Perception of persons with severe or profound deafness about the communication process during health care.

PubMed

Cardoso, Adriane Helena Alves; Rodrigues, Karla Gomes; Bachion, Maria Márcia

2006-01-01

This study describes a qualitative approach with the objective of characterizing the perceptions of people with severe or profound deafness about the communication process in the context of health care services. Study participants were 11 people with severe and/or profound deafness, who were interviewed using Brazilian sign language (LIBRAS). The interactions were videotaped and then transcribed. Care was taken to maintain the grammatical construction which was characteristic in the expression of each person. Three categories emerged from thematic analysis: Understanding, Need for Mediation, Feelings. Deaf persons do not achieve effective communication in health care, during which they experience negative feelings. Hence, the presence of a professional interpreter is needed.

Attitudes of children and adolescents toward persons who are deaf, blind, paralyzed or intellectually disabled.

PubMed

de Laat, Stijn; Freriksen, Ellen; Vervloed, Mathijs P J

2013-02-01

This study aimed to explore Dutch students' attitudes toward deaf, blind, paralyzed or intellectually disabled persons and to determine whether age, self-esteem, gender, religion and familiarity with a disabled person have a significant effect on these attitudes. The attitudes of 200 high school and 144 university students were determined with two questionnaires, the CATCH and MAS. Only the CATCH was applicable with all four disabled groups. Two factors were found: behavior-positive affect and cognition-negative affect. With regard to the first factor respondents had more positive attitudes toward deaf, blind and paralyzed persons than toward intellectually disabled persons. The cognition and negative affect factor showed that respondents had more positive attitudes toward deaf and blind persons than toward paralyzed and intellectually disabled persons. Being older and familiarity with a disabled person had a significant positive effect on attitudes, while self-esteem and gender had only a partial effect and having religious beliefs was not a significant predictor in this study. Copyright © 2012 Elsevier Ltd. All rights reserved.

Counseling Deaf College Students: The Case of Shea

ERIC Educational Resources Information Center

Whyte, Aimee K.; Guiffrida, Douglas A.

2008-01-01

This case study describes developmental and psychosocial challenges experienced by a Deaf college student. A counseling intervention that combines person-centered and cognitive behavior approaches with psycho-educational strategies designed to educate the client about Deaf identity development and Deaf culture is presented.

[The psychodynamics of deafness].

PubMed

Corvera, J; González, F

2000-01-01

Deafness generates psychological conflicts for the deaf as well as for others in their environment. Our purpose is to obtain a panorama of the topic based on the available bibliography. Relevant articles were located in Medline and in unlisted journals, accessible at the National Institute of the Human Communication and at the Juan N. Navarro Hospital of Mexico City. The books were located at the National Institute of the Human Communication. The articles were selected by the authors, based in their apparent internal consistency and relation to our purpose. Two different concepts became apparent: one which recognizes a "personality of the deaf" that would predispose to emotional damage, and the other that denies that concept, explaining the distinctive features of deaf people as due to basically environmental factors. We think that this review sustains the premise that the psychological damages of deafness are real, not inherent to it, but caused by the social, occupational, pedagogical and familiar conflicts that are generated. Those damages vary with the age at the presentation of deafness the personal adjustment to the deficiency and acceptance by the community. The mitigation of deafness, damage depends on educated parents, adequate instruction programs (scholastic as well as occupational), and when needed, appropriate supportive psychotherapy based on the specific needs of each deaf person and this/her environment. We consider highly desirable to promote the elaboration and publication of interdisciplinary studies related to this topic.

Not Silent, Invisible: Literature's Chance Encounters with Deaf Heroes and Heroines

ERIC Educational Resources Information Center

McDonald, Donna M.

2010-01-01

Literatures is both a rich resource and a blunt instrument in conveying the complexities of identity, in particular, the elusive "deaf identity". The rarity of the fully realized deaf person in memoir and fiction shapes the way readers regard deaf people and throws up fresh challenges in redesigning stories of deafness free of the taint of…

Working Therapeutically with Deaf People Recovering from Trauma and Addiction

PubMed Central

Anderson, Melissa L.; Glickman, Neil S.; Mistler, Lisa A.; Gonzalez, Marco

2015-01-01

Objective This article reviews what is known about behavioral health treatment of deaf persons with comorbid trauma and addiction. Method We discuss how to work therapeutically with deaf people with comorbid trauma and addiction, both through a review of the literature and through clinical observations of the authors. The article also includes the personal stories of two people – a Deaf peer specialist and a hearing psychiatrist – who share their humbling stories about the recovery process for deaf people and the challenges of learning to become an effective Deaf mental health care provider. Findings Deaf people report higher rates of mental health problems than the general population. Although initial empirical work with the deaf population suggests high rates of posttraumatic stress disorder (PTSD) and substance use disorder (SUD), little is known about the rates of comorbid PTSD/SUD, nor how to effectively address this comorbidity in treatment. Conclusions and Implications for Practice Substantial work is needed to raise awareness of comorbid PTSD/SUD and provide treatment tools to agencies and providers who work with deaf clients, infusing trauma-informed care into deaf SUD services and SUD treatment into deaf mental health care. Fortunately, several endeavors are on the horizon to disseminate assessment and treatment tools to work with deaf people recovering from trauma and addiction. PMID:25984736

The Helen Keller World Conference on Services to Deaf-Blind Persons (4th, Stockholm, Sweden, September 28-October 3, 1989).

ERIC Educational Resources Information Center

Association of the Swedish Deaf-Blind, Enskede (Sweden).

The monograph comprises the proceedings of a 1989 international conference on services to the deaf blind, including conference papers as well as reports from eight nations. Introductory material includes the text of the "Declaration of the Basic Needs of Deaf-Blind Persons" adopted at the conference, the conference program, and a list of…

Apartheid in Deaf Education: Examining Workforce Diversity

ERIC Educational Resources Information Center

Simms, Laurene; Rusher, Melissa; Andrews, Jean F.; Coryell, Judy

2008-01-01

A survey of 3,227 professionals in 313 deaf education programs found that 22.0% of teachers and 14.5% of administrators were deaf--a less than 10% increase in deaf professionals since 1993. Additionally, 21.7% of teachers and 6.1% of administrators were professionals of color. Of these minority teachers, only 2.5% were deaf persons of color. Only…

Deaf not Daft: The Deaf in Mental Subnormality Hospitals.

ERIC Educational Resources Information Center

Williams, Chris

1982-01-01

Case studies of deaf or hearing impaired persons in institutions for the mentally retarded illustrate the ways in which the "invisible handicap" can mask cognitive ability, causing unnecessary institutionalization. (CL)

Deafness as Conflict and Conflict Component

ERIC Educational Resources Information Center

Heuer, Christopher Jon

2007-01-01

Writers of D/deaf autobiographies or biographies face something of a dilemma when incorporating deafness into the stories they tell. This includes writers of D/deaf fiction because many such works are based on the same personal experiences from which autobiographies and biographies are derived. At heart, autobiographies and biographies are merely…

Congenital Deafness with Cardiac Arrhythmias: The Jervell and Lange-Nielsen Syndrome.

ERIC Educational Resources Information Center

Wahl, Richard A.; Macdonald, Dick, II

1980-01-01

The Jervell and Lange-Nielsen syndrome, affecting 0.3 percent of congenitally deaf persons, consists of severe cardiac arrhythmias and sensorineural hearing loss. The authors recommend that every congenitally deaf child with suspicious symptoms receive an electrocardiogram and that professionals who work with deaf children not only inform…

Sexuality and Deafness.

ERIC Educational Resources Information Center

Gallaudet Coll., Washington, DC. Pre-College Programs.

Eight papers focus on sex education for deaf students. R. Davilla ("Sex Education from the Deaf Perspective") suggests that sex education is not the responsibility of any one group, but that special educators have a special responsibility in this area. D. Fitz-Gerald and M. Fitz-Gerald cite barriers facing deaf persons in receiving sex education…

[Deaf communities: patients or citizens?].

PubMed

Muñoz-Baell, Irma M; Ruiz-Cantero, María Teresa; Alvarez-Dardet, Carlos; Ferreiro-Lago, Emilio; Aroca-Fernández, Eva

2011-01-01

The concept of disability is related to discrimination and social exclusion; that is, this issue is a socio-political question whose effects go well beyond the health of the individual. The social and human rights based model of disability points the way to fresh opportunities for action to promote the wellbeing and health of the seventy million Deaf people living in the world today. The key factors in preventing discrimination against the Deaf are recognition of their specific cultural and linguistic identity (including sign languages and Deaf culture), bilingual education, the availability of professional sign language interpreting, and access to information and communication. The present article aims to encourage greater understanding of the significance of adopting this new perspective on disability, its congruence with current national and international legislation on the rights of persons with disabilities in general and of Deaf persons in particular, and its implications in the policies and praxis due to be implemented in Spain over the next few years on enhancing the health of the Deaf community through significant examples of good practice. Examples of good practice for distinct Deaf communities include collaboration between these communities and the health sector, health training for sign language users, the inclusion of the language and culture of Deaf persons in training programs for healthcare professionals, training of Deaf specialists as future health researchers and workers, and health care services that are more accessible via different sign languages. Copyright © 2010 SESPAS. Published by Elsevier Espana. All rights reserved.

A comparative study of personality descriptors attributed to the deaf, the blind, and individuals with no sensory disability.

PubMed

Cambra, C

1996-03-01

During the building of self-concept, one's self-perception is influenced by the attitudes and levels of acceptance of significant individuals in one's immediate environment and in society as a whole. This study explores the social image of the deaf, beginning with an analysis of personality characteristics attributed to this group. The resulting profile is then compared to those of two other previously assessed groups: the blind and those with no sensory disability. A sample of 222 university students evaluated personality descriptors as applied to the three groups by means of a semantic differential. For certain personality descriptors, the students had different impressions of the three groups. Results show that certain negative stereotypes still mark the social representation of deafness. Instances of familiarity or friendship between haring people and deaf people serve generally to mitigate such stereotypes.

The effect of education on the occupational status of deaf and hard of hearing 26-to-64-year-olds.

PubMed

Walter, Gerard G; Dirmyer, Richard

2013-01-01

In the last quarter of the 20th century, federal legislation sought to eliminate disability-based discrimination by requiring reasonable accommodations in school and the workplace. One result of this legislation has been increased access to U.S. colleges and universities by deaf and hard of hearing persons. The present article reviews the literature on employment of persons who are deaf or hard of hearing and reports results of a recent analysis that used the 2010 American Community Survey (U.S. Census Bureau, 2010a). It was found that significant gains in college attendance and graduation occurred during the period, with individuals who attained a college degree realizing increased employment and earnings relative to individuals who had not graduated. It was also found that college graduation helps reduce the gap between the earnings of deaf persons with a college degree and those of comparably educated hearing persons.

Deafness, a Social Stigma: Physician Perspective.

PubMed

Taneja, M K

2014-12-01

Hearing is an essential sensory sense of an individual for development of speech which is crucial for verbal communication and personality development. It is the second most common form of disability after loco motor disability in India. Disabling hearing loss is more than 40 dB hearing loss in better ear in a person more than 15 years of age and greater than 30 dB hearing loss in better hearing ear below 14 years of age. WHO estimated 360 million individuals in the world with disabling hearing loss, out of which 91 % are adults and only 9 % are children. Early and accurate identification of birth asphyxia, hyperbilirubinemia, auditory neuropathy Presbyacusis and avoiding noise pollution and discouraging use of mobile phone, tobacco chewing/smoking, in those who are prone to deafness, an intervention is a must to decrease deafness from our society. Deafness prevention can only be possible with mutual cooperation with dedication of different medical and non-medical personnel and also by helping the persons with deafness. We have to focus not only on the children but also on senior citizens as most alarming, up to 40 %, incidence of deafness is in senior citizens above the age of 75 years. Timely cure and preventive measures are essential for better socio-economic state of the country. By helping the persons with deafness, we will not only be doing a great service to the Nation but also to the society at large.

