فاعلية برنامج التأهيل السمعي في تنمية مهارات اللغة الاستقبالية والتعبيرية لدى الأطفال ضعاف السمع في مرحلة ما قبل المدرسة = The Effectiveness of a Training Program on the Development of the Expressive and Receptive Language Skills of Preschool Hard of Hearing Children in Jordan

2018 ◽  
pp. 124-168
Author(s):  
فراس أحمد سليم طقاطقة
Keyword(s):  
Training Program ◽  
Hard Of Hearing ◽  
Language Skills ◽  
Receptive Language ◽  
Hearing Children

scholarly journals The Impact of Training Using the Concept Planning Strategy to Develop University Concepts and Language Skills of Deaf and Hard of Hearing Students at King Saud University

2019 ◽  
pp. 182-207
Keyword(s):  
Training Program ◽  
Hard Of Hearing ◽  
Language Skills ◽  
King Saud University ◽  
Planning Strategy ◽  
Concept Planning ◽  
The University ◽  
The Impact

The study aimed at exploring the impact of training using the concept planning strategy to develop the university concepts and language skills of deaf and hard of hearing students at King Saud University. The study sample consisted of 30 deaf and hard of hearing students enrolled in the deaf and hard of hearing project at King Saud University Second semester (2018, 1439). The proposed training program, using the concept planning strategy, greatly influenced the development of the cognitive aspects of deaf and hard of hearing students. The concept planning strategy also helped deaf and weak students organize and express their ideas.

The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Lian van Berkel-van Hoof
Keyword(s):  
Word Learning ◽  
Hard Of Hearing ◽  
Language Skills ◽  
Vocabulary Development ◽  
Educational Practice ◽  
Spoken Word ◽  
Communication Aids ◽  
Future Directions ◽  
Schools For The Deaf ◽  
Hearing Children

This chapter focuses on factors that support word learning for both hearing and hard-of-hearing (DHH) children. Vocabulary development is first discussed in hearing children and then DHH children. The chapter suggests several interventions for improving DHH children’s language skills and reviews studies on the efficacy of sign-supported speech for word learning. Sign-supported speech is frequently used in schools for the deaf in the Netherlands. Professionals working with DHH children indicate that this helps the children to better understand the spoken message; however, it is unclear whether this mode of communication aids spoken word learning. Implications for educational practice and future directions are discussed.

scholarly journals The effectiveness of a training program in developing expressive and receptive language skills and social interaction among students of learning disabilities in Ajloun schools: فاعلية برنامج تدريبي في تنمية مهارات اللغة التعبيرية والاستقبالية والتفاعل الاجتماعي لدى طلاب صعوبات التعلم في مدارس محافظة عجلون

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Bara Azzam Ali AL- qwaqneh
Keyword(s):  
Learning Disabilities ◽  
Social Interaction ◽  
Training Program ◽  
Language Skills ◽  
Expressive Language ◽  
Language Disorders ◽  
Receptive Language ◽  
Students With Learning Disabilities ◽  
Group I ◽  
And Control

The study aimed to reveal the effectiveness of a training program to develop the skills of expressive language and receptivity and social interaction among a sample of students with learning disabilities in Ajloun schools. The study sample consisted of (20) students with difficulties from the sixth grade who were deliberately selected from Ajloun Elementary School for Boys. To an experimental and control group, the researcher applied the two tools before and after the control and experimental groups. The results of the study showed that there are statistically significant differences on all dimensions of expressive and receptive language skills and social interaction skills in the pre and post measurements in the performance of students with learning disabilities in the experimental and control groups attributed to the training program used in the study, for the benefit of students with learning disabilities in the experimental group. I learned expressive language skills, receptivity and social interaction through the program sessions. The study reached a number of recommendations and research proposals, most notably: the preparation of other therapeutic language programs targeting all types of language disorders in primary school students, and provide planners, infectious and implementers of learning disabilities programs with language and social skills and appropriate educational activities. Conduct .studies highlighting other age groups among students with language disorders

Assessing Signed Language Skills in Bi-/Multilingual, Deaf and Hard of Hearing Children

2021 ◽  
pp. 207-220
Author(s):  
Kathryn Crowe
Keyword(s):  
Hard Of Hearing ◽  
Linguistic Diversity ◽  
Language Skills ◽  
Linguistically Diverse ◽  
Special Focus ◽  
Evidence Based ◽  
Signed Language ◽  
Language Environment ◽  
Hearing Children ◽  
Children's Speech

Providing appropriate and evidence-based services for linguistically diverse, bilingual, and multimodal deaf and/or hard-of-hearing (D/HH) children is an important aspect of education and intervention programs. The increasing linguistic diversity of D/HH children creates challenges for professionals who need to understand and document these children’s linguistic systems through appropriate and informative assessment of children’s speech, and spoken language, and/or sign language skills. However, assessment can prove challenging, particularly when a child’s language environment contains more than one language in one or more modality. In this chapter, areas of assessment relevant to bilingual D/HH children are discussed to guide practitioners’ decisions on selecting and using appropriate assessment materials and approaches. Special focus is given to assessment considerations that can inform practice when assessment resources for a particular language are not available.

Epidemiological Factors Influencing Access to Cochlear Implantation and Language Skills of Deaf and Hard-of-Hearing Children

2013 ◽  
Vol 149 (2_suppl) ◽  
pp. P224-P224
Author(s):  
Edward C. Wu ◽  
Hossein Mahboubi ◽  
Shawn Zardouz ◽  
Yuk-Yee A. Yau ◽  
Vanessa S. Rothholtz ◽  
...  
Keyword(s):  
Hard Of Hearing ◽  
Cochlear Implantation ◽  
Language Skills ◽  
Epidemiological Factors ◽  
Factors Influencing ◽  
Hearing Children

scholarly journals Signing and the Brain: The Importance of Early Education for Deaf and Hard of Hearing Children

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Jaimie Hong ◽  
Rosemari Nam ◽  
Elizabeth DeMott
Keyword(s):  
Hard Of Hearing ◽  
Language Skills ◽  
Spoken Language ◽  
Early Years ◽  
Standard Of Living ◽  
Early Age ◽  
Universal Language ◽  
Poor Outcomes ◽  
Hearing Children ◽  
The Brain

Language skills are developed as one is exposed to auditory input from birth to adolescence. However, a majority of deaf and hard-of-hearing (DHH) individuals do not receive adequate—or appropriate—guidance from their parents at an early age. Since the brain develops significantly during the early years of childhood, children need robust and persistent instruction to develop the ability to recognize language. DHH children who lack the ability to perceive audio and spoken language, the universal language format, have poor outcomes in the future. In fact, hearing-disabled Americans are more likely to be unemployed, imprisoned, or have poor physical health. This paper will discuss the obstacles DHH people face in society as well as introduce a program to improve the standard of living for the deaf community. It will focus on preventative methods, most importantly, the adoption of a visual language, to protect DHH children from facing major neurological issues that would intrude on their ability to communicate with others fluently. 

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