Search

Cochlear implantation in children with hearing impairment (HI) have demonstrated significant outcomes in the areas of spoken language development and education. However, it has been reported that children with cochlear implant (CI) have variable performance in regular educational settings. Therefore, the aim of study is to understand the issues related to classroom performance in children with cochlear implant from a teacher's point of view. Children with cochlear implant placed in mainstream education were recruited for the study. The class teacher filled out a questionnaire that was developed which included 14 domains that was identified based on previous literature. The results indicated significant lacunae in the areas of communication, listening, and social interaction, use of appropriate compensatory strategies, test taking skills, reading, and writing. Children with CI exhibited considerable deficits in mainstream education. However, the study highlighted the potential areas that required professional support to cope with mainstream education. The results of the study can also help to enhance teacher education and thereby facilitate better learning opportunities for children with CI. [ABSTRACT FROM AUTHOR]

This Article asserts that early intervention under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) should be amended to recognize the needs of the young child with the disability as primary over the needs of the child's family. This Article contends that certain requirements of the IDEIA cause early intervention professionals to view and treat the child's family, rather than the child herself as the ultimate recipient of support. In many situations, the needs of the family and the needs of the child may wholly align, but that is an assumption that bears questioning. This Article analyzes groundbreaking legislation efforts in the field of deaf education, the Language Equality & Acquisition for Deaf Kids (LEAD-K) campaign, to illustrate a framework that maintains the focus on the primacy o f the child's needs, with support to the family in service of those needs. The LEAD-K campaign has developed model legislation for adoption by states. Since 2016, twelve states have adopted a form of the LEAD-K model bill. There are approximately fifteen more states with LEAD-K teams in various stages of development. This Article highlights LEAD-K for its potential to transform early intervention for deaf and hard o f hearing children and uses the LEAD-K model bill to illustrate a flaw in the IDEIA. The IDEIA subsumes the needs o f the child within the consideration of the needs of the family, when the child and family should instead be considered as separate (but related) stakeholders. This Article seeks to apply lessons from the LEAD-K campaign to early intervention services under the IDEIA to facilitate more informed decision making by families. While first considering the needs of deaf and hard of hearing children, this Article contends that a framework shift that identifies the needs and goals of the child separately from the needs and goals of her family would be beneficial to all children receiving early intervention services. This Article therefore calls for an amendment to the IDEIA to require that the child's program o f services includes a written statement of the expectations for the child to attain by the end of early intervention. Currently, no such requirement exists. The expectations would be accompanied by a statement of how the measurable goats and outcomes (an existing requirement under the IDEIA) serve these expectations. This Article also suggests an alternative proposal, specifically for deaf and hard of hearing children receiving earlv intervention services, requiring the early intervention team to consider the child's language needs. This Article addresses anticipated counterarguments to the proposals, including claims that the proposals fail to recognize the importance of family autonomy and authority. This Article contends that the proposals set forth herein would facilitate better information sharing by early intervention professionals, leading to more informed decision making by families of young children with disabilities. [ABSTRACT FROM AUTHOR]

The article presents the author's views on changed schooling perspectives. Topics discussed include proposals for inclusive school, sociology of educational policies, comprehensive school projects in 1960s, socio-anthropological approach in education, education given to deaf children and pragmatic sociology.

In 1876, an educator of the deaf and a ‘deaf-mute’ publicly clashed over topics ranging from the nature of deafness and the identity of those who are ‘deaf-mute’ to the best methods to be used in deaf education and what deaf children following those methods might be expected to achieve. The debate occurred at a point in the nineteenth century when expert authority ‘about’ deaf people was beginning to sweep away deaf people’s own right to self-representation. Although richly nuanced and highly personal, the debate’s occurrence at a period that studies of the history of the deaf community have identified as pivotal to deaf people’s categorisation as ‘disabled’ means that much of its complexity has been lost in subsequent historical over-writing. This article explores the debate in depth. It provides a valuable glimpse into the mechanisms of expertise, and the ways that both non-deaf and deaf experts understood who deaf people were, what they could do, and what their place within society should be at that pivotal time. It also highlights the rich complexity of a much more complex history available to those prepared to dig beneath the surface to expose historical texture. [ABSTRACT FROM AUTHOR]

