Relevant bibliographies by topics / Teaching the hearing impaired

Academic literature on the topic 'Teaching the hearing impaired'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Teaching the hearing impaired"

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Luckner, John L., and Stephen L. Isaacson. "Teaching Expressive Writing to Hearing-Impaired Students." Journal of Childhool Communication Disorders 13, no. 2 (December 1990): 135–52. http://dx.doi.org/10.1177/152574019001300202.

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Alonso, F., A. de Antonio, J. L. Fuertes, and C. Montes. "Teaching communication skills to hearing-impaired children." IEEE Multimedia 2, no. 4 (1995): 55–67. http://dx.doi.org/10.1109/93.482296.

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Kuzugudenli, Emre, Huseyin Goktas, Canpolat Kaya, and A. Fatih Kilic. "NATURE EDUCATION TEACHING TECHNIQUES FOR HEARING IMPAIRED PEOPLE." International Journal of Research -GRANTHAALAYAH 5, no. 12 (June 30, 2020): 298–301. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.506.

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Nature is one of the most important elements that affect human life positively. Studies conducted up to this time have also revealed the relation of nature to human health and psychology. Nature education activities for people with disabilities come to the fore in recent years. There are various studies in this subject. The aim of the study is to determine this nature education technique for the hearing impaired students. For this purpose, 192 hearing impaired students were given nature education. As a result of the study, interviews were evaluated and nature education techniques for hearing impaired people were determined.
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Sass-Lehrer, Marilyn. "Competencies for Effective Teaching of Hearing Impaired Students." Exceptional Children 53, no. 3 (November 1986): 230–34. http://dx.doi.org/10.1177/001440298605300305.

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Instructional supervisors' ratings of competencies critical to teaching effectiveness for hearing impaired students were collected and analyzed. Supervisors from special schools and public school programs for hearing impaired students (N = 150) rated 40 competency statements using a modified forced choice Q-sort procedure. Confidence interval testing was used to determine which competencies were rated as most critical to teaching effectiveness, and 11 competencies were identified. Supervisors in special schools and public school classes agreed on 10 of the 11 competencies as those most critical to effective teaching. The results indicate that while supervisors in different educational settings may disagree about the relative importance of some competencies, they agree on 10 competencies which are the most critical to the effective teaching of hearing impaired students.
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Wray, Denise, Joan Hazlett, and Carol Flexer. "Strategies for Teaching Writing Skills to Hearing-Impaired Students." Language, Speech, and Hearing Services in Schools 19, no. 2 (April 1988): 182–90. http://dx.doi.org/10.1044/0161-1461.1902.190.

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The purpose of this article is to explore a vital component of a language program for hearing-impaired adolescents—the development of writing literacy. A discussion of the writing process precedes the presentation of a detailed step-by-step program employed to teach writing skills to two hearing-impaired college students. This writing approach attempts to maximize students' residual hearing and improve listening skills through oral readings.
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Thangarasu, S., and K. Karthigadevi. "A Study Report on Teaching Skills to Speech and Hearing-Impaired Students in Higher Education Sector." Journal of Engineering Education Transformations 36, no. 1 (July 1, 2022): 60–66. http://dx.doi.org/10.16920/jeet/2022/v36i1/22137.

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Abstract : It is vital to offer appropriate education and guidance to speech and hearing-impaired (SHIP) students. It is necessary for their successful life. The usage of modern technology will give a better solution for the speech and hearing-impaired students. The main goal of this research study is to apply the updated technologies to the SHIP students in higher education. In this paper, we have summarized the teaching approaches for speech and hearing-impaired students. Establishing a good communication channel between teachers and special students is essential for effective teaching and learning method. Here, Expectation for more findings and submissions has been produced to attain their goal. Keywords : Speech and hearing-impaired persons (SHIP), Teaching and learning, Technology effectiveness, Education
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Tanridiler, Ayse, Yildiz Uzuner, and Umit Girgin. "Teaching and Learning Mathematics with Hearing Impaired Students." Anthropologist 22, no. 2 (November 2015): 237–48. http://dx.doi.org/10.1080/09720073.2015.11891874.

