scholarly journals Η αντιληπτική λειτουργία παιδιών 8-13 ετών με προγλωσσική απώλεια ακοής

2021 ◽  
Vol 26 (1) ◽  
pp. 169
Author(s):  
Χρήστος Γεωργοκωστόπουλος ◽  
Μαρία Τζουριάδου
Keyword(s):  
Cochlear Implant ◽  
Sign Language ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Oral Communication ◽  
Main Method ◽  
Co Morbidity ◽  
Language Communication ◽  
Hearing Children ◽  
Perceptual Function

In this study, we investigated the perceptual function of deaf/hard of hearing children. The sample of the study consisted of 58 pupils aged 8-13 years old (3rd-6th graders) with severe (60-90 db) or profound (90 db and above) neurosensory hearing loss – pre-lingual with or without cochlear implants. Children with co-morbidity (intellectual disabilities, syndromes, autism, motor disorders, etc.) and children with post-lingual deafness/hearing impairment were excluded. In order to investigate their perceptual function, the Perceptual Functionality Criterion was used. The results of the study show that deaf/hard of hearing participants exhibit a “sporadic” profile regarding the general perceptual functionality. In particular, the participants were found to perform similarly in terms of visual-perceptive skills, while there was one exception, i.e. their visual-motor skills were worse. Higher scores have been shown in the domain of kinesthetic and tactile perception and lower ones regarding vestigial perception, especially in terms of the sense of balance. In addition, the perceptual function was investigated among the cochlear implant participants and those with conventional hearing aids. The results showed no significant differences between the two groups regarding the perceptual function, although the visual perception was found to be significantly better among the users of conventional hearing aids relative to cochlear implant users. Finally, the perceptual function was investigated in terms of the main method of language/communication used. The data indicated that participants, regardless of whether they use sign language, total/bilingual or oral communication, performed roughly similarly on the test variables. Among the different types of main method of language/communication, statistically significant differences were absent, though regarding the visual and kinesthetic perception sign language users outperformed the users of oral communication.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

Establishing a Bimodal Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary Data

2019 ◽  
pp. 149-164
Author(s):  
Johannes Hennies ◽  
Kristin Hennies
Keyword(s):  
Sign Language ◽  
Hard Of Hearing ◽  
Preliminary Data ◽  
Spoken Language ◽  
The Political ◽  
Bilingual Programs ◽  
Regular School ◽  
Schools For The Deaf ◽  
Hearing Children

In 2016, the first German bimodal bilingual co-enrollment program for deaf and hard-of-hearing (DHH) students, CODAs, and other hearing children was established in Erfurt, Thuringia. There is a tradition of different models of co-enrollment for DHH children in a spoken language setting in Germany, but there has been no permanent program for co-enrollment of DHH children who use sign language so far. This program draws from the experience of an existing model in Austria to enroll a group of DHH children using sign language in a regular school and from two well-documented bimodal bilingual programs in German schools for the deaf. The chapter describes the preconditions for the project, the political circumstances of the establishment of bimodal bilingual co-enrollment, and the factors that seem crucial for successful realization.

scholarly journals Adoption of the sign language with deaf and hard of hearing preschool children

Bastina ◽  
2020 ◽  
pp. 513-535
Author(s):  
Tamara Kovačević ◽  
Ljubica Isaković
Keyword(s):  
Preschool Children ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Critical Period ◽  
Spoken Language ◽  
Preschool Age ◽  
Deaf Children ◽  
The Family ◽  
Adults And Children ◽  
Hearing Children

This study analyses the process of adopting of the sign language with deaf and hard of hearing preschool children in the context of the result of linguistic and psycholinguistic research. The importance of the sign language is emphasized and its historical development is analyzed. It is pointed to the significance of the critical period for the adoption and the learning of the sign and spoken language with deaf and hard of hearing preschool children. The sign language is natural and primary linguistic expression of deaf children. Deaf and hard of hearing children are exposed to the sign and spoken language, they have better understanding and linguistic production than the children who are only exposed to the spoken language. Bilingualism involves the knowledge and the regular use of the sign language, which is used by the deaf community, and of the spoken language, which is used by the hearing majority. Children at the preschool age should be enabled to continue to adopt the language they started to adopt within the family (the sign language or the spoken language). Children will adopt the best both linguistic modalities through the interaction with other fluent speakers (the adults and children).

Deaf and Hard-of-Hearing People

2013 ◽  
Author(s):  
Martha A. Sheridan ◽  
Barbara J. White
Keyword(s):  
Social Work ◽  
American Sign Language ◽  
Cultural Values ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Minority Group ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Language Communication

Effective social work practice with deaf and hard-of-hearing people requires a unique, and diverse, collection of knowledge, values, skills, and ethical considerations. Salient issues among this population are language, communication, and educational choices, interpreting, assistive devices, cochlear implants, genetics, culture, and access to community resources. Competencies at micro, mezzo, and macro levels with a deaf or hard-of-hearing population include knowledge of the psychosocial and developmental aspects of hearing loss, fluency in the national sign language, and an understanding of deaf cultural values and norms. In the United States, the use of American Sign Language (ASL) is the single most distinguishing factor that identifies deaf people as a linguistic minority group. This entry presents an overview of the practice competencies and intervention approaches that should be considered in working with deaf and hard-of-hearing people, their families, communities, and organizations. It introduces the knowledge base, diversity in community and cultural orientations, social constructions, and international perspectives, current research and best practices, interdisciplinary connections, trends, challenges, and implications for effective social work practice with this population. An integrative strengths-based transactional paradigm is suggested.

