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Neste artigo procura-se compreender se a utilização da Língua Gestual Portuguesa (LGP) em contexto de Educação Pré-escolar (EPE), com crianças ouvintes, tem repercussões no seu envolvimento e na compreensão global de histórias. Recorreu-se ao Manual Desenvolvendo a Qualidade em Parcerias (DQP) (2009) para descrever o envolvimento de crianças no momento do conto da história O Passeio da D. Rosa (2011). Foram selecionadas três crianças de diferentes faixas etárias de dois grupos. O Passeio da D. Rosa (2011) foi contado em LGP nos dois momentos, apenas no segundo, se recorreu às ilustrações. Apenas um grupo tinha conhecimentos prévios de LGP, no entanto, em ambos os grupos, atingiram-se níveis de envolvimento elevado no 1.º momento, diminuindo no 2.º momento. A análise da compreensão global da história foi feita a partir de desenhos e reconto oral. Os recontos orais permitiram evidenciar que as crianças de ambos os grupos compreenderam globalmente a história, recorrendo também a vocabulário em LGP. In this article we seek to understand whether the use of Portuguese Sign Language (PSL) in the context of Pre-school Education (PSE), with hearing children, has repercussions on their involvement and overall understanding of stories. We use the Effective Early Learning Handbook (EEL/DQP) (2009) to describe the involvement of three children at the time of the storytelling. To both groups, Rosie’s Walk (2011) was told in LGP, without using the illustrations and then using them. Although one group had previous knowledge of LGP, most children in both groups reached high levels of involvement in the 1st moment, decreasing in the 2nd moment. The analysis of the overall understanding of the story was made from drawings and oral recounting, making known the most significant elements and moments in the story. The oral retells showed that children from both groups understood the story globally, also using PSL vocabulary. info:eu-repo/semantics/publishedVersion

RESUMO Este artigo analisa o percurso escolar de um estudante com altas habilidades/superdotação, filho de mãe surda, em um contexto familiar multilíngue. Trata-se de uma pesquisa etnográfica longitudinal que se estendeu dos 5 aos 14 anos de idade do sujeito pesquisado. Em primeiro lugar, analisou-se o contexto familiar multilinguístico em que o sujeito está inserido, visando identificar a sua língua 1 (L1). Posteriormente, investigou-se seu percurso escolar, objetivando distinguir os motivos que o levaram a apresentar inúmeros desafios em sua escolarização. Por meio dessas etapas de pesquisa, foi possível constatar, a princípio, que a língua de sinais brasileira (Libras) e a língua portuguesa são L1 desse sujeito e, na etapa seguinte, que a existência de um contexto familiar multilíngue gerou conflitos no desenvolvimento do seu processo de escrita e suas altas habilidades não foram consideradas na intervenção escolar, levando-o a desenvolver total desinteresse pelos estudos. RESUMEN Este artículo analiza el recorrido escolar de un estudiante con altas habilidades/superdotación, hijo de madre sorda, en un contexto familiar multilingüe. Se trata de una investigación etnográfica longitudinal, que se extendió de los 5 a los 14 años de edad del sujeto investigado. Primero, se analizó el contexto familiar multilingüe en el que se inserta el sujeto, con la finalidad de identificar su lengua 1 (L1). En segundo lugar, se investigó su recorrido escolar, buscando identificar los motivos que lo llevaron a presentar innumerables desafíos en su escolarización. Por medio de esta investigación fue posible constatar que la Lengua de Signos Brasileña (Libras) y el portugués son la L1 del sujeto y, en la siguiente etapa, que la existencia de un contexto familiar multilingüe generó conflictos en el desarrollo de su proceso. Las habilidades de escritura y sus altas habilidades no fueron consideradas en la intervención escolar, llevando al sujeto a desarrollar total desinterés por los estudios. ABSTRACT This article analyses the schooling path of a highly-skilled/gifted student, son of a deaf mother, inserted in a multilingual family context. This longitudinal ethnographic research started when the subject was five years old and continued until he turned fourteen. Initially, we analyzed the multilingual family context in which the subject is immersed in order to identify his first language (L1). Thereafter, we focused on his school path, aiming at identifying the reasons that led him to present numerous challenges in his schooling. The two research stages reveal, firstly, that Brazilian Sign Language (Libras) and Portuguese are the subject’s L1; secondly, that the existence of a multilingual family context generated conflicts in the development of his writing process, given that his high skills and giftedness were not considered in the school intervention, leading the subject to develop total disinterest in his studies.

