Journal articles: 'School for the Deaf'

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KAI, Sarasa, and Takashi TORIGOE. "Deaf Identity: High-School-Level Students at a School for the Deaf." Japanese Journal of Special Education 44, no. 4 (2006): 209–17. http://dx.doi.org/10.6033/tokkyou.44.209.

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Tanyeri, Yucel. "İzmir School for the Deaf." Turk Otolarengoloji Arsivi/Turkish Archives of Otolaryngology 54, no. 1 (May 31, 2016): 1–4. http://dx.doi.org/10.5152/tao.2016.31012016.

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Qureshi, Shahzad Waheed, Muhammad Moed Haidar Naqvi, Amna Mehwish Ikram, Adeel Haidar, Rehana Kausar, Tayyaba Nayab Shahid, and Amina Tariq. "Prevalence of Dental Caries Among Physically Disable Students of Primary School in Lahore." Pakistan Journal of Medical and Health Sciences 16, no. 9 (September 30, 2022): 457–59. http://dx.doi.org/10.53350/pjmhs22169457.

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Objective: This study aimed to report the incidence of dental caries among deaf students of primary school in Lahore Method: This descriptive crossectional study was conducted at 2 private primary schools for deaf students in Lahore. Sample of the study was 150 students who were completely deaf. Data was collected by screening of oral health maintenance of students by two dentists. Chi Square test was used to explore the age wise difference in occurrence of dental caries among deaf students of primary school in Lahore Results: Overall incidence of dental caries is quite high among deaf students of primary school in Lahore (112(74.67%). Results of chi square test revealed no significant difference of incidence of dental caries in terms of age (X2=4.597, P=.204). Conclusion: In Lahore, incidence of dental caries among primary school deaf students is quite high which need to be address. Moreover, age has no significant effect on the incidence of dental caries among primary school deaf students. Keywords: Dental caries, Deaf students, Primary school, Oral health maintenance

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Ibragimova, Lola S. "DIDACTIC PRINCIPLES IN THE SCHOOL OF DEAF CHILDREN IMPLEMENTATION." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 192–96. http://dx.doi.org/10.55640/eijmrms-02-04-34.

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This article describes the analysis of didactic principles in the school of deaf children. The essence of the principles of scientific, conscious and active, comprehensible, visual, thorough, individual approach, consistency and regularity, the relevance of theory to practice and other principles used in the process of special education is revealed.

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Möhr Nemčić, Renata, and Sandra Bradarić-Jončić. "Relacije kulturnog identiteta i nekih demografskih obilježja gluhih i nagluhih osoba." Hrvatska revija za rehabilitacijska istraživanja 52, no. 1 (July 8, 2016): 63–77. http://dx.doi.org/10.31299/hrri.52.1.6.

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The aim of this research was to examine the frequency of a particular identity type, as well as the relationships between cultural identification and demographic variables related to the hearing, educational and marital status of deaf and hard of hearing persons. The research sample consisted of 443 hearing-impaired persons of both sexes (274 deaf and 169 hard of hearing), aged between 18 and 87 years, from 17 Croatian cities. For the purpose of collecting demographic data, a questionnaire was constructed. Cultural identity was examined using the DAS (Deaf Acculturation Scale, Maxwell-McCow and Zea, 2011). Although 58% of the respondents were attending oral schools for the deaf and regular elementary and secondary schools, with only 12% of them having deaf parents, 80% of them showed either deaf acculturation (48%) or bicultural identifi cation (32%); 12% were hearing acculturated, while 8% had marginal identity, which is in accordance with previous research results. Statistical analyses showed significant relations between cultural identity and the degree of hearing loss (hard of hearing persons more often than deaf persons were hearing-acculturated, biculturally, or marginally acculturated), the age of hearing loss onset (being significantly lower in deaf acculturated persons than in biculturally acculturated and hearing-acculturated ones), the age at which respondents started learning Croatian Sign Language (deaf acculturated started significantly earlier than biculturally acculturated and hearing acculturated persons); educational level (the highest levels are achieved by hearing and biculturally acculturated persons); the type of elementary school (those from schools for the deaf tend toward deaf or bicultural identity; those from regular schools more frequently have hearing identity; those from oral schools for the deaf more often have marginal identity) and secondary school (those who had attended regular schools more often had a hearing identity, whereas those who attended school for the deaf more often had a deaf identity), marital status (more single persons were found among hearing and marginally acculturated persons), as well as their partner’s hearing status (hearing acculturated persons preferred hearing partners, and deaf acculturated persons preferred deaf ones). The relationship between cultural identity and the respondents’ parents’ hearing status didn’t prove to be significant. The practical implications of the obtained results are being considered.

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De Monte, Maria Tagarelli. "Life after school." ETD - Educação Temática Digital 24, no. 4 (December 16, 2022): 866–81. http://dx.doi.org/10.20396/etd.v24i4.8670247.

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Most studies on D/deaf education focus on children who are in their scholar years. This follows both the trend in pedagogical studies, which have seen a great improvements in the past 40 years, and the desire/need to prepare teachers of the D/deaf to provide these children with the best possible means to face adult life. This trend is present in many countries, Italy as well, where the growing interest towards sign language is intertwined with the need to provide special needs teachers with updated information on how to teach to their students. The result is a growing interest towards all possible means of social inclusion, and the recognition of sign language as a priviledged code to communicate with deaf people. The evolution of the national laws on special education, and the formal recognition of Italian sign language, seem to reflect this change of mindset. However, while the formation of educators to the needs of D/deaf children is improving, a generational gap remains between those who were educated in special schools (now aged 40+), adults who were educated without having a specialized professional to refer to (aged between 30-40), and young adults who had all the possible opportunities to improve their abilities but still struggle to overcome linguistic or socio-cultural barriers to professionally improve in the adult’s world. This paper will cover the specific situation of lifelong learning in Italian and foreign D/deaf adults, offering a picture on D/deaf lifelong learning in Italy and Europe.

