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Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Copyright of Revista del Museo de Antropología is the property of Museo de Antropologia - IDACOR 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.)

Chicán es una pequeña comunidad rural de origen maya ubicada en la península de Yucatán, conocida como “el pueblo de los sordos” por la alta prevalencia de sordera profunda. El objetivo de este estudio fue determinar el coeficiente de consanguinidad en la comunidad de Chicán utilizando el método de isonimia marital como estrategia para explicar la estructura poblacional y la alta prevalencia de sordera congénita profunda. El registro de los datos se realizó mediante encuestas a 219 individuos residentes de Chicán. Se registraron 40 apellidos diferentes, de ellos 30 son de origen maya. El 23,3% de la muestra presentó apellidos isonímicos, siendo Collí (94,1%) el más frecuente. La consanguinidad total observada fue de 0,0585, mientras que el componente aleatorio (Fr = 0,0571) fue 38 veces mayor que el componente no aleatorio (Fn = 0,0015). Se registraron 18 personas con sordera congénita profunda, de las cuales 11 fueron isonímicas para el apellido Collí. Los resultados indican que las uniones consanguíneas en Chicán se deben principalmente al pequeño tamaño de la población y a su relativo aislamiento. La alta prevalencia de sordera profunda en Chicán puede ser consecuencia de la consanguinidad, la cual predispone a la aparición de trastornos hereditarios recesivos.

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.)

Copyright of Salud, Ciencia y Tecnología is the property of Fundacion Salud, Ciencia y Tecnologia 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.)

Copyright of Cuadernos de Filología Clásica: Estudios Latinos is the property of Universidad Complutense de Madrid 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.)

Introdução: No mundo, um bilhão de pessoas tem algum tipo de deficiência, dentre elas a deficiência auditiva e mais de 190 milhões são mulheres surdas. É relevante tecnologias para educação inclusiva e acessível sobre o câncer de mama a surdas. Objetivo: Construir e validar vídeo educativo para mulheres surdas sobre prevenção e rastreamento do câncer de mama. Materiais e Método: Estudo metodológico com construção de vídeo educativo e validação por 11 especialistas de conteúdo e sete especialistas técnicos. Conteúdo fundamentado no Ministério da Saúde e no Instituto Nacional do Câncer. Na análise de conteúdo foi utilizado o Instrumento de Validação de Conteúdo Educativo em Saúde. A validade foi atestada pelo Índice de Validade de Conteúdo e o teste binomial. Resultados: O vídeo tem 17 minutos e 12 segundos. Na validação de conteúdo todos os itens tiveram concordância acima de 90,9% entre os participantes. O Índice de Validade de Conteúdo global foi superior a 0,90 entre os especialistas de conteúdo. Consideraram o material excelente, muito bom ou bom, 85,8% dos especialistas técnicos. Discussão: O vídeo contribui para o ensino e aprendizagem sobre o tema, ações de autocuidado e promoção da saúde às surdas. Conclusões: Vídeo construído com narração em LIBRAS, foi considerado válido quanto ao conteúdo e aspectos técnicos e poderá ser utilizado em futuras pesquisas e na educação em saúde de surdas.

This study is part of a broader research on inclusive education developed in the Historical Territory of Biscay. In this case, the focus is on the reality of pupils with hearing impairment in the infant and primary stages, specifically, we wanted to find out from the families and associations that work with them, what is the concept of educational inclusion that they handle, and where are the elements that may be hindering and supporting it. To do this, we have based ourselves on qualitative research in which, through instruments such as interviews, questionnaires and focus groups, we have been able to reiterate some of the contributions reflected in previous research. The study carried out with these families leads us to conclude that, among other aspects, there is still a significant distortion between the principles promulgated by educational policies and real inclusion; together with some elements that hinder inclusion, we also found others that are operating as facilitators, such as adequate training and awareness-raising of educational agents or effective communication and collaboration between the school and the family. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Salud Pública is the property of Universidad Nacional de Colombia 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.)

