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.

scholarly journals CORRECTIONAL CORRECTION ABILITIES IN YOUNG CHILDREN SCHOOL AGE WITH DISABILITIES HEARING BY SWIMMING MACHINES

2020 ◽  
Vol 1 ◽  
pp. 207-215
Author(s):  
Viktoriya Babalich ◽  
◽  
Tetyana Malenyuk ◽  
Olena Golub ◽  
Alexander Broyakovsʹkyy ◽  
...  
Keyword(s):  
Hearing Impairment ◽  
Positive Impact ◽  
Statistical Processing ◽  
Hearing Impaired ◽  
Diagnostic Methods ◽  
School Age ◽  
Hearing Impairments ◽  
Auditory Analyzer ◽  
Impaired Children ◽  
Hearing Impaired Children

Introduction. This article addresses the issue of improving of children with hearing impairments. Using swimming facilities, we aimed to improve coordination preparedness, as well as swimming skills of hearing impaired children. The hypothesis of the study is to correct deviations in the development of children with hearing impairments, in particular coordination of movements, which can be achieved by developing a program and guidelines for the use of swimming equipment. The purpose of: To scientifically program substantiated correction children coordination of primary school age with hearing impairment by swimming means for full physical development. To solve this goal were used following research methods: theoretical analysis, analysis of pedagogical experience, observation, diagnostic methods (conversation, testing); pedagogical experiment (ascertaining, formative); methods of statistical processing of received information. The study involved children with mild pathologies of the auditory analyzer aged 8-9 years. Results. In the result of research was proved the positive impact of swimming on the coordination correction of children with hearing impairment. Confirmation of positive dynamics is an improvement in the results of test assignments. The greatest increase of indicators was achieved in a test task performed in water (P <0.05). The practical: The implemented program using specially matched solutions and methods that take into specifics of disease positively influenced the formation of coordination preparedness for children with hearing impairments. At the same time use of swimming aids contributed to the mastery of a vital skill for every person - the ability to swim. Key words: hearing impaired children, adaptive swimming, rehabilitation, pathology, physical fitness.

scholarly journals SALIVARY ALPHA-AMYLASE AS A MEASURE OF ANXIETY BEFORE AND AFTER DENTAL TREATMENT FOR VISUALLY AND HEARING-IMPAIRED CHILDREN AND THEIR MOTHERS

2018 ◽  
Vol 9 ◽  
pp. 128
Author(s):  
Eka S Shofiyah ◽  
Margaretha Sovaria ◽  
Mochamad F Rizal ◽  
Sarworini B Budiardjo
Keyword(s):  
Dental Treatment ◽  
Post Treatment ◽  
Hearing Impaired ◽  
Alpha Amylase ◽  
Hearing Impairments ◽  
Waiting Room ◽  
Salivary Alpha Amylase ◽  
Before And After ◽  
Impaired Children ◽  
Hearing Impaired Children

Objective: Visual and hearing impairments are known to profoundly affect children’s psychological development, including their anxiety. However, strong emotional relationship with their mother found in these children may help them cope. Measuring salivary alpha-amylase (sAA) in saliva samples is widely used in clinical settings as a reliable, non-invasive biomarker of anxiety level.Methods: Our objective was to evaluate sAA levels in visually and hearing-impaired children and their mothers before and after dental treatment. This study included 60 children with visual and hearing impairments and their mothers. sAA level of both children and mothers was sampled while they were together in the waiting room before treatment. The children then underwent dental prophylaxis in a separate room, and their post-treatment sAA was measured immediately afterward. At that time, their mother’s post-treatment sAA was sampled in the waiting room. Data were analyzed using a Wilcoxon test.Results: sAA levels were found to differ significantly between pre- and post-dental treatment (p<0.05).Conclusion: This difference indicates that reducing maternal anxiety would be of great benefit in reducing anxiety in visually and hearing-impaired children. Practical implications: Appropriately managing anxiety in this group of children can be of great benefit to dentists in daily practice, helping them provide the care that these children need.

The Relationship of Sports and Physical Activity to the Academic Achievement- A Case of Hearing-Impaired Children

2020 ◽  
pp. 170-182
Author(s):  
Aqsa Shamim Ahmed ◽  
Hafiza Sadeea ◽  
Saadia Mahmood ul Hassan
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Positive Impact ◽  
Sports Participation ◽  
Hearing Impaired ◽  
Control Group ◽  
Sports And Physical Activity ◽  
The Impact ◽  
Impaired Children ◽  
Hearing Impaired Children

Sports and physical activity is not only important for normal children but it is equally essential for the children with physical disabilities.   Effective sports participation of children with hearing deficits has physical, mental, intellectual as well as societal benefits. The aim of this study was to examine the impact of sports participation on academic achievement of hearing impaired children. For this purpose, a total of  children were selected, divided into  groups on the basis of comparative experimental design.  Half of the sample  was assigned to control group including those students who did not participate in sports whereas, other half  was assigned to experimental group including those children who participated in sports activity including Badminton, Football and Volleyball. After pretest and post test data was collected with the help of Sports Participation Scale and Academic Performance rating scale. The overall reliability of the scale was found to be. Results indicated that there was a significant positive impact of sports participation on the academic achievement from  to   with betterment level of .  According to these results we can conclude that sports participation creates a positive impact on academic achievement of Hearing-impaired students.

Experimental Method For Developing And Correcting Figurative Speech Among Visually Impaired Primary School Age Children

2020 ◽  
Vol 7 (2) ◽  
pp. 58-63
Author(s):  
Svitlana Fedorenko ◽  
Marina Polykovski
Keyword(s):  
Primary School ◽  
Experimental Method ◽  
Visually Impaired ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Primary Schoolchildren ◽  
Figurative Speech ◽  
Primary School Age ◽  
Impaired Children

The article presents special methodology for developing figurative speech, which has a compensatory value among primary schoolchildren, with reduced vision. The complexity of the figurative speech understanding process and the need for developing it among visually impaired children was specified by the scientists, Litvak (2006), Sineva (2008), Fedorenko (2015). The principles (general didactic, linguo-didactic, and special) and the main tasks for developing and correcting each figurative speech component among younger vision-impaired learners are defined as follows: cognitive (development of the visual-figurative basis of speech); emotional (the development of speech expressiveness and the emotional-sensory sphere) and creative-practical (formation of skills and abilities for using the exponents of imagery in speech proficiently, the development of skills for active work with words). The directions of correctional work for each figurative speech component are described. The results obtained by implementing the experimental method indicated positive dynamism in figurative speech development among younger vision-impaired learners in the experimental classes for all the components established in the experimental study, pointing to the effectiveness of the proposed work method on their formation and correction. It was stated that vision impaired children are able to understand and explain the essence of imagery expression, which is available to pupils of primary school age; expressively read and talk about their feelings and emotions from the read literary text; use the means of imagery in their own speech consciously and appropriately, with special pedagogical guidance.

Amplification for School-Age Hearing-Impaired Children

1985 ◽  
Vol 6 (03) ◽  
pp. 309-321 ◽  
Author(s):  
Susan Logan ◽  
Fred Bess
Keyword(s):  
Hearing Impaired ◽  
School Age ◽  
Impaired Children ◽  
Hearing Impaired Children

School-Age Children's Reactions to Deaf and Hearing-Impaired Children

1983 ◽  
Vol 57 (2) ◽  
pp. 373-374 ◽  
Author(s):  
Ingrid M. Blood ◽  
Gordon W. Blood
Keyword(s):  
Hearing Impaired ◽  
Personal Attribute ◽  
School Age ◽  
Grade School ◽  
Negative Attributes ◽  
Impaired Children ◽  
Hearing Impaired Children

The study investigated 120 grade school children's impressions of deaf and hearing-impaired children. Scores on the Personal Attribute Inventory for Children showed that nonhandicapped students apply negative attributes similarly to both groups. Implications for mainstreaming and elimination of stereotypes are discussed.

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