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Kyle, Jim. "SIGN AND SCHOOL." Momento - Diálogos em Educação 31, no. 02 (July 28, 2022): 308–26. http://dx.doi.org/10.14295/momento.v31i02.14497.

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When our international collection of papers on the status of signing in school was published in 1987, we believed we were in transition in the UK. The discovery of sign languages and their validation by linguists, had provided the base for the implementation which the deaf community had requested. Deaf children ought to have sign language as their language of interaction and instruction. The collection highlighted forward thinking but also showed that different countries were at different stages of their journey. In this contribution, we reflect on the knowledge we had then, the discoveries since, and ask the question: is it now the norm that deaf children, from the earliest of age, have access to sign language (in our case, British Sign Language), and can we describe the evidence that says this is working to produce more adjusted and effective citizens? We look beyond the simple question to consider whether the bilingualism we have been advocating is one-sided and does not produce a change in attitude for the majority society. In effect, if deaf people become bilingual, does it allow society to remain monolingual and to avoid engagement with the deaf view of life and society? And finally, the paper asks: what will be hearing loss or/and hearing enhancement in future?

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KOJIMA, YOSHIMASA. "A profile of deaf school child, children and pupil.A case of the Kawasaki city deaf school." AUDIOLOGY JAPAN 33, no. 5 (1990): 437–38. http://dx.doi.org/10.4295/audiology.33.437.

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Okuyama, Yoshiko. "Japanese Deaf Adolescents' Textisms." International Journal of Cyber Behavior, Psychology and Learning 4, no. 2 (April 2014): 20–32. http://dx.doi.org/10.4018/ijcbpl.2014040102.

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This study investigated how texting was used by deaf adolescents in Japan. A small corpus of dyadic messages exchanged via cell phone between 2 deaf high-school students at a residential school was collected to examine the features of unconventional spellings typically used in text messages, or “textisms.” The characteristics of this text-message corpus were analyzed along with the factors associated with texting behaviors of other deaf adolescents in their school in order to explore the features of textisms adopted by these deaf adolescents. The study found that in the pair's 356 messages, the deaf adolescents adopted characteristics of textisms very similar to those used by the hearing adolescents studied by other researchers on Japanese mobile communication.

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Butterfield, Stephen A. "Physical Education and Sport for the Deaf: Rethinking the Least Restrictive Environment." Adapted Physical Activity Quarterly 8, no. 2 (April 1991): 95–102. http://dx.doi.org/10.1123/apaq.8.2.95.

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Efforts to include children with disabilities in mainstream settings often raise questions as to what constitutes “least restrictive.” This paper addresses educational placement of deaf children, especially as it pertains to physical education and sport. Many leaders in deaf education hold that placement of deaf children in public schools often occurs without regard to their socioemotional/cultural/language needs. This paper provides a rationale for the residential school as a viable and legitimate placement option for deaf children. Also included in the paper is a brief historical overview of deaf education including the contributions of residential schools to deaf sport and deaf culture.

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Hudzaifah, Hudzaifah, Muhammad Akhyar, and Siti S. Fadhilah. "Analysis of Sentences for Deaf Children in Primary School." International Journal of Multicultural and Multireligious Understanding 8, no. 8 (August 15, 2021): 86. http://dx.doi.org/10.18415/ijmmu.v8i8.2825.

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This study aims to find out the ability to compose sentences of deaf children in outstanding schools. This study was conducted using qualitative case study method in the form of interviews and documentation studies of students' learning outcomes, interviews were conducted on 14 elementary school teachers. This research was conducted by two schools, namely in SLB-B YRTRW and SLB YAAT surakarta. The results showed that deaf children have problems in composing sentences and understanding the meaning of sentences. This is due to, 1) the receptive ability of children who are hampered by hearing ability, 2) the interest in learning deaf children in indonesian language is low, and 3) the use of non-standard sign language systems in communication between deaf children in activities outside the classroom. According to the class teacher, most deaf children also think that indonesian language is a difficult and boring lesson. Therefore, teachers need to increase innovation and creativity in the delivery of Indonesian language materials to be more interesting, either by using media or props that are fun and worth using to increase the motivation of learning deaf children and help the understanding of materials composing Indonesian sentences.

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Barron, Sandy. ""The World is Wide Enough for Us Both”: The Manitoba School for the Deaf at the Onset of the Oralist Age, 1889-1920." Canadian Journal of Disability Studies 6, no. 1 (March 27, 2017): 63. http://dx.doi.org/10.15353/cjds.v6i1.333.

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Historical research on the oralist era in North American deaf education has typically been undertaken through a national lens. This study asserts that a more localized and regional view of the communication methods practiced at deaf schools will aid in the creation of a more complex picture of how oralism spread in Canadian and North American deaf schools. Based on an analysis of the papers of the Manitoba Ministry of Public Works; the archives of Silent Echo, the Manitoba School’s newspaper; and published works by the school’s principals, this paper contends that strict oralism faced fierce resistance in Manitoba from both Deaf citizens and teachers, as well as the school’s hearing principal, before 1920. Principal Duncan McDermid and deaf teacher J.R. Cook published and republished arguments in the Echo against oralism and in favour of moderation in the sign debate. In consideration of all three characteristics of strictly oralist schools in the early twentieth century – a ban on sign language, separation of deaf students from Deaf communities, and the expulsion of deaf teaching staff – the Manitoba School for the Deaf emerges as an exception to the trend of encroaching oralism in Canadian deaf schools during the early twentieth-century.