We review the literature on the convergence between educational and sociocultural aspects and their relationship with the development of cognitive skills in deaf people. We present a brief overview of the neuroanatomical layers that underlie cognitive processes and the differences between deaf and hearing people due to sensory deprivation. Most of the research indicated that there are differences in some cognitive functions, although there is no agreement whether this is due to factors such as sociocultural context, late language acquisition, or brain rewiring. Finally, the need to study the educational, social and individual contexts where Deaf children develop in an interdisciplinary way is discussed in order to propose tools that promote their optimal cognitive development. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

El artículo explora la novela Madre robot de Nora Rabinowicz (2021) y la obra teatral Decile que soy francesa de Gabriela Bianco (2022) como pedagogías disca/sordas construidas desde la perspectiva de la hija. Analizadas a partir de esa hipótesis, ambas ficciones argentinas ofrecen no solo imágenes del mundo desde el punto de vista de quienes median entre las personas oprimidas por el régimen capacitista y el resto de la comunidad, sino también operaciones creativas de intervención crítica sobre ese mundo, como parte de un mismo proceso de aprendizaje y enseñanza. Apoyándose en las nociones de “pedagogías de la crueldad”/ “contra-pedagogías de la crueldad”, se busca mostrar qué herramientas producen ambas obras para volver a anudar las relaciones heredadas entre literatura/teatro, educación y crítica/transformación social.

Las habilidades sensoriomotoras (SMS) representan acciones coordinadas en respuesta a estímulos externos, como el aplauso o el baile, en sincronía con la música. Estas habilidades emergen durante el desarrollo infantil y este desarrollo suele estar influenciado por eventos acústicos, como la música y el lenguaje. La consolidación de las SMS se encuentra relacionada con procesos cognitivos tales como la memoria de trabajo y la atención. En este estudio, se llevaron a cabo evaluaciones de niños de edades comprendidas entre los 5 y 8 años, oyentes y sordos, a través de la ejecución de tareas de sincronización musical. Aunque no se encontraron diferencias estadísticamente significativas, se observó que los niños sordos necesitan un esfuerzo aproximadamente duplicado en comparación con niños oyentes para alcanzar el mismo nivel de rendimiento en estas tareas. Además, se identificaron tres enfoques distintos de juego utilizados por los participantes para llevar a cabo las tareas. Los resultados obtenidos en este estudio proporcionan una base para comprender las estrategias de juego empleadas por los niños sordos y su relación con el desarrollo de las habilidades sensoriomotoras en este grupo demográfico. Este fenómeno podría estar asociado con el nivel de competencia lingüística y el desarrollo motor, aunque es importante señalar que se requiere una recopilación adicional de datos para validar esta hipótesis de manera contundente.

Este estudio se encuadra en una investigación más amplia sobre la educación inclusiva desarrollada en el Territorio Histórico de Bizkaia. En este caso, se pone el foco en la realidad del alumnado con discapacidad auditiva dentro de las etapas de infantil y primaria, en concreto, hemos querido, de mano de las familias y asociaciones que trabajan con ellas, conocer cuál es el concepto de inclusión educativa que manejan y dónde se encuentran los elementos que pueden estar obstaculizando y apoyando la misma. Para ello, nos hemos basado en una investigación cualitativa en la que, a través de instrumentos como la entrevista, el cuestionario o los grupos focales hemos podido reiterar algunos de los aportes que investigaciones previas reflejan. El estudio desarrollado con estas familias nos lleva a concluir que, entre otros aspectos, todavía existe una significativa distorsión entre los principios promulgados por las políticas educativas y una inclusión real; junto con algunos elementos obstaculizadores de la inclusión, también se rescatan otros que están operando como facilitadores, véase una adecuada formación y sensibilización de agentes educativos o una comunicación y colaboración efectiva entre la escuela y la familia.

