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Schneider, Julie. "Becoming deafblind: Negotiating a place in a hostile world". Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/4011.
Pełny tekst źródłaSchneider, Julie. "Becoming deafblind negotiating a place in a hostile world /". University of Sydney, 2006. http://hdl.handle.net/2123/4011.
Pełny tekst źródłaThis study addresses the situation of adults who become deafblind. To date, their everday lives have received little attention in the research literature. Of the few studies conducted many involve surveys, the findings of which present the characteristics of people who are deafblind such as their rates of employment, need for support, or use of equipment. There are also a small number of qualitative studies that have explored the effects of having dual sensory impairment, and particularly in relation to communication and psycho-social wellbeing. Important as these research efforts have been, there is little empirical information available about the everyday lives of people who become deafblind and their concerns, nor any systematic attempt to theorise their experiences. There are however many personal anecdotes typically presented at conferences or through community publications and newsletters. This project aimed to redress the gap in the literature by developing a theoretical framework to explain the everyday experiences of adult who become deafblind. In doing so, it built upon the research and anecdotal literature with an overall purpose of presenting, through rigorous research, the experiences of adults who become deafblind and to do so within the broader discourse on disability and disablism. The study was informed by the social relational understanding of disability developed within the Nordic countries. Grounded theory was the method of choice to examine the lives of adults who become deafblind from their own perspective.Participant observation was employed through direct engagement in shared experiences with adults who have become deafblind both at a social group and via an e-mail list group. Mulitple in-depth interviews were undertaken both face to face and by e-mail with a smaller group of eight participants.The core finding from this study is that people who become deafblind are rendered interactionally powerless in a society predicated on seeing and hearing. The powerlessness that they experience comes from having this dual impairment in a world in which being able to see and hear are expected both in the physical and social environment. The inability of people who become deafblind to 'know and be' in the world in the same way as others results in them feeling, and experienceing, interactional powerlessness. In response, people who become deafblind actively engage in trying to minimise or remove their powerlessness. They do so by working to negotiate a place in this hostile world. They adopt four interrelated strategies, namely, doing things differently, managing support relationships, survivings others' perceptions and presenting sides of self.This study, with its central tenet that interactional powerlessness drives ongoing attempts to negotiate a place makes a theoretical contribution to understanding the experience of becoming deafblind. The findings support the concept of disbaility as social relational. Disability is not the same as the sensory impairment, rather it is expressed in the organisation of personal relations in society which render some more powerful than others and in this case, some less powerful due to their inability to use the natural means of communication of hearing and sight. Moreover, the study findings propose that professionals working with people with this dual sensory impairment must endeavour to reduce their part in the hostile world by providing information about options and support available; recognising the complexity of these adults support requirements; and considering the link between psycho-emotional issues and disablism. Further research is needed to understand empirically and theoretically the relative contribution of personal relationships vis a vis organisational or structural relationships in disabling people who become deafblind.
Edwards, Terra. "Language Emergence in the Seattle DeafBlind Community". Thesis, University of California, Berkeley, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3686264.
Pełny tekst źródłaThis dissertation examines the social and interactional foundations of a grammatical divergence between Tactile American Sign Language (TASL) and Visual American Sign Language (VASL) in the Seattle DeafBlind community. I argue that as a result of the pro-tactile movement, structures of interaction have been reconfigured and a new language has begun to emerge. Drawing on 18 months of ethnographic research, more than 190 hours of videorecordings of interaction and language use, 50 interviews with members of the community, and more than 14 years of involvement in a range of capacities, I analyze this social transformation and its effect on the semiotic organization of TASL.
I identify two processes as requisite for the emergence of TASL: deictic integration and embedding in the social field. Deictic integration involves the coordination of grammatical systems with modes of access and orientation that are reciprocal across a group of language-users. Embedding in the social field involves: (1) the legitimation of the language for taking up valued social roles, along with the embodied knowledge necessary for doing so, and (2) authorization of some language-users to evaluate linguistic forms and communicative practices as correct or not.
