Dissertations / Theses: 'Deaf'

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Mosier, Anthony G. "Marital Quality in Deaf-Deaf and Deaf-Hearing Marriages." DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/2646.

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The purpose of this study was to assess similarities and differences in marital adjustment between Deaf-Deaf and Deaf-hearing married couples. In examining marital adjustment, Spanier's Revised Dyadic Adjustment Scale (RDAS) was translated from English to American Sign Language (ASL) and administered to 30 Deaf-Deaf and 22 Deaf-hearing couple respondents. Although there were no statistically significant differences between the two groups. Deaf-Deaf couples tended to have higher marital adjustment mean scores than Deaf-hearing couples. Deaf-hearing females reported the lowest levels of marital adjustment. A qualitative component of the study yielded information concerning what Deaf-Deaf and Deaf-hearing couples consider the most important factors contributing to marital happiness. Both Deaf-Deaf and Deaf-hearing couples reported that language and cultural compatability is the most important quality of a successful marriage. The need for continued research on the differences between Deaf-Deaf and Deaf-hearing marriages was addressed. The theoretical Implications of the study were highlighted, along with other recommendations concerning the role of marriage and family therapists who work with Deaf couples.

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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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James, Melissa Sarah. "Black Deaf or Deaf Black? : an investigation of identity in the British Black Deaf community." Thesis, City University London, 2000. http://openaccess.city.ac.uk/8278/.

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This thesis explores some of the life experiences of a group of Black1 Deaf2 individuals and the influences affecting their identity development. It also investigates the different attitudes to deafness within the Black hearing community. A quantitative survey was conducted with 57 respondents to explore attitudes to deafness amongst Black hearing people. The survey revealed that Black people perceived deafness as mild to moderate disability, a finding also echoed in the informants own accounts of interacting within the Black hearing community. The main study with the informants was conducted using qualitative methods. This explored the informants' childhood family experiences, education, employment, and interactions with the Black hearing and Deaf communities. The qualitative study questioned whether Black Deaf people should be referred to as Black Deaf or Deaf Black. It revealed that Black Deaf people assumed a diverse range of identities. For example, for some informants' the terms Black Deaf or Deaf Black had different meanings, but for others these terms were interchangeable. A group of informants resisted any attempts to categorize their identities. They constructed an identity, which did not prioritize race or deafness but was negotiated in different contexts. Many of the informants based their identity choices upon their personal experiences and attitudes towards the Deaf and the Black communities. Their experiences with these groups also influenced which community they felt more closely attached too. From exploring the personal identities of Black Deaf people a picture of their collective identity began to emerge. Three different groups of Black Deaf people were identified. These were labelled the Aspirers, Drifters and the Inbetweeners. These labels were chosen to encapsulate their characteristics and attitudes towards the development of the Black Deaf community. The study contested the possibility of a unified Black Deaf identity. It highlighted that the informants' identity formation was a continual process and open to constant negotiation. It indicated that other influences aside from race and deafness affected the informants' identity development, which must be considered in any further analysis of identity construction amongst Black Deaf people.

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Eickman, Jordan Timothy. "The role of deaf sport in developing deaf identity." Thesis, University of Bristol, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402309.

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Kelley, Walter P. "Pueblo individuals who are D/deaf acceptance in the home community, the dominant society, and the deaf community /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035959.

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Cherasaro, Noël E. "Deaf Lesbian Identity." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7275.

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Deaf lesbians are a population that is underrepresented in the academic literature. Through the use of narrative inquiry, the researcher conducted in-depth interviews with a woman who self-identified as Deaf and lesbian. She shared her experiences growing up as a woman who is Deaf and later in her life, realized she is lesbian. The researcher juxtaposed her experiences as a hearing, lesbian woman and an ally to the Deaf community to better illuminate the Deaf lesbian experiences. The research delved into how these dual minority identities have affected the Deaf lesbian participant as she makes her way in the world of the dual majority cultures of hearing and heteronormative.

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González, Moraga Maribel del Carmen. "Being and becoming a Deaf Educator : the construction of Deaf Educators' roles and pedagogies in Chilean Deaf Schools." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723458.