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Ferreira, Renata Lena de Lourdes, Rosa Maria da Exaltação Coutrim, and Marco Antonio Torres. "Inclusion for whom? The struggle of families for schooling deaf students." Revista Tempos e Espaços em Educação 15, no. 34 (March 24, 2022): e16890. http://dx.doi.org/10.20952/revtee.v15i34.16890.

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Researchs about family, school and inclusion reveals that deaf inclusion policies have changed in Brazil since the 2000s. This research had as general objective analyzed how the school and family’s relation is configured in the process of inclusion of deaf students in a city in the countryside of Minas Gerais. From a qualitative perspective, the research preferred on the comprehensive interview to two mothers of deaf students from popular layers and the questionnaire applied to two directors and two teachers selected from two schools in the city. It was concluded that, although these students are protected by the laws, they are not being fulfilled. So this, schools and families do their best to include these students within the possibilities available, however, the schooling process still presents many obstacles and has caused frustration and a feeling of powerlessness for deaf students and their families.

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Roksandić, Ivana, Ivana Pavković, and Jasmina Kovačević. "THE CHARACTERISTICS OF BEHAVIOR OF DEAF AND HARD-OF-HEARING LEARNERS IN DIFFERENT TYPES OF SCHOOL ENVIRONMENT." Journal Human Research in Rehabilitation 8, no. 1 (April 2018): 27–34. http://dx.doi.org/10.21554/hrr.041804.

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The school environment is a context that provides students with the opportunity to acquire certain skills during regular teaching, extracurricular and other activities, as well as to manage social relationships, adapting their behavior to specific social demands and interactions. The results of a large number of surveys indicate the specificities and shortcomings in social adaptation, communication, education, problems in the behavior of deaf and hard-of-hearing learners that result from primary damage. This paper analyzes the behavior of deaf and hard-of-hearing students who are educated in regular schools and schools for deaf and hard-of-hearing students, especially aspects of behavior during the class, at the break time, towards friends as well as their emotional attitude. The similarities and the differences in the behavior of deaf and hard-of-hearing learners in different types of school environment are highlighted. Finally, some general guidelines for the approaches to the development of individual educational models of support for deaf and hard-of-hearing students are given. The pointed out fact is the importance of the participation of defectologists in the inclusive school environments in order to provide the expert guidance to the teachers, the teaching staff and theparents in order to create an incentive environment for the development of positive interactions and forms of behavior for deaf and hard-of-hearing students.

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Łapot, Mirosław. "Activities of schools and institutions for deaf and blind children established on the initiative of Lviv Jews from 1871 through 1939." Special School LXXIX, no. 4 (October 31, 2018): 259–71. http://dx.doi.org/10.5604/01.3001.0012.7276.

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The article describes the initiatives of the Jewish community in Lviv in the area of special education taken during the Galician autonomy period (1867–1918) and in independent Poland (1918–1939). It is based on little known references kept in Lviv and Cracow archives. Lviv Jews’ interest in the education of blind and deaf children was awaken by Vienna, where the first schools for the deaf and the blind in Europe had been established. The article presents the functioning of the first Jewish center for deaf children and adolescents on Polish lands – it was established by Izaak Józef Bardach in 1871. The institution functioned as a private school, supporting itself mainly through subsidies from the city of Lviv and from the local Jewish community till 1939 when it was incorporated into the state school for the deaf at Łyczakowskiej street. The Jews from Lviv contributed to the establishment of the first Jewish school for the blind in Poland. It was set up in Bojanowo in 1926 and transferred to Warsaw in 1936. The article expands the current state of research on the history of schooling for people with disabilities on Polish lands, showing the contribution of the Jewish community to the development of schools for the deaf and the blind.

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Esera, Tracey. "An insight into the educational needs of deaf high school students. Interviews with school staff and students." Kairaranga 9, no. 2 (July 1, 2008): 32–36. http://dx.doi.org/10.54322/kairaranga.v9i2.119.

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This article provides an insight into the educational needs, experiences and school support for deaf high school students attending a mainstream school, from the perspectives of the deaf students themselves, their teachers and support staff. Themes emerged from interviews with the students and staff around learning, communication, school culture and social interactions. The gathered information highlighted that the deaf students' ability to communicate directly with the school staff and their peer group formed a central part of their educational experience. This article also provides an insight into the practical strategies perceived as effective by the students and staff, which were discussed and highlighted to ensure an overall visual approach can be employed when working with deaf students.

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Nurfakhirah, Ariani. "PENERAPAN PENDEKATAN PSIKOLOGI ARSITEKTUR PADA SEKOLAH LUAR BIASA TUNARUNGU (SLB TIPE B) DI KOTA BEKASI." ARSITEKTURA 15, no. 2 (November 1, 2017): 525. http://dx.doi.org/10.20961/arst.v15i2.15462.

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The condition of special school for the deaf and the deaf itself are still apprehensive, especially in Bekasi, West Java. Meanwhile, deaf persons still need to get an education which equivalent to the education that normal children get. However, education for children with special needs, especially those with hearing impairment, requires special implementations based on deaf’s characteristics in some design aspects in order to improve physical and psychological comfort required by deaf students so they can be more comfortable adapting to school circumstances. Design method that seems appropriate to be applied to this special school for the deaf is psychological architecture approach that focuses on the characteristics of the deaf itself. Psychological architecture as design method that used in this special school is adjusted to the characteristics of hearing impaired in order to improve the quality of physical and psychological comfort of deaf students in the learning process and activities by applying the principles of psychological architecture on site analysis, school layout arrangement, and also the appearance of interior and exterior of special school for the deaf.

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KIMURA, Motoko. "Social Integration of the Deaf : A Review of American Deaf Day-School Studies." Japanese Journal of Special Education 48, no. 1 (2010): 55–65. http://dx.doi.org/10.6033/tokkyou.48.55.

