scholarly journals Adoption of the sign language with deaf and hard of hearing preschool children

Bastina ◽  
2020 ◽  
pp. 513-535
Author(s):  
Tamara Kovačević ◽  
Ljubica Isaković
Keyword(s):  
Preschool Children ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Critical Period ◽  
Spoken Language ◽  
Preschool Age ◽  
Deaf Children ◽  
The Family ◽  
Adults And Children ◽  
Hearing Children

This study analyses the process of adopting of the sign language with deaf and hard of hearing preschool children in the context of the result of linguistic and psycholinguistic research. The importance of the sign language is emphasized and its historical development is analyzed. It is pointed to the significance of the critical period for the adoption and the learning of the sign and spoken language with deaf and hard of hearing preschool children. The sign language is natural and primary linguistic expression of deaf children. Deaf and hard of hearing children are exposed to the sign and spoken language, they have better understanding and linguistic production than the children who are only exposed to the spoken language. Bilingualism involves the knowledge and the regular use of the sign language, which is used by the deaf community, and of the spoken language, which is used by the hearing majority. Children at the preschool age should be enabled to continue to adopt the language they started to adopt within the family (the sign language or the spoken language). Children will adopt the best both linguistic modalities through the interaction with other fluent speakers (the adults and children).

Establishing a Bimodal Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary Data

2019 ◽  
pp. 149-164
Author(s):  
Johannes Hennies ◽  
Kristin Hennies
Keyword(s):  
Sign Language ◽  
Hard Of Hearing ◽  
Preliminary Data ◽  
Spoken Language ◽  
The Political ◽  
Bilingual Programs ◽  
Regular School ◽  
Schools For The Deaf ◽  
Hearing Children

In 2016, the first German bimodal bilingual co-enrollment program for deaf and hard-of-hearing (DHH) students, CODAs, and other hearing children was established in Erfurt, Thuringia. There is a tradition of different models of co-enrollment for DHH children in a spoken language setting in Germany, but there has been no permanent program for co-enrollment of DHH children who use sign language so far. This program draws from the experience of an existing model in Austria to enroll a group of DHH children using sign language in a regular school and from two well-documented bimodal bilingual programs in German schools for the deaf. The chapter describes the preconditions for the project, the political circumstances of the establishment of bimodal bilingual co-enrollment, and the factors that seem crucial for successful realization.

Developing Sign Language Measurements for Research With Deaf Populations

2017 ◽  
Author(s):  
Jon Henner ◽  
Robert Hoffmeister ◽  
Jeanne Reis
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Assessment Instrument ◽  
Deaf Children ◽  
American Sign ◽  
Language Deprivation ◽  
Signed Language ◽  
Language Assessments ◽  
Hearing Children

Limited choices exist for assessing the signed language development of deaf and hard of hearing children. Over the past 30 years, the American Sign Language Assessment Instrument (ASLAI) has been one of the top choices for norm-referenced assessment of deaf and hard of hearing children who use American Sign Language. Signed language assessments can also be used to evaluate the effects of a phenomenon known as language deprivation, which tends to affect deaf children. They can also measure the effects of impoverished and idiosyncratic nonstandard signs and grammar used by educators of the deaf and professionals who serve the Deaf community. This chapter discusses what was learned while developing the ASLAI and provides guidelines for educators and researchers of the deaf who seek to develop their own signed language assessments.

Language Development and Deaf Children

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
United States ◽  
Academic Success ◽  
Language Development ◽  
Sign Language ◽  
The United States ◽  
Spoken Language ◽  
Deaf Children ◽  
University Center ◽  
Language Modality ◽  
Hearing Children