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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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Hill, Mark J. "Witness in word and deed a witness workshop for the deaf : equipping deaf to witness and minister to deaf /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Goncalves, Janie Cristine do Amaral. "The role of Gaucho culture and deaf pedagogy in rethinking deaf education." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544418.

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Beatty, Stephanie. "An Exploration of Deaf Education through the Experiences of Culturally Deaf Adults." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6169.

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Deaf students have unique linguistic and cultural needs that are cultivated in social settings; however, these needs have received minimal consideration from school administrators and policy makers when designing and implementing educational programs. Inquiry regarding how Deaf people learn in social situations and whether these processes are present in formal educational settings is necessary to understand how to better serve this population in school. Observations were used to provide insight on how deaf people teach and learn from one another in social/informal settings. Individual interviews with 11 Deaf people ages 18 to 40 provided insight regarding personal experiences in formal and informal educational settings. Constructivism, sociocultural theory, and multiple intelligences theory were the conceptual frameworks for this study. Trustworthiness was established using member checking and detailed accounts of participants' experiences in their educational placements. The findings revealed that deaf people value facets of Deaf culture in all aspects of their lives, including education. Participants expressed the need for school staff and administrators to understand cultural nuances that are important for deaf students, the need for barrier-free communication, the importance of self-identity, and the need for Deaf mentors and or role models in school. In social settings, deaf people use visual communication and require clear sightlines for communication, use expansion techniques unique to ASL, use scaffolding to support and mentor one another, and use repetition for clarity, understanding, and emphasis. The knowledge gained from this study can help actualize educational curricula that improve literacy and increase job and educational opportunities for deaf people.

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West, Donna. "Deaf-Hearing family life." Thesis, University of Bristol, 2009. http://hdl.handle.net/1983/065e2cda-6b7c-4c9b-a286-4f4df93064b8.

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This thesis is a document which tells a story of a narrative inquiry into DEAF-HEARING family life. The story involves me and a group of people who have, for the past four years, taught me about their lives growing up, living with DEAF and HEARING parents, children, siblings, cousins, aunts, uncles, grandparents, great-grandparents, step-relations, and negotiating DEAF and HEARING worlds. The inquiry was embarked on as a political counter-narrative to common mainstream assumptions on, and hegemonic discourses of, deafness, of family-life experience, of sign language and of DEAF lives. In doing so, spaces were created that respect human beings, adults, children, DEAF and HEARING, as storytelling beings and recognise narratives as political and performative resistance to oppression, marginalisation and ignorance. With a grounding in Deafhood and Deaf Theory and a culturally sensitive methodology which acknowledges appropriate ways of collaborating with participants as equal, agentic and creative, this inquiry re-presents stories of DEAF-HEARING family life as resistance narratives. Deafhood addresses the power of discursive systems in which DEAF people are viewed as broken, in need of cure and normalisation and draws parallels with post-colonial theory and minority cultural studies in order to counter the dismissal of DEAF lives as lacking, impoverished and pitiable. Deafhood also celebrates DEAF people’s cultural strategies of collective, political resistance and demand for equality in light of the never-ending medical campaign to eliminate deafness. Deaf Theory casts a philosophical lens over the DEAF body to acknowledge sign languages as textual, and the DEAF person as a visual, tactile being, with an alternative sensory orientation to the world. Narrative inquiry opens up dynamic spaces for people to tell stories and to construct meanings woven from their biographies, histories and cultures. A narrative inquiry with DEAF-HEARING families, infused with ideas and philosophies of Deafhood and Deaf Theory, as well as from postmodern/poststructural feminist theory, draws together the threads of DEAF histories and family lives, and makes way for a space in which narratives of DEAF and HEARING people who live/have lived together and are committed through blood and/or relationships of care, love, affection and cultural transmission, can be told, re-told, recorded, crafted and re-presented, to other families, to DEAF communities and to those authorities and organisations who concern themselves with the welfare and well-being of DEAF and HEARING adults and children. The narratives at the heart of this thesis reveal not only the ways in which damaging and hurtful definitions of, and discrimination towards, DEAF people and signing families is troubled, destabilised and resisted, but also how pride in, and celebration of, DEAF lives and sign language are affirming and essential for family life, together with the desire for this intimate, cultural and political re-visioning of DEAF/DEAF-HEARING life to be properly heard.