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Hudzaifah, Hudzaifah, Muhammad Akhyar, and Siti S. Fadhilah. "Analysis of Smartphone Application Mastery in Distance Learning for Deaf Children in Secondary School." JURNAL PENDIDIKAN DASAR 9, no. 1 (June 30, 2021): 146–57. http://dx.doi.org/10.46368/jpd.v9i1.348.

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Abstract: Distance learning is a learning model that is applied as one of the policies of the world government in the field of education to break the chain of the spread of the covid-19 virus. Many problems occur during distance learning, including in special education, one of which is deaf children, where deaf children have barriers in communicating but must follow learning without meeting in person in the classroom. This study aims to find out what information technology is most mastered by deaf children as a means of supporting distance learning. This research was conducted on deaf children at the high school level in extraordinary schools that during the covid 19 pandemic the school implemented an online learning system. This study uses descriptive analysis with the questionnaire filling method. Data collection is done by disseminating questionnaires containing questions related to the mastery of applications on smartphones aimed at deaf children. Furthermore, the data is analyzed using inductive and thematic analytics. Dai this research can be known that from the use of Whatsapp Application as a means of communication used to receive distance learning materials is 94.74%, zoom meeting application mastery rate 0.00%, then youtube application mastery level in receiving information 100.00%. And the most preferred time for deaf children to learn is free, which is 65.79%. So it can be concluded that the smartphone application that is most mastered by deaf children in high school in learning and receiving information is a Youtube application and the preferred time for deaf children in learning is free or unspecified. Keywords: Mastery of Smartphone Applications; Deaf Children; Distance Learning

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Wan, Shu. "Annetta T. Mills and the Origin of Deaf Education in China." Canadian Journal of Disability Studies 10, no. 1 (March 4, 2021): 84–99. http://dx.doi.org/10.15353/cjds.v10i1.730.

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As the first education institution enrolling deaf children in China, the Chefoo School for the Deaf (which will be called “Chefoo School” in the rest of this article) was originally established by the American missionary couple Charles R. Mills and Annetta T. Mills. In the first decade of the twentieth century, the Chefoo School succeeded in attracting students across the country. For investigating Mills’s contributions to the proliferation of Chinese deaf education in a transnational context, this article will consist of the following three sections. The first section primarily discusses the early history of deaf education in China before the establishment of the Chefoo School in 1898. As early as the 1840s, Chinese elites had already gained firsthand knowledge of deaf education in the United States. Around the 1870s, American and French missionaries respectively proposed to establish a specific deaf school, which took care of deaf children in Shanghai but failed to provide special education to them. And then the second section of this article will examine Mills’s efforts to seek financial support from the transnational community of deaf education. The final section of this article will switch to Mills’s agenda of localizing deaf education in China, including training native teachers fostering the proliferation of deaf education in China and providing industrial training to Chinese deaf children.

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Chovan, John D., Manjula B. Waldron, and Susan Rose. "Response Latency Measurements to Visual Cognitive Tasks by Normal Hearing and Deaf Subjects." Perceptual and Motor Skills 67, no. 1 (August 1988): 179–84. http://dx.doi.org/10.2466/pms.1988.67.1.179.

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Visual cognitive differences between hearing ( N = 16) and deaf ( N = 32) high-school and middle-school students were studied. Visual tasks were presented on a microcomputer and response latencies were collected. Significant differences were noted between the deaf and normal groups but not between total communication deaf and oral deaf students. These differences support the hypothesis that deaf students prefer a visual cognitive strategy. Implications for educating the deaf are discussed.

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Ionescu, Laura, Lacramioara Ursache, Adelina Nicolae, Adriana Conea, Cristian Potora, Ovidiu Stan, and Lucia Maria Lotrean. "Health education for deaf Romanian children: parents’ opinions." Health Education 119, no. 5/6 (July 5, 2019): 341–49. http://dx.doi.org/10.1108/he-02-2019-0008.

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Purpose The purpose of this paper is to focus on parents of children with hearing disabilities from Romania and has three objectives. First, it assesses their characteristics regarding use of communication technology. Second, it investigates their opinions regarding the importance of school-based education for healthy lifestyle promotion among their children. Third, it evaluates the availability for their involvement in educational activities using face-to-face approach and communication technology dedicated to helping parents to promote healthy lifestyle among their children, as well as factors which influence this availability. Design/methodology/approach The study was performed in October–November 2015 in two schools deserving children with hearing disabilities from North-West part of Romania. Anonymous questionnaire were filled in by 182 parents. Findings The majority of parents recognize the importance of school-based health education and more than 77 per cent totally agree that it should include issues regarding healthy nutrition, promotion of physical activity and smoking prevention. In total, 80.2 per cent of the parents declared that they are interested to participate in educational activities organized periodically at school and 66.5 per cent declared their interest in educational activities developed through communication technology in order to help them to stimulate the adoption of healthy lifestyle among their children. The availability was influenced by residence, educational level, understanding the importance of parents’ involvement, characteristics regarding the use of communication technology. Originality/value This represents the first study from Romania investigating the opinions and availability for their involvement with regard to school health education among parents of children with hearing deficiencies. The results have several implications for health education among children with hearing deficiencies and their parents.

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Pranata, Eka Wijaya, Mochamad Chaerul Latif, and Fajriannoor Fanani. "Symbolic Interaction of The Deaf Students in Public School." Jurnal The Messenger 11, no. 1 (March 9, 2019): 1. http://dx.doi.org/10.26623/themessenger.v11i1.876.

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This study aims to know how symbolic interaction process happens to the deaf students who study in SD Maranatha 01 public school. Communication built by the deaf students to the teachers and other students who have good hearing will influence the changing of meaning and behavior. That's why the author is interested to analyze the symbolic interaction of the deaf students in public school, how the role of the teachers and other students in dealing with the deaf students to take their action and to adapt themselves in public school. The research method used in this study is descriptive qualitative conducted using observation, and interview techniques. The foundation used in this study is the theory of Symbolic Interactionism of George Herbert Mead. The conclusion of this research is; the behavior and symbolic formation happening to the deaf students of SD Maranatha 01 are influenced by the social process.

