Encouraging Persons with Hearing Problem to Learn Sign Language by Internet Websites

Catatonia in a woman who is profoundly deaf-mute: case report

The Psychiatrist ◽

10.1192/pb.bp.112.038638 ◽

2012 ◽

Vol 36 (11) ◽

pp. 418-421 ◽

Cited By ~ 1

Author(s):

Gbolagade Sunmaila Akintomide ◽

Stuart Williams Porter ◽

Anita Pierce

Keyword(s):

Bipolar Disorder ◽

Case Report ◽

Sign Language ◽

Accurate Diagnosis ◽

Diagnosis And Management ◽

British Sign Language ◽

Hearing Problem ◽

First Case ◽

The Uk ◽

British Sign

SummaryCatatonia is a common but underrecognised complication of bipolar disorder, with a quarter of in-patients with bipolar disorder developing catatonia. Almost 9 million people in the UK are deaf or have a significant hearing problem and British Sign Language is the preferred language of 50 000–70 000 people within the UK. Between 1 and 2% of these individuals (i.e. the same as in the rest of the population) will experience bipolar disorder in their lifetime and therefore the accurate diagnosis of catatonia is important. We report a case of catatonia presenting with dysphagia in a woman who is profoundly deaf–mute and who has bipolar disorder. This report highlights some modifications of presentation and difficulties of accurate diagnosis and management of catatonia in this patient. To the best of our knowledge, this is the first case report of catatonia in someone who is profoundly deaf–mute.

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The Sign Language Learning in Deaf Student and Special Education Teacher in Integration Program of Hearing Problem

Journal of ICSAR ◽

10.17977/um005v1i22017p166 ◽

2017 ◽

Vol 1 (2) ◽

pp. 166-174 ◽

Cited By ~ 1

Author(s):

Mohd Hanafi Mohd Yasin ◽

Mohd Mokhtar Tahar ◽

Safani Bari ◽

Faten Nazren Manaf

Keyword(s):

Special Education ◽

Language Learning ◽

Sign Language ◽

Special Education Teacher ◽

Education Teacher ◽

Deaf Student ◽

Hearing Problem ◽

Integration Program

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A Clinical Study of Twenty-seven Children Exhibiting Functional Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1201.26 ◽

1981 ◽

Vol 12 (1) ◽

pp. 26-35 ◽

Cited By ~ 14

Author(s):

Donald L. McCanna ◽

Giacinto DeLapa

Keyword(s):

Hearing Loss ◽

Clinical Study ◽

Early Identification ◽

Behavioral Responses ◽

Upper Elementary ◽

Elementary Grades ◽

Ability Level ◽

Hearing Problem

This report reviews 27 cases of children exhibiting functional hearing loss. The study reveals that most students were in the upper elementary grades and were predominantly females. These subjects were functioning below their ability level in school and were usually in conflict with school, home, or peers. Tests used were selected on the basis of their helping to provide early identification. The subjects' oral and behavioral responses are presented, as well as ways of resolving the hearing problem. Some helpful counseling techniques are also presented.

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Glove Translates Sign Language Into Spoken Words

Leader Mag Digital Object Group ◽

10.1044/leader.nib3.25102020.15 ◽

2020 ◽

Keyword(s):

Sign Language ◽

Spoken Words

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Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig12.81 ◽

2017 ◽

Vol 2 (12) ◽

pp. 81-88

Author(s):

Sandy K. Bowen ◽

Silvia M. Correa-Torres

Keyword(s):

Sign Language ◽

Augmentative And Alternative Communication ◽

Linguistically Diverse ◽

Spoken Language ◽

Culturally And Linguistically Diverse ◽

Alternative Communication ◽

Linguistically Diverse Students ◽

The Past ◽

Communication Needs ◽

Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

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