To understand the complex relations between language and learning, we have to look at both how children learn language and what it is that they learn that allows them to communicate with others. To accomplish this, we need to distinguish between apparent differences in language that are related to the modality of communication and actual differences in language fluencies observed among deaf children. It also will help to examine some relevant differences between deaf children and hearing children. We have already pointed out that the distinction between spoken language and sign language, while a theoretically important one for researchers, is an oversimplification for most practical purposes. It is rare that deaf children are exposed only to spoken language or sign language, even if that is the intention of their parents or teachers. According to 1999 data, approximately 55 percent of deaf children in the United States are formally educated in programs that report either using sign language exclusively (just over 5 percent) or signed and spoken language together (just over 49 percent) (Gallaudet University, Center for Applied Demographic Statistics). Because almost half of all deaf children in the United States are missed in such surveys, however, these numbers only should be taken as approximate. Comparisons of the language abilities of deaf children who primarily use sign language with those who primarily use spoken language represent one of the most popular and potentially informative areas in research relating to language development and academic success. Unfortunately, this area is also one of the most complex. Educational programs emphasizing spoken or sign language often have different educational philosophies and curricula as well as different communication philosophies. Programs may only admit children with particular histories of early intervention, and parents will be drawn to different programs for a variety of reasons. Differences observed between children from any two programs thus might be the result of a number of variables rather than, or in addition to, language modality per se. Even when deaf children are educated in spoken language environments, they often develop systems of gestural communication with their parents (Greenberg et al., 1984).

scholarly journals Reading skills of D/deaf students – native signers

2020 ◽  
Author(s):  
Justyna Kotowicz
Keyword(s):  
Sign Language ◽  
Reading Skills ◽  
Spoken Language ◽  
Deaf Children ◽  
Deaf Students ◽  
Skilled Readers ◽  
Language Problems ◽  
The Difference ◽  
Native Signers ◽  
Hearing Children

Reading skills of D/deaf students fall behind their hearing peers. The difference in reading skills between D/deaf and hearing children has not decreased for over past three decades. Low level of reading skills in D/deaf students has been associated with their language delay, which is mainly observed in D/deaf children using spoken language that is not fully accessible to “D/deaf individuals” instead of “ppl with hearing impairment”. D/deaf children immersed in sign language since their birth usually do not encounter language problems and they have a potential to become highly-skilled readers. In the present studies we have investigated reading skills of D/deaf students who are native signers of Polish Sign Language. The results have indicated that D/deaf students showed lower level of reading skills than their hearing peers. The present studies call in question Polish education system dedicated to D/deaf students who are native signers. The obtained results suggest that reading classes are probably not adapted to the needs and abilities of highly competent signers.

Family ASL: An Early Start to Equitable Education for Deaf Children

2021 ◽  
pp. 027112142110313
Author(s):  
Diane C. Lillo-Martin ◽  
Elaine Gale ◽  
Deborah Chen Pichler
Keyword(s):  
Language Development ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Early Exposure ◽  
Sign Languages ◽  
Early Adoption ◽  
Language Deprivation ◽  
Equitable Education

Deaf and hard-of-hearing (DHH) children experience systematic barriers to equitable education due to intentional or unintentional ableist views that can lead to a general lack of awareness about the value of natural sign languages and insufficient resources supporting sign language development. Furthermore, an imbalance of information in favor of spoken languages often stems from a phonocentric perspective that views signing as an inferior form of communication that also hinders the development of spoken language. On the contrary, research demonstrates that early adoption of a natural sign language confers critical protection from the risks of language deprivation without endangering spoken language development. In this position paper, we draw attention to deep societal biases about language in the information presented to parents of DHH children, against early exposure to a natural sign language. We outline actions that parents and professionals can adopt to maximize DHH children’s chances for on-time language development.

Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Birgitta Sahlén ◽  
Kristina Hansson ◽  
Viveka Lyberg-Åhlander ◽  
Jonas Brännström
Keyword(s):  
Language Learning ◽  
Hard Of Hearing ◽  
Language Impairment ◽  
Cognitive Skills ◽  
Spoken Language ◽  
Deaf Children ◽  
Nonword Repetition ◽  
Communicative Development ◽  
Language Problems ◽  
Hearing Children

Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor listening conditions in the classroom severely jeopardize learning in children with weak perceptual and cognitive skills. In this chapter we report on our own and others’ studies exploring the interaction of factors, both external and internal to the child, that influence spoken language and communication. The focus is on intervention projects aiming to improve language learning environments through teacher education.

