Thematische Bibliographien / Deaf children – Education – Zimbabwe

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Deaf children – Education – Zimbabwe“

Autor: Grafiati
Veröffentlicht am 27. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Deaf children – Education – Zimbabwe"

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Musengi, M., A. Ndofirepi und A. Shumba. „Rethinking Education of Deaf Children in Zimbabwe: Challenges and Opportunities for Teacher Education“. Journal of Deaf Studies and Deaf Education 18, Nr. 1 (29.10.2012): 62–74. http://dx.doi.org/10.1093/deafed/ens037.

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Saiden, Thondhlana, und Mangizvo V. Remigios. „Teaching Management And Sustainable Utilization Of Water Resources At Infant Level In Primary Schools In Zimbabwe: Challenges And Opportunities“. Advances in Social Sciences Research Journal 6, Nr. 11 (03.12.2019): 430–40. http://dx.doi.org/10.14738/assrj.611.7189.

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Water has become an inadequate resource as a result of population and economic growth, climate change, pollution and other challenges. This is impacting on social, economic and environmental wellbeing. Education about water issues at all levels is pertinent to equip people with knowledge, skills and values of its management and sustainable utilization. Young children have a tendency of wasting water because of lack of knowledge of its management and sustainable utilization. The study aimed at establishing how knowledge, skills and attitudes of the management and sustainable utilization of water resources were being transmitted to school pupils in the infant grades in primary school. Furthermore the study wanted to find out the extent to which the curriculum content addressed the management and sustainable utilization of water resources. The study was conducted in the infants section of primary schools in the City of Gweru. It was qualitative in nature and it employed document analysis, in-depth interviews and questerviews to gather data. The sample of seven teachers in the infant section was purposively selected as these were the people with the requisite information. The study established that the infant syllabi has inadequate content for the management and sustainable utilization of water resources. The education system in Zimbabwe has not put in place mechanisms and strategies to pass on information to the young learners. Teachers have not been capacitated to deal with this aspect of the curriculum. The methods used in schools to inculcate the content are suitable for the age levels. The study concluded that the content and teaching of management and sustainable utilization were not adequate. The materials to complement the teaching were relevant. The study recommends the assessment methods need to be practical so as to establish the attitudes and skills acquired and that adequate content has to be injected into the curriculum.
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Westby, Carol. „Narratives of Deaf Children“. Word of Mouth 29, Nr. 2 (November 2017): 1–5. http://dx.doi.org/10.1177/1048395017738254.

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Napoli, Donna Jo, und Rachel Louise Sutton-Spence. „Deaf children, humor and education policy“. Revista Educação Especial 32 (22.10.2019): 95. http://dx.doi.org/10.5902/1984686x38114.

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Maxwell, Madeline M. „Ethnography & Education of Deaf Children“. Sign Language Studies 1047, Nr. 1 (1985): 97–108. http://dx.doi.org/10.1353/sls.1985.0003.

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Williams, Cheri, und Connie Mayer. „Writing in Young Deaf Children“. Review of Educational Research 85, Nr. 4 (Dezember 2015): 630–66. http://dx.doi.org/10.3102/0034654314564882.

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Söderbergh, Ragnhild. „Early reading with deaf children“. Prospects 15, Nr. 1 (März 1985): 77–85. http://dx.doi.org/10.1007/bf02195705.

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Pribanić, Ljubica. „Sign Language and Deaf Education“. Investigating Understudied Sign Languages - Croatian SL and Austrian SL, with comparison to American SL 9, Nr. 1-2 (31.12.2006): 233–54. http://dx.doi.org/10.1075/sll.9.1.12pri.