Recent years have seen a significant interest in Theory of Mind (ToM), the specific groups in which it may be restricted and the opportunities which might enhance or suppress development. Previous studies have identified gaps in the literature concerning ideas for intervention and strategies which may augment the development of ToM skills. Published work suggests the use of children’s fiction to support understanding of ToM for young children. However, the current body of evidence does not critically appraise the value of picture books in developing the ToM of deaf children or provide analysis of the elements of ToM they may contain. This paper considers the opportunities held in children’s fiction and details analysis based on a developmental perspective of ToM (Westby, C. and Robinson, L., 2014. A developmental perspective for promoting theory of mind.Topics in language disorders, 34 (4), 362–382). The books analysed were chosen by educators of deaf children and researchers in the field. The opportunity for practitioners and parents to see aspects of ToM in readily accessible fiction is considered with a view to exploiting booksharing for ToM discussion. [ABSTRACT FROM PUBLISHER]

In this study we explored the revision process and strategies implemented by deaf and hearing students who attend the same bilingual school context (LIS and Italian). For that we analysed and compared the types and quality of revisions made by deaf and hearing participants to their first draft of a narrative text (‘Frog, Where Are You?’) in order to produce their final draft. Results show that there were no significant differences in the revision process and actions of deaf students compared to hearing students. However, the deaf writers made more changes to their texts than their hearing counterparts. Furthermore, that bilinguism does not appear to interfere with the development of narrative writing skills and revision strategies. [ABSTRACT FROM PUBLISHER]

This study investigates what competencies are needed by teachers of children who are deaf and hard-of-hearing (DHH), in the changing circumstances of their profession in Jordan. One hundred and five teachers of children who are DHH from kindergarten up to primary grade took part in this study. A scale was developed in order to achieve the goals of the study. The results revealed that the teachers’ competencies on the development of Instructional Planning Strategies subscale ranked first as the most important teaching competency that teachers need to develop. Competencies in definitions and communication skills, assessment, managing the classroom environment, and team working ranked lower, with developing positive attitude ranked the last. Moreover, the results showed that there were significant differences at (α = 0.05) according to school type in favour of private schools, according to educational settings in favour of local public schools (inclusion settings), and according to teachers’ background in favour of ordinary teachers with general teaching qualifications. Based on the findings, appropriate recommendations for the educational system of the DHH in Jordan were outlined. [ABSTRACT FROM PUBLISHER]

The "wall at the age of nine" is used to refer to the difficulty teaching deaf children Japanese case particles. As existing research has focused on verbs with which subjects and objects are symmetrical or interchangeable, it is difficult to grasp whether the children failed to understand the underlying deep cases or the surface cases (i.e., surface forms or case particles). In this study, we therefore conducted a test asking deaf children to choose the illustration that matched the sentence shown to them in their first language: Japanese Sign Language (JSL). The participants were deaf children aged 6 to 15 from Grade 1 of a deaf Elementary School to Grade 3 of Junior High School in Tokyo. The results show that until Elementary School Grades 3 and 4 (children aged 9-10), their encyclopedic knowledge and recognition of deep cases were not clearly separate, while older children became able to distinguish between the two. We concluded that deaf children have a fair understanding of deep cases and consider that, by utilizing the method of teaching Japanese as a second language to adults, we can develop teaching materials that allow deaf children to match the deep structure to the surface structure. [ABSTRACT FROM AUTHOR]

This article aims to discuss young deaf children's access to literacy within a sociocultural perspective. We introduce the concept of communities of practice as an aspect in early literacy development for young deaf children. Preschools are learning communities and thus constitute communities of practice. Our discussion on the use of communities of practice is based on a study of literacy practices in preschools with deaf and hearing children. The findings revealed that deaf children did not have adequate access to significant literacy events during preschool activities. We will argue that with regard to developing literacy, more attention should be given to the importance of participation, interaction and regularity for deaf children in these communities of practice. [ABSTRACT FROM AUTHOR]

