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Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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1

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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2

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
Unrestricted

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5

Tso, Amy, i 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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6

Punch, Renee J., i 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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7

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
Full Text

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8

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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9

Carta, Riccardo, i 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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10

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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11

Bell, Diane. "Investigating teaching and learning support for students with hearing impairment at a university in the Western Cape". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80004.

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Thesis (PhD)--Stellenbosch University, 2013.
Bibliography
Includes Guidelines for teaching hearing impaired students (35 p.)
ENGLISH ABSTRACT: Globally, hearing impairment remains the most common congenital anomaly diagnosed in infants, and hearing impairment is the single largest disability grouping in South Africa. Growing numbers of students with hearing impairment are being granted access into higher education in South Africa. However, they still remain under-represented in comparison to students with other impairments, and their needs in the teaching and learning environment in terms of human and technical support as well as communication and access to information remain under-supported. This study came into being because of the absence of research on the academic experiences of students with hearing impairment in higher education in South Africa. The intention of the study was to analyse and describe the teaching and learning (academic) experiences of students with hearing impairment at the case study university. This inquiry focused specifically on educational barriers, coping strategies, assistive technologies, curriculum accessibility as well as support services. Using a qualitative case study design, informed by an interpretive (constructivist) paradigm, purposeful sampling led to the selection of information-rich cases in order to gain insight from the authentic experiences of the students. The context of the case study was a South African university with a relatively large number of registered students with hearing impairment who use the oral method of communication. Data were generated by means of semi-structured interviews with participating students, university lecturers and a staff member from the disability unit. ATLAS.ti was used to code and analyse the data using grounded theory methods, allowing for the discovery of recurring themes. Six major findings emerged from this study, namely that all of the participants identified as belonging to the hearing rather than Deaf identity cultural paradigm, that limited curriculum transformation had taken place, existing support services were largely inadequate, a large number of barriers related to teaching and assessment were experienced, a variety of academic and personal coping strategies were used by the students to support their needs, and some critical factors for success were advocated for by the participants. From the findings and data interpretation and by making use of Bronfenbrenner’s bio-ecological model of human development as a tool, I constructed both an academic learning support framework as well as a set of practical guidelines for teaching students with hearing impairment. Thereafter conclusions were drawn and practical recommendations were made to various stakeholders in the education of students with hearing impairment. Further areas for research are also suggested. The academic learning support framework (as a model of best practice) forms part of my personal contribution to the field of research.
AFRIKAANSE OPSOMMING: Gehoorgestremdheid is wêreldwyd steeds die algemeenste kongenitale afwyking wat by babas gediagnoseer word, en in Suid-Afrika is die meeste mense met gestremdhede dié met gehoorgestremdhede. Alhoewel ’n toenemende aantal studente met gehoorverlies toegang tot hoër onderwys in Suid-Afrika verkry, is hulle steeds onderverteenwoordig in vergelyking met studente met ander gestremdhede en ontvang hulle steeds min ondersteuning, hetsy menslik of tegnies. Hierdie studie het ontstaan as gevolg van die afwesigheid van navorsing oor die persoonlike ervarings van studente met gehoorgestremdheid in hoër onderwys in Suid-Afrika. Die hoofdoel van hierdie gevallestudie was om vas te stel hoe om hierdie studente akademies te ondersteun ten einde hul tersiêre opvoeding en hul kanse om sukses te behaal en grade te verwerf, te verbeter. Die studie het veral gekyk na die opvoedkundige struikelblokke, hanteringstrategieë, ondersteunende tegnologieë, leerplantoeganklikheid, sowel as onder-steuningsdienste. Die metodologie wat vir hierdie studie gebruik is, was kwalitatief van aard. Die gebruik van doelgerigte steekproefneming het gelei tot die keuse van inligtingryke gevalle ten einde insig in die alledaagse ervarings van die studente te verkry. Die agtergrond van die studie was ŉ universiteit met 'n groot aantal geregistreerde gehoorgestremde studente wat van mondelinge/ouditiewe kommunikasiemetodes gebruik maak. Data is deur middel van semi-gestruktureerde onderhoude met hierdie studente, dosente en 'n personeellid van die eenheid vir gestremdhede gegenereer. Die data is met behulp van ATLAS.ti gekodeer en geanaliseer om die herhalendende temas te bepaal. Die ses belangrikste bevindings uit hierdie studie was dat al die deelnemers hulself met horende studente eerder as met gehoorgestremdes in die samelewing geïdentifiseer het, dat beperkte kurrikulum-transformasie plaasgevind het, dat bestaande ondersteuningsdienste grootliks onvoldoende was, dat die deelnemers ŉ groot aantal struikelblokke met betrekking tot onderrig en assessering ervaar het, dat hulle ŉ verskeidenheid akademiese en persoonlike hanteringstrategieë gebruik het om aan hulle behoeftes te voldoen en dat die kritiese faktore vir sukses deur die deelnemers self bepleit moes word. Uit die bevindinge van hierdie navorsing het die navorser 'n holistiese raamwerk, geïnspireer deur Bronfenbrenner se bio-ekologiese model vir menslike ontwikkeling, vir studente met gehoorgestremdheid in hoër onderwys ontwerp. Gevolgtrekkings is gemaak en praktiese aanbevelings is aan verskeie belanghebbendes wat by die onderrig van studente met gehoorgestremdheid betrokke is, voorgelê. Verdere terreine vir navorsing word ook voorgestel. Die akademiese leerondersteuningsraamwerk (as ’n model van beste praktyk) maak deel uit van my persoonlike bydrae tot die navorsingsveld.