RESUMEN Objetivo Obtener evidencias de confiabilidad de la prueba para evaluar la percepción de los contrastes mínimos en Lengua de Señas Chilena (LSCh). Método Participaron 10 niños y adolescentes Sordos con edades entre los 7 y 14 años, que fueron evaluados con la prueba de percepción de los contrastes mínimos en LSCh. En un primer momento se les aplicó la prueba, y entre 11 y 14 días después se les reaplicó nuevamente (confiabilidad test - retest). Para analizar los datos, fue realizada la correlación Rho de Spearman. Durante la primera aplicación se solicitó autorización a los padres de los niños y adolescentes para grabar las respuestas de los participantes para que otro evaluador pudiese repuntuar los protocolos, con el fin de obtener la confiabilidad interevaluador. Para el análisis de los datos se utilizó el cálculo estadístico first-order agreement coefficient (AC1) de Gwet. Resultados En la confiabilidad test - retest se obtuvo una correlación fuerte y significativa (Rho= 0,741; p=0,014). En la confiabilidad interevaluador, los valores de concordancia obtenidos varían entre 0,962 a 1 (p

Introduction: In the world, one billion people have some kind of disability, among them hearing impairment and more than 190 million are deaf women. It is relevant technologies for inclusive and accessible education about breast cancer to deaf women. Objective: To build and validate an educational video for deaf women on breast cancer prevention and screening. Materials and Method: Methodological study with construction of educational video and validation by 11 content specialists and seven technical specialists. Content based on the Ministry of Health and the National Cancer Institute. The Health Education Content Validation Instrument was used for content analysis. Validity was attested by the Content Validity Index and the binomial test. Results: The video is 17 minutes and 12 seconds long. In the content validation all items had agreement above 90.9% among participants. The overall Content Validity Index was above 0.90 among the content experts. 85.8% of the technical experts considered the material excellent, very good or good. Discussion: The video contributes to teaching and learning about the theme, self-care actions and health promotion for deaf women. Conclusions: Video constructed with narration in LIBRAS, was considered valid in terms of content and technical aspects and can be used in future research and health education for deaf women. [ABSTRACT FROM AUTHOR]

This research discusses the ideological sayings about deaf people expressed in the 2017 ENEM grade one thousand essays. The objective is to analyze the ideological sayings about deaf people in the newsrooms of the ENEM. Two note mil essays are analyzed: by Beatriz Servilha and by Yasmin Rocha. The theoretical-methodological framework is from the dialogic perspective. The results show tensions in both texts: either by the terminological oscillation when referring to deaf people, or by the alternation of perspectives of understanding deafness. Regarding the approach to the theme: Beatriz, as it is a theme present in her life, stands for a perspective of deafness as a difference. While Yasmin, for not knowing the subject, is closer to a representation of the deaf person allied to the discourse of medicine. [ABSTRACT FROM AUTHOR]

Copyright of Epistemus. Journal of Music, Cognition & Culture Research is the property of Facultad de Psicologia Universidad Autonoma de Madrid 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.)

El lenguaje de señas boliviana se refiere a un sistema lingüístico cuyo medio es el visual más que el auditivo. Tiene su propio vocabulario, expresiones idiomáticas, gramática y sintaxis, por lo que su promoción es motivo de estudio y búsqueda de alternativas acordes con la realidad de los derechos educativos actuales. De allí que, el objetivo de la investigación fue proponer una Ley Municipal de difusión multimedia de material educativo, cívico, de sensibilización, prevención, concientización e informativo del Gobierno Autónomo Municipal de Potosí en Lengua de Señas Boliviana. A nivel metodológico, el estudio se basó en el paradigma cualitativo, bajo un enfoque hermenéutico, con un diseño de tipo no experimental descriptivo-propositivo. Como resultado de la investigación se tiene un proyecto de Propuesta de una Ley Municipal de difusión multimedia de material educativo en Lengua de Señas Boliviana del Gobierno Autónomo Municipal de Potosí, compuesto de diez (1 O) artículos y una disposición transitoria única. Se concluyó que es fundamental hacer un diagnóstico real a la difusión del material antes mencionado en favor de las personas con discapacidad auditiva.