The purpose of this quantitative investigation was to identify instructional practices used by special education teachers in classrooms of young children with deafness. The population of study involved all 388 teachers serving in 34 Government Deaf & Defective Hearing Schools located in four zones of the Punjab province. A sample of 68 teachers (two teachers from each school) teaching to young children with deafness in class K.G.I and K.G.II was selected. A self developed and validated questionnaire (cronbach Alpha: 0.92) was used to elicit teachers' responses on instructional practices made by them in teaching speech, speech reading, reading recognition, writing and mathematics, on parental involvement and evaluation. Data were collected personally, through email, and registered post. Collected data were analyzed on SPSS. Independent sample t-test and ANOVA was run to see differences in instructional practices on the basis of teachers' gender, position, qualification, number of children, and four zones of the Punjab. Major findings revealed that teachers were having problems in teaching to and working with young children with deafness due to overcrowded classrooms, lack of teaching staff, unavailability of hearing aids, lack of parental cooperation etc. conclusions were drawn and recommendations to Punjab Special Education Department of Pakistan were made. [ABSTRACT FROM AUTHOR]

Over the past two decades there have been major developments in deaf education in many countries. Medical and technical advances have made it possible for more deaf children to hear and speak successfully. Most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore patterns of achievements of deaf pupils to see if these reforms had improved attainment outcomes. International surveys such as PISA do not include deaf pupils. This article describes two independent large-scale surveys about deaf pupils in Sweden and Scotland. The similar results from both countries show that deaf children, after two decades of social reform and technical advances, still lag behind their hearing peers. The results also show how large-scale surveys can contribute to a greater understanding of educational outcomes in a small, vulnerable group and make it possible to continue to reform the field to narrow the achievement gap further. The results further suggest that differing methods in two contrasting educational contexts can lead to some similar results and point to the need for different support to children with hearing loss and language disadvantages. [ABSTRACT FROM AUTHOR]

Objective: There are very few measures of language development in spoken Greek that can be used with young deaf children. This study investigated the use of Cyprus Lexical List (CYLEX), a receptive and expressive vocabulary assessment based on parent report that has recently been adapted to Standard Greek, to measure the vocabulary development of deaf Greek-speaking children with cochlear implants. Design: A Standard Greek version of CYLEX was used to collect data on receptive and expressive vocabulary development from parents of thirteen deaf children with cochlear implants aged between 21 and 71 months. These data were compared with data collected previously from typically developing hearing Greek-speaking children. Results: Use of the test by parents of deaf children was found to be reliable. No correlation was found between children's vocabulary scores and chronological age. A positive correlation was however found between children's post-implant age and expressive vocabulary. The vocabulary skills of implanted children with a mean post-implant age of 20 months were not significantly different from those of typically developing hearing children of similar chronological age. Conclusion: CYLEX is a reliable and useful tool for exploring vocabulary development with this clinical group. Findings confirm the results of other studies in indicating that the vocabulary size of implanted pre-school-aged deaf children is related to the amount of time that children have used their implant, rather than chronological age. [ABSTRACT FROM AUTHOR]

Purpose This survey study explored teacher perceptions regarding services for children who are deaf or hard of hearing in southern regions of Vietnam, including educational successes and challenges, the availability and use of hearing technology, and teacher recommendations for improving child outcomes. Method Using a cross-sectional survey design, hard-copy surveys were sent to professionals who provided services to children with hearing loss ages 3–9. Ninety-eight surveys were distributed and seventy seven surveys were returned, resulting in a return rate of 79 per cent. Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Results Access to hearing aids and hearing aid repairs are substantial barriers for many families. Survey respondents expressed desire for more training in hearing technology and effective teaching strategies. Twenty-six per cent of children in preschool and kindergarten used listening and spoken language as their primary mode of communication compared with 7 per cent of children in first to fourth grade who used listening and spoken language. Conclusions Expansion of early identification programmes beyond high-risk cases, with increased access to hearing technology and early intervention services from highly trained professionals were recommended to optimize listening and spoken language outcomes of children who are deaf or hard of hearing. [ABSTRACT FROM AUTHOR]

The article explores on the informal educational systems or deaf education in Israel. It highlights the characteristics of oppressive education based on human rights and the recognition of deaf culture as well as sign language in education. It examines the unequal opportunity for deaf students including prejudices, labeling and stereotyping.

