Educational Media Technology For Hearing-Impaired Persons: A Federal Perspective

1994 ◽  
Vol 139 (1) ◽  
pp. 10-13 ◽  
Author(s):  
Ernest E. Hairston
Keyword(s):  
Hearing Impaired ◽  
Educational Media ◽  
Media Technology

Educational Media Production Project for the Hearing Impaired: Project Update

1982 ◽  
Vol 127 (5) ◽  
pp. 684-689
Author(s):  
George Propp ◽  
Gwen C. Nugent ◽  
L. Kaye Tidball
Keyword(s):  
Hearing Impaired ◽  
Media Production ◽  
Educational Media

scholarly journals E-10 A study on Educating through Media in Islamic Education Perspective in Higher Education in Pakistan

2020 ◽  
Vol 4 (1) ◽  
pp. 105-120
Author(s):  
Muhammad Shahzad ◽  
Muhammad Asif Nadeem ◽  
Haseeb Waraich
Keyword(s):  
Learning Process ◽  
Islamic Education ◽  
Learning Goals ◽  
Educational Media ◽  
Media Technology ◽  
Teaching Process ◽  
Islamic Religion ◽  
The Times ◽  
The Right ◽  
Source Of Information

Advances in science and technology are motivating the teachers to use technology in the teaching process. Teaching through media technology seemed to enhance capabilities among learners. The educational media used should be adapted to the development and demands of the times. Using the right educational media in the process of learning to teach will make it easier to attain learning goals. The purpose of this article is to describe modern educational media used in this technological age and compare it with those that were used in Islamic education system since the initial days of spread of religion Islam. The research method used in this discussion is descriptive. The result attained form this discussion seemed to identify that in the early days of the spread of Islam, the educational media was used for the enhancement of teaching and teaching process and these technological medias were used by the by the Messenger of Allah, the Holy Prophet Muhammad (صلی اللہ علیہ و آلہ وسلم). The Holy Prophet Muhammad ((صلی اللہ علیہ و آلہ وسلم) used media while teaching the knowledge and rules of Islamic religion to the holy companions (صحابہ رضوان اللہ علیہ). In addition, in the hadith حدیت مبارکہ)) there are several terms used to indicate the use of educational media in learning, such as pictures, gravel, and fingers hands. The conclusion of this article is that the educational media seemed to influence learning aptitude of the learners. The use of media technology appeared to be inevitable for complete and accurate learning process. Media is an impactful and credible learning source of information to get the end result in the learning process.

Erratum: The Hearing-Impaired—Formal In-Service (HI-FI) Program

1976 ◽  
Vol 7 (1) ◽  
pp. 5-5
Author(s):  
Linda W. Nober
Keyword(s):  
Hearing Impaired ◽  
Ohio State University ◽  
State University ◽  
Educational Media

The Hearing-Impaired—Formal In-Service (HI-FI) Program mentioned in the footnote on page 189 of the October 1975 issue currently is not available free of charge from the National Center on Educational Media and Materials for the Handicapped (NCEMMH). However, early in 1976 a revised edition of HI-FI, produced by NCEMMH, will be sold through the National Audiovisual Center. Readers interested in up-to-date information can write to Media, Materials, and Technology (HI-FI), National Center on Educational Media and Materials for the Handicapped, Ohio State University, Columbus, Ohio 43210.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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.

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