Relevant bibliographies by topics / Children's Hearings Project

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Children's Hearings Project'

Author: Grafiati
Published: 29 July 2024
Last updated: 31 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Children's Hearings Project.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Children's Hearings Project"

1

O'Malley, Andrew. "‘The Innocence Project’ – An Online Exhibition and Archive on Children and Comics in the 1940s and 1950s." International Research in Children's Literature 10, no. 1 (July 2017): 20–38. http://dx.doi.org/10.3366/ircl.2017.0216.

Full text
Abstract:
The 1940s and 1950s saw a widespread outcry over children's reading of comic books, most pronouncedly the often violent, gory and erotic crime and horror genres. Concern and outrage over the assumed effects of the ubiquitous magazines on young minds was expressed in a deluge of newspaper editorials, magazine articles, professional and academic journals, and elsewhere. A grassroots movement to restrict children's access to comics led to a Senate Subcommittee hearing in the US investigating links to juvenile delinquency and to legislation in several countries prohibiting the sale of certain comics to minors. Using Omeka publishing and exhibition software, this digital humanities project takes the form of an online exhibition and digital archive and considers the ways in which the comics crisis was structured around the idea of childhood innocence
APA, Harvard, Vancouver, ISO, and other styles
2

Baltakienė, Jolanta, and Gražina Valeikaitė. "THE IMPORTANCE OF DEVELOPING SENSES IN PRESCHOOL AGE CHILDREN FOR BETTER COMPREHENSION COMPETENCE." Natural Science Education in a Comprehensive School (NSECS) 22, no. 1 (April 15, 2016): 17–23. http://dx.doi.org/10.48127/gu/16.22.17.

Full text
Abstract:
The child recognizes the world through his senses: tasting, touching, smelling, seeing, hearing, and moving. Sensory experience - is the first cognition of the world. Therefore, we create a positive learning environment for children recognize and identify their feelings, understand new information. Children gain the experience and acquire knowledge first of all through the play. There are the certain tools, toys and materials which are needed to meet cognitive demand in each child's development level. The project "I will perceive the world in this way" has been lasted for one academic year in order to educate and empower the children's senses. The project goal: Encourage each child to explore the world through the basic 5 senses. The project participants: 4-5 years old children. Three new games have been played and practical activity has been organized each month. After project children have expanded empowerment of their senses. They gained not only theoretical, visual knowledge about nature and environment practice, but also had heightened tasting, hearing, touching senses and perception. Key words: sensory experience, cognition process, visual knowledge.
APA, Harvard, Vancouver, ISO, and other styles
3

Davidova, Jelena, Galina Zavadska, Asta Rauduvaitė, and Ming Jen Chuang. "Strategies for the Development of 6–8-Year- Old Children’s Breathing for Singing." Pedagogika 125, no. 1 (April 13, 2017): 111–21. http://dx.doi.org/10.15823/p.2017.08.

Full text
Abstract:
On the basis of the diagnostic results yielded by the international project “The Coordination between Musical Hearing and Vocal Apparatus of 6–8-Year-Old Children during the Process of Singing: Comparative Study in Latvia, Lithuania and Taiwan”, strategies for the development of 6–8-year-old children’s breathing for singing were formulated in three areas (breath support, formation of the sensation of inhalation and exhalation, and breath energy), as well as exercises for the development of correct breathing in singing were devised. Research aim: to design strategies for developing 6–8-year-old children’s breathing for singing.
APA, Harvard, Vancouver, ISO, and other styles
4

Markiewicz, Anne. "The pre-hearing convenor: A skilled practitioner chairing conferences in the Children's Court of Victoria." Children Australia 21, no. 4 (1996): 22–28. http://dx.doi.org/10.1017/s1035077200007276.

Full text
Abstract:
An evaluation of pre-hearing conferences in the Children's Court of Victoria was carried out during 1994 by five members of staff from the School of Social Work at the University of Melbourne. An interesting theme which emerged from this evaluation is the role of the convenor as pivotal to the process of the pre-hearing conference. The convenor has emerged as a critical figure in the success of the mediation process, and the knowledge, skills, and values they are equipped with are seen as essential to their effective operation. This article describes the role of convenors and the many responsibilities they must juggle in fulfilling their role, and the characteristics which make for an effective and successful conference. As conferences become a more frequent method of resolving conflict between individuals, families and society, it is hoped that the principles which emerge from this article will be applied to other conference proceedings. It is clear that we are moving away from conventional adversarial methods, to mediative and conciliative modes, and in doing so we need to become clear about the characteristics which are required for such processes. This is one exploratory study of a pilot project in Victoria which should be of interest to other conferencing and mediation mechanisms.
APA, Harvard, Vancouver, ISO, and other styles
5

Holt, Yolanda, and Elijah Asagbra. "Implementing Dialogic Reading Intervention Through Community-Based Participatory Research: A Tutorial." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 4–15. http://dx.doi.org/10.1044/2020_lshss-19-00100.