One of the important elements of the therapy of young hearing-impaired children is rehabilitation camps. They accelerate the process of language and communication skills acquisition. In the current social-legal and financial situation organisers of rehabilitation camps may encounter some difficulties. The aim of the research was an attempt to determine the role of rehabilitation camps by means of a diagnosis of their effectiveness using parents' and therapists' opinions and objective results of progress in the development of hearing, communication and language skills in children. The research demonstrated effectiveness of rehabilitation camps in the scope discussed. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Achievement in mathematics is an issue of great concern not only to students and parents but also to employers and researchers in Kenya. This is because the Kenya National Examination Council (KNEC) has continuously reported dismal results in this area, and especially in geometry. Also, KNEC indicates that it presents difficulties to both the teachers and learners during instructional sessions. In an extension of research demonstrating causal effects of electronic learning environments on special education learners' achievement and perceptions of mathematics instruction, the present study experimentally examined the effectiveness of a special electronic learning program (SELP) to improve hearing-impaired learners' achievement of basic geometry and their perception of the Geometry learning environment. Sixty-six hearing-impaired learners from four special education schools situated in Rift Valley province were sampled purposively on the basis of the school's accessibility to participate in the study. The study employed the Solomon-Four Group Design research method. The specific dependent measures were the learners' achievement in geometry and their perception of the classroom learning environment. Measurement of achievement and perception were conducted using two instruments: (i) the Geometry Achievement Test (GAT), and (ii) the Special Learners Classroom Environment Questionnaire (SLCEQ). GAT's reliability was computed using K-R20 formula yielding a reliability of 0.78. On the other hand, SLCEQ reliability was determined using Cronbach alpha yielding a reliability coefficient of 0.82. The study established that SELP was modestly effective in improving the achievement of hearing-impaired learners on geometry and their perception of the classroom environment. The study concludes that teachers can arrest the special learners' problem of poor performance in geometry through the use of electronic learning programs. [ABSTRACT FROM AUTHOR]

Through reviewing existing documentation and conducting interview, this article reconstructs the history of deaf education in Hong Kong in the early days, investigates how the development of Hong Kong Sign Language was related to the language policies different deaf schools, and finds out deaf people's view on the issue of medium of instruction. According to the information collected, formal deaf education in Hong Kong began in 1935 with the establishment of the first deaf school. Although that school prohibited the use of signs, deaf children spontaneously developed a gestural system of communication among themselves due to the pressing needs for communication. This gestural communication system can he viewed as an early from of sign language, ht the postwar period, the number of deaf schools gradually increased. Some of them introduced the Nanjing/Shanghai variety of Chinese Sign Language, which influenced the subsequent development of Hong Kong Sign Language. Through our interviews, we found that the majority of the deaf interviewees, whether they graduated from oral or signing schools, fell that the use of sign language could enhance their learning and that they could turn back time, they wished their hearing teachers could use sign language as the medium of instruction. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Assessment is essential for designing individualized educational plans (IEPs) for children. In order to contribute effectively to this process, assessments must be appropriate for the group, show neither floor nor ceiling effects, and help teachers formulate specific aims. Different attempts to develop such assessments for the writing of deaf primary school children have shown floor effects. This paper reports the validation of an analytic instrument aimed at assessing deaf primary school children's writing and at contributing to the design of IEPs. Participants (N = 167) were deaf children in the age range 6y6m to 13y11m, who were attending special schools or mainstream schools with units for the deaf; orally educated deaf children fully integrated in mainstream schools were not included. The writing samples were elicited by means of a story picture sequence. The dimensions of analysis included 16 items related to aspects of grammar and story development. A single and reliable scale was formed by these items, generating one score with a normal distribution. High inter-judge reliability, high test-retest correlation and a high correlation with reading comprehension were observed. We conclude that the assessment is a useful, reliable and valid instrument for analysis of deaf children's writing. [ABSTRACT FROM AUTHOR]

The Warnock Committee in 1978 recommended that statutory categorisation of handicapped pupils should be abolished. Instead it espoused the concept of special educational needs. However, as inclusive educational practice continues apace, the issue of labelling remains contentious. [ABSTRACT FROM AUTHOR]

A large study in the United Kingdom of support options for deaf and hearing-impaired children was conducted between 1998 and 2001. Findings have been reported on prevalence, demography, auditory performance, communication skills, educational achievements, and quality of life, costs including costs of compulsory education and costs incurred by families, and on the overall cost-effectiveness of cochlear implantation. These detailed reports may not be readily accessible to all those interested and this paper therefore aims to draw out and summarise the key findings from these reports. In doing so it highlights those findings which will be of particular interest to teachers of the deaf. Copyright © 2007 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The article describes the use of British Sign Language (BSL) in teaching science to children. A brief history of BSL is presented, as well as the invention of a science sign language glossary. The process by which the author introduced sign language in the primary classroom is discussed. Children in stage 1 discovered the use of BSL in understanding the life cycle of a plant. The advantages of sign language for deaf children are also mentioned.