In this dissertation, I track these processes among DeafBlind people and I show how they are leading to new mechanisms for referring to the immediate environment and tracking referents across a stream of discourse (Chapter 7), new rules for the formation of lexical signs (Chapter 8), and a new system for generating semiotically complex signs, which incorporate both linguistic and non-linguistic elements (Chapter 9). In order to understand the social and interactional foundations of these emergent systems, I examine the history of two institutions around which the Seattle DeafBlind community was built (Chapter 3). In Chapter 4, I show how social roles, given by the history of those institutions, were reconfigured by DeafBlind leaders and how this led to changes in modes of access and orientation (Chapters 5 and 6). I argue that as relations between linguistic, deictic, and social phenomena grew tighter and more restricted, a new tactile language began to emerge. I therefore apprehend language emergence not as a process of liberation or abstraction from context, but as a process of contextual integration (Chapter 1).
Hodges, Elizabeth Mira. "Learning styles in deafblind children : perspectives from practice". Thesis, University of Birmingham, 2004. http://etheses.bham.ac.uk//id/eprint/12/.
Pełny tekst źródłaBarnett, Susannah. "Being equal : a deaf-deafblind community of one". Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701383.
Pełny tekst źródłaHart, Paul. "Moving beyond the common touchpoint : discovering language with congenitally deafblind people". Thesis, University of Dundee, 2010. https://discovery.dundee.ac.uk/en/studentTheses/be986ecb-c19f-47ac-be63-9b4c31835c0e.
Pełny tekst źródłaMacFarland, Stephanie Zora Catherine. "Teachers' understanding and implementation of Van Dijk's learning theory for students who are deaf-blind". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186572.
Pełny tekst źródłaArndt, Katrina Lauren. "'They should know they have Usher syndrome around here' college students who are deafblind /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
Pełny tekst źródłaGibson, Joseph. "Climbing to communicate : an investigation into the experiences of congenitally deafblind adults who have participated in outdoor education". Thesis, University of Strathclyde, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415306.
Pełny tekst źródłaVan, Genechten Désirée Martina. "A psychobiographical study of Helen Keller". Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1101.
Pełny tekst źródłaFarias, Sandra Samara Pires. "Os processos de inclusão dos alunos com surdocegueira na educação básica". Faculdade de Educação, 2015. http://repositorio.ufba.br/ri/handle/ri/18190.
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Este trabalho trata dos processos de inclusão dos alunos com surdocegueira congênitos ou adquiridos na tenra idade na Educação Básica. A surdocegueira refere-se à condição do déficit simultâneo da audição e da visão, resultando em uma deficiência singular que ocasiona a privação dos dois sentidos responsáveis pela recepção de informações à distância. O estudo teve como objetivo central investigar as narrativas dos processos educacionais de alunos com surdocegueira, relacionando-as com as garantias dos direitos educacionais na Educação Básica. A abordagem do tema foi perspectivada nas experiências das pessoas com surdocegueira, ouvindo a “voz” desses alunos por meio das narrativas da sua história de vida acadêmica. Participaram desse estudo dois alunos com surdocegueira, dos tipos congênita e adquirida na tenra idade, cursando ou já tendo cursado o ensino médio, em escolas de ensino regular, no estado da Bahia. O estudo constituiu-se como uma pesquisa qualitativa, com abordagem do tipo história de vida, buscando nas narrativas, as memórias dos participantes sobre as suas itinerâncias de inclusão educacional. O instrumento de coleta de dados foi a entrevista narrativa, registrada em filme e desencadeada a partir de uma questão geradora. A análise e discussão dos dados foram organizadas considerando a análise de conteúdos. Os resultados revelaram que: os narradores utilizaram formas de comunicação diferentes e eficientes para o processo de inclusão escolar, a libras e comunicação oral. Ambos utilizaram ainda, com fluência, o sistema de leitura e escrita braille; a participação da família como mediadora da comunicação dos participantes foi fundamental, sendo a mesma estimulada precocemente, em ambos os casos; as informações que os pais levaram para as escolas tratavam da especificidade e variedade da surdocegueira dos seus filhos, dados que contribuíram de forma assertiva para a inclusão escolar, ajudando a nortear os trabalhos que foram desenvolvidos com os alunos com surdocegueira, tanto na sala comum como no atendimento educacional especializado; as famílias imprimiram importância a educação de seus filhos com surdocegueira para que seus objetivos fossem alcançados e quando a escola estava preparada para oferecer o tipo de apoio que a família necessitava, estabelecia-se uma parceria, criando um ambiente amistoso e receptivo; sobre a inclusão na educação infantil, os participantes tiveram caminhos diferenciados, um foi matriculado em escola especial e em classe especial e suas interações se deram com crianças com surdez, enquanto que o outro foi matriculado em escola regular e suas interações foram permeadas pela diversidade de alunos; sobre a inclusão no ensino fundamental e médio, para ambos os narradores ocorreu em escolas de ensino regular, pública e privada; quanto ao atendimento educacional especializado, tanto na esfera privada, como na esfera pública, não foram atendidas as reais necessidades dos alunos com surdocegueira. De maneira geral, percebeu-se que os estudantes foram atendidos de forma fragmentada, não havendo articulação entre os professores do ensino o comum e ensino especial. O estudo, então, demonstra, dentre outros aspectos, a urgente necessidade de formação para os profissionais da sala comum e especial tanto na esfera pública como na privada.