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Fernandes, Cristiane Lima Terra. "LIBRAS IN LAW AND SCHOOL PRACTICE." Momento - Diálogos em Educação 31, no. 02 (July 28, 2022): 528–53. http://dx.doi.org/10.14295/momento.v31i02.14507.

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In Brazil, the Brazilian Sign Language – Libras has been recognized as the language of the Brazilian deaf community since 2002, a recognition that has allowed advances, especially in the area of education. Timidly, Libras has been publicized in social spaces and in the media. However, stilltrained professionals are lacking to work not only in the area of education of deaf students but in the most varied social environments where deaf people circulate and need accessible communication. This paper presents the legal context in which Libras is inserted and occurs in the school practice, explaining what we have and what is still missing to achieve. There are bilingual schools in the country though in lower numbers than it is actually needed. Moreover, among most bilingual schools, a Libras first language curriculum is not being practiced. Most of them follow the model of teaching Libras to hearing people as a second language, or focus on teaching cultural issues of the deaf people with little emphasis on teaching the linguistic and grammatical aspects of the language. Such actions are due to limited debates on the formal teaching of Libras as a first language as well as due to the scarce training of Libras teachers.

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Susilo, Alysha Paxia. "MEMAHAMI KOMUNIKASI PENYESUAIAN DIRI ANAK TUNARUNGU DI SEKOLAH INKLUSI." Interaksi: Jurnal Ilmu Komunikasi 6, no. 2 (July 1, 2017): 1. http://dx.doi.org/10.14710/interaksi.6.2.1-10.

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Deaf and hard-hearing children that goes to inclusive school often find difficulties in adjusting themselves in inclusive school environment. this several factors are affecting this condition including psychosocial, communication, and behavioral factors that they get from the school environment. Communication of anxiety and uncertainty reduction is the early stage of how deaf and hard hearing children can adapt themselves in inclusive school environment. the aim of this research is to understand the narrative of deaf and hard-hearing children of their selfadjustment in inclusive school through their strategy of anxiety and uncertainty reduction. The type of this research is qualitative research. this research analyze and interpret some written text about deaf and hard-hearing children’s experience of adjustment in inclusive school. this research is using Mishler’s narrative analysis. Result of this research shows different narratives of deaf and hard-hearing children’s self adjustment in inclusive school. those narratives are complete withdrawal from school environment, passive observation and only focusing on school subjects. only close with their deaf and hardhearing friendsa, finding close friends that diesnt require any special needs, and the last one which is getting external support from teachers and friends in the inclusive school environment. moreover, they use passive and interactive technique in information-seeking to reduce their uncertainty. they are most likely use multiple modal of communication and highly dependent on the usage of social media as tools to seek information and communicate. in addition, the role of social support from their close relatives is highly affecting their initiatives in reducing anxiety and uncertainty that they experience based on the results, researcher suggests that people that involves in inclusive school settings including parents, teachers, and friends to always support and help children with deaf and hearing-impaired condition physically and psychologically to adapt in inclusive school environments. without significant support and help, initiatives of reducing anxiety and uncertainty will not be effective thus can worsen their self adjustment in inclusive school.Keywords : Deaf and Hard-hearing children, uncertainty and anxiety reduction communication, self adjustment

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Luft, Pamela. "Independent Living Services for Deaf and Hard of Hearing Students: Results of a Nationwide Survey of School Programs." Journal of Applied Rehabilitation Counseling 44, no. 1 (March 1, 2013): 18–27. http://dx.doi.org/10.1891/0047-2220.44.1.18.

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This study of secondary school programs targeted all services to deaf and hard-ol-hearing (D/HH) students at schools listed in The American Annals of the Deaf Reference Issue (2006) as having programs serving D/HH students. Analyses compared topics of fered by residential schools, large public school programs (enrollment of 35 or more D/HH students), and small public school programs (enrollment of less than 35 D/HH students) to identify patterns in providing independent living coursework in three areas: (a) personal advocacy, (b) daily living, and (c) community and recreation services. ANOVA comparisons across the three program categories were not significant, indicating a similar level of services. Correlations were strongest for large and small programs, suggesting that the quantity of topics offered in one area of independent living was consistent with topics offered in other areas. Despite generally high levels of offerings, a number of schools indicated independent living coursework is available only to students with cognitive disabilities or if selected as electives. Survey results suggest the availability of many topics to secondary-age deaf and hard-of-hearing students, but also raised issues of depth and quality of offerings.

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Debnath, Timir Kumar, Md Nasimul Jamal, Ashim Kumar Biswas, Md Wakilur Rahman, and MN Amin. "Consanguinity and hearing impairment in a deaf school." Bangladesh Journal of Otorhinolaryngology 20, no. 2 (February 9, 2015): 60–65. http://dx.doi.org/10.3329/bjo.v20i2.22020.

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Objective: To find out the frequency of consanguinity and positive family history of hearing impairment among deaf children in a deaf school in Bangladesh. Methods: This was a retrospective study were included 150 patients. They were subjected to complete audiological examinations. These pupils were collected from Integrated Pre-school for Hearing Impaired children (IPSHIC) of SAHIC, Mohakhali, Dhaka, Bangladesh. Results: The results showed that out of 150 Hearing impaired (HI ) children 30.0% (45) were from the consanguineous parents and 70.0% (105) from non- consanguineous parents. Also found 22.0% (33) had positive family history of hearing impairment. Conclusion: Prevention is only means to reduce the prevalence of Congenital hearing impairment. DOI: http://dx.doi.org/10.3329/bjo.v20i2.22020 Bangladesh J Otorhinolaryngol; October 2014; 20(2): 60-65

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Mayhook, Stevie. "How to support deaf children in your school." Primary Teacher Update 2015, no. 51 (December 2, 2015): 48–50. http://dx.doi.org/10.12968/prtu.2015.51.48.