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12

Marks, Lori J. "Creative Techniques For Using Word Processing Programs To Develop Language Skills In Hearing Impaired Students". Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etsu-works/3729.

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Ng, Hok-ling, i 伍學齡. "The effect of cooperative LOGO programming environment on the interaction between hearing impaired students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B30257013.

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Tsang, Lai-yuen Lance. "Perceptions of students, parents and professionals towards supportive remedial services and integration". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887259.

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Kinsman, Renee M. "The language and literacy skills and behaviours of two middle primary severely to profoundly hearing impaired students in the school environment". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1431.

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Much research has shown that the hearing impaired population typically achieve only very low levels of literacy. Many researchers have examined the language and literacy deficits of the hearing impaired population in order to explain this. Nevertheless, a recent study has shown that hearing impaired children's preschool language and literacy development may occur along a similar pathway to that of their hearing peers. The present study aimed to investigate the language and literacy skills, behaviours and interactions of two severely to profoundly hearing impaired middle primary boys in the context of their mainstream school. Both qualitative and quantitative data sources were accessed, which included background records, interviews, standardised testing, sample analyses and observations in the school environment. The boys were reported as having strong visual skills. Results showed that whilst they displayed delays in receptive language and metalinguistic awareness both boys were able to read, but with different levels of achievement: one showed delays in both word recognition and comprehension; the other demonstrated particularly strong word recognition but less highly developed comprehension. There were also differences between the boys in their levels of writing and social language. Nevertheless, whilst one of them showed appropriate social language and interaction skills, they were both often excluded by their hearing peers. Various peer, teacher and environmental factors were identified within the school setting which may have interfered with the boys' social interactions and language and literacy learning. These findings are interpreted in terms of theories of language and literacy acquisition in hearing impaired children and their integration into mainstream settings. Some implications for educational practice and further research are presented.

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

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Tsang, Lai-yuen Lance, i 曾麗婉. "Perceptions of students, parents and professionals towards supportive remedial services and integration". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959854.

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Levine, Linda Mae. "The play patterns of young hearing-impaired children with their hearing and hearing-impaired peers". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186247.

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An observational study was conducted examining the social and cognitive play of young children with hearing-impairment playing in small groups composed of both hearing and hearing-impaired peers. The questions addressed the effects of the hearing status of the play partner upon the social/cognitive play patterns of children with hearing-impairment, and the relationship between their play patterns and their communicative competence, social competence and speech intelligibility. Forty-eight hearing-impaired subjects ranging in age from 3-6 to 6-1 were observed playing with partners of same and different hearing status during integrated play sessions at 13 school sites. The social play categories included solitary, parallel and group play, while the cognitive play categories included functional, constructive and dramatic play. Results of the study showed that the play patterns of the hearing-impaired children differed significantly for each group of partners. When playing with hearing-impaired partners, subjects engaged in group functional and constructive play more frequently than parallel functional and constructive play, and with equal frequency in parallel dramatic and group dramatic play. When playing with hearing partners, subjects engaged with equal frequency in group and parallel play. When playing with mixed groups of hearing and hearing-impaired partners, subjects engaged in group dramatic play more frequently than parallel dramatic play, and with equal frequency in group functional and constructive play, and parallel functional and constructive play. Communicative competence was negatively correlated to functional play. A positive correlation was found between social competence and constructive play, and between speech intelligibility and dramatic play. These correlations remained significant when age was partialed out. The hearing-impaired subjects spent similar percentages of time in social/cognitive play as those reported for hearing children. The study supports the premise that the play of young hearing-impaired children varies according to the hearing status of the play partner and is neither delayed nor deficient.

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Salvadia, Angela M. "Manual laterality in hearing impaired and hearing children". Thesis, Boston University, 1988. https://hdl.handle.net/2144/38098.

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Thesis (M.S.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study was designed to investigate the differences in hand preference and skilled hand movement between hearing impaired and non-hearing impaired children. The subjects were 78 hearing impaired (44 males, 34 females) and 68 normal hearing children (24 males, 44 females). Hand preference was measured through performance of ten tasks requiring hand use. Skilled hand movement was measured by a timed peg displacement task. The preference scores were classified as right and non-right hand preference and the skilled movement task was analyzed for speed of displacement of pegs for preferred and non-preferred hands. The hearing impaired subjects were significantly different from the normal controls in frequency of right hand preference with normal controls showing more frequent right handedness. The degree of deafness was not a significant factor in frequency of right preference in the hearing impaired group. On the peg displacement task, hand was significant, both the hearing impaired and normal control subjects were significantly faster with their right hands. Group approached significance. The unexpected result was that children with the greater degree of hearing loss performed better than those with less hearing impairment.
2031-01-01

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20

McKenzie, Patricia. "Evaluation of a primer used to orient students and instructors to the role of a sign language interpreter in the classroom a focus group study /". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mckenziep.pdf.

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Wirz, Sheila L. "Vocal characteristics of hearing impaired people". Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/24440.

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Stone, Michael Anthony. "Spectral enhancement for the hearing impaired". Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361742.

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Madden, John P. "Temporal resolution in hearing-impaired subjects /". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768520496869.

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King, Suzanne. "Modeling the career maturity of hearing and hearing-impaired adolescents". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/80294.

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The purpose of this study was to determine whether the career development process was the same for hearing-impaired and normally-hearing adolescents. Subjects included 71 deaf and 318 nonhandicapped adolescents and their parents. A literature-based causal model of career maturity (Model 1) was developed that was designed to explain career maturity in terms of background variables, family characteristics, and individual characteristics. The inclusion of these variables was based on family systems theory, social learning theory, and the empirical literature on the career maturity of nonhandicapped adolescents. The regression of career maturity on the eight predictor variables in Model 1 explained about 20% of the variance in career maturity for the hearing group, and 28% for the deaf. Family cohesion was the strongest predictor of career maturity for both groups. Despite several similar patterns of influence among the variables, a number of relationships among the variables differed for the two groups. Furthermore, differences were noted between the groups in terms of the total effects for some of the eight predictor variables such as age and achievement. A second model was developed to describe the career development of the deaf. Model 2 included all of the variables in Model 1 as well as five additional variables specific to the experiences of the deaf. Model 2 explained 31% of the variance in the career maturity of the deaf subjects. The increase in variance explained was not great enough to be considered significant. The degree of the subject's hearing loss and the degree of mother-child communication were influential in describing the career development process for the deaf in Model 2. The results suggest that there are similarities and differences in the development of career maturity for deaf and hearing adolescents. The process is more reliant upon background characteristics, such as age, for the hearing. For the deaf, family variables intervene to influence career maturity to a greater extent than for the hearing. For both groups, higher family cohesion scores were associated with greater career maturity. The inclusion of deaf-specific variables contributed to the explanatory power of the basic model, although not to a significant degree.
Ph. D.

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25

Lash, Brittany Nicole. "DEAF OR HEARING: A HEARING IMPAIRED INDIVIDUAL’S NAVIGATION BETWEEN TWO WORLDS". UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/149.

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identity play an important role in how they communicate and interact with other individuals. One group in which identity construction and navigation is a difficult process is the hearing impaired population. In an effort to understand how these individuals construct their identity and navigate their hearing impairment, this study utilizes Communication Theory of Identity. Through the use of interactive interviews, the researcher was able to examine how 11 participants manage their identity as hearing impaired individuals. The interviews provided insight into the four layers of identity proposed by CTI – personal, relational, enacted, and communal – in the hearing impaired individual. The author discusses the themes within each of the four layers and the gaps present between the layers that emerged as the hearing impaired participants discussed how they navigate their hearing impairment. Furthermore, the implications of these themes and gaps within the hearing impaired individual’s identity, such as feeling disconnected from both the Deaf and hearing communities, are examined.

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King, Andrew Jonathan. "Spatial hearing and temporal processing in old and hearing-impaired individuals". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/spatial-hearing-and-temporal-processing-in-old-and-hearingimpaired-individuals(156ec05b-e6e8-466d-9025-d2d176f435d4).html.

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Small timing differences occur when sounds reach one ear before the other, creating interaural phase differences (IPDs). The phase-locked activity in the auditory nerve can, at low frequencies, preserve IPDs. IPDs are used for localising and separating sounds from different directions. Chapters 3, 5, and 6 report three studies of the independent effects of age and sensorineural hearing loss on the temporal processing of sound that aids spatial hearing. Chapters 2 and 4 describe two supporting methodological studies. Chapter 2 compared the duration of training required for stable IPD-discrimination thresholds for two stimulus presentation procedures. The procedure requiring the least training was adopted for subsequent studies. Age and hearing loss are related and both may affect sensitivity to IPDs. Chapter 3 demonstrated that hearing loss, regardless of listener age, is related to poorer sensitivity to IPDs in the temporal fine structure (TFS), but not in the temporal envelope. Chapter 3 also showed that age, independent of hearing loss, is related to poorer envelope-IPD sensitivity at low modulation rates, and somewhat poorer TFS-IPD sensitivity. In Chapter 5, listener age and IPD sensitivity were both compared to subcortical neural phase locking measured through the frequency-following response (FFR). Phase coherence in the envelope-FFR at 145 Hz modulation and in the TFS-FFR deteriorated with age, suggesting less precise phase locking in old age. However, age-related changes to IPD sensitivity were not strongly related to age-related changes in FFR phase coherence. IPD sensitivity declines may be predominantly caused by deterioration of binaural processing independent of subcortical phase locking. Chapter 4 showed that electrodes at the mastoids recorded TFS-FFR generated earlier in the auditory pathway than electrodes from the nape of the neck to forehead, which recorded FFR generated later in the brainstem. However, these electrode montages did not reveal different age- or hearing-loss-related FFR deficits in Chapter 5. Chapter 6 determined whether hearing loss affected the ability to use TFS IPDs to achieve better speech perception. On average, old hearing-impaired listeners gained a small, but significant, benefit from a lateral separation of the speech sources. Replacing the TFS with binaurally in-phase sine waves (removing the TFS IPDs) significantly reduced the benefit of lateral separation. How much a listener benefitted from intact TFS IPDs in speech perception was strongly related to the extent of their hearing loss at low frequencies and their monaural processing of TFS, but not to their ability to discriminate IPDs. In general, this thesis shows that low-frequency hearing loss is associated with poor sensitivity to TFS IPDs and the ability to benefit from them when sounds are laterally separated. The thesis also shows that old age can reduce sensitivity to IPDs and weaken subcortical temporal coding. Although only partly related, these effects are likely to cause problems for old individuals in challenging listening environments.

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Murnane, Owen D., J. K. Kelly i B. Prieve. "Transient Evoked Otoacoustic Emissions in Normal Hearing and Hearing Impaired Subjects". Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/1919.

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Murnane, Owen D. "Transient Evoked Otoacoustic Emissions in Normal Hearing and Hearing Impaired Ears". Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/1950.

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Marx, Estelle Maria Magdalena. "'n Ondersoek na die problematiek van inligtinggeletterdheid by die gehoorgestremde persoon in Suid-Afrika". Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07132006-160520/.

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30

Mehraei, Golbarg. "Spectrotemporal modulation sensitivity in hearing-impaired listeners". College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9998.

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Thesis (M.S.) -- University of Maryland, College Park, 2009.
Thesis research directed by: Dept. of Electrical and Computer Engineering. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Panda, Manasa Ranjan. "Computer models of normal and impaired hearing". Thesis, University of Exeter, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528857.

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Pepler, Anna. "Cochlear dead regions in hearing-impaired adults". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/cochlear-dead-regions-in-hearingimpaired-adults(59f1eb35-d113-4885-8b27-013862b88717).html.

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Cochlear dead regions (DRs) are areas in the cochlea where inner hair cells and/or neurones are functioning so poorly that a sound that causes peak basilar membrane motion in that region is more efficiently detected via off-frequency listening. The Threshold Equalising Noise (TEN) test is a clinical test procedure for detecting DRs. Psychophysical Tuning Curves (PTCs) can be used to identify the boundary frequency of the DR although the clinical importance of doing this has yet to be determined. Some studies have suggested that the reduction of amplification well inside the DR may be beneficial; however, other studies have been unable to replicate these findings in a more typical clinical population. Three studies were completed in order to:1. determine the prevalence of DRs in a clinical sample of the UK adult population,2. investigate repeatability, agreement and clinical feasibility of the TEN-test and fast PTCs in a clinical setting, and 3. determine the benefit of high-frequency amplification in ears with and without DRs, when listening to nonsense syllable speech material in quiet and babble. In the first study, 343 hearing-impaired adults were tested for DRs using the TEN-test. In total, 36% (95% confidence interval 31-41) of these adults had a DR in at least one ear, but frequently at 4 kHz only. Only 3% (1-5) of participants had a DR spanning more than three consecutive frequencies. These findings suggest that DRs usually only span 1 or 2 clinically-relevant frequencies. In the second study, the TEN-test was completed on 70 ears at frequencies between 0.5 and 4 kHz. Fast PTCs were measured on 20 ears at ≥ 2 frequencies. The TEN-test and fast PTCs were highly repeatable on retest (97% and 100%, respectively). There was 87% agreement between the two procedures in terms of the presence of off-frequency listening, with the TEN-test less likely to detect a DR than fast PTCs. Compared to the TEN-test, fast PTCs had a 10% lower ‘conclusive finding’ rate and the test duration was typically 40 minutes longer. Therefore, the TEN-test is more clinically acceptable, but it may underestimate the extent of a DR because of its inability to precisely identify the boundary frequency. In the third study, 18 ears with a high-frequency DR and 18 matched ears without a DR were tested. Vowel-Consonant-Vowel (VCV) stimuli were presented in quiet and babble when listening with an unfiltered and three low-pass filtered hearing aid settings. Best performance was obtained in the unfiltered condition; however the DR group performed significantly poorer than the controls in babble. There was no evidence to support reducing amplification in ears with a DR. However, participants with DRs may benefit from counseling about the limitations of listening in noise. In summary, DRs are relatively prevalent in hearing-impaired adults and can be diagnosed most efficiently in a clinical setting using the TEN-test. However, DRs are often restricted to a narrow frequency range and, in the typical adult clinical population, there is no evidence to support deviating from prescription targets.