Full text
Abstract:
Purpose This work describes community-based participatory research (CBPR) to support language and literacy development with Pre-K and kindergarten African American boys. Method The aim and goals of the project were designed using the CBPR model. Interventionists were trained with researcher-designed videos. Interventionist fidelity to training was assessed. Pre- and posttests of child language were completed after the 12 weeks of dialogic reading intervention. Results The CBPR team learned the dialogic reading protocol from the video trainings and provided the lessons with fidelity. Children's postintervention scores of sound-matching and nonword repetition increased significantly. Postintervention changes in lexical diversity and productive syntax were age graded, such that younger children's scores increased over time whereas older children's scores decreased. Conclusions CBPR is a viable method for speech-language pathologists seeking to develop language and literacy lessons for low resource communities. Self-paced videos can effectively train interventionists to provide dialogic reading lessons with fidelity. Young children's sound-matching and nonword repetition skills can improve significantly with 12 weeks of dialogic reading lessons.
APA, Harvard, Vancouver, ISO, and other styles
6

Davidova, Jelena, Galina Zavadska, Asta Rauduvaitė, and Ming-Jen Chuang. "Strategies for Developing 6–8 Year-Old Children’s Singing Intonation." Pedagogika 128, no. 4 (December 20, 2017): 206–16. http://dx.doi.org/10.15823/p.2017.64.

Full text
Abstract:
On the basis of the diagnostic study carried out in the framework of the international project “Coordination between 6–8 Year-Old Children’s Musical Hearing and Vocal Apparatus during the Process of Singing: Comparative Study in Latvia, Lithuania and Taiwan” the following problems were defined for those involved in the experiment in Latvia: children’s voice diapason and intonation (undeveloped voice diapason, which does not at large surpass quarto-tertian; inaccurate intonation of melody, bordering “speaking voice”; intonation of the general ascending and descending movement of melody by inaccurate inner filling), typical cases of inaccurate intonation in the process of singing at every age group of children; as well as strategies and didactic material was elaborated for forming and developing singing intonation at different stages of 6–8 year-old children in the framework of case study.
APA, Harvard, Vancouver, ISO, and other styles
7

Cody, Kevina. "Hearing muted voices: the crystallization approach to critical and reflexive child-centric consumer research." Young Consumers 16, no. 3 (August 17, 2015): 281–300. http://dx.doi.org/10.1108/yc-10-2014-00482.

Full text
Abstract:
Purpose – This paper aims to offer both a practical and reflective stance on a longitudinal multi-method interpretive consumer research project carried out with tween girls. Design/methodology/approach – This multi-layered approach to data collection, involving qualitative diaries, accompanied shopping trips, e-collages and in-depth interviews, addresses the need, as articulated by Morrow and Richards (1996, p. 96) to “move away from the narrow focus of socialization and child development” toward a research approach that prioritizes children’s own experiences of their lives as children, thereby reconsidering the richness of children’s voices. Findings – In line with those whose work seeks to privilege children’s knowledge of the world they inhabit while also emphasizing the need, as in the case of adult “doing” to place that existence within its broader social context (Russell and Tyler, 2005, p. 227), diaries, in-depth interviews, shopping trips, e-collages and researcher diaries were used to access the world of these social neophytes as they mediate their social worlds through the ever pervasive prism of consumer culture. The light and shade of their worlds cannot be captured by adult-oriented perspectives on research which assume that young consumers are incompetent, worthy of debate merely to ascertain levelness of agency or of interest merely to quantify degrees of participation in and comprehension of the semiotic markers of our consumer society. Research limitations/implications – Only female consumers were involved in this study which underlines the need to engage with both genders when it comes to researching young consumers. Practical implications – This paper offers a tangible contribution to the movement of research toward understanding young consumers’ worlds through engagement with multi-layered discourses and representations. Originality/value – This multi-layered, multi-method research project acknowledges the enthralling complexity of these young consumers’ social worlds, giving a richness and immediacy to their accounts of the compelling intimacy between young adolescent identity and the marketplace.
APA, Harvard, Vancouver, ISO, and other styles
8

Salehi, Sousan, Maryam Tarameshkou, Saeed Mirahmadi, Saghar Hashemnia, and Milad Hassansheikhi. "The Relationship of Pragmatic Language Competency and Self-Esteem in Hearing-Impaired Children." Journal of Arak University of Medical Sciences 25, no. 3 (August 1, 2022): 464–73. http://dx.doi.org/10.32598/jams.25.3.6900.1.