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Stroscio, Marta <1988&gt. "Deaf Education in Tunisia." Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4321.

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The aim of this study is to investigate how deaf children are integrated in the Tunisian educational system. During the research I have visited five special schools for deaf children called ATAS (Association Tunisienne d’Aide aux Sourds) and I have collected the data by interviewing schools directors and deaf individuals. In spite of the fact that Tunisia is facing many efforts to improve education for deaf children, results suggest that they are not receiving an adequate education. This is probably due to the Medical Model dominance in the Country, which builds an environment where deaf children are considered “different” and as individuals that must have recovered from their disability. In these specials schools, they mainly practice vocational activities and less importance is given to the development of their cultural and linguistics skills. Moreover, the illiteracy rate for deaf children is alarming high and they are likely to be excluded from education. This limitation in their education could be due to the imposition of the Oralist method: deaf children are not given sign language courses at schools and their chance to build a Deaf identity is at risk.

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Kenney, Patricia C. "Deaf Peer Tutors and Deaf Tutees as Pairs in a College Writing Center." Thesis, University of Rochester, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13833160.

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This dissertation seeks to understand college writing-center work between peer tutors and college students—called peer tutoring. Specifically, this study explores peer tutoring between deaf peer tutors and deaf tutees as they discuss academic writing. Further, this study investigates how deaf peer tutors and deaf tutees who are bilingual users of American Sign Language (ASL) and English use strategies to support the learning of academic writing during a tutorial session in a writing center. My review of the writing-center literature shows that research on the topic of a deaf peer tutor (DPT) and a deaf tutee (DT) as a pair is limited. While the literature on deaf tutees is expanding, the research studies on deaf peer tutors remain little understood. In fact, the literature on the retention rate of deaf college students remains low and persistent (Marschark & Hauser, 2008). I conducted a qualitative case study to explore the DPT-DT interaction in a writing-center setting with a theoretical framework of (1) sociocultural, (2) ASL/English bilingual, and (3) Deaf Critical (DeafCrit) theories. The analytical framework contains an early form of grounded theory analysis and a four-layer discourse analysis, which highlights the micro and macro views of the DPT-DT interaction. One of the three main findings shows that the study participants relied on visual discourse markers, consisting of signed modality and peripheral communication, which clearly supports deaf-student learning of academic writing in English. Another finding reveals that tutors offered many `explaining incidents' compared to the other five means of assistance: giving feedback, questioning, giving hints, modeling, and instructing. Finally, the third finding relates to the participants' lived experiences of audism during their school years where they experienced limited access to learning English incidentally—a form of oppression. This research effort has the potential to promote writing support for deaf students and writing-center practices for hearing and deaf tutors who are interested in working with deaf students. Further, this research effort has the potential to improve the retention rate for deaf college students and to increase career opportunities for deaf peer tutors in the writing-center field.

Keywords: Academic writing, writing center, peer tutoring, deaf college students, discourse markers, sociocultural theories, ASL/English bilingual theory, DeafCrit

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Graham, Reina Lynn. "An exploration of deaf university students' perceptions of the dynamics of the vocational rehabilitation process to the achievement of their rehabilitation goals." Connect to online resource, 2005. http://hdl.handle.net/1903/2914.

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Doherty, Marie. "Deaf education in Northern Ireland and Sweden : The language learning experiences of the deaf." Thesis, University of Ulster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529527.

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Lewis, Hannah Margaret. "A critical examination of the church and deaf people : toward a deaf liberation theology." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289383.

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Hartley, G. M. "Aspects of the of the home-care of young deaf children of deaf parents." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383740.

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Heineman-Gosschalk, Renee. "The roles of teachers, parents and deaf adults in promoting reading in deaf children." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297883.

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Ross, Linda L. "Becoming deaf : an ethnographic exploration of enculturation and acculturation at a residential deaf school /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488187049543208.

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Staten, Frederick Douglass. "Examining the influence of the residential school for the deaf experience on deaf identity." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2773.

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This study explored the impact of the residential school for the deaf experience on deaf identity development. The researcher utilized qualitative methodology, constant comparative analysis, and semi-structured interviews with 5 current students and 5 alumni from the Oregon School for the Deaf. The triangulation of participant interviews collectively yielded 67 textural codes and 8 structural categories in response to the four research questions: 1. Were there experiential factors that contributed to current students and alumni making the decision to attend the residential school for the deaf? 2. What, if any, is the impact of the residential school for the deaf on the identities of those who experience it? 3. How do the participants perceive their experience at the residential school for the deaf as preparation for life after graduation? 4. Based on participants' experiences with helping professionals, are there competencies, from their perspective, that helping professionals need in order to best serve individuals who are deaf? The data in the form of participant responses revealed that the immersive nature of the residential school for the deaf experience led to unfettered communication and comfort through sign language, thus making their educational experience more comfortable; increased personal and social Deaf cultural identification; and perceived readiness for life after graduation. In reference to helping professional competencies, participants reported professionals need to know the language and culture of the individuals who are being served.

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Chovaz, McKinnon Cathy. "Relationship representations of deaf adults." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/NQ31143.pdf.

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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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Ferguson-Coleman, Emma. "Deaf with dementia : a narrative." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/deaf-with-dementia-a-narrative(7a1fb991-1902-4249-967d-bd75b14ae22e).html.

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Background: There are 850,000 people living with dementia in the UK; this number includes Deaf people who use British Sign Language, but little is known of their experience or how services might be improved to support them and their carers, who are often also Deaf. Deaf people are routinely excluded from reports on linguistic/cultural minorities and dementia because their status, as such, is not recognised. They are very different from the much larger population of older people who lose their hearing and may also have dementia. Aims and Objectives: i) To explore the everyday experiences of living with dementia from the perspectives of Deaf BSL users with dementia and their care partners; ii) To explore the general Deaf community's knowledge and understanding of dementia, its symptoms and impact on everyday life. Method: Three focus groups were held with a total of 26 Deaf BSL users, who did not have dementia, to gauge their knowledge about dementia and where they might go for support. Four Deaf BSL users living with dementia with five care partners took part in two semi-structured interviews 6-8 weeks apart. Data were analysed using thematic analysis, storied stories and narrative analysis. All data were collected in BSL by a Deaf researcher. ResultsLack of access to information and support in BSL impeded early recognition of symptoms, access to diagnosis, and support within the Deaf community. Personal narratives revealed Deaf people's resilience while living with dementia. Narratives challenged key concerns of personhood, citizenship and embodiment from a different perspective because Deaf people are not usually regarded as full citizens and their capacity is routinely challenged regardless of dementia. Furthermore, embodiment of communication and language is a life-long experience, not residual adaptation. Visual strategies to support agency were also documented. Conclusions: The Deaf community needs provision of accessible and understandable information about dementia in BSL. Mainstream dementia support services should review their accessibility of effective support for Deaf BSL users who have been diagnosed with dementia and their families. However, Deaf people with dementia remain resilient and positive about their everyday lives with the support of their familial relationships.

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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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Stone, Christopher A. "Towards a deaf translation norm." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434795.

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Emery, Steven David. "Citizenship and the deaf community." Thesis, University of Central Lancashire, 2006. http://clok.uclan.ac.uk/21827/.

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The concept of citizenship has been much debated in the scholarly literature, but little has been undertaken to apply the notion to the problems faced by Deaf communities. The intention of this study is to consider whether such a concept might be a useful framework for addressing such problems and issues. The research literature on citizenship tends to be theoretical and philosophical, with little attempt to engage directly with citizens to ascertain their views and beliefs. In addition, Deaf citizens' views are rarely sought on a politically-related topic, with the tendency for involvement in small-scale research but little interaction on research findings. This thesis aims to break that mould in a unique way. Using a qualitative research approach, it combines empowering research methods along with a critical discourse analysis of the data findings. Six focus groups of Deaf citizens were set up across the UK, and a series of research consultation group meetings involving Deaf citizens was also arranged, to explore the researcher's findings from the focus groups. Ten external stakeholders were interviewed to provide a view from a policyinaker's angle. An interpretation of the data was undertaken based on the Viennese approach to critical discourse analysis - this approach begins by valuing the historical and social circumstances of a minority group, alongside the carrying out of a discourse analysis of the data. The findings indicate that normative definitions of citizenship are inadequate to effectively encapsulate Deaf citizens' experience. The concept of citizenship was discovered to have a 'hidden dimension' that is revealed by understanding the ways in which Deaf citizens interact in society. In particular, the phonocentric character of citizenship is designed to leave Deaf citizens in perpetual disadvantage. A process of renegotiation is necessary in the policy arena to begin to adequately reflect Deaf peoples' experiences as citizens of humanity.

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Shulga, K. "Sightseeing tours for the deaf." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64643.

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Today social projects are among the most promising areas of investors and managers in the management, as it is this category of projects that enables organizations to develop national solution of social problems directly affecting the population. Since each person is an individual who seeks to develop, learn something new, and in addition also relax mentally and physically from the monotony of everyday life and everyday bustle, but unfortunately not all people have the opportunity to join the tourist centers, because of "special" needs, namely, people deprived of hearing. So, we decided to develop a project that will solve the problem of hardly available excursion services for this category of people. Their inability to hear information that is presented to them by a guide is a great problem, because main kind of language perception for these "special" tourists is a sign language.

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Jeanes, Raymond C. "Deaf children's understanding of the roles of speakers and listeners in face-to-face interaction /." Connect to thesis, 1997. http://eprints.unimelb.edu.au/archive/00000567.

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Gillam, Joel. "Orthodox ministry to the deaf culture." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Kendall, Norma. "Deaf people and career advice : applying structuration theory to encounters between deaf and hearing people." Thesis, University of Central Lancashire, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490247.

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The research concerns communication between deaf people and hearing advisers in career or job seeking interviews. Issues of disability, emancipatory research and methods used in deaf research are explored together with the medical and social models of disability and the complexity of discrimination. It is set to a background of the history of deaf people and the inherent disadvantages of communication and language, education and knowledge, identity and perceptions of deafness. It summarises the experiences of deaf people in and seeking employment and the skills required in job seeking. Communication between lay people and professionals and between deaf people and professionals is reviewed and the various systems of influence on deaf people are appraised together with the potential impact on employment guidance. An evolutionary approach to the research is recounted and the data engendered information on three areas; the opinions and experience each participant brought to the career or job seeking interview, the perceptions each party had of the interview interaction and the macro influence of Government. Giddensian Structuration Theory is considered within other theoretical frameworks and a critical reflection offered before concluding that the theory is a useful tool to illuminate aspects of deafness. The key concepts are described and related to deaf issues. The findings highlight the professionalism of advisory staff and their willingness to embrace a deaf perspective in practice. However the data also emphasises a stark contrast between the protected environments of school and college and the mainstream environment of job-centres. Mainstream deaf participants reported barriers to communication and much dissatisfaction with the education they had received, particularly the oral and mainstream approach. The data is discussed using structuration concepts and the thesis concludes by proposing an extension to the general notion of distanciation, which I have called `experiential distanciation', to reflect the special linguistic circumstances of deaf individuals.

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Isaacson, Zelda. "A speech programme for deaf learners to be used in the classroom." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-07142006-103346.

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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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Koutsoubou, Maria. "Deaf ways of writing narratives : translation vs. direct composition in deaf groups with different bilingual skills." Thesis, City, University of London, 2004. http://openaccess.city.ac.uk/18925/.

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This thesis investigates the writing process in narratives by Greek deaf students in two different conditions: a) translation from Greek Sign Language into written Greek from video stimuli and b) direct composition in written Greek from picture stimuli. Following language assessments, the deaf students were divided into three language groups according to their differing abilities in Greek Sign Language and written Greek:. Two parameters were manipulated: language skills and source material used or writing. The study aims to answer the questions: a) How do the different groups make use of the source material (Le. Which students benefit from the use of sign language)? b) Which material produces better written texts? and c) What are the characteristics of the language produced, among the different groups (Le. the profile of errors)? Four qualitative analyses have been undertaken on the texts: amount/type of information given, organisation of information, grammatical characteristics of the text, and error analysis. The results show that the use of sign language in the writing process has positive effects only on specific groups and on specific aspects of writing. Keywords: Deaf students, writing, narratives, bilingualism, translation, direct writing.

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Bone, Tracey Anne. "Insiders in a deaf world, barriers for the deaf offender in the hearing criminal justice system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0025/MQ32059.pdf.

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Bath, Paula M. C. "Perspectives from the Deaf Community: Representations of Deaf Identity in the Toronto Star Newspaper (2005-2010)." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23299.

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This thesis is an analysis of the representations of Deaf identity in a major English Canadian newspaper, the Toronto Star. A qualitative case-based discourse analysis was used to examine a documented interaction between the Toronto Star and eleven Deaf community leaders and allies. This research found that the most frequent use of ‘deaf’ is metaphorical and of the non-metaphorical uses, ‘Deaf’ identity is predominantly constructed from a pathological paradigm. The findings of this research provide a valuable perspective from a non-dominate cultural group, the Canadian Deaf community, on the representation of Deaf identity in mainstream print news media. It also makes linkages between the representations of Deaf identity and the experiences of these representations by Deaf people, and links the perspectives of this cultural group to the broader body of research related to minority identity negotiation in mainstream media.

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Thomas, Jean Elizabeth. "Deaf Education Teacher Preparation: Similarities and Difficulties in Council on Education of the Deaf Certified Programs." Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1618917606391922.

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Bogaerde, Elizabeth Marie van den. "Input and interaction in deaf families." Utrecht : Amsterdam : LOT ; Universiteit van Amsterdam [Host], 2000. http://dare.uva.nl/document/55947.

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Proefschrift Universiteit van Amsterdam.
Omslag vermeldt: :LOT, Netherlands Graduate School of Linguistics, Landelijk[e] Onderzoekschool Taalwetenschap, en: IFOTT. - Auteursnaam op omslag: Beppie van den Bogaerde. Met lit. opg. - Met samenvatting in het Nederlands.

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Anderson-Krengel, Wm Erich. "Deaf ministry in the Episcopal Church." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Pemberton, Neil Ashley. "Holiness, civilisation and the victorian deaf:." Thesis, University of Manchester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490225.

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劉少偉 and Siu-wai Lau. "Vocational training centre for the deaf." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983443.

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42

Doran, John. "Inferencing skills of deaf adolescent readers." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/2138/.

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The great difficulty which deaf children have in learning to read is well documented. Previous studies have examined such aspects as problems with vocabulary and syntax but little work has been directed towards inferential and discourse skills. The present series of studies examines the inferencing skills of severely and profoundly deaf adolescents. Different types of inference were examined using a variety of experimental techniques, ranging from on-line reading times, through memory probes after reading, to tracking the movements of subjects' eyes as they read. The deaf were found to be poorer at drawing inferences than hearing children matched on reading age, although they can recall as much detail from those extra texts in which they do infer correctly as the controls. The deaf were as successful as the reading age matched controls for material which required spatial inferences but not for more abstract temporal and causal inferences. On-line studies suggested that the deaf, when drawing inferences, use a schemata, concept driven mechanism similar to hearing peers approximately matched for chronological age. A similar mechanism would seem to be operating when material is presented in the form of sign language. Thus many of the difficulties previously ascribed to deaf children's reading skills may in fact derive from more general language problems. It is suggested that these difficulties with inferencing are independent of modality of presentation and perhaps reflect a more impoverished experimental background for most deaf children. The comparative richness of scenarios for deaf and hearing children are then investigated.

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Kyritsi, Evangelia. "Phonological awareness in Greek deaf children." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443358.

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44

Kimani, Cecilia W. "Teaching deaf learners in Kenyan classrooms." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/38450/.

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This thesis examines the teaching and learning of deaf primary-school learners in Kenya in order to explain their poor examination performance and to find ways of better supporting their learning. While language and communication are perceived as the main problems encountered by deaf children, it is assumed that if teachers and learners are able to communicate through sign language, deaf learners can learn. The main argument of this thesis is that although proficiency in sign language among teachers does play a great role in the education of deaf learners, it is not sufficient in offering quality education in this context. Other needs of deaf learners should be addressed during the teaching and learning process through appropriate teaching and learning materials and teaching and assessment approaches. The thesis reviews literature looking at the relationship between language, thought and learning in the education of deaf learners. The study was partly informed by Vygotsky's theory of social learning and language which recognises that children learn through their interaction with the social environment. A discussion on the difference between the concepts: ‘special education', ‘integration', and ‘inclusive education' is raised in the review of literature leading to the discussion of whether deaf learners require ‘special' pedagogy. Different views have been held regarding the type of pedagogical approach used in the teaching and learning of deaf learners in Kenya who learn in specialist units attached to mainstream schools: whether this is ‘special', integrated or inclusive education. The research took an exploratory approach and focused on the teaching and learning of Social Studies in specialist units in urban and remote rural areas in Kenya. Data were collected mainly through lesson observations and semi-structured interviews with deaf and hearing education stakeholders including learners, teachers, education officials and representatives of deaf people's organisations. Kenyan Sign Language and English were the main languages used in data collection. The study found that although textbooks were mostly available for learners in the units, they did not benefit from them due to their design which did not respond to their learning needs. However, some textbook design features that would benefit the learners were identified by the deaf teachers and learners. In addition, while deaf teachers did not generally encounter communication problems in teaching, most hearing teachers lacked sufficient proficiency in Kenyan Sign Language (the language of instruction), a phenomenon that affected dialogue in teaching,. Assessment practices seemed not to be suitable for deaf learners to express what they knew. Although teaching and learning took place in sign language, assessment was through reading and writing in English. A combination of a general quality improvement of educational resources which would be relevant for all learners and some deaf-specific interventions for deaf learners is an approach that would support deaf learners to achieve more in their learning. Recognising the expert knowledge of deaf teachers gained from their experiences as teachers and formerly as deaf learners, and their proficiency in sign language would contribute towards providing the learners with opportunities to learn more.

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Xu, Sheila Zhi. "The emergence of a deaf economy." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90193.

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Thesis: S.B. in Science in Humanities and Science, Massachusetts Institute of Technology, Program in Science, Technology and Society, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 52-53).
Introduction: The "deaf economy" is an emerging, new niche economic system taking shape within deaf communities globally. My research attempts to understand and describe the relationship of economic networks of deaf businesses, entrepreneurs, employees, and customers embedded in the "deaf economy." I came to discover that many social-cultural aspects of the deaf communities in my research, such as social ties and attitudes of solidarity, are one of the driving forces behind the "deaf economy." There were some studies done about the employment of the deaf in both United States and Europe in the past years. There are also few research studies done on the phenomenon of American deaf business-owners and entrepreneurs, but that was not the case for European deaf business-owners and entrepreneurs. Entrepreneurship has become a popular concept and research topic today in the mainstream society. However, there is very little research into entrepreneurship within the deaf communities. Hence, there is not much understanding of how the government, institutions, and other people could advocate for entrepreneurism within the deaf communities, especially in the United States and Europe. Despite such little information, in the last few decades, there has been a substantial increase in employment and education of the deaf in both United States and Europe, which also incidentally shows an increase in phenomenon of deaf business-owners and entrepreneurs. However, I believe there is virtually no research into the concept of the "deaf economy", an economic network of deaf businesses, employees, and consumers. In 2012 and 2013, I was looking for a possible research topic on the deaf population for my summer projects. By chance, in 2012, I had happened to come across Professor W. Scot Atkins's dissertation on the lived experiences of fourteen American deaf entrepreneurs.1 Professor Atkins is currently a Rochester Institute of Technology business professor interested in deaf entrepreneurism. In our email correspondence, he had indicated the need for research into the concept of the "deaf economy," so I had decided to take on the initiative to answer this simple research question: "What is the deaf economy?" Secondary questions include: "What are the composition and attributes of the 'deaf economy' for Europe? How does it compare to American 'deaf economy'?" In order to answer those questions, I have selected certain sites of my case studies in different geographic locations using a qualitative or ethnographic approach: California and Las Vegas, Nevada (United States) and London, France, and Bulgaria (Europe). Also, I was hoping to discover the premises of the "deaf economy" similar to the concept of an "ethnic economic enclave" and conduct a short comparative analysis between the United States and Europe at the conclusion of the research. My research focuses only on the "deaf economy" of first-world, developed, capitalistic countries, such as the United States and England/France. I also had time constraints, since all of my research was done during summer vacations, so I was not able to go in-depth as much as I wanted to. Also, during my fieldwork, I came to realization that the "deaf economy" is a very broad topic and encompasses wide range of areas worthy of further examination in the future. My qualitative research is by no means rigorous as a dissertation research would be. Also, it is based on my own selected interviews and field observations, so my research may or may not be generalizable, especially if my research were to be replicated in the future. However, I would like to use this research opportunity to point out my interesting observations of the "deaf economy" and help to open up a potential new research topic for future research initiatives.
by Sheila Zhi Xu.
S.B. in Science in Humanities and Science

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46

Grant, Anthony C. "Self awareness in young deaf adults." Thesis, Sheffield Hallam University, 1987. http://shura.shu.ac.uk/20689/.

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Denmark's (1979) functional definition of profound deafness is adopted. Deaf individuals are aware of sound and may detect vibration but they have a limited facility of speech. Conrad (1979) and Rodda (1970) have shown the low level of scholarly achievement of such individuals. Denmark suggests that as young adults, they face the hearing world largely isolated from their parents, their friends and the professionals who advise them. This study is an attempt to explore the social problems brought about by such isolation. The thesis investigates the individual profoundly deaf young adult's self concept in relation to others. A unique form of Repertory Grid interview (Kelly, 1955)using sign language was developed, and was successfully employed with the majority of individuals. However, it became apparent that a substantial minority were lacking, sometimes wholly, in a structured form of language. A pre-interview routine was used to determine the form of investigation appropriate to the individual - an interview using sign language, or one placing heavy dependence on non verbal communication (such as mime and body language). Both forms of investigation enabled an 'existential phenomenological' description of the self-awareness of the individual to be produced. In the larger group, the procedure followed was near to the orthodox analysis of Rep Grids; in the smaller group, analysis involved a greater degree of interpretive intuition. Justification for the judgements made in each case is provided. The findings are reported in the form of case studies: 40based on Rep Grids, 10 on non-verbal interviews. Thematerial provides an advance in the understanding of the experience of the profoundly deaf young adult. Exuberance and vitality feature in the majority group interviewed by Repertory Grid method. Examples of isolation and of intense personal relationships are found in the minority group. The deaf have a special concern with: those whoaccept them and those rejected by them; dependence upondeaf peers rather than hearing adults; the apprehension of success and personal failure. The main finding of this research is that the young adult deaf do possess a self-awareness and this self-awareness is that of the normal individual. Theidiosyncracies of deaf behaviour are especially wellrepresented in the smaller group. This research confirms the suggestion of Denmark that the majority of deaf individuals referred for psychiatric help are not suffering from mental illness. The study also provides research evidence for necessary changes in the early education and upbringing of the deaf.

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Willis, Anne M. "Deaf Group Identification and Sexual Esteem." Wright State University Professional Psychology Program / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1310576172.

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48

Ko, Young-Jun. "The electronic interpreter for the deaf /." Online version of thesis, 1991. http://hdl.handle.net/1850/10904.

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Smith, Theresa B. "Deaf people incontext [i.e. in context] /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/6488.

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50

Lau, Siu-wai. "Vocational training centre for the deaf." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954210.

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Dissertations / Theses on the topic 'Deaf'

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