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33

Gibbs, Fran French 1945. "Humor as Experienced by Hearing Impaired Women". Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/565553.

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Köbler, Susanne. "Bilateral hearing aids for bilaterally hearing-impaired persons - always the best choice? /". Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-067-1/.

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Onwuchekwa, J. N. "The English language performance of hearing and hearing-impaired secondary school students". Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355300.

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Bernstein, Joshua G. W. "Pitch perception and harmonic resolvability in normal-hearing and hearing-impaired listeners". Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34480.

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Thesis (Ph. D.)--Harvard-MIT Division of Health Sciences and Technology, 2006.
Vita.
Includes bibliographical references (p. 155-164).
Listeners with sensorineural hearing loss are often impaired in their ability to perceive the pitch associated with the fundamental frequency (FO) of complex harmonic sounds. Four studies investigated the relationship between FO discrimination performance and the ability to resolve individual harmonic frequencies of a complex, testing the hypotheses (1) that the accurate FO discrimination performance associated with low-order harmonics is due to their being resolved, and (2) that listeners with sensorineural hearing loss experience a pitch discrimination deficit due to a reduction in frequency selectivity. The first study revealed that resolved harmonics were not sufficient for accurate FO discrimination. Increasing harmonic resolvability by presenting even and odd harmonics to opposite ears did not improve pitch discrimination, raising the possibility that complex-tone pitch discrimination is not governed by harmonic resolvability per se, but is related to harmonic number. Based on this idea, the second study found that an autocorrelation model of pitch perception, modified to include place dependence by limiting the range of periodicities accurately processed by a given frequency channel, could account for the more accurate FO discrimination associated with low-order harmonics without relying on harmonic resolvability.
(cont.) However, further results in the third and fourth studies suggested a role for harmonic resolvability in pitch discrimination, inconsistent with the lack of dependence on resolvability of the modified autocorrelation model. In normal-hearing subjects at high stimulus levels and in hearing-impaired subjects, a wider spacing between adjacent frequency components, related to a reduction in frequency selectivity, was required to yield accurate FO discrimination performance. Thus, resolved harmonics may be necessary for accurate FO encoding, and the pitch discrimination deficit associated with sensorineural hearing loss may be related to a reduction in frequency selectivity. These results support spectral or spectrotemporal pitch models that derive FO from resolved harmonics, or a place-dependent temporal model whereby peripheral filter bandwidths limit the range of detectable periodicities. Because spectral processing plays an important role in pitch discrimination, hearing-impaired and cochlear-implant listeners may benefit from hearing-aid fitting procedures and cochlear-implant processing algorithms that emphasize or enhance spectral place cues.
by Joshua G.W. Bernstein.
Ph.D.

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37

Law, Kam-yi Ida. "Phonological awareness of Cantonese-speaking hearing-impaired adolescents". Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209971.

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Thesis (B.Sc)--University of Hong Kong, 1999.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

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38

Cheung, Ming-kam Thomas. "Peer tutoring with hearing impaired special school pupils". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627607.

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Cheung, Ming-kam Thomas, i 張明錦. "Peer tutoring with hearing impaired special school pupils". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627607.

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Holsgrove, G. J. "Integrating children with impaired hearing : Attainment/placement interactions". Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378586.

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41

Wood, Nicholas. "Cognitive and linguistic profiles of hearing impaired children". Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020383/.

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42

Moreno, Constanza. "Predictors of mathematics attainment in hearing impaired children". Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020355/.