The article presents two abstracts from dissertation which includes educational sciences and deaf studies, and dynamic testing of educational practice.

Background There is great importance in support services for successfully addressing the barriers to learning optimally or learners who are deaf. The study, though conducted in South Africa, has national and international appeal. Objectives The aim of the study was to identify educator reflections on support services needed for them to address barriers to learning of learners who are deaf. Method The study used a qualitative design for collecting data in natural settings. A sample size of 11 educators of learners who are deaf was purposively selected from two provinces of South Africa. The study used an open ended individual interview questionnaire. Results Data was analysed using qualitative content analysis considering the context of the schools in which the study was carried out. Results showed that there was: limited curriculum support in special schools; lack of support and inadequate teaching and learning materials; overcrowding in one school and; limited support of multidisciplinary professionals in most schools. Conclusion The study provided a framework for support services important for research, policy and practice. Of significance was the relevance of the Universal Design for Learning (UDL) theoretical framework in implementing support services programmes in schools. [ABSTRACT FROM AUTHOR]

The article presents the insights of the attendees of the AudiologyNOW! 2010 held in San Diego, California on April 14-17, 2010 regarding their best days in audiology. One says that the best day was the first day she worked as a licensed audiologist. One tells about the day he became part of a cochlear implants team. An audiologist who had a seven-month-old baby patient with bilateral atresia says that the baby attended to his voice after fitting the baby with bone conduction aid. An audiologist from Canada serving in Saudi Arabia shares her humanitarian trip to Vietnam, where she met the children of the School for the Deaf in Lai Thieu. One shares his mission trip to Peru, where he fitted a hearing aid on a three-year-old boy, who started to dance after hearing voices for the first time.

An introduction is presented in which the editor discusses articles in the issue on topics including education of deaf children, training and competences that teachers need to teach the deaf students, and review the literature on deaf pupils who also have autism.

An introduction is presented in which the editors discuss articles in the issue on topics including the aspects of early development and intervention for deaf children, the use of a parent report tool to measure vocabulary development in deaf children with cochlear implants, and the role of clinicians in identifying communicative strategies that mothers of deaf children were using following early intervention.

Focuses on research regarding teaching strategies used to develop short-term memory in deaf children. Key strategies used to support the development of short-term memory in the education of deaf children; Approaches that were important in developing teaching strategies; Conclusion yielded by the research.

This article examines the mothering experiences of college educated Deaf women and connects this to their identities as part of the Deaf community. Using feminist life history interviews with ten Deaf women, the analysis focuses on their work as mothers and the connections with "maternal thinking," difference, and sameness. Findings include an analysis of the various strategies that these mothers used in their mothering, which include teaching the skills of lifetime educators and self-advocates to deaf children, sending their hearing children to Kids of Deaf Adults (KODA) camps and incorporating their activism and volunteering in their mothering. The author argues that an analysis of ability along with gender is useful to further current theorizing about gender and mothering as a kind of work and that an analysis of the role of language allows us to question the idea that mothering is an innate quality of women. Instead, the author argues that, due to the social context of their life situations, "maternal thinking" and language choice are learned practices that these women negotiate in their work as mothers. This article addresses the experiences of mothers who are Deaf and how they navigated their positions as being part of the larger Deaf community while raising their children. The analysis addresses the struggles they faced when encountering school systems and how, particularly in the hearing world, they were often put in positions to portray themselves as legitimate mothers. What can these women's experiences tell us about the concepts of motherhood, ability, and disability? Overall, the author seeks to use this research to question the work of mothering as something that is innate and instead illustrate how these Deaf women, especially when confronted with decisions about language choice, are responding to the social contexts that they are placed in as part of their daily lived experiences as mothers. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue including one by Hadikakou and Nikolaraizi which offers insights into deaf adults' memories of their communication within the family while they were growing up and another by Mollink, Hermans and Knoors about whether or not the use of sings along with the spoken version supports new vocabulary learning.