Full text
Abstract:
Background and aim: It is suggested that hearing impaired children with hearing aids and cochlear implant, showed poor pragmatic abilities. Pragmatic is the most related language component to social interaction. Further, it has effect on personality development and self-esteem. The main aim of the present study is investigating the relationship between pragmatic abilities and self-esteem in hearing impaired children. Materials and methods: sixty hearing impaired children with hearing aids or cochlear implant were included into this study according to inclusion and exclusion criteria. Then parents or other caregivers were asked to fulfill Children’s Communication Checklist (CCC) and self-esteem questionnaire. The participants were divided into three groups based on hearing impairment severity, including: severe, moderate and mild. The relationship between pragmatic ability and self-esteem was examined in three groups and without considering categorization, by Pearson correlation coefficient, significant level was 0.05. Ethical considerations: This project is approved in Arak university of medical sciences with ethical registration code IR.ARAKMU.REC.1399.150. All parents gave written informed consent form. findings: the results illustrated that there is significant relationship between pragmatic abilities and self-esteem in all hearing impairment children without considering categorization (p<0.05). By considering categorization, significant relationship was showed in self-esteem and pragmatic abilities in moderate and mild groups (p<0.05). Conclusion: according to our analysis, pragmatic abilities and self-esteem are related. This relationship is more obvious in low severity impairment.
APA, Harvard, Vancouver, ISO, and other styles
9

Andrews, Jean F., and Kyle Jaussi. "Teacher Education in Deafness in Appalachian Kentucky." Rural Special Education Quarterly 12, no. 4 (December 1993): 8–21. http://dx.doi.org/10.1177/875687059301200403.

Full text
Abstract:
Sociocultural factors effect the learning of deaf and hard-of-hearing (deaf/hh) children. Knowledge and sensitivity to children's home culture can assist the teacher in planning effective lessons. A three year project funded by the U.S. Department of Education is described which prepared 15 teachers of deaf/hh children in southeastern Kentucky. It is suggested that teacher-preparation programs include information on the sociocultural context of the communities where its graduates will work. The needs of preservice teachers for southeast Kentucky are conceptualized into four components: (a) Appalachian history, culture, and language; (b) deafness and learning strategies; (c) deaf culture and American Sign Language; and d) main-streaming competencies. Self-reports by the 15 trainees on their progress in the program are presented along with evaluations of teaching performance by their school supervisors.
APA, Harvard, Vancouver, ISO, and other styles
10

Milosavljevic-Djukic, Ivana, Bojana Tankosic, Jara Petkovic, and Marija Markovic. "Units for the protection of child victims and witnesses in the criminal proceedings: Domestic legislation and practice." Temida 20, no. 1 (2017): 45–64. http://dx.doi.org/10.2298/tem1701045d.

Full text
Abstract:
Republic of Serbia has invested maximum efforts in adjusting national legislation with the international legal framework, as well in fulfilling its obligations foreseen in relevant international documents, including the Child Rights Convention. The purpose of this paper is to present Units for the Protection of Child Victims and Witnesses in the Criminal Proceedings that were developed within the IPA project ?Improvement of Children's Right through the System of Justice and Social Protection in Serbia?, funded by the EU, and implemented by the UNCEF in cooperation with the Ministry of Justice and Ministry of Labour, Employment, Veteran and Social Policy of the Republic of Serbia. The project was implemented from August 2014 to March 2017. The purpose of the Units is to ensure the best interest of children in situation when a child is identified as a victim or a witness of a crime and appears in the criminal or other court procedure. In this way, the state protects children who are important and infallible part of judicial proceedings from secondary victimization and traumatisation, given that the processes within institutions inevitably reflect on mental state of a child. Units were established in four cities: Belgrade, Nis, Novi Sad, and Kragujevac, and they operate at the regional level. This enables that all children, even those in rural areas, will be provided with adequate assistance and support during preparations for the hearing, during criminal proceedings, as well as in its aftermath. The role of the Units is multiple: along with the support to children, it also includes support to the judiciary agencies since the hearing may be performed with a help of professional personnel, psychologist, pedagogue or social worker. Since the members of the Units are trained for conducting forensic interviews according to the Protocol of the National Institute of Child Health and Human Development, their involvement by the judiciary becomes even more frequent. They try to avoid possible harmful effects of proceedings on children's health, their personality, growth and development. This paper particularly focuses on the legal position and protection of children as suggested by the international legal framework, and relevant legislation in Serbia, which present the basis for establishing the Units. Additionally, the paper pays special attention to psychological aspects of children's development and their position in the judicial proceedings. The so far results of the Units? work has shown that 103 children have been given support in judicial proceedings, 23 children have been given the status of a particularly vulnerable witness, 108 info-sessions have been organized for professionals in judiciary and the social welfare system in order to introduce the Units and enable them to use services that Units provide. The results also suggest that predictability reduces the feeling of uncertainty and contributes to strengthening children's trust in the judicial proceedings. However, this is only the beginning. A lot of efforts and work needs to be done in order to use the full potential of the Units. In this respect it is relevant to make a shift from project financing to the State funding.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Children's Hearings Project"

1

Dinsman, Patricia L. "Social/emotional problems among children and youth with differing degrees of sensorineural hearing loss." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/738.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shannon-Gutierrez, Priscilla. "The relationship of education policy to language and cognition in deaf children." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1472.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lux, Judith Ellen. "An exploratory study of child protective services social worker knowledge of the culture of the deaf." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1792.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Galle, Patrice. "Le partenariat entre les acteurs de scolarisation de collégiens sourds et malentendants." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20098.