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ERTING, CAROL J. "Cultural Conflict in a School for Deaf Children." Anthropology & Education Quarterly 16, no. 3 (September 1985): 225–43. http://dx.doi.org/10.1525/aeq.1985.16.3.05x1489g.

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Cowan, Shã H., and Donald F. Moores. "Texas Regional Day School Program for the Deaf." American Annals of the Deaf 140, no. 5 (1995): 378. http://dx.doi.org/10.1353/aad.2012.0328.

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Strassman, Barbara K. "Deaf Adolescents' Metacognitive Knowledge About School-Related Reading." American Annals of the Deaf 137, no. 4 (1992): 326–30. http://dx.doi.org/10.1353/aad.2012.0456.

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Navegantes, Eva, Celeste Azulay Kelman, and Ana Iveniki. "Perspectivas multiculturais na educação de surdos." education policy analysis archives 24 (July 18, 2016): 76. http://dx.doi.org/10.14507/epaa.24.2237.

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Multicultural perspectives in Brazil, in school curriculum or in social practices, are still seen in a dichotomized way. Sometimes they are presented in the folk form, limited to only commemorative days, and at other times, they are presented in a more critical and postcolonial perspective where the curriculum focuses on issues related to the construction of prejudice, discrimination and identities (Canen, 2012). This essay addresses the multicultural perspectives present in the education of deaf people, discussing how the school institution is an issue. It aims to identify the multicultural perspectives that present themselves in deaf education based on reflections of several authors who discuss multiculturalism in education and also in deaf education. Although there are concerns from a multicultural postcolonial and critical perspective deaf education offered by regular schools, is still in a long process of cultural transformation necessary for a new social positioning in which differences are recognized and respected. The bilingual education model for deaf people is needed a process involving the recognition of differences and political awareness on both the educational and social levels to begin.

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Butterfield, Stephen A. "Least Restrictive Environment: A Response to Decker." Adapted Physical Activity Quarterly 10, no. 1 (January 1993): 8–9. http://dx.doi.org/10.1123/apaq.10.1.8.

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Decker contends that deaf children should be educated in regular public school classrooms. In response, it is argued that due to their unique social/emotional/cultural needs, some deaf children benefit from residential school placement–particularly in physical education. Use of the term deaf is also discussed.

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ANWER, AMMAR, ALI SHAKEEL, M. HAMAYUN IKRAM, and Shahroona Masud Zaman. "JERVELL AND LANGE-NIELSEN SYNDROME." Professional Medical Journal 18, no. 04 (December 10, 2011): 638–43. http://dx.doi.org/10.29309/tpmj/2011.18.04.2654.

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Objective: This study was carried out to find out the prevalence of Jervell and Lange Nielsen Syndrome (JLNS) in deaf school children for impaired hearing and to correlate this with consanguineous marriages. Setup: Schools for deaf and dumb children and Sheikh Zayed Medical College, Rahim Yar Khan. Design: Cross sectional, case control study. Period: 2006 - 2007. Methods: Electrocardiographs (ECG’s) of 114 congenitally deaf school children (ages 4-20 years) and also of 23 healthy children with normal hearing function of same age group were recorded. The corrected QT (QTc) interval of all 137 ECGs was evaluated by Bazett’s formula. Mean QTc of healthy children was taken as reference of normal QTc interval. The deaf children with normal QTc were labeled as control group. Patients with long QTc were further evaluated for JLNS by applying Schwartz’s criteria. We also calculated the relationship of the positive cases to consanguineous marriages. Results: We found that 28 deaf children out of 114 cases had QTc intervals longer than 0.44 seconds. This interval was significantly longer [P=0.008] than the QT interval in control group. As per Schwartz’s criteria, 15 out of 28 LQTs cases scored high points (3.5 to 5.5). The presence of consanguineous marriage was 100% in first pedigree of these 28 children. Conclusions: JLNS (an alarming arrhythmic disease associated with congenital deafness) is significantly present (24.6%) in Rahim Yar Khan’s deaf school children. The presence of cousin marriage was 100% in first pedigree of these children.

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Menezes, Adriane, and Vânia Chiella. "PUBLIC POLICIES, THE BNCC AND THE CURRICULUM IN THE BILINGUAL SCHOOL FOR THE DEAF." Momento - Diálogos em Educação 31, no. 02 (July 28, 2022): 350–73. http://dx.doi.org/10.14295/momento.v31i02.14500.

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This article presents the Brazilian context in which Bilingual Education for the Deaf is inserted. We understand that such a context of linguistic minorities in deaf communities requires, in addition to the linguistic right in education, the construction of a bilingual curriculum, a reference for the insertion of the Brazilian Sign Language (Libras) as a curricular component. Such elements are fundamental in the integral process of schooling of deaf children, and they are in agreement with the evidence of international and national research according to which sign language in the curriculum should promote the consolidation of linguistic competence and the mastery of metalinguistic awareness of Libras, in order to constitute competent meanings in the languages that circulate in the school. In this paper, we aim to promote reflections on the context of implementing the Bilingual Education for the Deaf curriculum in line with the standardizing and guiding document for all Brazilian schools, the National Common Curricular Base. The focus is on this document, as an important ally for the construction of the curricula of bilingual schools for the deaf, in a perspective of guaranteeing the learning rights of these students.

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Khairuddin, Khairul Farhah, Susie Miles, and Wendy McCracken. "Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communication." Social Inclusion 6, no. 2 (May 17, 2018): 46–55. http://dx.doi.org/10.17645/si.v6i2.1345.