Psychosocial Development of Hard-of-Hearing Preschool Children

2018 ◽  
Author(s):  
Nina Jakhelln Laugen
Keyword(s):  
Early Intervention ◽  
Psychosocial Development ◽  
Hard Of Hearing ◽  
Current Knowledge ◽  
Deaf Child ◽  
Deaf Children ◽  
Child Research ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Hearing Children

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

scholarly journals The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language

2018 ◽  
Vol 163 (1) ◽  
pp. 35-60 ◽  
Author(s):  
Ronda Rufsvold ◽  
Ye Wang ◽  
Maria C. Hartman ◽  
Sonia B. Arora ◽  
Elaine R. Smolen
Keyword(s):  
Preschool Children ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Language Input ◽  
The Impact

scholarly journals INDIVIDUALIZATION AND SOCIALIZATION OF PRESCHOOL CHILDREN

2020 ◽  
Vol 66 (2) ◽  
pp. 319-321
Author(s):  
U.K. Kyyakbayeva ◽  
◽  
A.I. Bulshekbayeva ◽  
R.E. Karimova ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Preschool Child ◽  
Preschool Age ◽  
The Political ◽  
Cultural Experience ◽  
The Family ◽  
Culture Enrichment ◽  
The Creation ◽  
Individual Needs ◽  
Children's Activities

Changes in the political, social and economic spheres of modern Kazakhstan society dictate the need to increase attention to the socialization of preschool children in the family and preschool organizations. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of the preschool child, preservation of the child's nature and its development in culture, enrichment of individual cultural experience in the process of inclusion in the socio-cultural experience, unity of development and education. The modern pedagogical process is designed as a system of conditions that allow each child to realize individual needs and at the same time interact with the children's community. The organization of children's activities initiates the creation of children's associations in which each child performs a favorite function and simultaneously cooperates with other children. In such an educational space, the processes of socialization and individualization leading to preschool age harmoniously complement each other.

scholarly journals Η αντιληπτική λειτουργία παιδιών 8-13 ετών με προγλωσσική απώλεια ακοής

2021 ◽  
Vol 26 (1) ◽  
pp. 169
Author(s):  
Χρήστος Γεωργοκωστόπουλος ◽  
Μαρία Τζουριάδου
Keyword(s):  
Cochlear Implant ◽  
Sign Language ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Oral Communication ◽  
Main Method ◽  
Co Morbidity ◽  
Language Communication ◽  
Hearing Children ◽  
Perceptual Function

In this study, we investigated the perceptual function of deaf/hard of hearing children. The sample of the study consisted of 58 pupils aged 8-13 years old (3rd-6th graders) with severe (60-90 db) or profound (90 db and above) neurosensory hearing loss – pre-lingual with or without cochlear implants. Children with co-morbidity (intellectual disabilities, syndromes, autism, motor disorders, etc.) and children with post-lingual deafness/hearing impairment were excluded. In order to investigate their perceptual function, the Perceptual Functionality Criterion was used. The results of the study show that deaf/hard of hearing participants exhibit a “sporadic” profile regarding the general perceptual functionality. In particular, the participants were found to perform similarly in terms of visual-perceptive skills, while there was one exception, i.e. their visual-motor skills were worse. Higher scores have been shown in the domain of kinesthetic and tactile perception and lower ones regarding vestigial perception, especially in terms of the sense of balance. In addition, the perceptual function was investigated among the cochlear implant participants and those with conventional hearing aids. The results showed no significant differences between the two groups regarding the perceptual function, although the visual perception was found to be significantly better among the users of conventional hearing aids relative to cochlear implant users. Finally, the perceptual function was investigated in terms of the main method of language/communication used. The data indicated that participants, regardless of whether they use sign language, total/bilingual or oral communication, performed roughly similarly on the test variables. Among the different types of main method of language/communication, statistically significant differences were absent, though regarding the visual and kinesthetic perception sign language users outperformed the users of oral communication.

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