Full text
Abstract:
Cette recherche doctorale a pour thème la scolarisation des collégiens sourds ou malentendants. Plus précisément, elle s'interroge sur les conditions d'un partenariat effectif entre le collégien, sa famille, le collège et la structure médico-sociale, à même de faciliter la réalisation d'un projet de scolarisation. Il s'agit de cerner les obstacles à ce partenariat et ses facilitateurs, afin de mettre en lumière les conditions requises pour qu'il fonctionne et apporte l'étayage attendu à la réalisation du projet de scolarisation d'un collégien en situation de handicap. Grâce à une série d’entretiens dirigés et semi-dirigés, nous interrogeons les acteurs (collégiens, parents, professionnels) qui vivent de tels projets de scolarisation dans la région des Pays de Loire. Nous examinons comment les différents acteurs définissent l'objet du partenariat, leur place dans celui-ci, les ressources qu'ils apportent, les relations qu'ils développent avec les autres et l'action qui découle du dispositif partenarial. La réussite du partenariat entre ces différents acteurs tient sur un principe d’équilibre par une complémentarité des ressources de chacun compte tenu du fait que les forces d’un partenaire peuvent combler les lacunes d’un autre. L’idée de l’école inclusive se heurte à des postures isolationnistes des acteurs institutionnels. Le partenariat contribue au développement des pratiques inclusives dans la mesure où cette modalité collaborative permet de créer des passerelles entre les acteurs, clé de voûte de la réussite des projets de scolarisation des élèves en situation de handicap
This thesis deals with the schooling of the deaf or hearing-impaired children. It looks into the specific conditions for an effective partnership between the child, his or her family, the school and the special school, in order to facilitate the schooling goals. The aim is to identify the pros and cons of a partnership agreement, to highlight the mandatory criterion for it to work and to provide appropriate support for the implementation of the schooling project of special needs children. Through a series of guided and semi-guided interviews, we inquire into the actors (children, families, professionals) who experience such schooling projects in the Pays de Loire Region. We look at how the different stakeholders define the aim of the partnership, their role in it, the resources they bring in, the relationship they develop with others and the actions that follow the partnership measures.The success of the partnership between these various actors is based on a balancing principle which considers that the strengths of a partner can fill in the gaps of another one.The idea of inclusive schooling comes up against the isolationist positions of the institutional actors. The partnership contributes to develop more inclusive practices because this collaborative mode allows to build bridges between the actors, which is the cornerstone for the achievement of special needs children’s schooling projects
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Children's Hearings Project"

1

Marie, Rocheleau Ann, and Cambridge Family and Children's Service. Children's Hearings Project, eds. Mediation in families: A study of the Children's Hearings Project. Cambridge, MA: Children's Hearings Project of Cambridge Family and Children's Service, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

United States. Congress. House. Committee on Education and Labor. Subcommittee on Human Resources. Reauthorization of the Head Start Program: Hearing before the Subcommittee on Human Resources of the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, second session, hearing held in Cedar Rapids, IA, February 14, 1986. Washington: U.S. G.P.O., 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

United States. Congress. House. Committee on Education and Labor. Subcommittee on Human Resources. Reauthorization of the Head Start Program: Hearing before the Subcommittee on Human Resources of the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, second session, hearing held in Cedar Rapids, IA, February 14, 1986. Washington: U.S. G.P.O., 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

United States. Congress. House. Committee on Education and Labor. Subcommittee on Human Resources. Reauthorization of the Head Start Program: Hearing before the Subcommittee on Human Resources of the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, second session, hearing held in Cedar Rapids, IA, February 14, 1986. Washington: U.S. G.P.O., 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bankie, B. F., A. Odendaal, and T. Thatcher. Violence against and abuse of women and children project: Formal addresses made at the national hearing, May 1997. Windhoek, Namibia: Republic of Namibia, Law Reform and Development Commission, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Children, Family, Drugs and Alcoholism. Head Start reauthorization: Hearing before the Subcommittee on Children, Family, Drugs and Alcoholism of the Committee on Labor and Human Resources, United States Senate, One Hundred First Congress, second session ... March 1, 1990. Washington: U.S. G.P.O., 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education. Hearing on H.R. 6: Assessment : hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, One Hundred Third Congress, first session, hearing held in Washington, DC, February 18, 1993. Washington: U.S. G.P.O., 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education. Hearing on H.R. 6: Reform proposals for chapter 1 : hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, One Hundred Third Congress, first session, hearing held in Washington, DC, February 25, 1993. Washington: U.S. G.P.O., 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education. Hearing on H.R. 6: Reform proposals for chapter 1 : hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, One Hundred Third Congress, first session, hearing held in Washington, DC, February 25, 1993. Washington: U.S. G.P.O., 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

United, States Congress Senate Committee on Labor and Human Resources Subcommittee on Children Family Drugs and Alcoholism. Reauthorization of the Head Start Program: Hearing before the Subcommittee on Children, Family, Drugs, and Alcoholism of the Committee on Labor and Human Resources, United States Senate, Ninety-ninth Congress, second session, on examining proposed legislation authorizing funds for the Head Start Program, February 27, 1986. Washington: U.S. G.P.O., 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Children's Hearings Project"

1

Wellman, Henry M. "Block by Block." In Reading Minds, 50–64. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190878672.003.0006.

