Upper extremity biomechanics in native and non-native signers

BACKGROUND: Individuals fluent in sign language (signers) born to non-signing, non-deaf parents (non-natives) may have a greater injury risk than signers born to signing, deaf parents (natives). A comprehensive analysis of movement while signing in natives and non-natives has not been completed and could provide insight into the greater injury prevalence of non-natives. OBJECTIVE: The objective of this study was to determine differences in upper extremity biomechanics between non-natives and natives. METHODS: Strength, ‘micro’ rests, muscle activation, ballistic signing, joint angle, and work envelope were captured across groups. RESULTS: Non-natives had fewer rests (p = 0.002) and greater activation (p = 0.008) in non-dominant upper trapezius. For ballistic signing, natives had greater anterior-posterior jerk (p = 0.033) and for joint angle, natives demonstrated greater wrist flexion-extension range of motion (p = 0.040). Natives also demonstrated greater maximum medial-lateral (p = 0.015), and greater minimum medial-lateral (p = 0.019) and superior-inferior (p = 0.027) positions. CONCLUSIONS: We observed that natives presented with more rests and less activation, but greater ballistic tendencies, joint angle, and envelope compared to non-natives. Additional work should explore potential links between these outcomes and injury risk in signers.

Are Coping Strategies with Well-Being in Deaf and Blind Parents Related?

The main purpose of this cross-sectional study, carried out with deaf parents and blind parents, is to analyze the association of coping strategies, life satisfaction, well-being, and generalized self-efficacy, compared to a group of parents without a sensory loss. The Coping Orientation to Problems Experienced, Satisfaction with Life, Generalized Self-efficacy, and Psychological Well-Being scales were applied. Results indicate that: (1) deaf parents and blind parents search for social support, use avoidance, and turn to religion more than those without a sensory loss; (2) deaf parents are more satisfied with life than blind parents and those without a sensory loss; (3) deaf parents and blind parents perceive themselves as less efficacious than those without a sensory loss; (4) deaf parents and blind parents report lower psychological well-being (autonomy and personal growth) than those without a sensory loss, except for self-acceptance. Searching for social support and turning to religion are negatively associated with life satisfaction in deaf parents and those without a sensory loss; further, these coping strategies (together with avoidance) affect the psychological well-being of deaf parents and parents without a sensory loss. Future research could investigate deeper into the effects of these dimensions on well-being and the styles of parenting in these families.

Felicia Bisnath - Wh-questions in the Trinidad and Tobago Signing Community

Signing in Trinidad and Tobago is characterised by variation and multilingualism arising out of deaf education. Two varieties are named for the purposes of this paper: Trinidad and Tobago Sign Language (TTSL) which is an indigenous variety, and Trinidad and Tobago American Sign Language (TTASL) which can be considered a product of contact between TTSL and American Sign Language (TTASL). This paper describes variation in the domain of wh-questions as they are used by three different kinds of consultants: two deaf people who grew up with and without deaf parents and relatives respectively, and a hearing person with deaf parents. Eighteen unique wh-words, one non-manual form and four positions of the wh-word were elicited. These grammatical properties when viewed alongside the backgrounds of the language consultants reveal variation between TTSL and TTASL. Terminological variation in what “TTSL” refers to was also found. This variation is linked to the language background of signers, and shows that the named varieties created by linguists out of convenience do not necessarily reflect the perceptions of all members of a community.

Infant Monitoring System for Deaf Parents

Infant Monitoring System for Deaf Parents that aims to convert Baby crying sounds which are not distinguishable by deaf people into recognizable alerts. The project proposes an intelligent system which is capable of identifying the cry of baby using mic and send the alerting messages directly to the concern person’s mobile phone number using GSM Modem. This project makes use of a mic, GSM Modem, and Raspberry Pi processor. Raspberry Pi processor automatically reads the crying sound of the baby using mic, which is interfaced to the USB driver of the Raspberry Pi, after audio file is recorded it is processed with ANN, filtered with MFCC then the processor will detect sound consist of baby cry. If baby cry detected then predefined alert message will be sent to the predefined phone number that is stored in SIM card via GSM modem.

Sign Language and Psychological Development of Deaf Children: State-of-the-Art (Foreign Studies Review)

The article presents a review of research conducted by foreign psychologists on the role of sign language in the communicative, cognitive and social development of children with hearing disorders. Each national sign language is a kind of linguistic system that has a complex grammar, specific vocabulary and syntax. The main problems that arise in deaf children in the situation of ignoring the possibilities of sign language are discussed. A number of studies have shown that deaf children of deaf parents are not inferior to hearing children in their cognitive capabilities, that the use of sign language has a positive effect on cognitive functions and leads to greater creative activity, a better understanding of spatial relationships, and greater flexibility in solving problems. Researchers recognize the need for early acquisition of sign language by deaf children, even in case of use of modern rehabilitation techniques. It is sign language that could make up for the lack of communication tools characteristic of the initial stages of a child's mental development, which would serve to develop the cognitive sphere and personality and create conditions for emotional well-being. The review focuses on the difficulties in using sign language that are observed when selecting diagnostic tools and conducting psychological examinations.

Specific Needs of Families of Deaf Parents and Hearing Children

The aim of the paper is to describe specific aspects of deaf parenting of hearing children, based on an interpretation of research findings concerning the target group. Deaf parents, isolated from the verbally communicating majority by their sensory disability, face the challenge of raising and preparing hearing children for life. Our research based on semi-structured interviews with both deaf parents and hearing children demonstrates, however, that these parents do not primarily describe their parenthood as difficult or complicated. They are reconciled to their handicap and its consequences and use tools in the social environment to overcome the disadvantages of deaf parenting. Some “children” (all our respondents were adults reflecting on their childhood) describe, in contrast, their experience as a gradual reverse of natural family roles, with children eventually navigating their parents around the hearing world. These results indicate the need for further activities with these target groups in social work.

Social support in developing verbal communication for hearing children in the narratives of deaf parents

The article discusses the meaning of communication for family life, and then shows the importance of the social support process in developing this communication in the lingual environment created by deaf parents bringing up hearing children. The participation of third parties seems to be necessary here, above all the closest hearing relatives – such as grandparents, and also specialists – speech therapists and teachers.

Reading Abilities of Deaf College Students

Most research concerning the reading abilities of deaf and hard-of-hearing (DHH) learners has focused on children during the elementary school years and, less frequently, the middle school years. Recent research in several domains, however, has indicated that variables associated with better achievement among young DHH children (e.g., early access to language through deaf parents or cochlear implants) lose much or all of their predictive power by the time the learners reach college age. This chapter reviews research concerning reading comprehension of DHH college students in terms of standardized achievement scores, academic performance, and response to intervention. Relevant empirical research is limited in some areas and absent in others, but a variety of findings are available with regard to DHH college students’ learning from text, associations of reading with achievement in high school and college outcomes, and alternative methods of assessing reading abilities among older DHH learners.