Resumo: O presente trabalho apresenta a metodologia utilizada no estudo experimental que investiga o desenvolvimento bilíngue bimodal de crianças surdas com implante coclear (IC) e crianças ouvintes filhas de pais surdos (Kodas)2, com faixa etária entre 4 e 8 anos. Além desses dois grupos de crianças, participaram da pesquisa crianças surdas filhas de pais surdos ou filhas de pais ouvintes, e adultos ouvintes filhos de pais surdos, com o intuito de constituírem os grupos de controle. Inicialmente, descrevemos o estudo experimental desenvolvido e apresentamos como organizamos as feiras para coleta de dados. E, em seguida, apresentamos os testes utilizados no estudo, que contemplam os aspectos linguísticos da Língua de Sinais Brasileira (Libras) e do Português Brasileiro (PB) e formam o mosaico da linguagem dessas crianças. Concluímos com os resultados gerais das investigações realizadas até o momento. Abstract: This article considers the method used in an experimental study investigating the bilingual, bimodal development of deaf children with cochlear implants (CI) and hearing children with deaf parents (Kodas), between four and eight years of age. In addition to these two groups of children, deaf children of deaf parents or hearing parents, and hearing adults who had deaf parents, participated as control groups. First, we describe our experimental study and explain how we organized the data-collection fairs. Next, we outline the tests used in the study, which consider the linguistic aspects of Brazilian Sign Language (Libras) and Brazilian Portuguese (BP) and make up the linguistic mosaic of these children. We conclude with some comments on our preliminary results drawn from the data so far.

The present study examined whether full access to sign language as a medium for instruction could influence performance in Theory of Mind (ToM) tasks. Three groups of Italian participants (age range: 6-14 years) participated in the study: Two groups of deaf signing children and one group of hearing-speaking children. The two groups of deaf children differed only in their school environment: One group attended a school with a teaching assistant (TA; Sign Language is offered only by the TA to a single deaf child), and the other group attended a bilingual program (Italian Sign Language and Italian). Linguistic abilities and understanding of false belief were assessed using similar materials and procedures in spoken Italian with hearing children and in Italian Sign Language with deaf children. Deaf children attending the bilingual school performed significantly better than deaf children attending school with the TA in tasks assessing lexical comprehension and ToM, whereas the performance of hearing children was in between that of the two deaf groups. As for lexical production, deaf children attending the bilingual school performed significantly better than the two other groups. No significant differences were found between early and late signers or between children with deaf and hearing parents.

This study aimed to examine motor performance in deaf elementary school children and its association with sports participation. The population studied included 42 deaf children whose hearing loss ranged from 80 to 120 dB. Their motor skills were assessed with the Movement Assessment Battery for Children, and a questionnaire was used to determine their active involvement in organized sports. The deaf children had significantly more borderline and definite motor problems than the normative sample: 62% (manual dexterity), 52% (ball skills), and 45% (balance skills). Participation in organized sports was reported by 43% of the children; these children showed better performance on ball skills and dynamic balance. This study demonstrates the importance of improving deaf children's motor skill performance, which might contribute positively to their sports participation.

The aim of this study was to measure physical fitness of deaf Dutch elementary school children compared with hearing children and to investigate the influence of age on physical fitness. Deaf children were physically less fit than hearing children. Overall, physical fitness increased with age in deaf children, but no significant differences were found between the age groups of 9-10 years and 11-12 years on most of the Eurofit items. The difference in performance between deaf and hearing children, favoring the latter, increased with age in handgrip strength and the 20-m endurance shuttle run. More attention should be paid to developing and maintaining an adequate level of physical fitness in deaf children.