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Deaf education in Croatia still continues to use a predominantly auditory-speech approach, spoken Croatian only, and simultaneous communication (SC). In the last few years a few changes in tradition have been made: most importantly, educational interpreting is now available in high schools and at the university level. Given the lack of bilingual deaf education and early sign language exposure, deaf children make very slow progress in literacy, compared with deaf children of deaf parents. Benefits of early sign language acquisition can be seen in deaf children of deaf parents not only in better social adaptation skills, but also in their better academic achievement compared with other deaf children. The cultural approach to deaf education views sign language as the most natural linguistic form of deaf people, and a powerful means of communication for all purposes and in all circumstances. Here, we discuss case studies of Sweden and Denmark, with 20 years of tradition in deaf bilingual education; the Netherlands, with about 10 years of deaf bilingual education; and Spain, where deaf bilingual education is in the process of implementation. These examples (Sweden, Spain, Netherlands) demonstrate the processes of policy changes and the shift to deaf education that is aimed at taking care of the needs of deaf children and their families, as well as implementing the human rights protections for linguistic minorities.
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Lieberman, Lauren J., Lori Volding und Joseph P. Winnick. „Comparing Motor Development of Deaf Children of Deaf Parents and Deaf Children of Hearing Parents“. American Annals of the Deaf 149, Nr. 3 (2004): 281–89. http://dx.doi.org/10.1353/aad.2004.0027.

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Howerton-Fox, Amanda, und Jodi L. Falk. „Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education“. Education Sciences 9, Nr. 2 (14.06.2019): 133. http://dx.doi.org/10.3390/educsci9020133.

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The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.
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Dissertationen zum Thema "Deaf children – Education – Zimbabwe"

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Barcham, Lesley. „The education of deaf children in Zimbabwe : the changing roles of non-governmental organisations, the government and international organisations“. Thesis, Open University, 1997. http://oro.open.ac.uk/57656/.

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In this thesis I describe and analyse the development of education for deaf children in Zimbabwe, from its beginnings in the 1940s to 1994. I investigate in detail the changing policies and provision of non governmental organisations, the government and international organisations. The thesis is divided into three sections. The first section examines the literature relating to deaf education in Zimbabwe. the role of international organisations and the changes from charity to government provision. I introduce four propositions developed from the literature about, first the internationalisation of the debates about deaf education provision, second the limitation of charitable provision. third the struggles between interest groups and finally the influence of organisations of deaf people. I analyse the case study methodology used to investigate policies and practices. The second section describes the changes in the education for deaf children from the 1940s to 1994. I examine the early role of churches and charities and the gradual increase of government involvement. This section also plots the complex relationships between the government, non governmental and international organisations in the development of policy and practice. In the third and final section I return to the four original propositions and discuss the key findings relating to the changes in international policies and funding, the growing influence of deaf peoples organisations and reactive nature of government policies.
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Geeslin, Joseph David. „Deaf bilingual education a comparison of the academic performance of deaf children of deaf parents and deaf children of hearing parents /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3287372.

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Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.
Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4582. Adviser: Khaula Murtadha. Title from dissertation home page (viewed May 21, 2008).
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Barham, Jeffrey Clement. „Teaching mathematics to deaf children“. Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328555.

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Mpuang, Kerileng D. „Deaf education teachers' perceptions of issues in deaf education in Botswana“. CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536754.

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Terlektsi, Maria Emmanouela. „Imaginative writing of deaf children“. Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/876/.

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This thesis explores the issue of imaginative writing of deaf children. Thirty deaf children aged 9-11 years were recruited form Hearing Impaired Units and mainstream schools. Thirty hearing children were matched on academic performance (according to teachers) and chronological age and recruited from the same classes as the deaf children. Three sets of imaginative stories were collected from the above groups at three points during one academic year. A mixed methodology was employed in order to investigate imaginative writing of deaf children. For the evaluation of children’s stories an “Imagination Story Scale” was developed based both on the literature review and on the in-depth analyses of four children’s imaginative stories. The scale consists of four categorised divisions (story structure, story plot, linguistic imagination, originality) and one additional division (overall assessment). Assessments of both deaf and hearing children’s stories using the scale revealed little variation between deaf and hearing children’s scores in the scale, indicating that deaf children do have imagination and are able to express it in writing. However, differences were observed between the scores for the different topics (for both groups of children) suggesting that the topic of the stories influenced their scores. Imaginative writing of deaf children was not predicted by: age, gender, degree of hearing loss, type of communication used at home, or use of activities to promote children’s imagination either in the classroom or at home. Teachers’ opinions of deaf children’s imagination were explored through interviews. The Teachers of the Deaf tended to under-estimate deaf children’s ability to demonstrate imagination in their writing by comparison with the stories that the deaf children produced.
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Crickmore, Barbara Lee. „An historical perspective on the academic education of deaf children in New South Wales 1860s - 1990s“. Diss., Connect to this title online, 2000. http://www.newcastle.edu.au/services/library/adt/public/adt-NNCU20030228.130002/index.html.