Classroom Teachers' Knowledge of Hearing Disorders and Attitudes about Mainstreaming Hard-of-Hearing Children

1988 ◽  
Vol 19 (1) ◽  
pp. 83-95 ◽  
Author(s):  
Frederick N. Martin ◽  
Mark E. Bernstein ◽  
John A. Daly ◽  
Janet P. Cody
Keyword(s):  
Hearing Aids ◽  
Hard Of Hearing ◽  
Classroom Teachers ◽  
Support Personnel ◽  
Hearing Disorders ◽  
Item Questionnaire ◽  
Lack Of Information ◽  
Service Training ◽  
The Subject ◽  
Hearing Children

An 84-item questionnaire regarding knowledge of hearing disorders and attitudes about mainstreaming hard-of-hearing children was administered to 187 in-service teachers enrolled in graduate communications courses. Results indicated that teachers' knowledge of hearing disorders was quite limited. The consensus of the respondents was that they would prefer to teach hard-of-hearing students only if substantial support personnel and in-service training were available. Somewhat surprising was the fact that respondents did not consider the subject of hearing aids to be of great importance, but this was attributed to lack of information on the subject of amplification devices.

Neuroscience Technology and Interfaces for Speech, Language, and Musical Communication

2018 ◽  
pp. 5886-5900
Author(s):  
Dionysios Politis ◽  
Miltiadis Tsalighopoulos ◽  
Georgios Kyriafinis
Keyword(s):  
Hearing Aids ◽  
Brain Activity ◽  
Oral Communication ◽  
Speech Communication ◽  
Learning Potential ◽  
Great Expectations ◽  
Computer Interfaces ◽  
Language Communication ◽  
Audio Communication ◽  
Musical Communication

Medical practice is extensively using monitoring devices that are more or less invasive and immersive. For aural and oral communication these could be hearing aids, prosthetics, cochlear implants or goggles detecting vestibular effects and vertigo. Recently, a wide variety of trendy mobile or wearable devices has been offered to the general public, provoking a frenzy for augmentation alongside the great expectations that the popularization of Brain Computer Interfaces has caused to both the consumer market and the scientific community. The use of bionic devices clinched with synapses of the nerves does not merely mingle input activity to brain activity, but also it provides a virtual channel for augmenting and manipulating speech communication, language communication and even further musical communication. The electromechanical parameters, the medical practices and the learning potential for this new world of augmented Human Computer Interaction platforms and devices are examined under the prism of audio communication.

Neuroscience Technology and Interfaces for Speech, Language, and Musical Communication

2019 ◽  
pp. 403-419
Author(s):  
Dionysios Politis ◽  
Miltiadis Tsalighopoulos ◽  
Georgios Kyriafinis
Keyword(s):  
Hearing Aids ◽  
Brain Activity ◽  
Oral Communication ◽  
Speech Communication ◽  
Learning Potential ◽  
Great Expectations ◽  
Computer Interfaces ◽  
Language Communication ◽  
Audio Communication ◽  
Musical Communication

Medical practice is extensively using monitoring devices that are more or less invasive and immersive. For aural and oral communication these could be hearing aids, prosthetics, cochlear implants, or goggles detecting vestibular effects and vertigo. Recently, a wide variety of trendy mobile or wearable devices has been offered to the general public, provoking a frenzy for augmentation alongside the great expectations that the popularization of brain-computer interfaces has caused to both the consumer market and the scientific community. The use of bionic devices clinched with synapses of the nerves does not merely mingle input activity to brain activity, but also it provides a virtual channel for augmenting and manipulating speech communication, language communication, and even further, musical communication. The electromechanical parameters, the medical practices, and the learning potential for this new world of augmented human-computer interaction platforms and devices are examined under the prism of audio communication.

Developing Sign Language Measurements for Research With Deaf Populations

2017 ◽  
Author(s):  
Jon Henner ◽  
Robert Hoffmeister ◽  
Jeanne Reis
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Assessment Instrument ◽  
Deaf Children ◽  
American Sign ◽  
Language Deprivation ◽  
Signed Language ◽  
Language Assessments ◽  
Hearing Children

Limited choices exist for assessing the signed language development of deaf and hard of hearing children. Over the past 30 years, the American Sign Language Assessment Instrument (ASLAI) has been one of the top choices for norm-referenced assessment of deaf and hard of hearing children who use American Sign Language. Signed language assessments can also be used to evaluate the effects of a phenomenon known as language deprivation, which tends to affect deaf children. They can also measure the effects of impoverished and idiosyncratic nonstandard signs and grammar used by educators of the deaf and professionals who serve the Deaf community. This chapter discusses what was learned while developing the ASLAI and provides guidelines for educators and researchers of the deaf who seek to develop their own signed language assessments.

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