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Harris, N. D. C., and N. Mustafa. "Teaching Hearing‐Impaired Children in Iraq Using a New Teaching Method." PLET: Programmed Learning & Educational Technology 23, no. 2 (May 1986): 160–65. http://dx.doi.org/10.1080/0033039860230211.

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Masood Khan, Abid. "A STUDY TO EXPLORE PRESENCE OF SOCIAL SKILLS AMONG HEARING IMPAIRED STUDENTS." Pakistan Journal of Humanities and Social Sciences Research 2, no. 02 (December 30, 2019): 01–09. http://dx.doi.org/10.37605/pjhssr.2.2.1.

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Present study attempted to explore presence of social skills among hearing impaired students taking education from government special education schools and to compare different level of social skills based on different demographic variables. It is a descriptive study in nature and survey method is used to collect the data. Population of study is hearing impaired children living in division Faisalabad and Lahore. Sample of N=200 hearing impaired students are selected through convenient sampling technique. Responses of social skills are taken from mothers as mothers have better knowledge of proficiencies of their hearing impaired children’s social skills. Children’s age group was 05-20 years. Age range of mothers was 25-55 years. Social skills checklist was used to as tool of the study for collection of data. It is a mixed method approach and statistical measures were made via frequency distribution, t-test and ANOVA. Results of current study clearly depicted that 82% hearing impaired students have low level of social skills and 18% hearing impaired students have best level of social skills. Current study also find out that there is significant difference in social skills of students on the basis of living area and children age and there is no significant difference in presence of social skills in hearing impaired students based on mother’s working status (house wife and job holders) and mothers education level. Study also demonstrated that there was positive correlation among presence of social skills in hearing impaired students and their age. The study concluded that teachers should focus on individual differences while teaching social skills to hearing impaired children and should adopt different teaching methods and teaching strategies for every student. It was also recommended that job holder mothers should manage their time table and must spare their proper time for their special children to make them beneficial and socially adjusted child of community.
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Fletcher, Samuel G., Paul A. Dagenais, and Paula Critz-Crosby. "Teaching Vowels to Profoundly Hearing-Impaired Speakers Using Glossometry." Journal of Speech, Language, and Hearing Research 34, no. 4 (August 1991): 943–56. http://dx.doi.org/10.1044/jshr.3404.943.

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Glossometry was used to teach the four point vowels (/i, æu,a/) to 6 profoundly hearing-impaired children. Prior to treatment, all subjects evidenced centralized tongue positions during vowel productions. After 15 to 20 fifty-minute training sessions over 3- to 4-week time periods, all subjects showed greater diversification of tongue postures for the vowels, especially in tongue height. Listener identifications were generally better after therapy. The training results suggested that visually presented models and feedback of tongue positions can facilitate more appropriate tongue postures and improve vowel intelligibility by hearing-impaired speakers.
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Dissertations / Theses on the topic "Teaching the hearing impaired"

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LaLonde, Kirsten M. "Teaching Music to the Hearing Impaired." Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10684252.

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Elementary music teachers often have students who are hard-of-hearing participating in their classes. Teachers need to be aware of what hearing impairments are and how these hard-of-hearing students have entered the music classroom. The present text explores assistive hearing technology, general music education for students with hearing loss, adaptations for the general music classroom, instrumental music for students with hearing loss and a brief explanation of song signing. The author attempts to better understand which strategies can be used to improve the music education of hard-of-hearing students.

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Borolis, I. "Teaching foreign languages to hearing impaired students." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16672.

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Tso, Amy. "Consonant production in integrated hearing impaired primary children evaluation of training /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627103.

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Le, Hanie Linda. "Teaching mathematics to oral hearing impaired learners in an inclusive environment." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65440.