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Deaf children lag behind their hearing peers in mathematical attainment. The reasons for this delay remain unclear. Two methods were used to identify the causes for this underachievement: a longitudinal investigation of predictors of mathematical attainment, and comparison with hearing children. In order for a cause of delay to be identified, both investigative strategies must produce positive results. The deaf children must lag behind the hearing children on the measures and the same measures must predict deaf children's mathematics attainment. The comparative study: The participants were: a) 42 hearing impaired (HI) children age range from 7;2 years to 9;1 years attending units and special schools located on eight different sites around London; b) 73 hearing children aged from 7;2 years to 8;11 years, classmates of some HI children attending a unit based in a mainstream school. A standardised maths test, a measure of their understanding of additive composition (the Shop Task), a memory scan task and tasks assessing understanding of time concepts were administered to all the children. The last two assessments were developed for the study. The performance by the HI children on standardised assessments was also compared to norms standardised on hearing populations. The deaf obtained significantly lower scores on nearly all of the tasks. In the maths test the mean standardised score for the hearing children was 92.68 and for the deaf children was 78.31. There were also significant differences on the memory scan task — the accuracy rates were lower, memory capacity sizes were smaller and the number processing speed was slower for the deaf children. On the time concept tasks the hearing children obtained significantly more correct responses on the tasks assessing change, ability to infer and order events. When the HI children's performance was compared to the norms of standardised assessments, a similar picture emerged. The mean Number Age was 1;1 year behind the hearing norms. The mean WISC score obtained was one standard deviation below the published mean. Raw scores obtained on the reading comprehension task were too low to be standardised. In assessments of receptive language, the HI children obtained standardised scores that were 1 standard deviation below the mean. It was concluded that all of these variables could be examined as predictor variables in the longitudinal study. The longitudinal study: The HI children participating in the comparison study were assessed twice again over the academic year. The outcome measures were scores on standardised mathematics assessments. The predictors were demographic and medical background; intelligence, language; understanding of time; memory capacity and number processing speed; numerical skills such as counting and additive composition. The only demographic variable consistently associated with mathematics scores was age. Analyses using fixed order multiple regression explored the relationships between the various cognitive, numerical and linguistic predictors and mathematics attainment. After controlling for age and non-verbal IQ, only three predictors remained significant: the language assessments, Shop Task, the Change and Inference Required time concepts tasks. When controlling for age, non-verbal IQ and language ability, only the Shop Task added a significant amount of variance in the equation. This equation explained 44% of the variance in a concurrent analysis and 66% and 64% of the variance in longitudinal predictions 4 and 7 months later, respectively. Conclusions: The present study confirms that HI children are behind their peers in mathematics achievement. Explanations for this delay were sought by identifying areas where their performance is poorer than that of hearing children and predictive of their own progress in mathematics. Although the HI children achieved lower scores in the majority of the assessments in the comparative study only the language measures and the Shop Task satisfied both criteria and added a significant amount of variance in the regression equations in the predictive study. It is concluded that these may be causally related to HI children's delay in mathematics.

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43

Lane, C. H. "Various aspects of voice self-concept amongst normally hearing and hearing-impaired children". Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355926.

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Zilany, Muhammad S. A. Bruce Ian. "Modeling the neural representation of speech in normal hearing and hearing impaired listeners". *McMaster only, 2007.

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Han, Na. "Development of a self-report questionnaire to evaluate hearing aid outcomes in Chinese speakers". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40988132.

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Wong, C. W. "Preferred frequency responses for Cantonese-speaking hearing aid users /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2204131X.

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Fong, Yuk-ying Theresa. "To study the hearing impaired children's academic and social adjustment in ordinary schools and the supportive services they required". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13745128.

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Lam, Chi-yan Connie. "Interactions between mothers and their normal-hearing or hearing-impaired children in Hong Kong". Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207561.

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Thesis (B.Sc)--University of Hong Kong, 2000.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.

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Marzinzik, Mark. "Noise reduction schemes for digital hearing aids and their use for the hearing impaired". [S.l.] : [s.n.], 2000. http://deposit.ddb.de/cgi-bin/dokserv?idn=960643990.

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Law, Wing-yu Zoe. "Phonological abilities of Cantonese-speaking hearing-impaired children with cochlear implants or hearing aids". Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38888798.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 29-32) Also available in print.

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