Gehörlose Eltern mit hörenden Kindern stellen durch ihre kommunikativen, entwicklungspsychologischen und sozio-kulturellen Herausforderungen eine besondere Familienkonstellation dar, für die bisher keine evidenzbasierten präventiven Fördermaßnahmen zur Verfügung stehen. Die vorliegende Arbeit dokumentiert die Entwicklung des CODA-Trainingsprogramms (CODA = Children of deaf adults), das die besondere bilinguale und bikulturelle Lebenssituation der Familien berücksichtigt und in speziell konzipierten Übungen und Arbeitsmaterialien aufgreift. Die beiden im Programm enthaltenen Kurskonzepte richten sich an hörende Kinder gehörloser Eltern im Alter von 8 bis 12 Jahren (Kinderkurs) und an gehörlose Eltern (Elternkurs). Der Kinderkurs besteht aus acht Modulen, die den jeweiligen Förderschwerpunkten (a) Emotionale Kompetenz, (b) Problemlösekompetenz, (c) Stressbewältigung sowie (d) Identität und Selbstwertgefühl zugeordnet werden. Der Elternkurs besteht aus fünf Modulen, die die Schwerpunkte (a) Positives Erziehungsverhalten, (b) Kommunikationsfertigkeiten, (c) Konflikt- und Problemlösefertigkeiten sowie (d) Kompetenzerwartung beinhalten und in Deutscher Gebärdensprache durchgeführt werden. Weiterhin werden im Rahmen dieser Arbeit die Ergebnisse der formativen und der summativen Evaluation des CODA-Trainingsprogramms in der dazugehörigen Pilotstudie mit 29 hörenden Kindern und 42 gehörlosen Eltern dargestellt. In drei Trainingsdurchläufen konnten sowohl die praktische Umsetzbarkeit als auch eine hohe Akzeptanz durch die Teilnehmer gezeigt und für optimierende Modifikationen genutzt werden. Die Wirksamkeitsevaluation erfolgte anhand eines kontrollierten Interventions- und Kontrollgruppendesigns mit Prä- und Post-Messung. Erhebungsinstrumente für gehörlose Eltern wurden zu diesem Zweck in Deutsche Gebärdensprache übersetzt. Bei Kindern, die den Kinderkurs absolviert haben, konnte im Vergleich zur Kontrollgruppe eine signifikante Zunahme günstiger bzw. problemlösender Stressverarbeitungsstrategien und der optimistischen Kompetenzerwartung beobachtet werden. Es fanden sich außerdem Hinweise auf eine Zunahme des lautsprachlichen Emotionsvokabulars und Verbesserungen der Selbst- und Fremdwahrnehmung von Emotionen in der Interventionsgruppe. Als Haupteffekt des Elternkurses konnte eine Abnahme des nachgiebigen Erziehungsverhaltens bei den gehörlosen Eltern festgestellt werden. Insgesamt lässt sich auf Grundlage der gewonnen Informationen die Notwendigkeit spezieller Angebote für Coda-Familien belegen, weitere positive Effekte des CODA-Trainingsprogramms sowie zusätzliche modulierende Faktoren werden im Hinblick auf Erweiterungen des Programms und Folgeuntersuchungen diskutiert., Children of Deaf Adults (= CODAs) and their parents constitute a family formation that faces communicative, developmental and socio-cultural challenges that are rarely addressed by evidence-based prevention programs. The present doctoral thesis documents the development of the “CODA Training Program” that addresses the particular bicultural and bilingual situation of the families through exercises and didactic material. The program consists of a course for hearing children of deaf parents ages 8 to 12 as well as a course for their parents. The children course consists of eight modules and is aimed towards the improvement of a) emotional competence b) problem solving competence c) coping with stress d) identity and self-esteem. The parent course consists of five modules carried out in German Sign Language and emphasizes a) positive parenting behavior b) communication skills c) conflict and problem solving competence as well as d) self-efficacy regarding parenting skills. A formative and summative assessment of the CODA Training Program was conducted in a pilot study including 29 hearing children and 42 deaf parents for this dissertation. The training was carried out three times establishing a sufficient practical and organizational implementation of the program. It enables further modifications based on participant’s feedback indicating that the program was well received. Efficacy of the program was evaluated by means of a pretest-posttest control group design, for this purpose measuring tools for deaf parents were translated into German Sign Language. The results of the course for children show an improvement in their positive and problem-solving stress coping strategies and in their optimistic self-efficacy. In the intervention group there are indications of an increase in the oral emotion vocabulary and of an improvement in the self and external perception of emotions. The course for parents resulted in lower levels of parental laxness. Based on the evaluated data the need for special interventions for CODA- families can be illustrated. Further positive effects of the CODA Training Program as well as modulating factors of prevention success will be discussed in regard to possible extensions of the program as well as future investigations.