Full text
Abstract:
This chapter continues where Chapter 5 left off. It examines how childhood theory of mind develops, looking for, and finding, the features of theory development: It unfolds in a progression of steps; it can manifest different sequences depending on children’s life circumstances; more advanced understandings are not only facilitated by but also constrained by children’s earlier understandings. Theory of mind is a complex edifice of ideas about people’s mental lives. Like any complex construction project, it must proceed in steps, over time. Profoundly deaf children of hearing parents, and those children’s theory-of-mind delays, nicely and intriguingly help illustrate all this.
APA, Harvard, Vancouver, ISO, and other styles
2

Zayas, Luis H. "Studying Families, Hearing Their Stories." In Through Iceboxes and Kennels, 123–39. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197668160.003.0008.

Full text
Abstract:
Abstract As the beginning of “The Human Costs,” Part II of the book, Chapter 7 transitions to a closer examination of the psychological and social costs of migration, detention, and separation. It tells of how the author’s early involvement with detained mothers and children informed a research project funded by the National Institutes of Health that examined the mental health of children who had been held in detention. Anecdotes and short clips to full-length accounts told by families, some separated, introduce the reader more intimately to the psychological damage done to children and parents and implications for the forever altered lives of families. The chapter describes the study’s methods and the places where families were interviewed.
APA, Harvard, Vancouver, ISO, and other styles
3

Kirkness, Jessica. "Writing the Hearing Line." In Children, Deafness, and Deaf Cultures in Popular Media, 3–14. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496842046.003.0002.

Full text
Abstract:
Literary writing about deafness has been historically, socially and culturally fraught. There are so few texts about deaf lives that scholars discuss the ‘invisibility’ of deafness in the cultural imaginary (McDonald 2011). This chapter considers the potential of creative nonfiction writing to investigate and thematise the notion of ‘the hearing line’ – ‘the invisible boundary between the deaf and the hearing’ (Krentz 2007, p. 2). The chapter reflects on the author’s practice in writing pieces of creative nonfiction/ hybrid memoir about her relationship with her Deaf grandparents as she was growing up. Her project thus focuses both on intersubjectivity and on her grandparents' lived, embodied experiences of deafness within a hearing world. Through engagement with the counterhegemonic framework of Deaf Studies philosophy, the chapter troubles the medical model of deafness and argues for the value of literary work that disrupts existing understandings of deafness, hearing, and childhood.
APA, Harvard, Vancouver, ISO, and other styles
4

Demant, Marie, and Friederike Lorenz. "Interactions of shame: violence against children in residential care." In Shame and Social Work, 99–118. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447344063.003.0006.

Full text
Abstract:
Within their chapter Marie Demant and Friederike Lorenz discuss the role of shame in the context of violence against children in residential care. Their work is based on two empirical projects and includes reports of survivors of sexual violence, who reported their experiences in hearings conducted by the German ‘Independent Inquiry into Child Sexual Abuse’, which started its work in 2016. It furthermore includes empirical material from a research project on systematic violence by a team of professionals in a residential care home for children with disabilities. Both perspectives indicate how young people experience shame and humiliation as part of the institutional setting. Furthermore, it shows the negative impact these practices have on children and adolescents in situations of dependency, seeking help, and disclosure. It points out practices of humiliation as a part of the violence and shows to which extent shame can affect the possibilities for young people in these situations to be heard and to get help.
APA, Harvard, Vancouver, ISO, and other styles
5

Hennies, Johannes, and Kristin Hennies. "Establishing a Bimodal Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary Data." In Co-Enrollment in Deaf Education, 149–64. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.003.0008.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
6

Torigoe, Takashi. "Learning Together by Deaf and Hearing Students in a Japanese Primary School." In Co-Enrollment in Deaf Education, 69–82. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.003.0004.

Full text
Abstract:
This chapter describes a project to introduce co-enrollment practices for deaf and hard-of-hearing (DHH) pupils in a Japanese regular primary school. This project consisted of three parts: (1) instruction of sign language to the DHH pupils, (2) instruction of sign language to the teachers and hearing pupils, and (3) sign language interpretation in regular classrooms. The focus was on the challenges of sign language interpretation. The results showed that the multiple flows of information and overhearing others’ speech in the classrooms provided challenging conditions for sign language interpretation. New ways of communication and interaction (actually introducing a new culture) and the presence of deaf adults were needed to establish full participation by DHH pupils in the co-enrollment classrooms. The possible future of practices concerning the inclusion of DHH children is discussed.
APA, Harvard, Vancouver, ISO, and other styles
7

Blum, Elsaj, Barbara C. Fields, Helen Scharpman, and Diana Silber. "Development of Symbolic Play in Deaf Children Aged 1 to 3." In Children At Play, 238–60. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195044140.003.0012.