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Inclusive education came into the spot light with the World Conference on Special Needs Education: Access and Quality, held in Salamanca, Spain in June 1994. The problem investigated in this study is how teaching oral hearing impaired learners in an inclusive school affects the classroom practice of the mathematics teacher as teaching-and-learning expert. In this study, the term hearing impaired refers to learners with a bilateral, moderate to profound hearing loss who have hearing aids and/or cochlear implants. These learners communicate orally, in other words, they have developed spoken language and do not communicate using sign language. The study focused on the classroom practice of three teachers in three different phases, namely the Intermediate Phase (Grade 4-6), the Secondary Phase (Grade 7-9) and the Further Education and Training phase (Grade 10-12) and explored how they teach mathematics to Hearing Impaired (HI) learners in an inclusive school. A qualitative research approach was followed and the research design was an exploratory case study. The data was collected in an inclusive school that includes oral HI learners which was purposefully chosen due to its model of inclusion where oral HI learners attend the same classes and lessons as their hearing peers. Three data collection instruments were used, namely semi-structured interviews, lesson observations and documentation analysis. The data was analysed deductively according to the themes reflected in the conceptual framework. The conceptual framework was based on ten practices mathematics teachers should apply when teaching HI learners (Easterbrooks & Stephenson, 2006), but through the lens of the mathematics teacher as teaching-and-learning expert and the language factors in teaching mathematics to HI learners. The research revealed that not all teachers who teach at an inclusive school truly understand the concept of inclusion and that continuous training is a pre-requisite for inclusion to be successful.
Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
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Tso, Amy, and 曹莉莉. "Consonant production in integrated hearing impaired primary children: evaluation of training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627103.

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Punch, Renee J., and n/a. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060608.124321.

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In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.
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Punch, Renee J. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366624.

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In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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Fernandez, Mary Ann Z. "A CASE FOR DANCE IN THE EDUCATIONAL EXPERIENCE OF THE HEARING IMPAIRED." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276431.

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Carta, Riccardo, and Marina Pulcri. "Teaching hearing impaired pupils in mainstream schools: perceived challenges and possibilities in three English classes." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28281.

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This work examines the situation of hearing impaired students in Swedish mainstream upper-secondary schools, with special focus on English classes. According to the Swedish Curriculum all students should be offered an equivalent education, based on participation and community within the public school system. Although students with a disability have the same right to receive a satisfactory education it is not yet clear how this will be achieved with students with a hearing impairment. The authors, through semi-structured interview, ask three teachers and two pupils about how they perceive their situation when teaching, respectively learning English. The qualitative study shows the difficulties in the integration process of the hearing impaired students, in particular the obstacles these students face when socializing with their peers and the shortage of sufficient assistive devices, as well as pedagogical and didactic support.
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Mustafa, Nadia-Shaaban. "A new teaching strategy for hearing impaired pupils in Iraq : aspects of mathematics and science for pupils aged 9-14 years." Thesis, University of Bath, 1985. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355314.

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The study is concerned with the development of a teaching strategy suited to the specific needs of hearing impaired children. It was conducted in the last three grades in primary special schools for hearing impaired children in Baghdad. The teaching method was based around worksheets and materials in a resource-based learning context to enhance pupil understanding in the subject areas of mathematics and general science. The learning materials and the teaching method were used in one special school for hearing impaired as a pilot trial. The pupils and their teachers confirmed that the materials and method were easy to follow; knowledge and, unexpectedly, spoken and written language improved. For the field trial a language test was developed and validated. The six schools in the field trial were divided into two groups: experimental and control. The new teaching strategy was used with the experimental group; the control group, however, remained with the old method by using the same content of mathematics and science. Within these two groups there were matching grades, as well as matching pairs in the three grades to facilitate the statistical comparison between the pre- and post-tests. The methods for collecting information before, during and after the course were: pre- and post-tests (language and content), which were used with both groups. Observation, record cards and interviews with teachers and pupils were used with the experimental group. Some individuals in the control groups were observed (matched pairs). The pupils in the experimental group showed a marked improvement after only six weeks in their knowledge, as well as in their language tests. However, the control group neither improve their language nor their knowledge in mathematics. The new teaching method and materials improved the pupils' performance in the experimental group.
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Books on the topic "Teaching the hearing impaired"

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J, Schloss Patrick, and Smith Maureen A. 1954-, eds. Teaching social skills to hearing-impaired students. Washington, D.C: Alexander Graham Bell Assocation for the Deaf, 1990.

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Webster, Alec. Profiles of the hearing-impaired. 4th ed. Bristol: Avec Designs, 1993.

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Webster, Alec. Profiles of the hearing-impaired. 4th ed. Bristol: Avec Designs, 1993.

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Webster, Alec. Profiles of the hearing-impaired. Bristol: Avec Designs, 1990.

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Clegg, Andrew. Technology teaching and the hearing impaired in Yorkshire and Humberside. York: St. William's Foundation, 1987.

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K, Otis-Wilborn Amy, and Messenheimer-Young Trinka, eds. Beyond seeing and hearing: Teaching geography to sensory impaired children : an integrated based curriculum. Indiana, PA: National Council for Geographic Education, 1991.

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Koehler-Cesa, Karen L. Cued speech curriculum: A method of instructing cued speech to the hearing impaired. Boonton, New Jersey: K-C Publications, 1990.

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Domagała-Zyśk, Ewa. English as a foreign language for deaf and hard of hearing persons in Europe. Lublin: Wydawnictwo KUL, 2013.

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Literacy and deafness: Listening and spoken language. San Diego: Plural Pub., 2009.

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Shapoval, I. A. Grammatika v shkole dli︠a︡ slaboslyshashchikh: Lichnostno-dei︠a︡telʹnostnyĭ podkhod : monografii︠a︡. Orenburg: Izd-vo Orenburgskogo gos. pedagog. universiteta, 2000.

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Book chapters on the topic "Teaching the hearing impaired"

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Dudson, Gail. "Singing and signing with Deaf and hearing impaired young people." In Sound Teaching, 101–10. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003108382-14.

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Zhang, Zhao, and Zongfu Yu. "A Report on Cognitive Processing of Chinese Characters between Hearing-Impaired and Normal Children." In Advanced Technology in Teaching, 185–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_29.

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Kobayashi, Makoto, Takuya Suzuki, and Daisuke Wakatsuki. "Teaching Support Software for Hearing Impaired Students Who Study Computer Operation." In Lecture Notes in Computer Science, 10–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31522-0_2.

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Turner, Morag. "Hearing Impaired Children." In Teacher Information Pack 4: Physical, 93–116. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-09003-7_11.

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Rahardjo, Sulantari. "Hearing Impaired: Invisible Disability." In Hearing Impairment, 14–19. Tokyo: Springer Japan, 2004. http://dx.doi.org/10.1007/978-4-431-68397-1_3.

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Ishizaki, Hisayoshi. "Tympanoplasty for the Hearing Impaired." In Hearing Impairment, 383–86. Tokyo: Springer Japan, 2004. http://dx.doi.org/10.1007/978-4-431-68397-1_75.

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Kacker, S. K., and R. P. Sharma. "People Supporting the Hearing Impaired." In Hearing Impairment, 425–32. Tokyo: Springer Japan, 2004. http://dx.doi.org/10.1007/978-4-431-68397-1_84.

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Brooks, Denzil. "The Adult Hearing-Impaired." In Adult Aural Rehabilitation, 1–17. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-3452-9_1.

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Niparko, J. K., A. Marlowe, and H. W. Francis. "Impaired Hearing: Auditory Prosthesis." In Textbook of Stereotactic and Functional Neurosurgery, 3021–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-69960-6_183.