International audience; The Cochlear Implant (CI) is a recent electroacoustic device. We still have few information on the development it has for the deaf child and even less on the nature of the representations used by the deaf child to memorize verbal or visuo-spatial information. The CI generally gives excellent results, especially if the child was early implanted. However, being cochlear implanted does not allow acquiring the oral language immediately. Even when the implantation is early, visual information (lip reading and keys of the Cued Speech) improve the perception of the oral language. They provide a phonetic complement in the impoverished signal sent by the implant.This study, implying 14 deaf children with cochlear implant (CI) and 14 hearing children (mated on the real age) , has been made to know better the use of the verbal and visuo-spatial working memory and to compare their results to those of Hearing children.The method used to estimate assess the working memory is adapted from the procedure of Cleary, Pisoni and Geers (2001).The children had to memorize series of images or series of locations of points in a grid with various conditions. The series were presented one at a time, with sound and / or Cued Speech (that is with the visual input of the language spoken completed.We have tried to know which condition is the most favourable to memorize a verbal or a visuo-spatial information and which type of information (verbal or visuo-spatial) is the best memorized.We have observed for the 2 groups a difference of performances with the verbal or the visuo-spatial modality, the second one being better/ giving better results.What is surprising is that the results also show that Cued Speech for this type of memorizing task, and more especially with the verbal modality, doesn’t give any help to improve the deaf children performances.For the hearing children, we notice that the more information they have the better their scores are with the verbal modality. The best successful condition for the deaf children with the 2 modalities I the one with only images or only points in a grid without any use of audition and / or Cued Speech.These results can be discussed considering the limits of the study (Number of children, age of the pose of the cochlear implant, school level).

Very few studies examining the ability of deaf children to recognize emotions. The importance of the emotional development of children is undeniable as reflected in social skills, peer relationships, peer popularity, likeability and school achievement. In this sense, the goal of our research is to determine whether the deaf and hard of hearing children of junior school age differ in identifying and presenting emotions through photos and drawings of hearing peers. The sample consisted of 52 students of the second, third and fourth grade, both sexes. The first group is 22 per sample of deaf and hard of hearing children, and another 30 hearing children. Instrument for recognizing emotion consists of 4 images depicting basic emotions on human faces multiple choice (happy, sad, angry, surprised). Afterwards, the subjects were supposed to draw themselves when they are happy, sad, angry and disappointed. To determine the significance of the relationship between the observed variables were used to measure variability, χ2 test and ANOVA. The results indicate that there is no difference in the recognition (p = 0.711) and drawing emotion (p = 0.378) between the deaf and hard of hearing individuals and hearing peers. Differences appear only in presenting emotions through drawings between boys and girls (p = 0.019). The girls were more successful in the representation of the parts of the face, which contribute to the definition of emotion (shape and size of the head, mouth, eyes, eyebrows and eyelashes). . Veoma je mali broj istraživanja koja ispituju sposobnost gluve i nagluve dece da prepoznaju emocije. Značaj emocionalnog razvoj deteta je neosporan jer se odražava na socijalne kompetencije, vršnjačke odnose, popularnost među vršnjacima, dopadljivost i školska postignuća. U tom smislu, cilj našeg istraživanja je utvrditi da li se gluva i nagluva deca mlađeg školskog uzrasta razlikuju u prepoznavanju putem fotografija i prezentovanju emocija putem crteža od čujućih vršnjaka. Uzorak čini 52 učenika drugog, trećeg i četvrtog razreda osnovne škole, oba pola. Prvu podgrupu uzorka čini 22 gluvih i nagluvih ispitanika, a drugu 30 ispitanika urednog sluha. Instrument za prepoznavanje emocija se sastoji od 4 slike na kojima su predstavljene bazične emocije na ljudskim licima sa ponuđenim odgovorima (srećan, tužan, ljut, iznenađen). Nakon toga, ispitanici je trebalo da nacrtaju sebe kada su srećni, tužni, ljuti i iznenađeni. Za utvrđivanje značajnosti odnosa između posmatranih varijabli korišćene su mere varijabilnosti, χ2 test i jednofaktorska analiza varijansi. Rezultati istraživanja ukazuju da ne postoji razlika u prepoznavanju (p=0,711) i crtanju emocija (p=0,378) između gluvih i nagluvih ispitanika i ispitanika urednog sluha. Razlike su prisutne samo u prezentovanju emocija putem crteža između dečaka i devojčica (p=0,019). Naime, devojčice su bile uspešnije u prikazivanju onih delova na licu koji najviše doprinose definisanju emocija (oblik i veličina glave, usta, oči, trepavice i obrve). .

