interaction analysis perspective. This study indicates that the interaction pattern between deaf students and the teacher uses several symbols in the interaction process, such as spoken language, body language, sign language, and picture symbols. These symbols emerge and are used in the interaction process, especially the teaching and learning technique and memorization. The activities carried out by the students such as Tahsin, memorization, fiqh and hadith studies, murojaah and simaan also illustrate the use of symbolic interactions. The symbolic interaction has a meaning that the communicant and communicator understand to achieve effective communication.

scholarly journals SURDEZ E VISUALIDADE NO ENSINO DE HISTÓRIA: UM ESTUDO DE CASO DE PESQUISA-AÇÃO

2020 ◽  
Vol 13 (4) ◽  
pp. 401
Author(s):  
Ana Gabriela Da Silva Vieira
Keyword(s):  
Visual Experience ◽  
Rio Grande ◽  
Visual Language ◽  
Rio Grande Do Sul ◽  
Historical Knowledge ◽  
Deaf Students ◽  
Teaching History ◽  
Schools For The Deaf ◽  
School For The Deaf ◽  
History Classes

Teaching in bilingual schools for the deaf, due to the specificities of the students served, whose communication occurs mainly through a sign and visual language, has been using visual resources in the classroom. This article discusses the use of these resources in History classes, based on research carried out in 2017, at a school for the deaf in a city in Rio Grande do Sul. This investigation used action research as a methodology, with the objective of to test methodologies and didactic resources for the teaching of History in deaf students. The use of visual resources for teaching history was explored - images, videos, collages, models, etc. - based on discussions in the area of Deaf Studies that understand visual experience as the basis of deaf culture. As results, it was understood that there are different ways of using visual resources, that images cannot be isolated from the content discussed in the classroom, on the contrary, they need to be contextualized so that deaf students are able to appropriate historical knowledge.

scholarly journals "The World is Wide Enough for Us Both”: The Manitoba School for the Deaf at the Onset of the Oralist Age, 1889-1920

2017 ◽  
Vol 6 (1) ◽  
pp. 63
Author(s):  
Sandy Barron
Keyword(s):  
Twentieth Century ◽  
North American ◽  
Deaf Education ◽  
Public Works ◽  
Teaching Staff ◽  
Deaf Students ◽  
Early Twentieth Century ◽  
Complex Picture ◽  
School For The Deaf ◽  
Communication Methods

Historical research on the oralist era in North American deaf education has typically been undertaken through a national lens. This study asserts that a more localized and regional view of the communication methods practiced at deaf schools will aid in the creation of a more complex picture of how oralism spread in Canadian and North American deaf schools. Based on an analysis of the papers of the Manitoba Ministry of Public Works; the archives of Silent Echo, the Manitoba School’s newspaper; and published works by the school’s principals, this paper contends that strict oralism faced fierce resistance in Manitoba from both Deaf citizens and teachers, as well as the school’s hearing principal, before 1920. Principal Duncan McDermid and deaf teacher J.R. Cook published and republished arguments in the Echo against oralism and in favour of moderation in the sign debate. In consideration of all three characteristics of strictly oralist schools in the early twentieth century – a ban on sign language, separation of deaf students from Deaf communities, and the expulsion of deaf teaching staff – the Manitoba School for the Deaf emerges as an exception to the trend of encroaching oralism in Canadian deaf schools during the early twentieth-century. 

Hereditary Congenital Deafness in Uniovular Twins

1960 ◽  
Vol 8 (1) ◽  
pp. 99-116 ◽  
Author(s):  
F. Grewel ◽  
A. P. J. N. van den Horst
Keyword(s):  
Secondary School ◽  
Special School ◽  
Congenital Deafness ◽  
Twin Brother ◽  
Uncomplicated Pregnancy ◽  
Normal Term ◽  
The Right ◽  
School For The Deaf

A deaf-mute boy of 14 years, who was examined owing to his poor progress in the special school for the deaf-mute, proved to be one of a twin. Both boys were born 6 weeks before the normal term by breach presentation at the end of an uncomplicated pregnancy. There was one placenta. The mother had noticed A's deafness when he was 11 weeks old, as he did not react to street noises as his brother did. The twin brother B is deaf in the right ear; he attends the secondary school and his performance is average.

scholarly journals Dentition status and treatment needs among children with impaired hearing attending a special school for the deaf and mute in Udaipur, India

2008 ◽  
Vol 50 (2) ◽  
pp. 161-165 ◽  
Author(s):  
Manish Jain ◽  
Anmol Mathur ◽  
Santhosh Kumar ◽  
Rushabh J. Dagli ◽  
Prabu Duraiswamy ◽  
...  
Keyword(s):  
Special School ◽  
Impaired Hearing ◽  
Treatment Needs ◽  
School For The Deaf
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