Literacy for Persons Who Are Deaf-Blind

ERIC Educational Resources Information Center

Miles, Barbara

2005-01-01

Each person who is deaf-blind--whatever her sensory, mental, and physical abilities--deserves the opportunity to become literate in all the ways of which she is capable. Reading and writing are especially crucial for one whose world is narrowed because of vision and hearing losses. Literacy can enable such a person to exchange information and…

Not silent, invisible: literature's chance encounters with deaf heroes and heroines.

PubMed

McDonald, Donna M

2010-01-01

Literature is both a rich resource and a blunt instrument in conveying the complexities of identity, in particular, the elusive deaf identity. The rarity of the fully realized deaf person in memoir and fiction shapes the way readers regard deaf people and throws up fresh challenges in redesigning stories of deafness free of the taint of triumphalism or complaint. Competing but authentic representations of deafness and deaf people's experiences allow readers to variously witness, immerse themselves in, and navigate their way through those experiences. Consequently, establishing universal truths about deaf lives is a risky business and an improbable goal.

Non-Verbal Psychotherapy of Deaf Children with Disorders in Personality Development.

ERIC Educational Resources Information Center

Zalewska, Marina

1989-01-01

Discussed are principles of nonverbal therapy for deaf children with disorders in the development of self, and the possible existence of a relationship between lack of auditory experiences in deaf children and disorders in mother-child bonding. A case study presents a three-year-old deaf boy successfully treated through a nonverbal…

Deaf persons' english reading levels and associations with epidemiological, educational, and cultural factors.

PubMed

Zazove, Philip; Meador, Helen E; Reed, Barbara D; Gorenflo, Daniel W

2013-01-01

One hundred six Michigan d/Deaf persons, part of a study evaluating how to improve d/Deaf persons' understanding of cancer prevention recommendations, had reading levels determined using the Test of Reading Comprehension, Syntactic Sentences. Respondents averaged 52 years old, 59% female, 84% Caucasian, 58% married, and 75% Deaf community members. The mean Test of Reading Comprehension, Syntactic Sentences score was 6.1 (women: 6.2, men: 6.0). Higher scores were associated with greater income (p = .02), employment (p = .01), education (high school p = .002, some college p < .001), English use (child at home, teacher in school, at home now: all p < .001), a hearing spouse (p = .003), hard of hearing/d/Deaf father (p = .02), losing hearing after age 20 years, believing smoking is bad (p < .001), speaking with and satisfaction with physicians and nurses (p < .001), good communication with (p = .01), and comfort discussing cancer with doctors (p < .001). Lower scores were associated with using American Sign Language with physicians and nurses (.019) and Deaf community membership (p = .02). In multivariate analysis, higher scores were associated with higher income, college degree, and teacher using English. Reading levels of a predominantly Deaf population were low. Higher income, college degree, and teacher using English were associated with higher reading levels.

[How deaf people cope in routine and emergency situations - suggested paths for thought and action].

PubMed

Tannenbaum-Baruchi, Carolina; Feder-Bubis, Paula; Adini-Weisel, Bruria; Aharonson-Daniel, Limor

2014-09-01

Deaf people have unique characteristics and needs. There is a limited amount of research regarding the needs of deaf people, and no studies were found concerning deaf people in emergency situations. The absence of the sense of hearing in deaf people is only one component of the complexity of their world. Many factors contribute to this complexity, but the most striking is the means of communication between the deaf and the hearing person and vice versa. Changes during emergency situations present a challenge for hearing individuals, and even more so, for deaf people. Deaf individuals experience difficulty in obtaining and transmitting information, accessing care and more. These difficulties often result in the dependency of the deaf person on others. The State of Israel enacted laws targeted to facilitate the access of individuals with disabilities in general, and deaf people in particular, to public services. In emergencies, the Home Front Command and the Ministry of Social Welfare distribute pagers to the deaf population, as a device to communicate warning alerts. However, these devices do not fulfil the need for accessible care, bi-directional flow of information, and additional needs that arise during times of emergency. The deaf population is a cultural minority, whose needs in emergency situations are unknown. Familiarity with the deaf population is the first step towards improving treatment and communication that are apt for this population. This paper reviews what is known in the literature about this topic and presents an attempt to bridge the gap of knowledge and barriers to communication between the deaf population and

Attitudes of Children and Adolescents toward Persons Who Are Deaf, Blind, Paralyzed or Intellectually Disabled

ERIC Educational Resources Information Center

de Laat, Stijn; Freriksen, Ellen; Vervloed, Mathijs P. J.

2013-01-01

This study aimed to explore Dutch students' attitudes toward deaf, blind, paralyzed or intellectually disabled persons and to determine whether age, self-esteem, gender, religion and familiarity with a disabled person have a significant effect on these attitudes. The attitudes of 200 high school and 144 university students were determined with two…

Integrated Perspective of Evolving Intrapsychic and Person-Environment Functions: Implications for Deaf and Hard of Hearing Individuals.

ERIC Educational Resources Information Center

Jung, Vivienne; Short, Robert H.

2002-01-01

This article reviews various theories for difficulties in socioemotional functioning experienced by many deaf persons. It then proposes a 3-level model which focuses on: (1) intrapsychic processes such as self-concept; (2) reciprocal interactions between the person and the social environment; and (3) resulting memories and expectancies that affect…

[Self-Advocacy.

ERIC Educational Resources Information Center

Carr, Theresa, Ed.

1994-01-01

This theme issue presents personal perspectives and approaches to self-advocacy from individuals who are deaf-blind. Individual articles are: (1) "Self-Advocacy: Attaining Personal Stature" by Michelle J. Smithdas; (2) "The American Association of the Deaf-Blind: A National Consumer Advocacy Organization" by Jeffrey S. Bohrman;…

The Deaf Man and the World; Work - Love - Worship - Play. Proceedings of National Forum II, Council of Organizations Serving the Deaf (New Orleans, Louisiana, February 19-22, 1969).

ERIC Educational Resources Information Center

Jones, Ray L., Ed.

Papers and speeches concern the interaction of the deaf to a hearing world. Areas considered are the self concept of the deaf by Robert G. Sanderson, the problem of employment by Arthur G. Norris, underemployment by Abraham Stahler, the relationship of the deaf to his hearing family by Rosslyn Gaines Suchman, and personal counseling by Richard K.…

How Do Deaf Adults Define Quality of Life?

ERIC Educational Resources Information Center

McAbee, Emilee R.; Drasgow, Erik; Lowrey, K. Alisa

2017-01-01

Six deaf adults defined quality of life (QOL) in personal interviews. Questions were based on an eight-domain QOL framework: physical well-being, emotional well-being, interpersonal relations, social inclusion, personal development, material well-being, self-determination, and rights (Schalock & Alonso, 2002). The interview process had three…

77 FR 57570 - National Institute On Deafness and Other Communication Disorders; Notice of Closed Meetings

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2012-09-18

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77 FR 5032 - National Institute on Deafness and Other Communication Disorders; Notice of Closed Meeting

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2012-02-01

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Research on Frequency Transposition for Hearing Aids. Final Report.

ERIC Educational Resources Information Center

Gengel, Roy W.; Pickett, J. M.

Reported were studies measuring residual auditory capacities of deaf persons and investigating hearing aids which transpose speech to lower frequencies where deaf persons may have better hearing. Studies on temporal and frequency discrimination indicated that the duration of a signal may have a differential effect on its detectability by…

How to Use Telecommunications Relay Service. NETAC Teacher Tipsheet

ERIC Educational Resources Information Center

Mothersell, Mary Beth, Comp.

1999-01-01

Telecommunications Relay Service provides full telephone accessibility to people who are deaf, hard of hearing, deaf-blind, or speech-disabled. Specially trained Communication Assistants (CAs) serve as intermediaries, relaying conversations between hearing persons and persons using a text telephone device (TTY). Relay Service is available 24 hours…

Demographic Characteristics and Rates of Progress of Deaf and Hard of Hearing Persons Receiving Substance Abuse Treatment

ERIC Educational Resources Information Center

Moore, Dennis; McAweeney, Mary

2007-01-01

A lack of demographic information and data related to the achievement of short-term goals during substance abuse treatment among persons who are deaf or hard of hearing dictated the need for the study. New York State maintains a database on all individuals who participate in treatment. Within this database, 1.8% of persons in treatment for…

A Review of Progress: Model Secondary School for the Deaf; The First Five Years (1970-1975). Report.

ERIC Educational Resources Information Center

Model Secondary School for the Deaf, Washington, DC.

Presented is the report of a review panel made up of educators, deaf persons, and parents of deaf children on the first five years of the Model Secondary School for the Deaf operated by Gallaudet College. Sections of the report include observations and recommendations in the following areas: the school's mission; the concept of model; the…

Effect of postsecondary education on the economic status of persons who are deaf or hard of hearing.

PubMed

Schley, Sara; Walter, Gerard G; Weathers, Robert R; Hemmeter, Jeffrey; Hennessey, John C; Burkhauser, Richard V

2011-01-01

This article examines the effect that postsecondary education has on earnings and the duration of time spent in the Social Security disability programs for young persons who are deaf or hard of hearing. Our hypothesis is that investments in postsecondary training increase the likelihood of employment for persons who are deaf or hard of hearing and thus reduce dependency on disability-related income support programs. A longitudinal data set based upon records from the National Technical Institute for the Deaf and Social Security administrative records is used for this analysis. We find that those who graduate, even those who graduate with vocational degrees, experience significant earnings benefits and reductions in the duration of time spent on federal disability programs when compared with those who do not graduate with a degree. This finding suggests that reductions in the duration of time spent on Social Security programs are not limited to those with the highest level of scholastic aptitude and that investments in post-secondary education can benefit a broad group of deaf and hard-of-hearing persons. In addition, the data show that individuals who attend college, but withdraw before graduation, fair no better economically than individuals who never attended college.

Evaluative understanding and role-taking ability: a comparison of deaf and hearing children.

PubMed

Kusché, C A; Greenberg, M T

1983-02-01

The purposes of this study were (1) to evaluate the growth of social-cognitive knowledge in deaf and hearing children during the early and middle school years and (2) to assess the relative importance of language in 2 domains of social cognition. This study separately examined the child's ability to (1) evaluate the concepts of good and bad and (2) take another person's perspective. Subjects consisted of 30 deaf and 30 hearing children divided into 3 developmental levels (52 months, 74 months, and 119 months old). For the good/bad evaluation test, each child was shown 12 sets of multiple-choice pictures. Each set had 4 alternatives, which included 1 good, 1 bad, or all neutral activities. Role-taking ability was evaluated through the child's choice of strategy in a binary-choice hiding/guessing game. The results showed that deaf children evidence a developmental delay in the understanding of the concepts of good and bad. With regard to role-taking ability, there appears to be a developmental delay with young deaf children, which is no longer apparent by the age of 6. The assumption of egocentrism in school-age deaf children frequently found in the literature thus appears to be misleading. It is not that these deaf children are unable to take another person's perspective, but rather that they are delayed in evaluative understanding. The results suggest that language is of varying importance in differing domains of social and personality development.

77 FR 8887 - National Institute on Deafness and Other Communication Disorders Notice of Closed Meetings

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2012-02-15

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77 FR 28611 - National Institute on Deafness and Other Communication Disorders; Notice of Closed Meetings

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2012-05-15

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76 FR 35222 - National Institute on Deafness and Other Communication Disorders; Notice of Closed Meetings

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2011-06-16

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A Conference of Hope.

ERIC Educational Resources Information Center

American Printing House for the Blind, Louisville, KY. Dept. of Educational Research.

Presented are the proceedings of the First Historic Helen Keller World Conference on Services to Deaf-Blind Youths and Adults, held in New York City in September, 1977 on the theme "The Deaf-Blind Person in the Community." Reports have the following titles and authors: "Definition, Demography, Causes and Prevention of Deaf-Blindness; Finding and…

Attachment and Individuation of Deaf/Hard-of-Hearing and Hearing Young Adults

ERIC Educational Resources Information Center

Weisel, Amatzia; Kamara, Ahiya

2005-01-01

This study examined differences between deaf/hard-of-hearing (D/HH) and hearing persons with regard to two interrelated and continuous developmental processes: attachment (Bowlby, 1969) and individuation (Mahler, 1963). The study also examined intergroup differences in two personal variables assumed to be influenced by these processes: self-esteem…

Speech Intelligibility and Personality Peer-Ratings of Young Adults with Cochlear Implants

ERIC Educational Resources Information Center

Freeman, Valerie

2018-01-01

Speech intelligibility, or how well a speaker's words are understood by others, affects listeners' judgments of the speaker's competence and personality. Deaf cochlear implant (CI) users vary widely in speech intelligibility, and their speech may have a noticeable "deaf" quality, both of which could evoke negative stereotypes or…

[Personal Futures Planning: Building a Foundation for Individualized Transition Services.

ERIC Educational Resources Information Center

Carr, Theresa, Ed.

1993-01-01

These two newsletter special issues focus on personal futures planning (PFP) for people with deaf blindness, with emphasis on technical assistance activities involved in implementing a PFP program. PFP guides a team through three phases of activities: (1) developing a "circle of support" for an individual with deaf blindness; (2)…

Emergency situations and deaf people in Israel: Communication obstacles and recommendations

PubMed Central

Tannenbaum-Baruchi, Carolina; Feder-Bubis, Paula; Adini, Bruria; Aharonson-Daniel, Limor

2014-01-01

The absence of the ability to hear sounds in deaf people is an obstacle to optimal communication in a predominantly hearing world. Emergency situations harbor sufficient challenge for the hearing person and pose even greater barriers for the deaf and hard of hearing. During disasters and emergency situations, deaf people have great difficulty in obtaining and sharing information, increasing their dependence on others. This article focuses on the experience of deaf people during a period of security threat, when missiles from the Gaza strip were aimed at the civilian population in Southern Israel, in 2009. The aim of this article is to illustrate the complexities that deaf citizens experienced, and describe their coping mechanisms. A qualitative study including 15 heterogeneous-background Deaf participants interviewed by a researcher that belongs to the deaf community using a multiple-method facilitated questionnaire. Data was analyzed using grounded theory methodology principles. Main categories that arose from data analysis were communication problems during emergencies, the pager as a questionable warning device about emergencies (due to timing and content/context issues of its use), and the implications of the location of deaf people at time of emergency. Various channels for conveying information should be examined and created in order to maximize the heterogeneous deaf community's ability to receive vital information during an emergency. Professional sign language interpreters are necessary during emergencies, helping to reduce both dependence on informal sources (such as family members, including minors, friends, neighbors, by-standers) and risk. The development of new technologies may bear potential help for deaf persons during emergencies. Being a socio-linguistic minority, it is recommended to ensure these technologies will be accessible to the whole deaf community. PMID:28229005

Deaf: A Concept Analysis From a Cultural Perspective Using the Wilson Method of Concept Analysis Development.

PubMed

Pendergrass, Kathy M; Newman, Susan D; Jones, Elaine; Jenkins, Carolyn H

2017-07-01

The purpose of this article is to provide an analysis of the concept Deaf to increase health care provider (HCP) understanding from a cultural perspective. Deaf signers, people with hearing loss who communicate primarily in American Sign Language (ASL), generally define the term Deaf as a cultural heritage. In the health care setting, the term deaf is most often defined as a pathological condition requiring medical intervention. When HCPs are unaware that there are both cultural and pathological views of hearing loss, significant barriers may exist between the HCP and the Deaf individual. The concept of Deaf is analyzed using the Wilsonian method. Essential elements of the concept "Deaf" from a cultural perspective include a personal choice to communicate primarily in ASL and identify with the Deaf community. Resources for HCPs are needed to quickly identify Deaf signers and provide appropriate communication.

75 FR 51279 - National Institute on Deafness and Other Communication Disorders; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-19

... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel, R24 RFA. Date: September 16, 2010. Time...

Traumatization in Deaf and Hard-of-Hearing Adult Psychiatric Outpatients

ERIC Educational Resources Information Center

Øhre, Beate; Uthus, Mette Perly; von Tetzchner, Stephen; Falkum, Erik

2015-01-01

Deaf and hard-of-hearing persons are at risk for experiencing traumatic events and such experiences are associated with symptoms of mental disorder. We investigated the prevalence of traumatic events and subsequent traumatization in adults referred to specialized psychiatric outpatient units for deaf and hard-of-hearing patients. Sixty-two…

Telephone Communication for the Deaf: Speech Indicator Manual.

ERIC Educational Resources Information Center

Jones, Ray L.

The instructional manual is designed to accompany the Speech Indicator, a small, portable, economical ($15) device for deaf persons for telephone communication (available from Leadership Training Program in the Area of the Deaf, San Fernando State College). The device indicates when the other party speaks, not what he says. A topic outline and…

Tactile Speech Indicator: Adaptive Telephone Device for Deaf-Blind Clients.

ERIC Educational Resources Information Center

Lynch, M. R.

1990-01-01

This article describes basic applications of an adaptive telephone device for deaf-blind persons with speaking voices. The deaf-blind caller poses questions requiring one-word answers, and the device vibrates in response to touch-tone pulses from the other party. Specific suggestions for such uses as making appointments and emergency calls are…

Reading motivation, reading amount, and text comprehension in deaf and hearing adults.

PubMed

Parault, Susan J; Williams, Heather M

2010-01-01

The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants.

Library Services to Hospital Patients and Handicapped Readers Libraries and the Deaf--The Hidden Society [and] Social Achievements of the RSFSR in Providing the Blind with Books.

ERIC Educational Resources Information Center

Anderson, William; Zharkov, D. S.

The first of two papers presents suggestions on library services for the deaf by a British university lecturer, and the second provides an enumeration of Russian achievements in providing the blind with books. Based on an outline of the personal and social implications of deafness and unawareness of the deaf on the part of libraries and the…

Psychodramatic Treatment for Deaf People.

ERIC Educational Resources Information Center

Swink, David F.

1985-01-01

The article describes how psychodrama is used in group psychotherapy and in social skills groups with deaf persons. In addition, videotape replay is described as an adjunct to psychodramatic treatment. (Author/CL)

Personal factors that influence deaf college students' academic success.

PubMed

Albertini, John A; Kelly, Ronald R; Matchett, Mary Karol

2012-01-01

Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the Noel-Levitz College Student Inventory Form B and the Learning and Study Strategies Inventory, second edition (LASSI). Entering students in 3 successive cohorts (total n =437) participated in this study. Results show that in addition to entry measurements of reading and mathematic skills, personal factors contributed to the academic performance of students in their first quarter in college. The Noel-Levitz provided the comparatively better predictive value of academic performance: Motivation for Academic Study Scale (e.g., desire to finish college). The LASSI also showed statistically significant predictors, the Self-Regulation Component (e.g., time management) and Will Component (e.g., self-discipline), but accounted for relatively less variability in the students' initial grade point averages. For this group of underprepared students, results show that personal factors can play a significant role in academic success. Deaf students' personal factors are discussed as they relate to other first-year college students and to their subsequent academic performance and persistence.

Education of deaf students in Spain: legal and educational politics developments.

PubMed

Fernández-Viader, María del Pilar; Fuentes, Mariana

2004-01-01

This article examines the legal instruments and educational politics affecting deaf persons' educational rights in Spain. We present a historical view of deaf education in Spain before and after the Congress of Milan (1880) and then introduce educational legislation and practices in recent decades. At present, Spanish legislation is moving toward recognition of sign languages and the suitability of bilingual education for deaf students at all educational levels. This is a consequence of taking into account the low academic achievement of two generations of deaf students educated in a monolingual model. Bilingual projects are now run throughout Spain. We emphasize that efforts must be made in the legal sphere to regulate the way in which professionals who know sign language and Deaf culture-teachers, interpreters, deaf adult models-are incorporated in bilingual deaf schools.

The Experiences of Cypriot Hearing Adults with Deaf Parents in Family, School, and Society

ERIC Educational Resources Information Center

Hadjikakou, Kika; Christodoulou, Despina; Hadjidemetri, Eleni; Konidari, Maria; Nicolaou, Nicoletta

2009-01-01

This paper investigates the personal experiences of hearing adults with signing Deaf parents in their families, school, and society. In order to obtain relevant information, in-depth semi-structured interviews were conducted with 10 Cypriot hearing adults with Deaf parents between the ages of 21 and 30 years with different occupation, sex, and…

Mental Health in Deafness. Experimental Issue 2. Fall 1978.

ERIC Educational Resources Information Center

Robinson, Luther D., Ed.

The publication contains four articles on the subject of mental health as it relates to deaf persons. "Deaf Americans and the President's Commission on Mental Health" discusses the Commission Report as a whole (by L. Robinson), the Report of the Task Subpanel on Special Populations (by B. Sachs), and the section on mental health needs of…

Serving the Deaf-Blind Population: Planning for 1980.

ERIC Educational Resources Information Center

Brewer, Garry D.; Kakalik, James S.

Discussed in the report on planning for services to deaf-blind persons are the impact of the 1963-65 rubella epidemic on service delivery, the need for service system information and control, prevention of rubella as a cost-effective alternative to after care, estimates of the size of the 1980 deaf-blind population, and the projected (1980)cost of…

Current Research on Relationships between Selected Higher Order Processes and the Communication Skills and Problems of Deaf Persons.

ERIC Educational Resources Information Center

Metz, Dale Evan; And Others

1980-01-01

The paper presents four research projects in process in the Communication Sciences Laboratory at the National Technical Institute for the Deaf. These projects illustrate four broad areas of research on the relationships between higher order information processing systems and the communication skills and problems exhibited by deaf people. (Author)

The Communication Experiences of Adult Deaf People within their Family during Childhood in Cyprus

ERIC Educational Resources Information Center

Hadjikakou, Kika; Nikolaraizi, Magda

2008-01-01

This study investigates the personal communication memories and experiences of adult deaf people during their childhoods in their homes. In order to obtain relevant information in depth semi-structured interviews were conducted with twenty four Cypriot deaf individuals between the ages of 19 to 54 years with different family and school…

Decoding Actions and Emotions in Deaf Children: Evidence from a Biological Motion Task

ERIC Educational Resources Information Center

Ludlow, Amanda Katherine; Heaton, Pamela; Deruelle, Christine

2013-01-01

This study aimed to explore the recognition of emotional and non-emotional biological movements in children with severe and profound deafness. Twenty-four deaf children, together with 24 control children matched on mental age and 24 control children matched on chronological age, were asked to identify a person's actions, subjective states,…

Deaf people communicating via SMS, TTY, relay service, fax, and computers in Australia.

PubMed

Power, Mary R; Power, Des; Horstmanshof, Louise

2007-01-01

Despite the expansion of Deaf people's use of communication technology little is published about how they use electronic communication in their social and working lives and the implications for their concepts of identity and community. Australia is an ideal research base because the use of a range of technologies is widespread there. To gain access to a wide age range of people who identify as Deaf, members of the national organization, the Australian Association of the Deaf, were surveyed by mail. Results showed that Short Message Service (SMS), telephone typewriters (TTY), voice/TTY relay services, fax, and e-mail were used regularly. Deaf users are discerning of the purposes for which they use each method: SMS for social and personal interactions, TTY for longer communications and (via the relay service) with people and services without TTYs, fax for business and social contact, and computers for personal and business e-mails as well as Web browsing, accessing chat rooms, word processing, games, and study.

Overview on Deaf-Blindness

MedlinePlus

... Inclusion IDEA (Individuals with Disabilities Education Act) Assistive Technology History of Deaf-Blind Education Transition to Adulthood > Transition Self Determination Person Centered Planning Postsecondary Education Independent Living ... > Intervener Services Support Service Provider Personnel Development & ...

The prevalence of boredom proneness and depression among profoundly deaf residential school adolescents.

PubMed

Watt, J D; Davis, F E

1991-12-01

We investigated boredom proneness and depression among 50 profoundly deaf residential school adolescents using the Boredom Proneness (BP) scale and a version of the Beck Depression Inventory (BDI) that has been modified for use with deaf subjects. Consistent with previous research, the deaf students had a significantly higher incidence of depression than the hearing students. In addition, the deaf students were found to be significantly more boredom prone than the hearing subjects. The results suggest that deafness not only increases a person's vulnerability to mild levels of depression, but also tends to augment one's tendency toward experiencing boredom. Implications for educational settings and areas for future research are discussed.

Orientation and Mobility with Persons Who Are Deaf-Blind: An Initial Examination of Single-Subject Design Research

ERIC Educational Resources Information Center

Parker, Amy T.

2009-01-01

Persons who are deaf-blind represent a heterogeneous, low-incidence population of children and adults who, at some point in life, regardless of the presence of additional disabilities, may benefit from formal orientation and mobility (O&M) instruction. Current national policies, such as the No Child Left Behind Act, which emphasize that…

Residential psychiatric treatment of emotionally disturbed deaf youth.

PubMed

Willis, Richard G; Vernon, McCay

2002-03-01

A survey of the literature on emotional disturbance in deaf youth is followed by presentation of data on a sample of 58 deaf children and adolescents who were patients at the Tampa Bay Academy, a residential treatment facility serving both hearing and deaf youth with serious psychological disturbances. These 58 patients were compared to a hearing sample of 168 patients on key variables such as admitting symptoms, diagnoses, substance abuse, aggressive and assaultive behaviors, and sexual abuse. A startling and significant finding was that all of the deaf children admitted at age 12 years or younger had strong or confirmed indications of sexual abuse. Deaf adolescents had an 85% rate of strong or confirmed indications of sexual abuse. A list and brief description of residential care facilities serving deaf youth in the United States and Canada is reviewed. Only 8 were found that provided specialized services to deaf youth. Of those 8, only the National Deaf Academy, Mount Dora, FL, provided exclusive mental health and residential care to deaf persons.

Technology skills assessment for deaf and hard of hearing students in secondary school.

PubMed

Luft, Pamela; Bonello, Mary; Zirzow, Nichole K

2009-01-01

To BE COMPETITIVE in the workplace, deaf and hard of hearing students must not only possess basic computer literacy but also know how to use and care for personal assistive and listening technology. An instrument was developed and pilot-tested on 45 middle school and high school deaf and hard of hearing students in 5 public school programs, 4 urban and 1 suburban, to assess these students' current technology skills and to prepare them for post-high school expectations. The researchers found that the students' computer skills depended on their access to technology, which was not always present in the schools. Many students also did not know basic care practices or troubleshooting techniques for their own personal hearing aids (if worn), or how to access or use personal assistive technology.

Career-related parental support of adolescents with hearing loss: relationships with parents' expectations and occupational status.

PubMed

Michael, Rinat; Cinamon, Rachel Gali; Most, Tova

2015-01-01

The study examined the contribution of parents' occupational status and expectations regarding persons with hearing loss to career-related support they provide their deaf and hard of hearing (dhh) adolescent children. Thirty-eight parents completed the Evaluation of Occupational Competence Scale (Weisel & Cinamon, 2005), the Evaluation of Family Competence Scale (Caprara, Regalia, Scabini, Barbaranelli, & Bandura, 2004), the Career-Related Parent Support Scale (Turner, Alliman-Brissett, Lapan, Udipi, & Ergun, 2003), and a background questionnaire. Parents' occupational expectations were positively correlated with their family expectations regarding deaf persons. Parents' occupational status contributed to expectations of success for deaf persons in prestigious occupations with high communication demands. Different types of expectations contributed to career-related parental support. Implications for theory and practice are discussed.

Assessment, Intervention, and Program Needs of Lower Achieving and Multiply Disabled Deaf People Requiring Extended Transition Support.

ERIC Educational Resources Information Center

Reiman, John; And Others

This paper begins with an overview of the population of adolescents and young adults with deafness. More detailed information is then provided on the characteristics of lower achieving deaf persons and those with multiple disabling conditions. School-to-community transition experiences of these groups are then discussed, with special focus on the…

Pre-Vocational/Vocational Needs of Deaf-Blind Youths-Conference Proceedings South Carolina Department of Education.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Programs for the Handicapped.

The document contains proceedings of the June, 1978 conference on the pre-vocational and vocational needs of deaf/blind youth. The report on the conference (which was conducted by the South Carolina Department of Education) consists of the following chapters and authors: "A Declaration of Rights of Deaf/Blind Persons" (G. Lawhorn),…

Early Interactions with Children Who Are Deaf-Blind

MedlinePlus

... Inclusion IDEA (Individuals with Disabilities Education Act) Assistive Technology History of Deaf-Blind Education Transition to Adulthood > Transition Self Determination Person Centered Planning Postsecondary Education Independent Living ... > Intervener Services Support Service Provider Personnel Development & ...

Effects of Social Networks on the Quality of Life in an Elder and Middle-Aged Deaf Community Sample

ERIC Educational Resources Information Center

Gerich, Joachim; Fellinger, Johannes

2012-01-01

This article endeavors to investigate the role of social networks in contributing to the quality of life of an elder and middle-aged Deaf population. In particular, it poses the question of whether a certain network composition (deaf and hearing network persons) provides positive resources to improve quality of life and attempts to identify…

Coordinating the Chain of Utterances: An Analysis of Communicative Flow and Turn Taking in an Interpreted Group Dialogue for Deaf-Blind Persons

ERIC Educational Resources Information Center

Berge, Sigrid Slettebakk; Raanes, Eli

2013-01-01

This article explains how interpreters for deaf-blind people coordinate and express turn-taking signals in an interpreted dialogue. Empirical materials are derived from a video-ethnographic study of an interpreted-mediated board meeting with five deaf-blind participants. The results show that the interpreters provide access to visual and auditory…

Counseling Deaf and Hard of Hearing Persons with Substance Abuse and/or Mental Health Issues: Is Cross Cultural Counseling Possible?

ERIC Educational Resources Information Center

Guthmann, Debra

This paper discusses the complex issues faced by clinicians providing counseling to chemically dependent individuals who are deaf or hard of hearing and who are from ethnic, racial, or cultural minority groups. It shares specific examples from the Minnesota Chemical Dependency Program for Deaf and Hard of Hearing Individuals, as well as…

The Impact of Personal Educational Experiences and Communication Practices on the Construction of Deaf Identity in Cyprus

ERIC Educational Resources Information Center

Hadjikakou, Kika; Nikolaraizi, Magda

2007-01-01

The aim of the study was to investigate for the first time the impact of educational experiences on the development of Cypriot deaf people's identity. To obtain relevant information in depth, semistructured interviews were conducted with 24 Cypriot deaf individuals ages 19-54 years who had graduated from a variety of school settings. The findings…

Sarcasm and Advanced Theory of Mind Understanding in Children and Adults with Prelingual Deafness

ERIC Educational Resources Information Center

O'Reilly, Karin; Peterson, Candida C.; Wellman, Henry M.

2014-01-01

Two studies addressed key theoretical debates in theory of mind (ToM) development by comparing (a) deaf native signers (n = 18), (b) deaf late signers (n = 59), and (c) age-matched hearing persons (n = 74) in childhood (Study 1: n = 81) and adulthood (Study 2: n = 70) on tests of first- and second-order false belief and conversational sarcasm.…

Hearing Loss and Deafness. An Annotated Bibliography of Children's Books about Hearing Loss, Deafness, and Hearing Impaired People. Have You Ever Wondered About...?

ERIC Educational Resources Information Center

Oldman-Brown, Deborah

The annotated bibliography lists children's books about hearing loss, deafness, and hearing-impaired persons. The first section lists books about Helen Keller and Anne Sullivan, Keller's teacher. In section 2, each of the fiction entries features at least one major character with hearing impairment. Section 3 contains non-fiction books about…

Teletype Tester

NASA Technical Reports Server (NTRS)

1979-01-01

In the United States, more than 12,000 homes of deaf people are equipped with a system that enables the deaf to communicate by telephone. It consists of a teletype machine hooked up to an "acoustic coupler." The deaf person taps out a message on the teletype keyboard and the acoustic coupler converts teletype pulses into audio signals that can be sent over phone lines. At the other end, another coupler reconverts the signals to activate the teletype's printer and provide a readable message. Though a boon to the deaf, the system presents a problem when something goes wrong. It is difficult to pinpoint the trouble because of the multiple units involved-the teletype's keyboard or its printer, the coupler's sending circuit or its receiving circuit. Finding the trouble is time-consuming and it usually involves removing the equipment from service, leaving the deaf person temporarily without communication. Seeking an answer to this difficulty, NASA's Biomedical Applications Team at Research Triangle Institute, North Carolina, circulated a problem statement to NASA field centers. Langley Research Center responded by developing a compactly-packaged portable Teletype Test Unit.

[Genetic counseling and instruction of marriage for deaf young people: study of 115 cases].

PubMed

Han, Bing; Dai, Pu; Wang, Guo-Jian; Yuan, Yong-Yi; Li, Qi; Zhang, Xin; Kang, Dong-Yang; Han, Dong-Yi

2009-03-17

To invesigate the molecular pathogenesis of deafness among the youth by means of genetic testing so as to provide pre-marriage genetic counseling and instruction for the deaf youth. 217 deaf young people, 126 males and 91 females, aged 18.9 (16 - 26), from Yunnan and Guizhou provinces, underwent history taking, auditory testing, and collection of peripheral blood samples. Genomic DNA and mitochondrial DNA were extracted to undergo sequence analysis of the entire gene GJB2, common point mutation of SLC26A4 gene, and mutation of mtDNA A1555G. Genetic prediction and marriage instruction were provided to each subject based on these results. Twenty-three of the 117 persons (10.5%), 13 males and 10 females, were mtDNA A1555G mutation carriers and they were instructed that they, their maternal relatives, and the offspring of the female carriers, should they be born, should strictly avoid the administration of amino glycoside antibiotics. Twenty eight of the 115 persons (12.9%), were confirmed to carry homozygous or compound GJB2 mutations, 5 individuals (2.3%) carried heterozygous GJB2 mutation, 19 (8.8%) carried homozygous or compound SLC26A4 mutations, and one (0.5%) carried heterozygous SLC26A4 mutation. The suggestion for them was to avoid getting married with deaf partners caused by the same deaf gene or with individuals carrying mutations in the same deaf gene. Meanwhile, suggestions such as avoiding aggressive exercises and head injury were provided to the deaf young people with SLC26A4 mutations. Genetic testing can provide more accurate and useful genetic counseling and instruction to deaf young people for their partner selection and eugenics.

An educational rationale for deaf students with multiple disabilities.

PubMed

Ewing, Karen M; Jones, Thomas W

2003-01-01

Deaf students with with multiple disabilities have a long history of limited opportunity, including limited access to educational opportunities available to their deaf peers. This article places the individual needs of deaf students with multiple disabilities in the context that guides much of deaf education--the importance of language acquisition. That emphasis provides a basis for placement and curriculum options for deaf students with multiple disabilities. The authors review the evolution of placement options, describe assumptions that should guide placement and curriculum decisions, and recommend practices for optimizing these students' education. Descriptions of three service delivery models--multidisciplinary, interdisciplinary, and transdisciplinary--are provided, as well as an overview of the effectiveness of person-centered planning for deaf students with multiple disabilities. Disability-specific resources are highlighted that relate to mental retardation, autism, visual impairments, learning disabilities, attention deficit hyperactivity disorder, emotional disorders, medical issues, and general resources.

The experiences of Cypriot hearing adults with Deaf parents in family, school, and society.

PubMed

Hadjikakou, Kika; Christodoulou, Despina; Hadjidemetri, Eleni; Konidari, Maria; Nicolaou, Nicoletta

2009-01-01

This paper investigates the personal experiences of hearing adults with signing Deaf parents in their families, school, and society. In order to obtain relevant information, in-depth semi-structured interviews were conducted with 10 Cypriot hearing adults with Deaf parents between the ages of 21 and 30 years with different occupation, sex, and educational background. It was found that most of the participants developed a bicultural identity, undertook the interpreter and protector role in their family, and interacted well with their parents, despite the lack of in-depth communication that they noted. The positive role of the extended family was acknowledged. The prejudices of Cypriot hearing people against the Deaf people were identified, as well as the lack of state support toward the Deaf community. This study has implications for Deaf parents, and professionals working, planning, and implementing social, psychological, and educational support services to Deaf-parented families.

Deaf studies alumni perceptions of the academic program and off-campus internship.

PubMed

Cooper, Sheryl B; Emanuel, Diana C; Cripps, Jody H

2012-01-01

Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in the general university population. It was found that most of the alumni reported using the knowledge and skills from the Deaf studies program in their current job. Current employment among alumni was almost 100%, and most of the alumni had positive perceptions regarding their personal, academic, and professional growth as it related to their internship and undergraduate Deaf studies program. The study findings underscore the need for continued support of Deaf studies programs. Suggestions are provided for program directors regarding the development of internships and academic programs for students in Deaf studies.

Alfabetizacion de las personas que son sordas e invidentes. Hoja informativa de DB-LINK (Literacy for Persons Who Are Deaf-Blind. DB-LINK Fact Sheet).

ERIC Educational Resources Information Center

Miles, Barbara

This fact sheet discusses the importance of literacy for individuals who are deaf-blind, the social functions of reading and writing, and conditions necessary for the development of literacy. Strategies for promoting literacy among this population are described and include: (1) invite children and adults who are deaf-blind to observe as you use…

Do You See What I Mean? Shared Reference in Non-Native, Early Signing Deaf Children

ERIC Educational Resources Information Center

Falkman, Kerstin W.; Hjelmquist, Erland

2006-01-01

A group of non-native, early signing deaf children between the ages of 7 and 11 years were tested on a referential communication task. A group of hearing children matched for sex and mental and chronological age were also included in the study. The aim was to study the deaf children's ability to take another person's perspective in a task that…

Genetics and deafness: implications for education and life care of deaf students.

PubMed

Schein, Jerome D; Miller, Maurice H

2008-01-01

The severity of deafness can obscure the presence of other disabilities that may accompany genetic anomalies, such as occur in Alport and Usher syndromes. Recent advances in genetics have heightened attention to various disabilities and dysfunctions that may coexist with deafness. Failure to recognize these additional disabilities when they occur can misguide educational planning; may open the afflicted deaf person to failure to identify, diagnose, and manage potentially serious health conditions; and in some instances may even lead to loss of life. Of the many genetic conditions that have been identified, a few examples are cited to illustrate the need to inform parents, educators, and other caregivers about the importance of obtaining genetic information.

A pilot program in rural telepsychiatry for deaf and hard of hearing populations.

PubMed

Crowe, Teresa; Jani, Suni; Jani, Sushma; Jani, Niranjan; Jani, Raja

2016-03-01

Access to mental health care in deaf communities is limited by cultural considerations, availability of translators, and technological considerations. Telepsychiatry can mitigate the deaf community's lack of access to care by allowing for deaf individuals in remote communities access to care with facilities that cater to their needs. Community Behavioral Health, Arundel Lodge, and Gallaudet University worked in conjunction to test three hypotheses: 1.Telepsychiatry will be as effective as traditional face-to-face psychotherapy with deaf adults who have chronic mental illness.2.Patients living in remote locations will report an improvement in accessibility to mental health services.3.Patients who receive telepsychiatry will report a comparable level of satisfaction of services to those receiving traditional services. The patient sample consisted of 24 participants, 13 women, 11 men. Telepsychiatry sessions were scheduled based on each patient's individual treatment plan against a control group who saw their providers face to face. The telepsychiatry and in-person groups were slightly different at baseline. Analysis of the data revealed no significant difference in coping abilities and psychiatric symptoms between those receiving face-to-face psychotherapy and those receiving telepsychiatry. The quality and outcome of care was equal to in-person for the telepsychiatry in deaf patients. Since telepsychiatry does not compromise the quality of care, it is a good means of reaching out to members of the deaf community that cannot readily access mental health resources that meet their needs.

Looking into a deaf child's future. A brief treatment approach.

PubMed

Harvey, M A; Green, C L

1990-12-01

This article describes the brief psychotherapeutic treatment of a hearing mother who reported obsessional thoughts about her deaf child's future. The article was written jointly by the therapist and the client. Clinical hypnosis was used to modify the mother's negative images of her child's future. Structured meetings between the mother, a vocational counselor, and deaf adults affirmed and expanded the more positive images. Theoretical descriptions and personal sentiments are offered.

I Have a Deaf Student in My Dorm! What Do I Do? Information for RAs and Residence Hall Supervisors

ERIC Educational Resources Information Center

PEPNet 2, 2009

2009-01-01

Individuals who are deaf or hard of hearing are just like other students except they do not hear as well. They come in all shapes and sizes and call themselves by many names such as: deaf, hard of hearing, or hearing impaired. Just remember the student is a person first--and should be treated the same as anyone else. The biggest issue a residence…

Understanding Etiology of Hearing Loss as a Contributor to Language Dysfluency and its Impact on Assessment and Treatment of People who are Deaf in Mental Health Settings.

PubMed

Crump, Charlene J; Hamerdinger, Stephen H

2017-11-01

Working with individuals who are deaf in mental health settings can be complex work, necessitating consideration for the difference in language abilities. These differences include not only the language differences of American Sign Language (ASL) and English, but also the range of heterogeneity within the Deaf Community. Multiple influences such as mental illness, medical conditions, language deprivation and the etiology of deafness can impact how a person acquires and uses language. This article will discuss how various causes of deafness create the potential for specific language dysfluencies with individuals who are deaf in mental health settings. The article will also discuss the use of communication assessments to examine specific language dysfluency patterns and attempt to offer possible corresponding interventions.

Pedophilia and Deafness.

ERIC Educational Resources Information Center

Vernon, McCay; Rich, Steve

1997-01-01

Data from 22 cases of individuals with deafness suffering from pedophilia indicate a number of factors that distinguish them from hearing pedophiles. Differences include a prevalence of Primitive Personality Disorder, a high rate of brain damage, illiteracy, poorer communication skills, and psychiatric illnesses. Legal issues, prevention, and…

Speech Aids

NASA Technical Reports Server (NTRS)

1987-01-01

Designed to assist deaf and hearing impaired-persons in achieving better speech, Resnick Worldwide Inc.'s device provides a visual means of cuing the deaf as a speech-improvement measure. This is done by electronically processing the subjects' sounds and comparing them with optimum values which are displayed for comparison.

Deaf community analysis for health education priorities.

PubMed

Jones, Elaine G; Renger, Ralph; Firestone, Rob

2005-01-01

Deaf persons' access to health-related information is limited by barriers to spoken or written language: they cannot overhear information; they have limited access to television, radio, and other channels for public information; and the average reading level of Deaf adults is at a 3rd to 4th grade level. However, literature searches revealed no published reports of community analysis focusing specifically on health education priorities for Deaf communities. A seven-step community analysis was conducted to learn the health education priorities in Arizona Deaf communities and to inform development of culturally relevant health education interventions in Deaf communities. The word "Deaf" is capitalized to reflect the cultural perspective of the Deaf community. A 14-member Deaf Health Committee collected data using multimethods that included review of state census data, review of national health priorities, key informant interviews, discussions with key community groups, a mail survey (n = 20), and semistructured interviews conducted in sign language with 111 Deaf adults. The community diagnosis with highest priority for health education was vulnerability to cardiovascular disease (CVD). Following completion of the community analysis, a heart-health education intervention (The Deaf Heart Health Intervention) was developed using a train-the-trainer, community health worker model. If this model proves to be effective in addressing vulnerability to CVD, then a similar protocol could be employed to address other health concerns identified in the Deaf community analysis.

Challenges Facing a Deaf Family Member Concerning a Loved One’s Dying

PubMed Central

Kehl, Karen A.; Gartner, Constance M.

2010-01-01

Individuals who are Deaf face challenges both similar and unique from those faced by hearing individuals when a family member is dying. This study was guided by the question “What are the challenges faced by a Deaf family member when a loved one is dying?” Methods - This qualitative study is guided by critical theory and an interpretive perspective. Robert, a college-educated older adult who has been Deaf from birth was interviewed in American Sign Language using a death history format. Results – There are challenges for Deaf family members that affect communication with both the dying person and health care professionals. Patient-family communication issues included physical challenges and financial challenges. Lack of cultural competence concerning the Deaf community created challenges communicating with professionals. Decision-making was also a challenge. Conclusions These findings provide a framework for future research concerning the needs of Deaf individuals facing the end of life and provide guidance for clinicians. PMID:19910395

The christian's duty toward the deaf: differing christian views on deaf schooling and education in 19th-century Dutch society.

PubMed

Tijsseling, Corrie; Tellings, Agnes

2009-01-01

A historical study is conducted into the founding of three boarding schools for Deaf children in The Netherlands, in 1790, 1840, and 1888. The article focuses on how three different religious views inspired divergent perspectives on citizenship and the role of the state, the church, and charity in helping Deaf people to become well-integrated citizens. For each school, a brief general context and a brief description of its political and religious background is given. The founding of the school, with accompanying difficulties, is then described, as well as the fundamental ideas of the founders regarding the image of the Deaf person, Deaf children and their capacities, societal goals of the institution, subject matter considered important in the school, further relevant organizational aspects, and financing and the responsibilities of state, church, charity, and private enterprise. The views of the three institutions are compared and contrasted.

Creating Visual Materials for Multi-Handicapped Deaf Learners.

ERIC Educational Resources Information Center

Hack, Carole; Brosmith, Susan

1980-01-01

The article describes two groups of visual materials developed for multiply handicapped deaf teenagers. The daily living skills project includes vocabulary lists, visuals, games and a model related to household cleaning, personal grooming, or consumer skills. The occupational information project includes visuals of tools, materials, and clothing…

Usher's Syndrome: The Personal, Social, and Emotional Implications

ERIC Educational Resources Information Center

American Annals of the Deaf, 1978

1978-01-01

The special issue presents a collection of 10 studies presented at a major workshop on Usher's Syndrome (a condition of congenital deafness accompanied by progressive loss of vision) which was sponsored by the South Central Regional Center for Deaf-blind Children in Dallas, Texas, September, 1977. (IM)

Maximizing the Independence of Deaf-Blind Teenagers.

ERIC Educational Resources Information Center

Venn, J. J.; Wadler, F.

1990-01-01

The Independent Living Project for Deaf/Blind Youth emphasized the teaching of home management, personal management, social/emotional skills, work skills, and communication skills to increase low-functioning teenagers' autonomy. The project included an independent living apartment in which a video monitoring system was used for indirect…

75 FR 57473 - National Institute on Deafness and Other Communication Disorders; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-21

... and performance, and the competence of individual investigators, the disclosure of which would... personal qualifications and performance, and competence of individual investigators. Place: National... Deafness and Other Communication Disorders; Notice of Meeting Pursuant to section 10(d) of the Federal...

Undergraduate Research Involving Deaf and Hard-of-Hearing Students in Interdisciplinary Science Projects

ERIC Educational Resources Information Center

Pagano, Todd; Ross, Annemarie; Smith, Susan B.

2015-01-01

Scientific undergraduate research in higher education often yields positive outcomes for student and faculty member participants alike, with underrepresented students often showing even more substantial gains (academic, professional, and personal) as a result of the experience. Significant success can be realized when involving deaf and…

Development and Psychometric Properties of a Standardized Assessment for Adults Who Are Deaf-Blind

ERIC Educational Resources Information Center

Dalby, Dawn M.; Hirdes, John P.; Stolee, Paul; Strong, J. Graham; Poss, Jeff; Tjam, Erin Y.; Bowman, Lindsay; Ashworth, Melody

2009-01-01

The internal consistency and validity of the interRAI Community Health Assessment and Deafblind Supplement were tested with 182 persons with deaf-blindness. All subscales demonstrated good to excellent internal consistency, and expected associations provided evidence of convergent validity. This instrument can facilitate standardized service…

Working with Students Who Are Late-Deafened. PEPNet Tipsheet

ERIC Educational Resources Information Center

Clark, Mary

2010-01-01

Late-deafness means deafness that happened postlingually, any time after the development of speech and language in a person who has identified with hearing society through schooling, social connections, etc. Students who are late-deafened cannot understand speech without visual aids such as speechreading, sign language, and captioning (although…

Saudi Deaf Students Post-Secondary Transitioning Experience: A Grounded Theory Study

ERIC Educational Resources Information Center

Almotiri, Abdullah

2017-01-01

Understanding how deaf and hard-of-hearing (DHH) international students transition to post-secondary institutions is important for ensuring their academic and personal success. In this grounded theory study, five Saudi Arabian students who are DHH and enrolled at Gallaudet University were interviewed about their transition experience. Participants…

Deaf-Blindness: National Organizations and Resources. Reference Circular No. 93-1.

ERIC Educational Resources Information Center

Library of Congress, Washington, DC. National Library Service for the Blind and Physically Handicapped.

This circular lists national organizations and print and audiovisual resources on areas of service to persons with deaf blindness, including rehabilitation, education, information and referral, recreation, and sources for adaptive devices and products. Section I is an alphabetical list of 40 national organizations and resources, including…

Focusing on Staff Development and Administrative Issues.

ERIC Educational Resources Information Center

Kolvitz, Marcia, Ed.

These four conference papers from the Biennial Conference on Postsecondary Education for Persons who are Deaf or Hard of Hearing focus on staff development and administrative issues for postsecondary personnel working with students with deafness or who are hard of hearing. The first paper, "Mentorship for the Working Interpreter"…

Goldilocks or Granny?: Portrayals of deafness in the English novel.

PubMed

Dakin, Paul

2015-11-01

This paper examines the portrayal of characters that are deaf in 29 English novels written over 300 years by mainstream authors for a largely hearing readership. Their attributes are examined with particular reference to the mode of communication, education, medical intervention and issues of identity, and as to how far these portrayals resonate with the experience of persons with hearing loss by comparison to contemporary deaf narratives. The reasons why hearing authors include such representations are considered and two categories of iconic character are identified--'Goldilocks' and 'Granny', discussing how far these portrayals truly inform about deafness or reflect the underlying attitudes of the author and the society they represent. © The Author(s) 2014.

Studies on hand-held visual communication device for the deaf and speech-impaired I. Visual display window size.

PubMed

Thurlow, W R

1980-01-01

Messages were presented which moved from right to left along an electronic alphabetic display which was varied in "window" size from 4 through 32 letter spaces. Deaf subjects signed the messages they perceived. Relatively few errors were made even at the highest rate of presentation, which corresponded to a typing rate of 60 words/min. It is concluded that many deaf persons can make effective use of a small visual display. A reduced cost is then possible for visual communication instruments for these people through reduced display size. Deaf subjects who can profit from a small display can be located by a sentence test administered by tape recorder which drives the display of the communication device by means of the standard code of the deaf teletype network.

Technology Use among Adults Who Are Deaf and Hard of Hearing: A National Survey

ERIC Educational Resources Information Center

Maiorana-Basas, Michella; Pagliaro, Claudia M.

2014-01-01

As society becomes increasingly more dependent on technology, information regarding the use, preference, and accessibility of commonly used devices and services among individuals who are deaf and hard of hearing (DHH) is crucial. Developing technologies that are functional and appropriately accessible allows persons who are DHH to fully…

You Don't Know What You've Been Missing! Alerting and Signaling Devices.

ERIC Educational Resources Information Center

Davis, Cheryl D.

This publication describes assistive devices to help convert auditory signals to signals that are accessible to persons who are hard of hearing, deaf, or deaf-blind. Introductory material describes the four regional centers making up the Postsecondary Education Programs Network. Each descriptive page includes photographs and prices as well as…

The Real "Toll" of A. G. Bell: Lessons about Eugenics

ERIC Educational Resources Information Center

Greenwald, Brian H.

2009-01-01

Historian Brian Greenwald offers a revisionist interpretation of Bell. He reviews Bell's role and influence within the American eugenics movement and shows that Bell had the respect of the most prominent American eugenicists. His intimate knowledge of deafness, from personal experience with his mother and wife and from his studies of deaf people…

Psychiatric Diagnosis, Therapy and Research on the Psychotic Deaf. Final Report.

ERIC Educational Resources Information Center

Grinker, Roy R., Sr., Ed.; And Others

Described is an extensive research and demonstration project in Illinois concerned with the deaf mentally ill. Purposes were to gain experience and knowledge needed to provide therapy for such persons, train professional personnel in therapeutic processes, establish inpatient and outpatient facilities in the State Mental Health system for such…

Touching Textures in Different Tasks by a Woman with Congenital Deaf-Blindness

ERIC Educational Resources Information Center

Janssen, Marleen J.; Huisman, Mark; Van Dijk, Jan P. M.; Ruijssenaars, Wied A. J. J. M.

2012-01-01

Little is known about how persons with congenital deaf-blindness use hand movements efficiently for exploring different objects with different textures in different tasks. More knowledge in this area would contribute to the adaptations of educational strategies for encouraging touch and tactile exploration. The study presented in this article…

Focusing on Non-Traditional and Underserved Students.

ERIC Educational Resources Information Center

Kolvitz, Marcia, Ed.

These six conference papers from the Biennial Conference on Postsecondary Education for Persons who are Deaf or Hard of Hearing focus on serving nontraditional students with deafness or hard of hearing. The first paper, "Helping Minority Individuals Navigate through Successful School and Work Transitions" (Glenn B. Anderson and Susan K. McGee),…

A Compelling Desire for Deafness

ERIC Educational Resources Information Center

Veale, David

2006-01-01

A case is described of a patient who has a compelling and persistent desire to become deaf. She often kept cotton wool moistened with oil in her ears and was learning sign language. Living without sound appeared to be a severe form of avoidance behavior from hyperacusis and misophonia. She had a borderline personality disorder that was associated…

Do You Hear Voices? Problems in Assessment of Mental Status in Deaf Persons with Severe Language Deprivation

ERIC Educational Resources Information Center

Glickman, Neil

2007-01-01

When mental health clinicians perform mental status examinations, they examine the language patterns of patients because abnormal language patterns, sometimes referred to as language dysfluency, may indicate a thought disorder. Performing such examinations with deaf patients is a far more complex task, especially with traditionally underserved…

Self-Determination for Children and Young Adults Who Are Deaf-Blind. NTAC Briefing Paper.

ERIC Educational Resources Information Center

Morgan, Susanne; Bixler, Elizabeth; McNamara, Jamie

This paper explores how principles of self-determination apply to individuals who are deaf-blind and how it affects families, educational programming, and service delivery. Five underlying principles are identified including: all persons desire self-determination and are capable of achieving it; self-determination is a continuum; and…

John Tracy Clinic Correspondence Learning Program for Parents of Preschool Deaf-Blind Children. Teacher's Guide.

ERIC Educational Resources Information Center

Thielman, Virginia B.; And Others

The teacher's guide outlines lessons from a correspondence learning program for parents of preschool deaf blind children. Learning steps and objectives are listed for eight areas covered by the program: communication, gross motor development, fine motor development, eating, sleeping, toilet training, dressing/undressing, and personal hygiene.…

Linguistic Diversity in a Deaf Prison Population: Implications for Due Process

ERIC Educational Resources Information Center

Miller, Katrina R.

2004-01-01

The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic…

PERVALE-S: a new cognitive task to assess deaf people's ability to perceive basic and social emotions.

PubMed

Mestre, José M; Larrán, Cristina; Herrero, Joaquín; Guil, Rocío; de la Torre, Gabriel G

2015-01-01

A poorly understood aspect of deaf people (DP) is how their emotional information is processed. Verbal ability is key to improve emotional knowledge in people. Nevertheless, DP are unable to distinguish intonation, intensity, and the rhythm of language due to lack of hearing. Some DP have acquired both lip-reading abilities and sign language, but others have developed only sign language. PERVALE-S was developed to assess the ability of DP to perceive both social and basic emotions. PERVALE-S presents different sets of visual images of a real deaf person expressing both basic and social emotions, according to the normative standard of emotional expressions in Spanish Sign Language. Emotional expression stimuli were presented at two different levels of intensity (1: low; and 2: high) because DP do not distinguish an object in the same way as hearing people (HP) do. Then, participants had to click on the more suitable emotional expression. PERVALE-S contains video instructions (given by a sign language interpreter) to improve DP's understanding about how to use the software. DP had to watch the videos before answering the items. To test PERVALE-S, a sample of 56 individuals was recruited (18 signers, 8 lip-readers, and 30 HP). Participants also performed a personality test (High School Personality Questionnaire adapted) and a fluid intelligence (Gf) measure (RAPM). Moreover, all deaf participants were rated by four teachers for the deaf. there were no significant differences between deaf and HP in performance in PERVALE-S. Confusion matrices revealed that embarrassment, envy, and jealousy were worse perceived. Age was just related to social-emotional tasks (but not in basic emotional tasks). Emotional perception ability was related mainly to warmth and consciousness, but negatively related to tension. Meanwhile, Gf was related to only social-emotional tasks. There were no gender differences.

PERVALE-S: a new cognitive task to assess deaf people’s ability to perceive basic and social emotions

PubMed Central

Mestre, José M.; Larrán, Cristina; Herrero, Joaquín; Guil, Rocío; de la Torre, Gabriel G.

2015-01-01

A poorly understood aspect of deaf people (DP) is how their emotional information is processed. Verbal ability is key to improve emotional knowledge in people. Nevertheless, DP are unable to distinguish intonation, intensity, and the rhythm of language due to lack of hearing. Some DP have acquired both lip-reading abilities and sign language, but others have developed only sign language. PERVALE-S was developed to assess the ability of DP to perceive both social and basic emotions. PERVALE-S presents different sets of visual images of a real deaf person expressing both basic and social emotions, according to the normative standard of emotional expressions in Spanish Sign Language. Emotional expression stimuli were presented at two different levels of intensity (1: low; and 2: high) because DP do not distinguish an object in the same way as hearing people (HP) do. Then, participants had to click on the more suitable emotional expression. PERVALE-S contains video instructions (given by a sign language interpreter) to improve DP’s understanding about how to use the software. DP had to watch the videos before answering the items. To test PERVALE-S, a sample of 56 individuals was recruited (18 signers, 8 lip-readers, and 30 HP). Participants also performed a personality test (High School Personality Questionnaire adapted) and a fluid intelligence (Gf) measure (RAPM). Moreover, all deaf participants were rated by four teachers for the deaf. Results: there were no significant differences between deaf and HP in performance in PERVALE-S. Confusion matrices revealed that embarrassment, envy, and jealousy were worse perceived. Age was just related to social-emotional tasks (but not in basic emotional tasks). Emotional perception ability was related mainly to warmth and consciousness, but negatively related to tension. Meanwhile, Gf was related to only social-emotional tasks. There were no gender differences. PMID:26300828

Effectiveness of videos improving cancer prevention knowledge in people with profound hearing loss.

PubMed

Zazove, Philip; Meador, Helen E; Reed, Barbara D; Sen, Ananda; Gorenflo, Daniel W

2012-06-01

Deaf persons have a poorer understanding of cancer prevention, which is felt to be partly due to communication barriers. One hundred ninety-seven d/Deaf persons completed a survey and video on cancer prevention. Half viewed a spoken English program designed for hearing persons (control group); the other half viewed an amended program that had American Sign Language, captions, and printed English options added (experimental group). Knowledge was measured before and after the video, including 1 and 6 months later. Respondents were primarily Caucasian, had low incomes, lost hearing at young ages, and had d/Deaf spouses. Although overall knowledge improved after viewing the video, the presence of culture-specific communications (American Sign Language, captions) did not improve scores compared to the control group, either immediately after the intervention or over time. Moreover, percentage correct on all pretest, and almost all post-test, questions was <50% for both experimental and control groups. For all subjects, regardless of which group they were in, a hearing spouse (p  < 0.001) and more healthcare information sources (p = 0.001) improved knowledge, while African-Americans showed a trend to lesser improvement (p = 0.06). Using culture-specific language did not improve cancer prevention knowledge in this d/Deaf population, and overall knowledge remained low. More study is needed to determine the best way to increase cancer prevention knowledge in this population.

Leadership Style in the Deaf Community: An Exploratory Case Study of a University President

ERIC Educational Resources Information Center

Kamm-Larew, Deborah; Stanford, Jevetta; Greene, Robert; Heacox, Christopher; Hodge, Warren

2008-01-01

A qualitative mini-case study of I. King Jordan and his leadership style explores the influence of a transformational leader on Gallaudet University and the Deaf community. The study features a template-style semistructured interview with Jordan regarding his perceptions of leadership and his personal insights. The study highlights the attributes…

The Impact of High School Extracurricular Involvement on the Postsecondary Outcomes of Deaf and Hard-of-Hearing Youth

ERIC Educational Resources Information Center

Schoffstall, Sarah; Cawthon, Stephanie; Dickson, Duncan; Bond, Mark; Ocuto, Oscar; Ge, Jinjin

2016-01-01

Involvement in extracurricular activities provides youth with opportunities to develop important personal skills, abilities, and preferences, and to build meaningful social support networks. Historically, students who are deaf or hard of hearing (SDHH) have had limited access to opportunities for both academic and occupational development,…

Who Is Qualified to Teach American Sign Language?

ERIC Educational Resources Information Center

Kanda, Jan; Fleischer, Larry

1988-01-01

Teachers of American Sign Language (ASL) can no longer qualify just by being able to sign well or by being deaf. ASL teachers must respect the language and its history, feel comfortable interacting with the deaf community, have completed formal study of language and pedagogy, be familiar with second-language teaching, and engage in personal and…

Your Case Will Now Be Heard: Sign Language Interpreters as Problematic Accommodations in Legal Interactions

ERIC Educational Resources Information Center

Brunson, Jeremy L.

2008-01-01

This paper uses data from open-ended, videotaped interviews with 12 deaf people to examine their experiences negotiating access during interactions with legal authorities. In every case, these deaf persons preferred an accommodation that involved the use of an American Sign Language interpreter, and in every case, these accommodations were…

Attitudes toward Speech Disorders: Sampling the Views of Cantonese-Speaking Americans.

ERIC Educational Resources Information Center

Bebout, Linda; Arthur, Bradford

1997-01-01

A study of 60 Chinese Americans and 46 controls found the Chinese Americans were more likely to believe persons with speech disorders could improve speech by "trying hard," to view people using deaf speech and people with cleft palates as perhaps being emotionally disturbed, and to regard deaf speech as a limitation. (Author/CR)

Perspectives on Deafness in Higher Education: A Look at the University of Tennessee Program. Readings in Deafness Monograph No. 8.

ERIC Educational Resources Information Center

American Deafness and Rehabilitation Association, Silver Spring, MD.

The publication describes the role of the University of Tennessee (UT) in providing higher education, continuing education, and resource services for education and rehabilitation of hearing impaired persons. Separate papers address the following topics: the UT teacher training program, an orientation program to serve state rehabilitation agency…

Signs of Autonomy: Facilitating Independence and Inquiry in Deaf Science Classrooms

ERIC Educational Resources Information Center

Kahn, Sami; Feldman, Allan; Cooke, Michele L.

2013-01-01

Deaf and hard of hearing (DHH) persons are underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One of the major barriers to STEM careers is DHH students' extremely low college graduation rates. While social and literacy barriers play a critical role in this phenomenon, student autonomy has also been cited as…

75 FR 18512 - National Institute on Deafness and Other Communication Disorders; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-12

... Deafness and Other Communication Disorders Special Emphasis Panel, LRP's. Date: May 3, 2010. Time: 1 p.m..., 6120 Executive Blvd., Rockville, MD 20852. (Virtual Meeting.) Contact Person: Sheo Singh, PhD...'s Clinical Trial. Date: May 7, 2010. Time: 4 p.m. to 5 p.m. Agenda: To review and evaluate grant...

75 FR 54892 - National Institute on Deafness and Other Communication Disorders; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-09

... Deafness and Other Communication Disorders Special Emphasis Panel; P30 Review. Date: October 1, 2010. Time.... Date: October 6, 2010. Time: 11 a.m. to 2:30 p.m. Agenda: To review and evaluate grant applications... Call). Contact Person: Sheo Singh, PhD, Scientific Review Officer, Scientific Review Branch, Division...

Leadership style in the deaf community: an exploratory case study of a university president.

PubMed

Kamm-Larew, Deborah; Stanford, Jevetta; Greene, Robert; Heacox, Christopher; Hodge, Warren

2008-01-01

A qualitative mini-case study of I. King Jordan and his leadership style explores the influence of a transformational leader on Gallaudet University and the Deaf community. The study features a template-style semistructured interview with Jordan regarding his perceptions of leadership and his personal insights. The study highlights the attributes of transformational leadership and encourages further research into leadership as a tool for change in the Deaf community and the disability rights movement. This exploration of the leadership style of Gallaudet's first Deaf president is especially timely; the study was conducted between Jordan's retirement announcement and the Gallaudet Board of Trustees' decision to rescind an offer to his announced successor to become the university's next president. That tumultuous transition accentuated the disconnect between Jordan's transformational, charismatic leadership style, which affected generations of the Deaf community, and his followers' dissatisfaction with his management and successor planning.

Family therapy with deaf persons: the systemic utilization of an interpreter.

PubMed

Harvey, M A

1984-06-01

This paper discusses the theory and practice of providing family therapy to families in which there are hearing parents and at least one Deaf child, particularly regarding the optimal utilization of an interpreter. The therapist must be knowledgeable about the psychosocial effects of deafness, the cultural aspects of deafness, and preferably be able to use American Sign Language and Signed English. The therapeutic benefit of utilizing an interpreter extends far beyond simply facilitating communication between each family member whose primary-language is either spoken English or Sign Language. The presence of an interpreter helps the therapist to modify family rules that deny the implications of deafness and prohibit the use of Sign Language, to modify the balance of power in the family, and to encourage participants to exhibit the ego defense mechanisms of projection and transference. The family therapist can utilize those subtle yet profound influences to therapeutic advantage.

Teachers' perceptions and actions in carrying out communication policies in a public school for the deaf.

PubMed

Hsing, M H; Lowenbraun, S

1997-03-01

The purpose of this study was to investigate teachers' opinions on school communication policies in a public school for the Deaf in Taipei, Taiwan. Specifically, the authors examined how teachers carried out communication policies, and examined possible discrepancies between teachers' perceptions of their communication methods and the methods they actually used in the classroom. Questionnaires were distributed to all 120 teachers at Taipei Municipal School for the Deaf. Thirteen of the 85 respondents were selected as subjects for personal interviews followed by direct classroom observation and videotaping. Sixteen deaf high school seniors at the school were interviewed concerning their opinions about the teachers' communication modes and abilities, and about the communication modes the students experienced.

Deafness-related self-perceptions and psychological well-being in deaf adolescents with cochlear implants.

PubMed

Mance, Jennifer; Edwards, Lindsey

2012-05-01

This study aimed to examine the relationship between psychological well-being and self-perception in adolescents with cochlear implants, in relation to their perceptions of hearing, deaf signing, and orally communicating deaf peers. Self-perceptions were examined in 22 cochlear implant users aged 12-18 years, using the repertory grid technique that allows the respondent to generate personally relevant 'identity' constructs. Psychological well-being was assessed using the Beck Youth Inventory, a series of five self-report questionnaires assessing anxiety, depression, disruptive behaviour, anger, and self-esteem. Correlational analyses indicated that perceiving oneself as close to any peer, irrespective of which peer, was associated with better psychological well-being. There was also a significant positive association between perceived degree of similarity specifically to hearing peers, and psychological well-being. The closer the implanted adolescents perceived themselves to be to their hearing peers, the better their overall psychological well-being. In contrast, perceiving oneself as more similar to deaf signing peers or deaf oral peers was not significantly associated with psychological well-being. The findings are discussed in the context of previous research on social comparison, Deaf identity, and the aims of cochlear implantation.

Bringing Hearing to the Deaf--Cochlear Implants: a Technical and Personal Account

NASA Astrophysics Data System (ADS)

Shipsey, Ian

2006-04-01

Cochlear implants are the first device to successfully restore neural function. They have instigated a popular but controversial revolution in the treatment of deafness, and they serve as a model for research in neuroscience and biomedical engineering. In this talk the physiology of natural hearing will be reviewed from the perspective of a physicist, and the function of cochlear implants will be described in the context of historical treatments, electrical engineering, psychophysics, clinical evaluation of efficacy and personal experience. The social implications of cochlear implantation and the future outlook for auditory prostheses will also be discussed.

Further Development and Test of an Artificial Hand for Communication with Deaf-Blind People. Final Report.

ERIC Educational Resources Information Center

Laenger, Charles J., Sr.; Peel, H. Herbert

The report details the development and design of a mechanical hand for communicating with deaf blind persons. It is explained that the device, which looks and functions like the human hand, forms the symbols of the one-hand manual alphabet upon command from a standard electric typewriter keyboard. The report addresses the following topics (sample…

Transition for Persons with Deaf-Blindness and Other Profound Handicaps: State of the Art. Section I. Community Based Residential Options.

ERIC Educational Resources Information Center

Romer, Lyle T.; And Others

This compilation brings together various conference papers and a working group report on the topic of residential services for people with deaf-blindness and other profound disabilities. The title paper by Lyle T. Romer describes three measures for evaluating residential programs: capacity, progress, and lifestyle. Valued outcomes of a residential…

Irreconcilable Differences: The Education of Deaf Children in Canada

ERIC Educational Resources Information Center

MacDougall, James C.

2004-01-01

Samuel Johnson said it was the greatest human calamity, Helen Keller said she would rather be blind, and A.G. Bell feared that unless extraordinary measures were taken, a new and toxic variety of the human race would emerge. Deafness, the invisible disability, affects only one person in one thousand, but for as long as history has been recorded it…

Music and Deaf Culture: Images from the Media and Their Interpretation by Deaf and Hearing Students.

PubMed

Darrow; Loomis

1999-01-01

The purpose of the study was threefold: (a) to examine how the visual media have portrayed the subject of music and the deaf, (b) to verify the validity of these portrayals with members of the deaf community, and (c) to compare and contrast deaf and hearing audiences' impressions of these portrayals. An additional purpose of the research was to examine the results in light of possible misconceptions that may be construed by music therapists and music educators based upon the media's representation of the relationship between music and deaf culture. Since music therapists and music educators are the primary persons responsible for the music instruction of students in school programs for deaf and hard-of-hearing students, it is particularly important that they receive accurate messages about the relationship of music to deaf culture. Fifty deaf (n = 25) and hearing (n = 25) undergraduate college students individually viewed motion picture and television excerpts related to music and the deaf. Subjects were instructed to take notes as needed regarding the content of each excerpt and their impressions. Students were then interviewed in their native language, English or American Sign Language, as to their interpretations and perceptions regarding these excerpts and their accuracy. Interviews of the deaf students were translated into English from American Sign Language by trained interpreters. Written transcriptions were then made of the interpreters' English translations of the interviews with deaf students and of the verbal interviews with hearing students. Interview transcripts from both groups were coded and analyzed for recurring themes and patterns using content analysis. Data analysis revealed cultural patterns for the two groups, impressions specific to individual subjects, and trends in communication style and content for the two groups. Implications for music therapists and music educators are given regarding the influence of the media, characteristics of deaf culture, and teaching music to deaf students.

Deaf-And-Mute Sign Language Generation System

NASA Astrophysics Data System (ADS)

Kawai, Hideo; Tamura, Shinichi

1984-08-01

We have developed a system which can recognize speech and generate the corresponding animation-like sign language sequence. The system is implemented in a popular personal computer. This has three video-RAM's and a voice recognition board which can recognize only registered voice of a specific speaker. Presently, fourty sign language patterns and fifty finger spellings are stored in two floppy disks. Each sign pattern is composed of one to four sub-patterns. That is, if the pattern is composed of one sub-pattern, it is displayed as a still pattern. If not, it is displayed as a motion pattern. This system will help communications between deaf-and-mute persons and healthy persons. In order to display in high speed, almost programs are written in a machine language.