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The Government of Malaysia has embraced international policy guidelines relating to disability equality, including the United Nations Convention on the Rights of Persons with Disabilities. Its aim is to ensure that 75% of children with disabilities are included in mainstream classrooms by 2025 as part of a wider agenda to eliminate discrimination against people with disabilities. Including deaf children on an equal basis in the linguistically diverse, exam-oriented Malaysian school system is an ambitious and complex task given the difficulties they face in developing effective language and communication skills. The data presented here are taken from a larger study which explored teachers’, head teachers’, parents’, and children’s experiences of inclusion through in-depth interviews in three Malaysian schools. The study design was informed by a framework developed in the UK to guide best practice of educating deaf children in mainstream schools and focused specifically on the learning environment. This article presents contrasting educational experiences of two deaf adults, and then considers the experiences of four deaf children in their government-funded primary schools. A series of inter-related dimensions of inclusion were identified—these include curricular, organisational, social, acoustic and linguistic dimensions, which impact upon children’s ability to communicate and learn on an equal basis. Poor maintenance of assistive technology, insufficient teacher training and awareness, inflexibility of the education system, and limited home-school communication are some of the factors constraining efforts to promote equal participation in learning. There are promising signs, however, of teacher collaboration and the creation of more equitable and child-centred educational opportunities for deaf children.

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Le Roux, Annemarie, and Marga Stander. "Early language intervention in deaf children of hearing parents." Per Linguam 37, no. 1 (2021): 15–27. http://dx.doi.org/10.5785/37-1-974.

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Language development is often hampered by the fact that 90 per cent of deaf children are born into hearing families who do not know Sign language (SL) or haven't had any previous contact with the deaf world. Such parents often use only spoken language to communicate with the child, which results in no or very little language exposure. Many deaf children only start to learn a language, signed or spoken, when they start attending school, usually between the ages of three and seven. As a result, the deaf child has a delay in cognitive and language development and finds it hard to learn a SL, like South African Sign Language (SASL), as well as a written language (e.g., English). This late exposure to SL proves to be a serious cognitive problem for deaf children when compared to those children who acquired language from birth. This problem led to the research question namely, whether deaf children’s language and cognition can still develop to the required level for school readiness if early language intervention (ELI) takes place within the critical period of language acquisition. To answer the question, a case study was done at a school for the deaf and blind with a small group of deaf learners in the foundation phase. The results show that the little language exposure these children received in only one year of school already made a huge difference to their language and cognitive development. This article also makes recommendations to the various stakeholders in deaf education.

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Hartman, Esther, Chris Visscher, and Suzanne Houwen. "The Effect of Age on Physical Fitness of Deaf Elementary School Children." Pediatric Exercise Science 19, no. 3 (August 2007): 267–78. http://dx.doi.org/10.1123/pes.19.3.267.

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The aim of this study was to measure physical fitness of deaf Dutch elementary school children compared with hearing children and to investigate the influence of age on physical fitness. Deaf children were physically less fit than hearing children. Overall, physical fitness increased with age in deaf children, but no significant differences were found between the age groups of 9–10 years and 11–12 years on most of the Eurofit items. The difference in performance between deaf and hearing children, favoring the latter, increased with age in handgrip strength and the 20-m endurance shuttle run. More attention should be paid to developing and maintaining an adequate level of physical fitness in deaf children.

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Smith, Maureen Claire. "Imaginary Companions of Blind, Deaf, and Typically Developing School Children." Imagination, Cognition and Personality 38, no. 3 (February 28, 2018): 290–314. http://dx.doi.org/10.1177/0276236618761371.

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Having an imaginary companion (IC) during childhood is associated with developmental advantages. ICs also appear to persist and may serve as a coping mechanism for at-risk children. Few studies have examined imagination in blind and deaf children, two groups who may struggle with peer relationships and loneliness. This study explores the presence of ICs in a sample of 12 blind, 13 deaf, and 26 typically developing, ethnically diverse 8- to 12-year-old children. It examines teacher- and child-reports of competence potentially associated with having an IC. Results indicate that 54% of the children reported a current or prior IC, and those children engaged in more pretend play and fantasy than children without ICs. Deaf children reported the highest rates, and blind children the lowest rates, of ICs. The data suggest that having an IC may be associated with social and emotional benefits for deaf and blind children.

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Hardy, Julia. "The development of a sense of identity in deaf adolescents in mainstream schools." Educational and Child Psychology 27, no. 2 (2010): 58–67. http://dx.doi.org/10.53841/bpsecp.2010.27.2.58.

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This study posed the question, ‘What awareness and ideas do adolescents (age 13 to 16) with severe and profound hearing loss, attending mainstream schools, have about their developing deaf identity?’ Semi-structured interviews with 11 pupils were videotaped and transcribed. All the pupils were educated for the majority of their time with hearing peers, with exposure to Signed Supported English (SSE) at school, but all their parents were hearing. The interview transcripts were analysed using Grounded Theory methodology, which produced a local theory about the development of deaf identity for this specific group. The codes were grouped into broad categories: facts about deafness; facts about adolescence; feelings and thoughts about deafness; perspective on inclusion; perspective on disability; family issues; friendships; school issues. The emergent core variable in this study of deaf identity was group alignment. The analysis proposed that ease or difficulties with communication, together with the pupils’ previous experiences of friendship and current preferences, combine in influencing their choices regarding group alignment. The pupils identified themselves within one of three groups: deaf aligned, hearing aligned or the ‘bridge between two worlds’.

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Wilkins, Michele, and David J. Ertmer. "Introducing Young Children Who Are Deaf or Hard of Hearing to Spoken Language." Language, Speech, and Hearing Services in Schools 33, no. 3 (July 2002): 196–204. http://dx.doi.org/10.1044/0161-1461(2002/017).