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Williams, Cheri. „The verbal language worlds and early childhood literacy development of three profoundly deaf preschool children /“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758178235582.

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Breadmore, Helen Louise. „Inflectional morphology in the literacy of deaf children“. Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/591/.

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Severe literacy impairments are well documented in the deaf population. Morphology provides a source of text-to-meaning associations that should be available to the deaf. In this thesis, different levels of morphological awareness necessary for literacy were tested. Deaf children demonstrated that they associated morphologically related words – the first level of awareness. This was evidenced in a short-term memory task in which words sharing morphological overlap were confused more often than words sharing orthographic or semantic overlap (although these associations may have involved the combined effects of orthographic and semantic overlap). Deaf children also demonstrated knowledge of morphological generalisation (the second level of awareness) by producing predicted plural nonword spellings and over-regularisations. Finally, they demonstrated morpho-syntactic awareness – in a self-paced reading task they revealed sensitivity to subject-verb number agreement. However, deaf children demonstrated limited knowledge of irregular plural nouns and of morpho-syntax. In the self-paced reading task, they were slow to perform syntactic integration and they failed to make explicit use of agreement in a judgement task. Furthermore, even reading-age appropriate morphological awareness represents a substantial chronological delay. The findings therefore suggest that deaf children could benefit from explicit education in morphographic rules and exceptions as well as training in morpho-syntax
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De, Lange Hanine. „Didaktiese hulpverlening aan leerders met 'n kogleêre inplanting wat taalagerstande ontwikkel het“. Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1888.

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Thesis (MTech(Education))--Cape Peninsula University of Technology, 2009
When a child enters formal education a certain level of development and experience is expected. If there is a language deficit or shortfall upon entering formal schooling, a negative perception of schooling can develop, resulting in a low level of success in the classroom. Research has clearly shown that learners with a hearing deficit, and who received very little stimulation at an early age, tended to develop a language deficit which hampered their entrance into, as well as their performance in mainstream education. The ideal is thus that a child should experience success in the learning process at the earliest possible stage. Hereupon he can develop and realise his full potential as a human being. Children who experience early success should be more capable of coping with the challenges that schooling and learning present. If these learners receive early intervention to support their language development it could lead to being more successful in mainstream education. Learners with a cochlear implant must receive intensive hearing and communicative training. They are taught how to effectively interpret the sound relayed by the implant, and thereafter, if possible, be able to use this "hearing ability" to enter into interactive spoken language. Motivation and support from parents, family and friends is a determining factor in the successful use of the implant. This should lead to a learner being able to reach his full potential. From the research conducted it has become evident that the language deficit retrogression of the child leads to under-achievement when formal schooling begins.This is because of different hearing difficulties. However, if such a pre-school child is assisted and supported at an early stage through effective intervention strategies, language deficit can be decreased or even completely cured. In this study a learner who had received a cochlear implant, was closely observed. A significant improvement in his language ability was evinced. The action research study was an individualised teaching and learning situation with a learner who had a cochlear implant and with a language deficit. Over a period of 19 months different intervention strategies were used to improve the learner's language ability. The intervention strategies which were successful can be used as a possible point of departure for further research and study to give educators and parents a better insight into this problem. Through intensive research these findings can be developed as a possible support system or methodolgy for educators in the inclusive classroom.
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Janjua, Fatima. „Language and cognitive development in very young deaf children“. Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/68cb555b-3d31-49da-be84-e71d5b01bcd5.