Full text
Abstract:
Abstract Over a number of years, we have had the opportunity to observe deaf infants and their hearing and deaf parents in a therapeutic nursery at the Lexington School for the Deaf in New York City. When the project began, we were generally interested in understanding the unfolding of developmental processes in deaf infants and in parent-child relationships that were doubly burdened by the child’s congenital deaf ness and parents’ responses to the diagnosis of deafness in their children. We wanted to understand more fully how parents adapted to and coped with the unique issues involved in rearing a deaf child and to help and support them in their efforts to foster their child’s development (Fields, Blum, & Scharfman, in press). This study of the symbolic play of deaf children was undertaken as a means of exploring the formation of their symbolic capacities.
APA, Harvard, Vancouver, ISO, and other styles
8

Soudi, Abdelhadi, and Corinne Vinopol. "Educational Challenges for Deaf and Hard-of-Hearing Children in Morocco." In Deaf Education Beyond the Western World, 161–76. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0009.

Full text
Abstract:
Deaf and hard-of-hearing (DHH) individuals have long struggled to be fully included, educationally, socially, and career-wise, in the mainstream of Moroccan society. Although the government has demonstrated philosophically that provision of education to children with disabilities K-12 is within their purview, they have yet to take substantive steps to effect this change. This chapter provides an overview of the state of education of DHH in Morocco and ongoing efforts to address challenges to full educational opportunities. More specifically, this chapter describes how a recent project funded by the United States Aid for International Development (USAID) has had a significant impact on education of the deaf there.
APA, Harvard, Vancouver, ISO, and other styles
9

Botsyoe, Lily Edinam. "Regina Honu." In Women Community Leaders and Their Impact as Global Changemakers, 194–98. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2490-2.ch033.

Full text
Abstract:
This chapter details the professional career of Regina Honu, who founded a coding initiative for girls in communities and expanded it into the Soronko Academy, established in 2017 as the first human-centered design academy in West Africa. The chapter also highlights inclusion and diversity, which are at the heart of Regina's work with a major focus on meaningful participation for women and persons living with disability through her organisation's partnership with others to run projects that train women in digital skills as well as training for hearing impaired and autistic children.
APA, Harvard, Vancouver, ISO, and other styles
10

Candland, Douglas Keith. "Kaspar Hauser and the Wolf-Children." In Feral Children and Clever Animals, 38–70. Oxford University PressNew York, NY, 1993. http://dx.doi.org/10.1093/oso/9780195074680.003.0002.

Full text
Abstract:
Abstract Ifitard fell short of achieving his stated goal to civilize Victor, Victor taught Itard what Itard needed to know to forever change the lives of the blind and deaf It is comforting to think that our failures may become successes; less so that probable or seeming successes may become failures. Itard’s hope to show the influence of education on a human being previously untrained and unaccustomed to human ways was not met. Victor was not to become socialized as a human being, despite Itard’s teaching and Madame Guerin’s life-long care. Itard worked for five years at the project, and Madame Guerin cared for Victor as boy and man for thirty; however, neither enabled Victor to enter the socialized and civilized activities of humankind. What Itard and Victor accomplished would serve as an example and a promise of what might be done for those born with sensory and mental defects. Victor did not change society’s attitude toward these unfortunates, to be sure, any more than Itard singlehandedly invented Braille, sign language, and ways for the sensory-deprived to communicate both with one another and with those with frill capacity for speech, seeing, and hearing. Yet Itard and Victor inspired later generations to take seriously the problem of how to communicate with those unable to do so in usual ways. Even more than this, the recent work that teaches apes communication owes much to Itard, and he, in turn, to the example of Peter, the wild-boy.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Children's Hearings Project"

1

Bratu, Marilena, Cristian Buicabelciu, and Dorothea Caraman. "TEACHERS' PERSPECTIVE ON USING OF NEW PEDAGOGICAL APPROACHES FOR STUDENTS WITH HEARING IMPAIRMENT." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-008.