Σκοπός της εργασίας αυτής ήταν μια πρώτη μελέτη του παιχνιδιού και της επικοινωνίας των κωφών/βαρηκόων παιδιών με τα ακούοντα παιδιά μέσα σε ένα νηπιαγωγείο. Συγκεκριμένα, σκοπός μας είναι η μελέτη του κοινωνικού παιχνιδιού και του μη κοινωνικού παιχνιδιού των κωφών/βαρηκόων παιδιών, καθώς και της επικοινωνίας τους με το περιβάλλον τους (κωφά ή ακούοντα παιδιά) μέσα και έξω από τη τάξη. Στη παρούσα εργασία έγινε προσπάθεια να απαντηθούν τα εξής ερωτήματα: α) το είδος παιχνιδιού που χρησιμοποιούν τα κωφά/βαρήκοα παιδιά μόνα τους, μεταξύ τους ή/και με τα ακούοντα παιδιά, μέσα και έξω από τη τάξη και β) τον τρόπο επικοινωνίας που χρησιμοποιούν τα κωφά/βαρήκοα παιδιά μεταξύ τους ή/και με τα ακούοντα παιδιά, μέσα και έξω από τη τάξη. Στην έρευνα έλαβαν μέρος 10 παιδιά (Ν=10), από τα οποία τα πέντε ήταν κωφά/βαρήκοα και τα υπόλοιπα πέντε ήταν ακούοντα παιδιά, τα οποία αποτέλεσαν και την ομάδα ελέγχου. Τα αποτελέσματα της εργασίας έδειξαν ότι τα κωφά/βαρήκοα παιδιά αλληλεπιδρούν και επικοινωνούν με τα ακούοντα παιδιά, μέσα στη τάξη, ενώ δεν συμβαίνει το ίδιο, έξω από τη τάξη, αφού τα αποτελέσματα έδειξαν ότι τα κωφά/βαρήκοα παιδιά αλληλεπιδρούν και επικοινωνούν μόνο μεταξύ τους. Τέλος, τα αποτελέσματα αυτά θα πρέπει να ληφθούν υπόψη από τους εκπαιδευτικούς, προκειμένου οι τελευταίοι να αποκτήσουν τις απαραίτητες γνώσεις και πληροφορίες για τη σχολική ένταξη κωφών/βαρηκόων παιδιών σε σχολεία ακουόντων, με σκοπό να προσφέρουν ευκαιρίες για θετικές αλληλεπιδράσεις μεταξύ κωφών/βαρήκοων και ακουόντων παιδιών. The aim of this assignment was a first study of the play and the communication among the deaf/hard of hearing children in the kindergarten. In particular, our aim is the study of social and non social play of deaf/hard of hearing children inside and outside of the classroom. At the present study, an effort was made to answer the following questions: a) the type of play that the deaf/hard of hearing children are using by themselves, between them or/and between hearing children, inside and outside the classroom and b) the way of communication, the deaf/hard of hearing children are using between them and/or the hearing children, inside and outside the classroom. In the study 10 children (N=10) participated, five of which were deaf/hard of hearing and the rest five were hearing children, which represented also the control group. The results of this assignment showed that the deaf/hard of hearing children interact and communicate with the hearing children, inside the classroom, but it does not happen the same outside the classroom, since the results showed that the deaf/hard of hearing children interact and communicate only among them. Finally, these results have to be taken under consideration by the teachers, so that they acquire the necessary knowledge and information for the school integration of the deaf/hard of hearing children in regular schools, with the purpose of offering opportunities for positive interactions between deaf/hard of hearing children and hearing children.