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Bücher zum Thema "Deaf children – Education – Zimbabwe"

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Prickett, Hugh T. Advocacy for deaf children. Springfield, Ill., U.S.A: C.C. Thomas, 1989.

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Language issues in deaf education. Hillsboro, OR: Butte Publications, 1998.

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N, Kluwin Thomas, Hrsg. Teaching deaf and hard of hearing students: Content, strategies, and curriculum. Boston: Allyn and Bacon, 2001.

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Nunes, Terezinha. Teaching mathematics to deaf children. London: Whurr, 2004.

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Sanders, Danielle M. Teaching deaf children: Techniques and methods. Boston: Little, Brown, 1988.

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Sanders, Danielle M. Teaching deaf children: Techniques and methods. Austin, Tex: Pro-Ed, 1991.

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From silence to speech: Fifty years with the deaf. Dublin: Dominican Publications, 1994.

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Deaf friendly teaching: Practical guidance for teachers working with deaf children. London: NDCS, 2004.

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Die Sonderschule für Sprachbehinderte im Verdichtungsraum Bremen und ihre Verflechtungen mit den niedersächsischen Gemeinden. Frankfurt am Main: Lang, 1990.

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W, Falk William, Hrsg. Learning to be deaf. Berlin: Mouton de Gruyter, 1986.

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Buchteile zum Thema "Deaf children – Education – Zimbabwe"

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Antia, Shirin D., Susanne Reed und Linda Shaw. „Risk and Resilience for Social Competence: Deaf Students in General Education Classrooms“. In Resilience in Deaf Children, 139–67. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7796-0_6.

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Nunes, Terezinha. „Deaf Children, Special Needs, and Mathematics Learning“. In Encyclopedia of Mathematics Education, 1–3. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_42-2.

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Nunes, Terezinha. „Deaf Children, Special Needs, and Mathematics Learning“. In Encyclopedia of Mathematics Education, 181–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_42.

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Nunes, Terezinha. „Deaf Children, Special Needs, and Mathematics Learning“. In Encyclopedia of Mathematics Education, 141–43. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_42.

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Munoz-Baell, Irma M., Carlos Alvarez-Dardet, M. Teresa Ruiz-Cantero und Emilio Ferreiro-Lago. „Rethinking Deaf Learners’ Education: A Human Rights Issue“. In Handbook of Children with Special Health Care Needs, 107–30. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2335-5_6.

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Bottino, Rosa Maria, und Giampaolo Chiappini. „Technology and learning: computer mediated communication between deaf children“. In World Conference on Computers in Education VI, 693–701. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34844-5_65.

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Loncke, Filip, und Marijke Van Weerst. „Dynamics of Interaction in Speaking Dialogs with Deaf Children in the Classroom“. In Pragmatics and Education, 287–99. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4757-1574-3_19.

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Gennari, Rosella, Francesco Pavani und Mehdi Rizvi. „Tangible Design for Inclusive Conversations with Deaf or Hard-of-Hearing Children“. In Emerging Technologies for Education, 288–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52836-6_29.

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Cano, Sandra, César A. Collazos, Leandro Flórez Aristizábal und Fernando Moreira. „Augmentative and Alternative Communication in the Literacy Teaching for Deaf Children“. In Learning and Collaboration Technologies. Technology in Education, 123–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58515-4_10.

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Flórez Aristizábal, Leandro, Sandra Cano und César Collazos. „Using Storytelling to Support the Education of Deaf Children: A Systematic Literature Review“. In Lecture Notes in Computer Science, 371–82. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58640-3_26.

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Konferenzberichte zum Thema "Deaf children – Education – Zimbabwe"

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Sousa, Caio Silva, Deller Ferreira und Cassio Leonardo Rodrigues. „Technologies For Educating Deaf Children- A Systematic Literature Review“. In XXX Simpósio Brasileiro de Informática na Educação (Brazilian Symposium on Computers in Education). Brazilian Computer Society (Sociedade Brasileira de Computação - SBC), 2019. http://dx.doi.org/10.5753/cbie.sbie.2019.1161.

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Petrosyan, Gayane, Indiana Kazieva, Olga Beletskaya und Tamara Kachalina. „THE SYSTEM OF PEDAGOGICAL SUPPORT FOR DEAF-BLIND CHILDREN IN RUSSIAN FEDERATION“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1933.

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Qiftiah, Mariatul, Eviani Damastuti und Chairil Faif Pasani. „Improving The Expressive Languages of Deaf Children Using Reflective Maternal Method (RMM)“. In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.6.

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Canteri, Rafael, Laura García, Tanya Felipe, Ludmilla Galvão und Diego Antunes. „Conceptual Framework to Support a Web Authoring Tool of Educational Games for Deaf Children“. In 11th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007676102260235.

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Reily, Lucia. „A ceramics project with deaf children: Creating Brazilian rainforest animals in clay“. In 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. São Paulo: Editora Edgard Blücher, 2012. http://dx.doi.org/10.5151/edupro-aivcipe-41.

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dos Passos Canteri, Rafael, Laura Sánchez García, Tânya Amara Felipe de Souza und Carlos Eduardo Andrade Iatskiu. „Video Games in Education of Deaf Children - A Set of Pratical Design Guidelines“. In 17th International Conference on Enterprise Information Systems. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005397701220129.

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Do Thi, Hien. „Teaching Vietnamese to Deaf Children Using Sign Languages: Situations and Solutions“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.13-2.

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Human civilization has made tremendous progress, to improve its quality of life. However, there are still a number of people in society who suffer from grave disadvantages due to their disabilities. There are many reasons for this phenomenon, and even though science is rapidly developing, it is impossible to completely erase those causes. Ameliorating education and offering vocational training for the disabled are considered as effective solutions to provide these people with a satisfying life, especially children. For deaf children, the dream of normal schooling becomes great. Limited language proficiency leads to limited communication skills and reduces confidence when entering the first grade, adversely affecting their academic performance and later development. Therefore, in this article, we focus on first grade deaf children. Like the impact of normal language on normal children, sign language plays an important role in language development of deaf children. They use sign language to think and communicate. However, to study in textbook programs as does a normal child, in the classroom of deaf children, both the teachers and students must use finger alphabets to teach and learn Vietnamese. We thus study teaching Vietnamese to deaf children and suggest games to draw their attention to the lessons.
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Benites, Cristiano, und Ismar Frango Silveira. „Adaptation of assistive and robotic technology to teach music to deaf children.“ In Workshop de Informática na Escola. Sociedade Brasileira de Computação, 2019. http://dx.doi.org/10.5753/cbie.wie.2019.335.

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This research reports challenges that are found in the inclusion of children with hearing impairment in music learning and presents how society accepts these individuals. It seeks to know how the deaf community sees music and finally to evaluate visual and technological elements in children's musical education. The challenges of the presented actions do not aim at a theory of comprehensive form or only statistical, but it seeks to propose a succinct discussion on the theme, to bring the other people to a reflection regarding the specific needs of these children.
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Chaida, Igor, Nickolas Alves Scalabrin, Bruno Henrique Oderdenge, Rodolfo Lima, Eder Pongeti, Nicolas Cruz, Cristiano Benites und Fabio Gabriel. „Aspects of Teaching Portuguese and LIBRAS to deaf children using digital games as a mechanism to improve their motor skills and perspectives“. In 2020 3rd International Conference of Inclusive Technology and Education (CONTIE). IEEE, 2020. http://dx.doi.org/10.1109/contie51334.2020.00041.

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Berichte der Organisationen zum Thema "Deaf children – Education – Zimbabwe"

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Lynch, Paul, Tom Kaye und Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, Juni 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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