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This article provides an overview of the workings of an oral school for children who are deaf or hard of hearing. The key features of the school include low student-teacher ratios, teachers who are trained as oral educators of deaf children, ongoing staff and parent education, specialized curricula, and a strong emphasis on listening and speaking throughout the day. Approximately 75% of the students at the school use cochlear implants; the remainder wear hearing aids. The graduates of this program have shown that an oral school can help many children who are deaf or hard of hearing achieve success as oral communicators and students in mainstream classrooms.

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Rianto, Bambang Udji Djoko. "Role of early education in reading ability of deaf students." Paediatrica Indonesiana 49, no. 4 (August 31, 2009): 189. http://dx.doi.org/10.14238/pi49.4.2009.189-94.

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Background Reading is a very complex process which includescognitive process. Reading is initialized by visual analysis and lettertransformation into vocabulary form, word identification by lettersound mapping, words correlation, and interpretation. Deafnesscauses difficulties in acquiring language information via hearingprocess thus inhibits a successful conversation process.Objective To determine the role of early education in deaf students to reading ability.Methods A cross sectional design was performed from Septemberuntil December 2007. This study compared deaf students,younger than 6 years old, who received early education in specialeducation schools B (group I), with deaf children aged 6 years old and older who received education in special education schools B/conventional educational method (group II).Results There were 22 deaf children in group I and 24 in group II. The measured variables included age, age of school enrollment, duration of studies, degree of deafness, sex, and parental educational level. Logistic regression analysis showed that the variables which significantly contributed to reading skills were the early education and duration of study. In early education group, the children had significantly better reading ability (P=0.02; OR= 19.95; 95% CI 1.939 to 53.62), besides duration of study (P=O.Ol; OR=70.754; 95% CI 6.267 to 798.75), compared to conventional education.Conclussion Compared to those who receive education in specialeducation school B with a conventional educational method, deafstudents who receive early education in special education schoolsB have better reading ability significantly. Duration of studyalso contribute significantly to reading skill.

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Ryan, Claire, Debra Shaver, Carrie Lou Garberoglio, and Lynn A. Newman. "Secondary School-based Interventions and Social Engagement of Deaf Young Adults." Journal of Deaf Studies and Deaf Education 26, no. 3 (May 17, 2021): 417–26. http://dx.doi.org/10.1093/deafed/enab011.

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Abstract Successful social engagement is one of many important outcomes for deaf youth as they transition from high school to adult life. This study examined the effect of self-advocacy and social/life skill trainings in secondary school settings on social engagement after high school using propensity score modeling and data from the large-scale and nationally representative National Longitudinal Transition Study-2. Analyses focused on three types of post-high school social engagement: frequency of seeing friends, involvement in group activities, and participation in community service. A fourth outcome variable was created to indicate whether the individual was at least minimally engaged. Results found that deaf youth who received self-advocacy training in secondary school were significantly more likely to be at least minimally engaged than those who had not. These findings suggest that self-advocacy training in high school can help protect deaf youth against social isolation in young adulthood.

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Hartman, Esther, Suzanne Houwen, and Chris Visscher. "Motor Skill Performance and Sports Participation in Deaf Elementary School Children." Adapted Physical Activity Quarterly 28, no. 2 (April 2011): 132–45. http://dx.doi.org/10.1123/apaq.28.2.132.

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This study aimed to examine motor performance in deaf elementary school children and its association with sports participation. The population studied included 42 deaf children whose hearing loss ranged from 80 to 120 dB. Their motor skills were assessed with the Movement Assessment Battery for Children, and a questionnaire was used to determine their active involvement in organized sports. The deaf children had significantly more borderline and definite motor problems than the normative sample: 62% (manual dexterity), 52% (ball skills), and 45% (balance skills). Participation in organized sports was reported by 43% of the children; these children showed better performance on ball skills and dynamic balance. This study demonstrates the importance of improving deaf children’s motor skill performance, which might contribute positively to their sports participation.

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Flores, Ana Claudia da Fonseca, and Vivian Mary Rumjanek. "Teaching Science to Elementary School Deaf Children in Brazil." Creative Education 06, no. 20 (2015): 2127–35. http://dx.doi.org/10.4236/ce.2015.620216.

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Leirer, Rendra, and Jess Dancer. "Reading Comprehension Strategies Used by Deaf Middle-School Students." Perceptual and Motor Skills 87, no. 3 (December 1998): 874. http://dx.doi.org/10.2466/pms.1998.87.3.874.

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Shoonhwang Kwon. "Environmental Study on Appropriacy of Special Deaf School Curriculum." Journal of Special Children Education 14, no. 4 (December 2012): 465–81. http://dx.doi.org/10.21075/kacsn.2012.14.4.465.

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Bal Kocyigit, Filiz, and Kubra Sevim X. Gulec. "Acoustics in the partial deaf student school music classrooms." Journal of the Acoustical Society of America 123, no. 5 (May 2008): 3519. http://dx.doi.org/10.1121/1.2934445.

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Santos, Cátia Marlene Silva Monteiro. "Entering School: The Drama of Families with Deaf Children." Procedia - Social and Behavioral Sciences 29 (2011): 322–29. http://dx.doi.org/10.1016/j.sbspro.2011.11.246.

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Duman, Kürşat, Abdullah Ayçiçek, Ramazan Sargın, Fethullah Kenar, Mustafa Deniz Yılmaz, and F. Sefa Dereköy. "Incidence of auditory neuropathy among the deaf school students." International Journal of Pediatric Otorhinolaryngology 72, no. 7 (July 2008): 1091–95. http://dx.doi.org/10.1016/j.ijporl.2008.03.024.

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Journal articles on the topic 'School for the Deaf'

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