Se lleva a cabo lleva a cabo una revisión de la literatura a partir de la convergencia entre los aspectos educativos y socioculturales y su relación con el desarrollo de habilidades cognitivas en sordos. Además, se presenta un breve panorama de los estratos neuroanatómicos que subyacen a los procesos cognitivos y las diferencias entre sordos y oyentes como consecuencia de la privación sensorial. La mayoría de las investigaciones revisadas indican que sí hay diferencias en algunas funciones cognitivas, aunque no hay acuerdo si es debido al contexto sociocultural, la adquisición lingüística tardía o por la reconfiguración cerebral. Por último, se discute la necesidad de estudiar los contextos educativos, sociales e individuales en donde se desenvuelven los niños Sordos de manera interdisciplinaria con el fin de proponer herramientas que fomenten su desarrollo cognitivo óptimo.

Objetivo. Describir la importancia del síndrome de Usher y sus implicaciones clínicas en los diferentes pacientes con patología auditiva y visual, priorizando el diagnostico, abordaje y tratamiento del mismo. Métodos. Se realizó una búsqueda de la literatura en las bases de datos de PubMed, SciELO, ScienceDirect, priorizando la literatura actualizada de metaanálisis, estudios observacionales, artículos de revisión y revisiones sistemáticas, en inglés o español, publicados en los últimos 5 años, en los cuales se evaluó la relación entre el síndrome de Usher y las alteraciones visuales y auditivas, con el objetivo de describir su importancia, diagnóstico y tratamiento. Resultados. Diferentes estudios evidencian la relación directa entre el síndrome de Usher y la perdida visual y auditiva, asociándolo a múltiples malformaciones genéticas. El tratamiento está enfocado a la terapia de rehabilitación que le permita al individuo adaptarse al medio ambiente y reducir otras comorbilidades asociadas. Conclusiones. El síndrome de Usher es una causa importante de disfunción visual y auditiva. Actualmente se continúan los estudios en búsqueda de un tratamiento efectivo; sin embargo, es importante realizar un diagnóstico oportuno mediante la sospecha, diagnóstico y abordaje, para permitirnos disminuir su progresión

Objetivo: Describir las creencias y prácticas para el cuidado de la salud de personas sordas de Antioquia, con el fin de identificar necesidades en educación para la salud de esta población. Metodología: estudio cualitativo, con técnicas etnográficas, enmarcado en una investigación acción participación. Se condujeron 24 entrevistas semiestructuradas y 4 grupos focales con personas sordas, en encuentros mediados por un intérprete oficial de la lengua de señas colombiana, de los que se registró video y audio, para su posterior transcripción y análisis. Resultados: Emergieron denuncias relacionadas con la barrera lingüística que les impide conocer sobre el cuidado de la salud; también surgieron creencias y prácticas adquiridas en el hogar y con pares acerca la salud sexual y reproductiva, la salud mental y los estilos de vida. Los participantes manifestaron inquietudes y preocupaciones sobre el cuidado, la salud y la enfermedad, que no han sido abordadas con claridad y en su propia lengua. Conclusiones: Las personas sordas reclaman educación para el cuidado de la salud, de calidad y bajo un enfoque diferencial, que contribuya a su autonomía, autodeterminación y al goce efectivo del derecho a la salud.

Objective: To describe the beliefs and practices for health care of deaf people in Antioquia, in order to identify health education needs of this population. Methods: qualitative study with ethnographic techniques framed in a participatory action research; 22 semi-structured interviews and 4 focus groups were conducted with deaf people, in meetings mediated by an official interpreter of the Colombian Sign Language, of which video and audio were recorded for later transcription and analysis. Results: Complaints related to the language barrier that prevents them from knowing about health care emerged; beliefs and practices acquired at home and with peers about sexual and reproductive health, mental health, and lifestyles. The participants expressed concerns about care, health and illness that have not been addressed clearly and in their own language. Conclusions: Deaf people demand quality health care education under a differential approach, which will contribute to their autonomy, self-determination and the effective enjoyment of the right to health. [ABSTRACT FROM AUTHOR]