ABSTRACT This work treats of inclusion processes of students with congenital and acquired at the tender deafblindness, in Basic Education. The deafblindness refers to the condition of simultaneous deficit of hearing and vision, resulting in a singular deficiency that causes the deprivation of the two senses responsible for receiving information from a distance. The study had as its central objective to investigate the narratives of educational processes of students with deafblindness relating them to the guarantees of educational rights in Basic Education. The theme approach was envisaged in the experiences of people with deafblindness, hearing the "voice" of these students through the narratives of their stories of academic life. The study included two students with deafblindness, the congenital and acquired at the tender age types, studying or having already completed high school in regular schools in the state of Bahia. The study consisted of a qualitative research, with type approach life history, seeking the narratives, memories of the participants about their itinerant educational inclusion. The data collection instrument was the narrative interview, recorded on film and triggered from a generating question. The analysis and discussion of the data were organized considering the content analysis. The results revealed that: the narrators used different and efficient forms of communication for the school inclusion process, libras and oral communication, both used also, with fluency, reading and writing Braille system; family involvement as a mediator of communication of participants was essential and was the same stimulated early, in both cases; The information that the parents took to the schools dealt with the specificity and variety of the deafblindness of their children, data that contributed assertively for school inclusion, helping to guide the works that have been developed with students with deafblindness, both in the common room as in specialized educational services; the families printed great importance to education of their children with deafblindness, not measuring efforts to achieve their goals and when the school was prepared to offer the kind of support that the family needed, established up a partnership, creating a friendly environment and receptive; on inclusion in early childhood education, participants had different paths, one was enrolled in special schools and in special classes and their interactions were with children with deafness, while the other was enrolled in regular school and their interactions were permeated by the diversity of students; on inclusion in primary and secondary education for both narrators took place in regular schools, public and private; as the specialized educational services, both in the private sphere as in the public sphere, were not answered the real needs of students with deafblindness. Overall it was noticed that the students were fragmented served, with no articulation between the common school teachers and special education. The study then demonstrates, among other aspects, the urgent need for training for common and special class of professionals in both public and in private.
Brown, Ronald Hunter. "Validation of the modified Basic Life Skills Screening Inventory". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184345.
Pełny tekst źródłaArias, Camila Ramos. "A arquitetura como instrumento do projeto inclusivo : percepção do surdocego". [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/258635.