Full text
Abstract:
This paper aims to present a theoretical and practical analysis of new pedagogical approaches (Self-Directed Learning, Gamification and Augmented Reality) in working with users with special educational needs. These new pedagogical approaches are proposed in the NEWTON European project. NEWTON project, as a part of European Union's Horizon 2020 Research and Innovation programme, is currently developing new pedagogical environments in order to improve the way STEM subjects are taught throughout European schools. NEWTON project include 14 European academic and industry partners. NEWTON emphasizes, among other things, the adaptation of modern methods and technologies to the needs of students with special educational needs, including children with hearing impairments. Using new approaches in education like Augmented Reality or Gamification has been a trending issue in the recent years. However, there is a limited body of research on these approaches for students with special educational needs. In order to analyze the modern pedagogical approaches proposed by NEWTON from the perspective of the activity with the children with hearing impairment, we followed, the following steps: o Description of the main features of the development of children with hearing impairment, because from these result the special requirements in the school activity. o Collecting and analyzing the opinions of teachers working with this category of children regarding the benefits and limitations of modern pedagogical approaches proposed in comparison to classical ones. This included 32 teachers who have experience of working with children with hearing impairment. There were meetings with teachers presenting modern pedagogical approaches and answers to questions. Later, each teacher was asked to fill out a questionnaire with open questions on the benefits and limitations of these methods for learning with children with hearing disabilities.
APA, Harvard, Vancouver, ISO, and other styles
2

Colibaba, Stefan, Irina Gheorghiu, Anais Colibaba, Ovidiu Ursa, Carmen Antonita, and Ramona Cirsmari. "The Voice Project: Habilitating Hearing-Impaired Children to Recover Hearing and Lead a Normal Life." In 2022 E-Health and Bioengineering Conference (EHB). IEEE, 2022. http://dx.doi.org/10.1109/ehb55594.2022.9991663.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Nwogu, Ifeoma, Roshan Peiris, Karthik Dantu, Ruchi Gamta, and Emma Asonye. "AI-Driven Sign Language Interpretation for Nigerian Children at Home." In Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. California: International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/710.

Full text
Abstract:
As many as three million school age children between the ages of 5 and 14 years, live with severe to profound hearing loss in Nigeria. Many of these Deaf or Hard of Hearing (DHH) children developed their hearing loss later in life, non-congenitally, hence their parents are hearing. While their teachers in the Deaf schools they attend can often communicate effectively with them in "dialects" of American Sign Language (ASL), the unofficial sign lingua franca in Nigeria, communication at home with other family members is challenging and sometimes non-existent. This results in adverse social consequences including stigmatization, for the students. With the recent successes of AI in natural language understanding, the goal of automated sign language understanding is becoming more realistic using neural deep learning technologies. To this effect, the proposed project aims at co-designing and developing an ongoing AI-driven two-way sign language interpretation tool that can be deployed in homes, to improve language accessibility and communication between the DHH students and other family members. This ensures inclusive and equitable social interactions and can promote lifelong learning opportunities for them outside of the school environment.
APA, Harvard, Vancouver, ISO, and other styles
4

Grigorev, Aleksey, and Viktor Gorodnyi. "DETERMINATION OF CORRELATIONS BETWEEN SUBJECTS’ PSYCHOPHYSIOLOGICAL PARAMETERS AND THE RESULTS OF THE PERCEPTUAL EXPERIMENT." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact103.

Full text
Abstract:
"Nowadays in Russia, there are insufficient systematized data on the degree of preparedness of medical students and graduates to interact with children with atypical development (AD). We have developed a methodological approach to assess the interaction of medical students with AD children. The work uses a perceptual experiment during which students are presented with test sequences containing speech signals of children with typical development (TD) and AD (Down syndrome, autism spectrum disorders). During the perceptual experiment, the listeners’ behavior was being video-recorded in parallel to verify their answers using the FaceReader software determining the true emotional state by their facial expression. The students’ psycho-emotional status was evaluated using a battery of psychological tests before and after the perceptual experiment. Additionally, the subjects’ psychophysiological and physiological parameters were determined. At the first stage of the work, the speech of 16 TD and AD children (11 boys and 5 girls) was used, the listeners were 25 1st-year pediatric students and 5 experts in the field of child speech. The statistical analysis revealed correlations between the listeners’ psychophysiological characteristics (Russian-native speakers): the profile of functional lateral asymmetry, formation indicators of the phonemic hearing, the coefficient of lateral preference by speech and the success in recognizing the children’s gender, age, psychoneurological state (TD – developmental disorders), and the severity of disorders in AD children. The acoustic parameters of words classified by experts as “legible” and “illegible” were determined. The work is financially supported by the Russian Science Foundation (project 19–78–00057)."
APA, Harvard, Vancouver, ISO, and other styles
5

Oleas-Orozco, Jose, Angel Mena, and Daniel Ripalda. "Hearing loss, mobile applications and inclusive social environments: Approach to learning sign language for children without disabilities." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001044.