En este artículo busco reflexionar sobre ciertos aspectos metodológicos de la práctica etnográfica como es el diseño y aplicación de entrevistas en el trabajo de campo con personas sordas. Como investigadores establecemos y utilizamos códigos de comunicación preminentemente orales al interactuar con los entrevistados, dando por descontado otras formas de comunicación y sin cuestionar el paradigma de la oralidad. Esto nos conduce a minorizar e invisibilizar otras formas de interacción, comunicación y participación presentes en la cotidianidad y no lograr ver estas otras formas como las ven las personas entrevistadas. Situarnos en el paradigma de la oralidad estaría sesgando la recolección de información al utilizar diseños metodológicos e instrumentos de investigación desde la imposición de un oralismo hegemónico sobre ciertas realidades. Por esta razón, mi objetivo es evidenciar, a partir de mi propia experiencia de campo con personas con sordera de una comunidad nahua de la Huasteca veracruzana, la posibilidad y necesidad de hacer entrevistas adecuadas, pertinentes, no minorizadoras ni excluyentes. Para ello analizo de modo valorativo y retrospectivo lo que fue el diseño y aplicación de la entrevista etnográfica y las adaptaciones y mejoras que fueron necesarias o se habrían necesitado. Así, primeramente, indago acerca de los principios epistemológicos y axiológicos que orientaron esta práctica etnográfica, para después abordar los problemas técnicos y empíricos que surgieron y exponer cómo fue el proceso de adecuación de la entrevista y cuáles fueron los principales retos en su aplicación, registro y uso epistémico. El resultado de este análisis nos ofrece orientaciones metodológicas para hacer aplicable y eficaz la técnica de la entrevista a personas con sordera desde otras formas y códigos de comunicación no orales, que el investigador debe reconocer, adaptarse y manejar por sí mismo, con el apoyo de otros especialistas y con la colaboración de la comunidad a fin de entender en sus propios términos a las personas objeto de estudio. In this article I seek to reflect on certain methodological aspects of ethnographic practice such as the design and application of interviews in fieldwork with deaf people. As researchers, we establish and use predominantly oral communication codes when interacting with the interviewees, taking other forms of communication for granted and without questioning the orality paradigm. This leads us to minorize and make invisible other forms of interaction, communication and participation present in everyday life and not be able to see these other forms as the people interviewed see them. Placing ourselves in the orality paradigm would be biasing the collection of information by using methodological designs and research instruments from the imposition of a hegemonic oralism on certain realities. For this reason, my objective is to show, from my own field experience with deaf people from a Nahua community in the Huasteca of Veracruz, the possibility and need to conduct adequate, pertinent, non-minorizing or excluding interviews. To do this, I analyze in an evaluative and retrospective way what was the design and application of the ethnographic interview and the adaptations and improvements that were necessary or would have been needed. Thus, firstly, I inquire about the epistemological and axiological principles that guided this ethnographic practice, to later address the technical and empirical problems that arose and expose how was the process of adaptation of the interview and what were the main challenges in its application, registration, and epistemic use. The result of this analysis offers us methodological guidelines to make the interview techniques applicable and effective to deaf people from other non-oral forms and codes of communication, which the researcher must recognize, adapt and manage him/herself, with the support of other specialists and with the collaboration of the community in order to understand the people under study on their own terms.

Copyright of Saúde Coletiva is the property of MPM Comunicacao 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.)

Considering the current educational situation of deaf individuals, here mostly concerning to the numerous aspects pertinent to the representation of writing skills, and due to a lack of stimuli appropriate to their cognitive, socio-affective, linguistic and political-cultural potential, many of them may have suffered considerable losses in the development of learning. This study aims to contribute to the understanding of some factors that may lead to severe constraints on the development of writing skills by deaf students, therefore, contributing to the field of literacy. One finds herein a theoretical review of concepts, ideas and ideologies, which reveals that the difficulty faced by the deaf person in written texts production is beyond the school's methodologies and/or pedagogical actions employed ordinarily applied in the teaching of written language. [ABSTRACT FROM AUTHOR]

Objective: To identify the knowledge and risk behaviors for sexually transmitted infections among deaf people. Method: A cross-sectional study conducted with 110 deaf individuals living in northeastern Paraná, selected by means of the snowball technique. The data were collected by means of a structured instrument and submitted to descriptive and inferential analysis (use of multiple logistic regression). Results: Most of the participants had limited information on the transmission and prevention means for sexually transmitted infections (less than 40% of correct answers in relation to hepatitis, gonorrhea and syphilis; and 20.9% have already had symptoms of some sexually transmitted infection). Nine of the 26 subjects that had casual sexual relationships did not use condoms. Bimodal bilingual people presented more chances of knowing transmission and prevention means for sexually transmitted infections and of indulging in safe sex behaviors. Conclusion: the deaf people under study showed limited knowledge about the transmission and prevention means for sexually transmitted infections, which represents a challenge for health professionals. [ABSTRACT FROM AUTHOR]

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao 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.)

Copyright of Olhar de Professor is the property of Olhar de Professor 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.)

Copyright of Epos is the property of Editorial UNED 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.)

Introducción. Las sorderas o hipoacusias prelinguales son de etiología genética entre el 60 y el 68% de los casos; de estos, del 20 al 40% son malformaciones del oído interno. De los casos de hipoacusia no sindrómica ligada al X se han descrito siete tipos. De las malformaciones de oído interno, la partición coclear incompleta tipo III es la menos frecuente. Objetivo. Presentar el reporte clínico-genético de una familia mexicana, con individuos varones afectados por sordera neurosensorial congénita con malformación de oído interno. Material y Métodos. Se realizó estudio de una familia en la que nueve miembros presentaban sordera. Se estudiaron cuatro de ellos y una madre sin manifestaciones, a través del estudio clínico general por médico genetista, el estudio audiológico (otoscopía y audiometría) por médico audiólogo y el estudio de tomografía computada (TC) por médico radiólogo. Resultados. Los pacientes estudiados presentaron sordera neurosensorial congénita, de severa a profunda bilateral. A través de la TC, se evidenció malformación de oído interno. Tres pacientes presentaron partición coclear incompleta tipo III y un paciente partición incompleta tipo I. Debido al estudio clínico y al árbol genealógico, se definió diagnóstico de hipoacusia neurosensorial no sindrómica ligada al X. La TC de la madre sin manifestaciones no presentó evidencia de malformaciones en oído interno (MOI). Conclusión. El estudio de imagen es fundamental para definir presencia o no de MOI en todos los pacientes con hipoacusia y así poder guiar la terapéutica y el asesoramiento genético, así como realizar los estudios moleculares más adecuados.

The article "Childhood deafness with associated disabilities (DA+): CODEPEH 2021 recommendations" presents recommendations for the management of deaf children with additional disabilities. The importance of early detection and appropriate treatment of deafness is highlighted, as well as the identification of other variables that can affect language development in these children. Different syndromes and disabilities associated with hearing loss in children are mentioned, such as Down syndrome, Usher syndrome, CHARGE syndrome, Treacher Collins syndrome, Waardenburg syndrome, and deafblindness. The association of hearing loss with autism spectrum disorder and other disabilities such as cognitive delay and cerebral palsy is also discussed. The article addresses the importance of considering associated disabilities in children with hearing loss and how this can affect their language development and communication. The importance of early intervention and interdisciplinary collaboration in the care of these children, as well as support and comprehensive care for families, is also mentioned. The article also analyzes the overlap between children with auditory processing disorders and other developmental disorders, and provides recommendations for early detection and intervention. [Extracted from the article]

Copyright of Saúde Coletiva is the property of MPM Comunicacao 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.)

El proceso lector, entendido como el desarrollo de todas aquellas actividades básicas y fundamentales para poder decodificar, inferir, interpretar y valorar los mensajes escritos, es fundamental para la comunicación. Para los estudiantes sordos se constituye en una habilidad muy importante que les permite comunicarse con sus pares oyentes y acceder al conocimiento. En el estudio se analizó el blog como recurso formativo que apoya el proceso de comprensión lectora en estudiantes sordos de grado noveno de una institución educativa distrital de Barranquilla. En el marco de un enfoque cualitativo de corte histórico hermenéutico, se contó con la participación de estudiantes sordos y docentes para realizar un diagnóstico. Los resultados demuestran las dificultades de los estudiantes sordos en cuanto a la comprensión lectora y la importancia del uso de recursos mediados por tecnologías y multimedia en la motivación y aprendizaje de la lectura. A partir de este diagnóstico se elaboró una propuesta tecnopedagógica consolidada en un blog, el cual fue valorado por jueces expertos y mediante una prueba piloto, lo que propició una versión 2.0. Se sugiere su implementación y estudios futuros.

Objetivo: comprender de qué manera la conducta del profesional de la salud influye (o no influye) en los países y/o responsables en la elección del uso de la lengua de signos tras el diagnóstico de la sordera. Método: estudio descriptivo de enfoque cualitativo realizado con padres/tutores de niños y adolescentes sordos. Recogida de datos a través de entrevistas, realizadas en octubre y noviembre de 2021 en la ciudad de Maceió/AL - BR, los datos fueron analizados según Bardin. Resultados: la lengua de signos no es la primera alternativa que se sugiere a los países como forma de comunicación con los niños mayores, dado que los profesionales priorizan el uso del aparato auditivo y el implante coclear, aunque, muchas veces, su eficacia se pone en duda. Conclusión: el estudio contribuye a ampliar la literatura sobre el tema que aún es escasa, permitiendo discutir el papel privilegiado que el profesional de la salud posee para influir positivamente en la vida de los individuos de sordos y sus familias.

Núñez, F. et al. (2022). Sordera infantil con discapacidad asociada (DA+): recomendaciones CODEPEH 2021. Revista Española de Discapacidad, 10(2), XX-XX.

In this article I seek to reflect on certain methodological aspects of ethnographic practice such as the design and application of interviews in fieldwork with deaf people. As researchers, we establish and use predominantly oral communication codes when interacting with the interviewees, taking other forms of communication for granted and without questioning the orality paradigm. This leads us to minorize and make invisible other forms of interaction, communication and participation present in everyday life and not be able to see these other forms as the people interviewed see them. Placing ourselves in the orality paradigm would be biasing the collection of information by using methodological designs and research instruments from the imposition of a hegemonic oralism on certain realities. For this reason, my objective is to show, from my own field experience with deaf people from a Nahua community in the Huasteca of Veracruz, the possibility and need to conduct adequate, pertinent, non-minorizing or excluding interviews. To do this, I analyze in an evaluative and retrospective way what was the design and application of the ethnographic interview and the adaptations and improvements that were necessary or would have been needed. Thus, firstly, I inquire about the epistemological and axiological principles that guided this ethnographic practice, to later address the technical and empirical problems that arose and expose how was the process of adaptation of the interview and what were the main challenges in its application, registration, and epistemic use. The result of this analysis offers us methodological guidelines to make the interview techniques applicable and effective to deaf people from other non-oral forms and codes of communication, which the researcher must recognize, adapt and manage him/herself, with the support of other specialists and with the collaboration of the community in order to understand the people under study on their own terms. [ABSTRACT FROM AUTHOR]

Introducción. Las aneuploidías son trastornos genéticos frecuentes en la práctica clínica; sin embargo, se conoce poco sobre las otras variantes genéticas que modifican el fenotipo final. Objetivo. Determinar las variantes en el número de copias y las regiones con pérdida de heterocigosidad autosómica mayor de 0,5 % o de regiones mayores de 10 Mb en neonatos con aneuploidías autosómicas. Materiales y métodos. Se hizo el análisis cromosómico por micromatrices a los neonatos con aneuploidías autosómicas (n=7), trisomía 21 (n=5) y trisomía 18 (n=2) evaluados en los hospitales Antonio Lorena y Regional de Cusco, Perú, en el 2018. Resultados. En dos neonatos se encontraron variantes en el número de copias, patogénicas o probablemente patogénicas, en regiones diferentes al cromosoma 21 o al 18. Además, se observaron dos variantes del número de copias con más de 500 kpb de patogenia desconocida. Conclusiones. Si bien el número de pacientes era muy reducido, es importante resaltar que se encontraron otras variantes en el número de copias que se han descrito asociadas con trastornos del neurodesarrollo, varias anomalías congénitas, hipoacusia y talla baja o alta, entre otras, lo que probablemente influye negativamente en el fenotipo de este grupo de pacientes.

In assisting the deaf user, health professionals, including nurses, may experience difficulties in communication due to lack of knowledge of the Brazilian Sign Language (Libras). The study aims to describe the perception of the health professional in the care of the deaf user who communicates through Libras, in a specialized unit of medium complexity in the city of Macaé - RJ. A descriptive, quantitative study was carried out between March and April 2021, with health professionals (receptionists, nurses, nutritionists, doctors, among others) at the Macaé Specialty Center, using an electronic form with semi-structured questions. Thirty-three health professionals participated, with a mean age (±SD) of 46.3 (± 9.8) years. Of these, 84.8% of professionals reported not having training in Libras, 78.8% did not have the ability to communicate in Libras. The attendance of deaf people with signage presented barriers in communication due to the lack of knowledge of Libras by health professionals. [ABSTRACT FROM AUTHOR]

This study aims to understand how the difference of the deaf person is conceived in the socio-educational context, predominantly organized based on identity. The premise is that it is necessary to know the deaf person, his/her cultural and identity aspects, the struggles for the inclusion rights of this public in all social contexts, and to demystify stereotypes that generate prejudices and segregation. This bibliographic study shows that the education of deaf children needs to overcome the pedagogical practices of colonization, under the domain of listening, and consider the protagonism and self-representation of the deaf people. [ABSTRACT FROM AUTHOR]

The objective of this study was to learn about the communication difficulties faced by the Nursing team in the care of the hearing impaired and the communication strategies used by them to improve this care, through an integrative literature review. The methodology adopted was of a descriptive qualitative character, using the electronic databases Scielo, Lilacs and Medline. The results were given in 1,188 studies; of these, 19 were selected, however, only seven met the eligibility criteria and were included for analysis. The discussion of the articles pointed out that the difficulty in communication between the team and the hearing impaired is in effect and, through research, to seek strategies to improve care in health services. We conclude that the insertion of this theme in professional training is extremely important and that those who are active can bring new strategies in order to provide qualified and inclusive assistance to this population. [ABSTRACT FROM AUTHOR]

Copyright of Physical Culture / Fizicka Kultura is the property of University of Belgrade - Faculty of Sport & Physical Education 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.)

The article analyzes the narrative competences of deaf and hearing students in bilingual contexts in Spain and Italy. The results show that Italian deaf and hearing students write longer and more complex texts compared to Spanish students, and they use evaluative devices more frequently. There are no significant differences between Italian deaf and hearing students in the use of subordinate clauses and evaluative devices related to internal-mental states. Questions are raised about the influence of bilingual school contexts on textual and narrative competences, and a descriptive methodology that combines quantitative and qualitative aspects is used. The article concludes that the bilingual model and the teaching of sign language in the Italian context can positively influence the development of narrative competences in deaf students. [Extracted from the article]

Music education for deaf students in Chile problematizes the professional work of special education teachers due to the experience and training in music with antagonistic positions between structural determinism and sensorial transposition. This study aimed to characterize the sensory visual and kinesthetic experiences of deaf first grade students at a special school in the Metropolitan Region of Santiago de Chile. School case studies included participatory observation in the classroom during the course, visual data collection, and in-depth interviews. Six deaf students who use Chilean sign language participated. The Chilean sign language, as the mother tongue of the deaf, was employed along with interpreter support. The data were transcribed from video to a gloss of written Spanish with the content analysis of the sensory experience from the categories of sensory transposition and structural determinism. Results from sensory transposition and structural determinism recognized the need for a student specific visual didactics, thereby contributing to the deconstruction of sound as a hegemonic element of music education. [ABSTRACT FROM AUTHOR]