Pełny tekst źródłaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo
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Resumo: Trabalhos recentes na área do Desenho Universal e do projeto inclusivo têm contemplado a acessibilidade física e eliminação de barreiras arquitetônicas e urbanísticas com o objetivo de proporcionar a acessibilidade a todas as pessoas com deficiências, temporárias ou permanentes. Porém, tem sido constatado o aumento das deficiências múltiplas, entre elas a surdocegueira, sem a correspondente preocupação dos projetistas com os ambientes voltados especialmente para essas pessoas. Como hipótese, entende-se que o surdocego necessita de um conjunto de elementos ambientais para permitir e estimular a sua acessibilidade física, mobilidade e percepção do espaço, proporcionando-lhe oportunidades de inclusão. Assim, este trabalho reúne informações relevantes, no campo da percepção e necessidades espaciais do surdocego, a fim de subsidiar os profissionais na elaboração de seus projetos. Também propõe diretrizes gerais para a adequada inserção dessas questões nas metodologias de avaliação, em especial na complementação de tais aspectos na avaliação. Para tanto, realiza um estudo de campo para análise e a caracterização de instituições de referência no atendimento e apoio ao surdocego e passeios acompanhados com surdocegos em locais públicos. Para a coleta de dados do estudo de campo são utilizados fichas de avaliaçao, entrevistas parcialmente estruturadas e avaliações em cada instituição e percurso avaliado. A partir da análise, desenvolveram-se orientações aos profissionais projetistas e indicações de aspectos e elementos a serem adicionados para uma avaliação de uso apropriado de ambientes, contribuindo efetivamente para que futuros projetos considerem os aspectos da acessibilidade e percepção ambiental para uma inclusão plena
Abstract: Recent works in the Universal Design and inclusive project area have been contemplating the physical accessibility and elimination of architectural and town barriers with the objective of providing the accessibility the all of the people with deficiencies, temporary or permanent. However, the increase of the multiple disabilities has been verified, among them the deafblind people, without the designers' correspondent concern with the environment, especially to those people. As hypothesis, the work understands that the deafblind necessity a group of environmental elements to allow and to stimulate their physical accessibility, mobility and perception of the space, providing them inclusion opportunities. Like this, this work gather relevant information, in the field of the perception and space necessities of the deafblind, in order to subsidize the professionals in the elaboration of their projects. The work also propose general guidelines for the appropriate insert of those subjects about evaluation methodologies, especially in the complementation of such aspects in evaluation. For this, it accomplishes a field study for analysis and the characterization of reference institutions in the service and support to the deafblind and folloied strolls with deafblind people in public places. For the collection of data of the field study forms will be used with evaluation fiches, interviews partially structured and evaluations of each institution and folloied strolls. Starting from the analysis, it developed orientations to the architectural professional¿s designers and indications of aspects and elements to be added for an adapted use evaluation of environments, contributing indeed so that futures projects consider the aspects of the accessibility and environmental perception for a full inclusion
Mestrado
Arquitetura e Construção
Mestre em Engenharia Civil
Carillo, Elenir Ferreira Porto. "Análise das entrevistas de quatro surdocegos adquiridos sobre a importância do guia-intérprete no processo de comunicação e mobilidade". Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/1709.
Pełny tekst źródłaThe present study had as goal analyzing the opinion of the deafblinds acquired on the importance of the guide-interpreter in the process of communication and mobility in routine situations. It is focused specifically, on one hand, in situations that decrease the number of difficulties faced by them and their overcoming of the same ones; and on the other hand, situations that increase difficulties on the way of the deafblind. The sample was constituted by four deafblinds acquired, members of the Brazilian Association of the Deafblinds who already took part in programs of habilitation and rehabilitation related to communication and mobility, and the ones who make use of guide-interpreter services. Data was collected by individual interviews using a questionnaire specially elaborated for this project, organized in charts displaying this way, situations which make possible the decrease, overcoming and increase of the difficulties to each individual studied and the sample as a whole. The data analyzed showed that the guide-interpreter can overcome or decrease the deafblind s difficulties as they use different communication and mobility techniques. It was considered by the individuals researched, the necessity of this professional to have the ability and experience on the application of these techniques. However, the issues related to the deficiency on the application of such techniques by the guide-interpreter were the causes of the increase of difficulties reported by the individuals studied. It was also shown interferences coming from personal issues, pointing out to interpersonal relation issues, something not explored fully on the education of this professional. Attention to this matter could contribute satisfactorily on the performance of the guide-interpreter along with deafblinds acquired.
O presente estudo teve como objetivo analisar a opinião de surdocegos adquiridos sobre a importância do guia-intérprete no processo de comunicação e mobilidade, em situações do cotidiano. Especificamente voltou-se para: de um lado, as que propiciam a diminuição e superação de dificuldades; de outro lado as que aumentaram as dificuldades. A amostra foi constituída por quatro surdocegos adquiridos, filiados a Associação Brasileira de Surdocegos, que já participaram de programas de habilitação e reabilitação no que tange à comunicação e mobilidade e que utilizam os serviços de guia-intérprete. Os dados foram coletados a partir de entrevistas individuais, utilizando um questionário especialmente elaborado, alocados em Quadros, possibilitando a exposição das situações que propiciam diminuição, superação e aumento das dificuldades para cada sujeito de pesquisa e para a amostra como um todo. Os dados analisados mostraram que o guia-intérprete consegue superar ou diminuir as dificuldades dos surdocegos à medida que se utiliza das diferentes técnicas de comunicação e mobilidade. Foi valorizado de forma consensual pelos sujeitos pesquisados que esse profissional tenha habilidade e experiência na aplicação dessas técnicas. Por outro lado, questões relativas à deficiência na aplicação, por parte do guia-intérprete, das referidas técnicas foram, consensualmente, as causas de aumento das dificuldades relatadas pelos sujeitos estudados. Foram, também, assinaladas interferências de fatores pessoais, apontando para a questão do relacionamento interpessoal, algo ainda não explorado completamente na formação desse profissional. Atenção a essa questão poderá contribuir satisfatoriamente no desempenho do guia-intérprete junto aos surdocegos adquiridos.
Giacomini, Lilia. "Análise de um programa: \"passo a passo\" orientação e mobilidade para pessoas surdocegas". Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20092013-135227/.
Pełny tekst źródłaThe objective of this study was to analyze an Orientation and Mobility program for deafblind people, suggesting paths to inclusion at school, work, and other environments; promoting resources for the development of autonomy and accessibility and suggest guidelines to new programs, as well as, to recover self-esteem, autonomy and, mainly, the quality of life of this population. The research points out the importance of the assessment procedure for the development of the Orientation and Mobility Step-by-Step Program for deafblind people, which aims the realization of necessary adaptations in the long cane and sighted-guide techniques, and the creation of resources to favor a safe and oriented travel.
Martins, Joana Andreia Pedro. "Projetos de vida/carreira em pessoas com surdocegueira". Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/16008.
Pełny tekst źródłaRemes, Johan. "Tidsuppfattning för dövblinda". Thesis, Örebro University, School of Science and Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10319.
Pełny tekst źródłaThis project is about the development of a application to aid deafblind people with time understanding. The application is written in C# language and have multiple functions to alarm the user. The application can alarm deafblind persons through a combination of sounds, pictures and vibrations. This makes the application very flexible and can be used by many different groups like deaf, blind and older people. This application have been evaluated by staff from Mo Gård resurscenter.
Det här arbetet handlar om att utveckla ett hjälpmedel för personer som lider av dövblindhet med en kognitiv nedsättning. Målet med projektet är att utveckla en applikation som ska hjälpa dessa personer med sin tidsuppfattning. Applikationen är skrivet i programmeringsspråket C# och har flera olika funktioner som ska ge användaren en tydligare uppfattning om tiden. Applikationens fördel är att den kan kombinera information via olika kommunikationsvägarna; visuellt, auditivt och taktilt. Det gör att applikationen är mycket flexibelt och att många olika målgrupper till exempel döva, blinda och äldre kan använda sig utav applikationen. Applikationen har utvärderats av Mo Gårds hemmets personal och har resulterat i positiv kritik.
Nordvall, Mathias. "SIGHTLENCE : Haptics for Computer Games". Thesis, Linköpings universitet, Institutionen för datavetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-73873.
Pełny tekst źródłaSahin, Bozarslan. "Elisabeth Nordin : En kvinnlig pionjär inom specialundervisningen". Thesis, Uppsala universitet, Institutionen för idé- och lärdomshistoria, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355458.
Pełny tekst źródłaRanjbar, Parivash. "Sensing the environment : development of monitoring aids for persons with profound deafness or deafblindness". Doctoral thesis, Örebro universitet, Akademin för naturvetenskap och teknik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-8136.
Pełny tekst źródłaAladavičius, Ramūnas. "Taktilinio informacijos perdavimo įrenginio akliesiems tyrimas". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080723_082016-74775.
Pełny tekst źródłaThe final work presents the information transmission problems for blind persons. Research of a number of scientists in the area of invention and improvement of tactilic transmission devices are described and summarized. The results are analized, comparative analysis made and the main research tasks formulated. The structural scheme and operation of the reading device of blind persons is presented. The experimental research on information reading qualities dependance on the size of letters and the distance between the letters and camera, the level of light and other parameters is made based on conclusions of analysis, the results are evaluated. The software „Microcal OriginPro 8“ and ,, Microsoft Excel 2003“ is used for grafical presentation of the experiment. This work contains three sections: preface, conclusions, referentes list, annexes. The volume of work is 53 pages of text without annexes, 37 illiustration, 7 tables, 20 bibliography sources.