Full text
Abstract:
This project was developed in the interest of social problems by inclusion of people with hearing loss in social environment. The investigation was carried out in two stages. The first, a diagnostic analysis focused on the learning of people in the social environment, instead of the individual with disabilities. The project has used a mixed research approach, in the qualitative approach, with semi-structured interviews to the social and family circle of people with hearing loss and to the individual himself. In addition, professionals in the area of learning sign language, expert professionals in special education, were consulted. In the quantitative aspect, surveys were carried out on a group of parents from the "Celite" Bilingual Educational Unit of Ambato city, to determine their willingness to learn sign language to promote social inclusion in their children. Likewise, it was possible to identify their behavior in the face of digital technologies. With the data obtained, it was possible to determine the feasibility of developing interactive applications. The resulting technological application, shows a friendly structure for learning basic phrases in sign language for early ages, focused on children without disabilities. The second stage of the research, with the interactive application for mobile devices running, it was possible to determine the feasibility of using new technologies and communication. The interactive application has audiovisual content in digital animations and interactive resources typical of an application on mobile devices. The App was tested using the target group, children and parents. Subsequently, it was evaluated through the application of surveys to parents, interpreters and people with hearing loss, who certified their experience as users and evaluated its relevance, where favorable results were collected for this initiative.
APA, Harvard, Vancouver, ISO, and other styles
6

Baglione, Melody, Nicholas Wong, Hannah Clevenson, Bridget O’Meara, and James Baker. "Creating an Interactive Light Studio for the American Sign Language and English Lower School." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64374.

Full text
Abstract:
The Cooper Union for the Advancement of Science and Art created an Interactive Light Studio for pre-kindergarten students at The American Sign Language and English Lower School (P.S. 347) in New York City. Specific goals included designing a space for science exploration and creating ways for both deaf and hearing students to explore light and sound. Deaf and hearing impaired students, in particular, benefit from the design of a sound-to-light installation that uses microphones to provide visual feedback. Another installation includes a network of circuits, which imitate the interaction of fireflies when placed in various configurations by the children. The Interactive Light Studio promotes science to young children and engages a diverse student population in science and engineering. The project offers undergraduate engineering students an opportunity to improve their technical and professional skills and develop a broader appreciation of the role of engineers in bettering society.
APA, Harvard, Vancouver, ISO, and other styles
7

Baglione, Melody, Dale Short, Caitlin Correll, and David Tan. "Developing Installations and Activities for an Interactive Light Studio at the American Sign Language and English Lower School." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86438.

Full text
Abstract:
Students from The Cooper Union for the Advancement of Science and Art created new installations and activities for an Interactive Light Studio for pre-kindergarten students at The American Sign Language and English Lower School (P.S. 347) in New York City. The studio creates ways for both deaf and hearing students to explore light and sound while simultaneously promoting science and technology to students at a young age. Improvements to the studio in the 2011–12 school year strove to further the educational mission of the project while introducing new and exciting interactive multimedia installations. A digital projection system was created using easily assessable sensors, electronics, and open-source computer software creating an interactive play and learning environment that encourages self-driven discovery. The project engages young children, including minorities, girls, and disabled children, in active science learning while providing Cooper Union students with an opportunity to work on a real world project in their community.
APA, Harvard, Vancouver, ISO, and other styles
8

Holland Brown, T., FE Walston, and KEM McDevitt. "G465 A regional quality improvement project for congenital cytomegalovirus associated sensorineural hearing loss." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.453.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Moiseeva, Raisa Ivanovna. "Project Technologies Modeling in the Process of Organizing the Life Activity of Primary School Children With Hearing Disorders." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86105.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Shmuelof, Shoshan, and Michal Hefer. "THE LOST ART OF LISTENING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end029.

Full text
Abstract:
"One of the functions of education is the transmission of culture from generation to generation. (Taba, 1962). Yet it is questionable whether music educators are fulfilling this mission... Listeners at concerts of classical music (whether of Western or other traditions) are dwindling and the crowd that frequents the concert halls is mostly older. It seems that educational policy does not invest enough to preserve the gifts of previous generations. In many schools, teachers prefer to please their students by focusing on music that the students listen to (with great enjoyment and expertise without any need for guidance from their teachers) rather than challenging them to become acquainted with musical worlds that are not closed to them and thus complex, classical music is pushed to the margins. Yes, the ones who composed this music were mostly men, mostly white and are mostly dead. However, these unfortunate facts do not negate the fact that the music they created is a gift. In this paper/presentation we will argue that what prevents teachers from introducing their pupils to this music is not political correctness but rather the absence of teaching methods that make listening to unfamiliar music challenging, engaging and fun. This introduce pedagogies for teaching classical music in primary schools and preschool. The rationale behind the methods will be discussed while looking at the applications in teaching complex music among elementary and preschool children. One of the innovative methods for teaching is the ""Musical Mirror Method"" which was developed by Veronika Cohen (Cohen, 1997). This method is a tool for teaching music listening using simple movements. Based on the principle that movement gestures are the source of musical gestures, the movements project into space, make visible the underlying source of the musical events. The children observe, and join in the movements of the mirror which to evoke an intuitive and spontaneous understanding of the music. As children develop their own musical mirrors, they learn to reflect deeply about their own musical experience, their hearing of the particular piece. Alternatively, graphic representations are presented to the children and later developed by them. Children play, sing compose in these lessons – all develop familiarity with great music and some feel a deep connection which can enrich their lives. They learn how to construct music out of sound."
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Children's Hearings Project' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography