scholarly journals Socialization Problems among Hearing-Impaired Children at Special Primary School Establishment

2011 ◽  
Vol 12 ◽  
pp. 362-370
Author(s):  
Larisa Brokane ◽  
Inamora Zaiceva
Keyword(s):  
Primary School ◽  
Hearing Impaired ◽  
Impaired Children ◽  
Hearing Impaired Children

scholarly journals Features of the Body Scheme in Hearing Impaired Children of Primary School Age

2021 ◽  
Vol 10 (2) ◽  
pp. 76-94
Author(s):  
L.N. Molchanova ◽  
C.V. Blinova
Keyword(s):  
Primary School ◽  
Hearing Impaired ◽  
The Body ◽  
Control Group ◽  
School Age ◽  
Hearing Impairments ◽  
Body Scheme ◽  
Primary School Age ◽  
Impaired Children ◽  
Hearing Impaired Children

Body scheme plays an important role in the development of educational skills such as reading and writing, visual-spatial thinking, spatial gnosis, optical-spatial strategies. Children of primary school age with hearing impairment have left hemispheric and right hemispheric insufficiency, difficulties in interhemispheric interaction and the integrity of perception. This hinders their full integration into the educational process and reduces their adaptive abilities. The study of the body scheme in hearing impaired children of primary school age was the goal of an empirical work, and a hypothesis was the assumption of the existence of features of its structural organization. Respondents aged 8,97±0,76 years (N=60) participated in the study. 30 hearing impaired primary schoolchildren (12 female children and 18 male children) were included in the experimental group and 30 junior schoolchildren without hearing impairments (14 female children and 16 males) entered the control group. Neuropsychological tests were used to assess the neuropsychological parameters of the body scheme. The results obtained attest to the features of the body scheme in hearing impaired children of primary school age. It was found that the ideas about their own body, the organization of movements in relation to the body scheme and the perception of space in children with hearing impairments are formed to a lesser extent than in children of the control group.

Attitudes of a Group of Primary School Teachers Towards The Educational Inclusion of Hearing-Impaired Learners in Regular Classrooms

1998 ◽  
Vol 45 (1) ◽  
pp. 39-50
Author(s):  
Kerry Keith ◽  
Eleanor Ross
Keyword(s):  
Primary School ◽  
Hearing Impaired ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Positive Attitudes ◽  
Analysis Of Results ◽  
Attitudes Towards Inclusion ◽  
Impaired Children ◽  
Hearing Impaired Children

Research has clearly demonstrated a link between the attitudes of regular education teachers and the success of inclusion of learners with special educational needs. Therefore, the present study aimed to investigate the attitudes of a group of junior primary school teachers from the Gauteng area towards the inclusion of hearing-impaired children into regular classes. A survey research design was employed which utilized a questionnaire as the research tool. Analysis of results indicated that the teachers surveyed were relatively positive in their attitudes towards inclusion. Greater exposure to disability in terms of training and experience was related to more positive attitudes. Similarly, more positive attitudes were related to greater perceived competence in teaching hearing-impaired pupils. All of the teachers surveyed felt that speech-language pathologists and audiologists (SLPs As) should be involved in facilitating inclusion of hearing-impaired children. Many of the respondents expressed concern regarding their lack of training, knowledge and skills. The findings from the research project highlight the need for an adequate training and support system for teachers prior to the implementation of an inclusive educati9nal policy, and the potential role of SLPs As in this regard.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Equivalent Noise Dose Obtained Through Hearing Aids in the Classrooms of Hearing-Impaired Children

1990 ◽  
Vol 21 (3) ◽  
pp. 147-150
Author(s):  
Ronald A. Wilde
Keyword(s):  
Hearing Aids ◽  
High Gain ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Impaired Children ◽  
Very High ◽  
Hearing Impaired Children

A commercial noise dose meter was used to estimate the equivalent noise dose received through high-gain hearing aids worn in a school for deaf children. There were no significant differences among nominal SSPL settings and all SSPL settings produced very high equivalent noise doses, although these are within the parameters of previous projections.

The Development of Language-Training Programs for Postrubella Hearing-Impaired Children

1973 ◽  
Vol 38 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Linda Lynch ◽  
Annette Tobin
Keyword(s):  
Hearing Impaired ◽  
Treatment Programs ◽  
Individual Treatment ◽  
Target Behaviors ◽  
Systematic Fashion ◽  
Development Of Language ◽  
The Individual ◽  
Impaired Children ◽  
Hearing Impaired Children

This paper presents the procedures developed and used in the individual treatment programs for a group of preschool, postrubella, hearing-impaired children. A case study illustrates the systematic fashion in which the clinician plans programs for each child on the basis of the child’s progress at any given time during the program. The clinician’s decisions are discussed relevant to (1) the choice of a mode(s) for the child and the teacher, (2) the basis for selecting specific target behaviors, (3) the progress of each program, and (4) the implications for future programming.

Direct Measurement of the Listening of Hearing-Impaired Children

1970 ◽  
Vol 13 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mary Mira
Keyword(s):  
Direct Measurement ◽  
Continuous Measurement ◽  
Hearing Impaired ◽  
Reinforcement System ◽  
School Aged Children ◽  
Conjugate Reinforcement ◽  
Impaired Children ◽  
Hearing Impaired Children

Listening, a significant dimension of the behavior of hearing-impaired children, may be measured directly by recording childrens' responses to obtain audio narrations programmed via a conjugate reinforcement system. Twelve hearing-impaired, school-aged children responded in varying ways to the opportunity to listen. Direct and continuous measurement of listening has relevance for evaluation of remediation methods and for discovery of variables potentially related to listening.

Underlying Structure of Auditory-Visual Consonant Perception by Hearing-Impaired Children and the Influences of Syllabic Compression

1988 ◽  
Vol 31 (2) ◽  
pp. 156-165 ◽  
Author(s):  
P. A. Busby ◽  
Y. C. Tong ◽  
G. M. Clark
Keyword(s):  
Hearing Aids ◽  
Free Field ◽  
Acoustic Parameter ◽  
Hearing Impaired ◽  
Visual Signal ◽  
Underlying Structure ◽  
Choice Procedure ◽  
Release Times ◽  
Impaired Children ◽  
Hearing Impaired Children

The identification of consonants in a/-C-/a/nonsense syllables, using a fourteen-alternative forced-choice procedure, was examined in 4 profoundly hearing-impaired children under five conditions: audition alone using hearing aids in free-field (A),vision alone (V), auditory-visual using hearing aids in free-field (AV1), auditory-visual with linear amplification (AV2), and auditory-visual with syllabic compression (AV3). In the AV2 and AV3 conditions, acoustic signals were binaurally presented by magnetic or acoustic coupling to the subjects' hearing aids. The syllabic compressor had a compression ratio of 10:1, and attack and release times were 1.2 ms and 60 ms. The confusion matrices were subjected to two analysis methods: hierarchical clustering and information transmission analysis using articulatory features. The same general conclusions were drawn on the basis of results obtained from either analysis method. The results indicated better performance in the V condition than in the A condition. In the three AV conditions, the subjects predominately combined the acoustic parameter of voicing with the visual signal. No consistent differences were recorded across the three AV conditions. Syllabic compression did not, therefore, appear to have a significant influence on AV perception for these children. A high degree of subject variability was recorded for the A and three AV conditions, but not for the V condition.

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