Tseng, Jing-wen, i 曾靖雯. "Deafblind Teaching Strategies for Action Research in Communication Developmental for a Deafblind Student". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/95883366022006365582.
Pełny tekst źródła國立臺南大學
特殊教育學系重度障礙碩士班
103
The main purpose of this thesis is researching effects of deafblind teaching strategies to developments of communication skills from students who are deafblind. The method of research adopts qualitative action research using purposive sampling approach to select a blind and deaf student from a particular school as the research subject. The research collects communication corpus through the deafblind student participating in communication teaching activities and observe development progression of this deafblind student using colloquial language, finger language and laptop for deafblind to express. During the research, the researcher exchanges opinions with professors and teachers to adjust possible action strategies. In addition, two experts helped to take reliability and validity evaluation to maintain quality of action research. The results of development of deafblind student communication skills show that expressive ability of colloquial language from forced expression to developing habit of speaking ways, use of finger language from assisting way to remember unfamiliar words to port of extraction of vocabulary, expressive ability of laptop for deafblind from brailling and typing through verbatim tips to making good use of laptop for deafblind to find information to continue communication. The results of deafblind education teacher adopting deafblind teaching strategies in communication teaching activities show that coactive manipulation helps deafblind student establish sense of distancing, resonance phenomenon strategies and imitation instructional strategies can help deafblind student improve problems of communication obstacles, sequential memory strategies help deafblind student establish concept of time and word order, and conversational communication strategies provide endless communication topics. The deafblind teaching strategies in communication teaching activities can make win-win situation between teachers and deafblind students.
Schneider, Julie 1976. "Becoming deafblind : negotiating a place in a hostile world". Thesis, 2006. http://hdl.handle.net/2123/1507.
Pełny tekst źródłaChiang, Pei-Shan, i 江佩珊. "Communication Difficulties And Needs For Deafblind College Student : A Case Study". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/91753814828423192577.
Pełny tekst źródła國立臺南大學
特殊教育學系碩士在職專班
104
This study was designed to investigate the difficulties the deafblind college students encountered in communication and other needs. The research is qualitative oriented, with in-depth interviews, to gather information from deafblind college students about the difficulties in university life and communication with others. The results showed that: I.The difficulties the deafblind college students encountered in communication are: (A)cognitive learning gap: insufficient vocabulary concepts, lack of understanding or limited capability of abstract ideas; they are not able to equip themselves with the ability of attending college. (B)lack of life experience: limited living area, lack of everyday experience, absolutely empiricist. (C)influence of their own obstacle traits: inappropriate physical contact, self-centered conversation with others, imperative communication, closed communication and representation. (D)restriction of time: multiple communication pipeline but time consuming, need to clarify the dialogue, elongated communication time. II.The demands and requirements of the deafblind college students encountered in communication are: (A)Requirements of learning: problem-solving ability, given the freedom to explore and experience real life situations, teaching the ability of planning organization. (B)Demand of assisting aids on: theme communication board, improve accessibility to network interface, verbal decode of the radio messages from the assisting aids. (C)Other Requirements: connect to social communities, personal assistance, problems of social construction. This study aims to enhance the public's understanding of the deafblind, and the communication difficulties encountered by the demand of the limited connection between the deafblind and real world. It is hoped that the research will be beneficial to the future interactive communication between deafblind people and others.
Brady, Loretta Elizabeth. "Augmented Input and the Classroom Communication Environment for Learners with Deafblindness". Thesis, 2019. https://doi.org/10.7916/d8-rrt9-zf33.
Pełny tekst źródła"Travelers who are deafblind: A correlational study of influences on assistance-gaining for street crossings". UNIVERSITY OF PHOENIX, 2008. http://pqdtopen.proquest.com/#viewpdf?dispub=3292689.
Pełny tekst źródłaSmith, Haley Michelle. "Teacher identification of potential communicative acts in children with deafblindness". Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1199.
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Ruzenski, Susan M. "Empowerment-Based Practice Toward Vocational Rehabilitation Among Adult Leaners Who are Deaf-Blind". Thesis, 2019. https://doi.org/10.7916/d8-q9z8-5e27.
Pełny tekst źródłaZvelebil, Maxmilián. "Vývoj a výchova dítěte s duálním smyslovým postižením z pohledu matky". Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-436381.
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