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Hoshino, Tomoyuki. "Multifold Burden in a Hearing Impaired Person." In Hearing Impairment, 270–72. Tokyo: Springer Japan, 2004. http://dx.doi.org/10.1007/978-4-431-68397-1_52.

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Conference papers on the topic "Teaching the hearing impaired"

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Krasavina, Yulia, Yulia Serebryakova, Ekaterina Ponomarenko, and Olga Zhuykova. "Research-Based Teaching of Hearing-Impaired Students." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e1316.

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Alias, Aliza, and Umithayyibah Ramly. "CO-TEACHING APPROACHES: HEARING IMPAIRED STUDENTS IN MAINSTREAM CLASS." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202101.

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Alias, Aliza, and Umithayyibah Ramly. "CO-TEACHING APPROACHES: HEARING IMPAIRED STUDENTS IN MAINSTREAM CLASS." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202158.

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Didenko, Natalia. "Peculiarities of Teaching Aesthetics to Students with Hearing Disabilities and to Hearing-impaired Students." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.2.

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Nawshin, Sabila, Nazmus Saif, Abu Shafin Mohammad, and Mahdee Jameel. "Protik: Bangla Sign Language Teaching Aid for Children with Impaired Hearing." In 2020 IEEE Region 10 Symposium (TENSYMP). IEEE, 2020. http://dx.doi.org/10.1109/tensymp50017.2020.9230872.

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Distante, Damiano, and Shihong Huang. "Challenges and Lessons Learned in Teaching Software Engineering and Programming to Hearing-Impaired Students." In 20th Conference on Software Engineering Education & Training (CSEET'07). IEEE, 2007. http://dx.doi.org/10.1109/cseet.2007.13.

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Chatwirakom, Wanida. "A Study of Chemistry Teaching and Learning for Hearing Impaired Students by Using Multimedia." In the 4th International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3233347.3233358.

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Qilong, Li, and Li Xiaomei. "Notice of Retraction: Modern education technology in the hearing-impaired students of university teaching." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887124.

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Shete, Prasanna, Pulin Shah, Pravar Parekh, and Jaineel Shah. "Text-it-Loud!: Real-Time Captioning and Transcribing App for Inclusive Teaching-Learning of Hearing Impaired." In 2019 IEEE Tenth International Conference on Technology for Education (T4E). IEEE, 2019. http://dx.doi.org/10.1109/t4e.2019.00066.

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Namatame, Miki, Fusako Kusunoki, and Shigenori Inagaki. "Basic Research on Multisensory Methods for Teaching Onomatopoeia to the Hearing-impaired - Broadening the Experience of Sound." In 10th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006665800220027.

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Reports on the topic "Teaching the hearing impaired"

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Banducci, Naomi. Teaching hearing-impaired children language through the use of musical rhythm. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1281.

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Lu, Catherine. Teaching language to hearing impaired children who have had no previous language experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1329.

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Thomas-Kersting, Corinne. Acoustical and perceptual correlates of vocal effort in normal hearing and hearing-impaired children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3210.

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Henry, James. A comparison of the expressive speech of profoundly hearing-impaired children : "hearing aids on" versus "hearing aids off". Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5598.

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McComb, Barbara. Comparative Scores of Hearing-Impaired and Normally Hearing Children Given the Carolina Picture Vocabulary Test. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6504.

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Warlick, JoAnn. The expressive acquisition of locative and directional prepositions by severely-to-profoundly hearing impaired children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3273.

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Metcalf, Alison. A Survey of Aural Rehabilitation Services Provided to Hearing Impaired Clients in the Private Sector. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6502.

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Melum, Arla. The effect of parent-child interaction on the language development of the hearing-impaired child. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.70.

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Nicolay, William. The Use of Efficient Information Systems for Information Acquisition by the Hearing Impaired: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1127.

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Hollevoet, Catherine. A study of the relationship between visual short term memory and speechreading in hearing impaired geriatrics. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2783.

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