Deaf Stigma: Links Between Stigma and Well-Being Among Deaf Emerging Adults.

PubMed

Mousley, Victoria L; Chaudoir, Stephenie R

2018-05-31

Although stigma has been linked to suboptimal psychological and physical health outcomes in marginalized communities such as persons of color, sexual minorities, and people living with HIV/AIDS, no known research has examined these effects among deaf individuals. In the present research, we examine the associations between anticipated, enacted, and internalized stigma and psychological well-being (i.e., depressive symptoms, anxiety) and physical well-being (i.e., quality of life, alcohol use) among a sample of 171 deaf emerging adults. Furthermore, we consider whether trait resilience and benefit-finding moderate these effects. Enacted stigma, but not anticipated or internalized stigma, was related to worse depressive symptoms, anxiety, and quality of life. However, none of these variables predicted alcohol use and neither resilience nor benefit-finding moderated these effects. These findings are consistent with other research among marginalized populations, though they are also the first to suggest that experiences of discrimination are related to suboptimal well-being among deaf emerging adults. The discussion considers how these findings may illuminate the potential causes of disparities in well-being between hearing and deaf emerging adults.

Predicting acceptance and popularity in early adolescence as a function of hearing status, gender, and educational setting.

PubMed

Wolters, Nina; Knoors, Harry E T; Cillessen, Antonius H N; Verhoeven, Ludo

2011-01-01

This study examined associations of communicative skills, social behavior, and personality with acceptance and popularity as a function of hearing status, gender, and educational setting. Participants were 87 deaf and 672 hearing early adolescents of 52 6th grade classrooms in mainstream and special education. Acceptance varied as a function of hearing status by gender; popularity varied as a function of hearing status and educational setting. Deaf boys in mainstream education were less accepted and popular than their hearing classmates and than deaf peers in special education. Deaf girls in mainstream education were also less popular but not less accepted. Communicative skills varied as a function of hearing status, whereas social behavior varied as a function of educational setting. Deaf mainstreamed children showed less developed pragmatic and strategic communicative skills (monitoring, improvisation, initiating/maintaining) than their hearing classmates, but more social adjustment than deaf peers in special education (more prosocial behavior, less antisocial or withdrawn behavior, and more agreeableness). For acceptance, deaf girls in mainstream education compensated the lack of improvisation with higher levels of prosocial behavior, agreeableness, monitoring, and pragmatic skills, and lower levels of antisocial behavior than deaf boys. Monitoring and pragmatic skills negatively affected a deaf mainstream boy's acceptance. In special education, gender differences in prosocial behavior explained deaf boys' lower acceptance. Popularity was explained by pragmatic skills and improvisation as a function of hearing status. Voter population difference and different social behavior norms are considered as an explanation for popularity differences as a function of educational setting. Copyright © 2011 Elsevier Ltd. All rights reserved.

Deaf Genetic Testing and Psychological Well-Being in Deaf Adults

PubMed Central

Palmer, Christina G.S.; Boudreault, Patrick; Baldwin, Erin E.; Fox, Michelle; Deignan, Joshua L.; Kobayashi, Yoko; Sininger, Yvonne; Grody, Wayne; Sinsheimer, Janet S.

2013-01-01

Limited data suggest that enhanced self-knowledge from genetic information related to non-medical traits can have a positive impact on psychological well-being. Deaf individuals undertake genetic testing for deaf genes to increase self-knowledge. Because deafness is considered a non-medical trait by many individuals, we hypothesized that deaf individuals receiving a genetic explanation for why they are deaf will experience increased psychological well-being. We report results from a prospective, longitudinal study to determine the impact of genetic testing (GJB2, Cx26; GJB6, Cx30) on perceived personal control (PPC), anxiety, and depression in deaf adults (N=209) assessed following pre-test genetic counseling as well as 1-month and 6-months following test result disclosure. Participants were classified as Cx positive (n=82) or Cx negative/inconclusive (n=127). There was significant evidence for Cx group differences in PPC and anxiety over time (PPC: Cx group*time interaction p=0.0007; anxiety: Cx group*time interaction p=0.002), where PPC scores were significantly higher, and anxiety scores were significantly lower for the Cx positive group relative to the negative/inconclusive group following test result disclosure. Compared to pre-test, PPC scores increased at 1-month (p=0.07) and anxiety scores decreased at 6-months for the Cx positive group (p=0.03). In contrast, PPC scores decreased (p=0.009, p<0.0001) and anxiety scores increased (p=0.09, p=0.02) for the Cx negative/inconclusive group at 1- and 6-months post test result disclosure. Genetic testing for deaf genes affects the psychological well-being of deaf individuals. Increasing deaf adults’ access to genetic testing may potentially enhance self-knowledge and increase psychological well-being for those who receive a genetic explanation, which could offer downstream health benefits. PMID:23430402

Setting the stage for school health-promoting programmes for deaf children in Spain.

PubMed

Munoz-Baell, Irma M; Alvarez-Dardet, Carlos; Ruiz, M Teresa; Ferreiro-Lago, Emilio; Aroca-Fernandez, Eva

2008-12-01

Implementing health-promoting programmes for the most excluded and at-risk social groups forms a key part of any efforts to address underserved populations and reduce health inequalities in society. However, many at-risk children, particularly children in deaf communities, are not reached, or are poorly served, by health-promoting programmes within the school setting. This is so because schools are effective as health-promoting environments for d/Deaf children only to the extent that they properly address their unique communication needs and ensure they are both able and enabled to learn in a communication-rich and supportive psycho-social environment. This article examines how the usually separate strands of school health promotion and d/Deaf education might be woven together and illustrates research with deaf community members that involves them and gives their perspective. The primary objective of this study was to map deaf pilot bilingual education programmes in Spain-one of the first countries to ratify the Convention on the Rights of Persons with Disabilities (United Nations. (2006) Convention on the Rights of Persons with Disabilities, Resolution A/RES/61/106.)-with particular attention to their compliance to the Convention's article 24. Following pre-testing, 516 key informants were surveyed by mail (response rate: 42.08%) by using a snow-ball key-informant approach, within a Participatory Action Research framework, at a national, regional and local level. The results show that although some schools have achieved recommended standards, bilingual programmes are in various stages of formulation and implementation and are far from being equally distributed across the country, with only four regions concentrating more than 70% of these practices. This uneven geographical distribution of programmes probably reflects more basic differences in the priority given by regions, provinces, and municipalities to the deaf community's needs and rights as an important policy objective and may reinforce or widen inequalities by favouring or discriminating rather than achieving access and equity for this noticeably overlooked community.

The Effect of Education on the Occupational Status of Deaf and Hard of Hearing 26-to-64-Year-Olds

ERIC Educational Resources Information Center

Walter, Gerard G.; Dirmyer, Richard

2013-01-01

In the last quarter of the 20th century, federal legislation sought to eliminate disability-based discrimination by requiring reasonable accommodations in school and the workplace. One result of this legislation has been increased access to U.S. colleges and universities by deaf and hard of hearing persons. The present article reviews the…

Effects of a Cognitive Behavioral Self-Help Program on Emotional Problems for People with Acquired Hearing Loss: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Garnefski, Nadia; Kraaij, Vivian

2012-01-01

The aim of the study was to examine whether a cognitive-behavioral self-help program was effective in improving depressed mood and anxiety in people with acquired deafness. Participants were 45 persons with acquired deafness, randomly allocated to the Cognitive-Behavioral Self-help (CBS) group or the Waiting List Control (WLC) group. Depression…

Disabled persons and HIV/AIDS prevention: a case study of deaf and leprosy persons in Nigeria.

PubMed

Enwereji, Ezinna E; Enwereji, Kelechi O

2008-08-01

(i) To investigate factors and conditions that influence HIV/AIDS prevention among leprosy and deaf persons in leprosy settlements in Nigerian; (ii) to examine the extent to which the Government includes leprosy and deaf persons in HIV prevention programmes; (iii) To identify immediate needs of leprosy and deaf patients in settlements (iv) to determine possible areas for improving services so as to explore potential solutions. Total sample of 227 inmates and 34 Health Care Workers were studied in three purposively selected settlements. Two intervention concepts, participatory reservation approach (PRA) and planned action (PLA) were utilized in the study. The concepts enabled researchers to examine factors that influenced provision of HIV/AIDS prevention programmes to inmates in settlements. Data collection instruments were questionnaire and focus group discussions for inmates and interview guides for Health Workers. Data were analysed qualitatively and quantitatively with the help of Stat Pac Gold package. Findings showed that there were no reproductive health and and HIV prevention programmes in the settlements. There was lack of Governments' commitment to fund health programmes and to train Health Workers, as well as rejection, isolation, discrimination and discouragement of HIV/AIDS prevention programmes in settlements. There was poor knowledge of mode of transmission of HIV/AIDS among inmates. About 59 (53.6%) of inmates in Abia, and 60 (51.3%) in Oyo were not interested in voluntary counselling and sex education. Findings showed that inmates in the leprosy settlements were at risk of unprotected sex. About 99 (43.6%) in Oyo and 88 (38.8%) in Abia State, especially those who were single cohabited with opposite sexes to have babies in settlements (p = 003). Number of inmates that had babies in settlements justifies providing sex education, reproductive health and HIV/AIDS prevention programmes. This will assist in reducing HIV/AIDS prevalence among disabled persons in Nigeria.

76 FR 62423 - National Institute on Deafness and Other Communication Disorders; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-07

...., Rockville, MD 20852, (Telephone Conference Call). Contact Person: Melissa Stick, PhD, MPH, Chief, Scientific...., Rockville, MD 20852, (Telephone Conference Call). Contact Person: Melissa Stick, PhD, MPH, Chief, Scientific...

Technology use among adults who are deaf and hard of hearing: a national survey.

PubMed

Maiorana-Basas, Michella; Pagliaro, Claudia M

2014-07-01

As society becomes increasingly more dependent on technology, information regarding the use, preference, and accessibility of commonly used devices and services among individuals who are deaf and hard of hearing (DHH) is crucial. Developing technologies that are functional and appropriately accessible allows persons who are DHH to fully participate in society, education, and business while also providing opportunities for personal and professional advancement. Although a few international studies have addressed the technology use of individuals who are DHH, none exist that focus on the needs, preferences, and accessibility of current Internet- and mobile-based technologies. Consequently, a national survey was conducted in the United States to determine the preference, frequency of use, and accessibility of various technologies (hardware, software, Web sites) by adults who are DHH and living in the United States. Findings indicate frequent use of smartphones and personal computers, specifically for text-based communication and web surfing, and little use of Teletypewriter/Telecommunications Device for the Deaf. Web site feature preferences include pictures and text, and captions over signed translations. Some results varied by demographics. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Deafness, genetics and dysgenics.

PubMed

Nunes, Rui

2006-01-01

It has been argued by some authors that our reaction to deaf parents who choose deafness for their children ought to be compassion, not condemnation. Although I agree with the reasoning proposed I suggest that this practice could be regarded as unethical. In this article, I shall use the term "dysgenic" as a culturally imposed genetic selection not to achieve any improvement of the human person but to select genetic traits that are commonly accepted as a disabling condition by the majority of the social matrix; in short as a handicap. As in eugenics, dysgenics can be achieved in a positive and a negative way. Positive dysgenics intends to increase the overall number of people with a particular genetic trait. Marriage between deaf people or conceiving deaf children through reproductive technology are examples of positive dysgenics. Negative dysgenics can be obtained through careful prenatal or pre-implantation selection and abortion (or discarding) of normal embryos and foetuses. Only deaf children would be allowed to live. If dysgenics is seen as a programmed genetic intervention that undesirably shapes the human condition--like deliberately creating deaf or dwarf people--the professionals involved in reproductive technologies should answer the question if this should be an accepted ethical practice because the basic human right to an open future is violated.

78 FR 54477 - National Institute On Deafness and Other Communication Disorders; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-04

... personal information concerning individuals associated with the grant applications, the disclosure of which would constitute a clearly unwarranted invasion of personal privacy. Name of Committee: National... Activities NIDCD, NIH 6120 Executive Blvd., Bethesda, MD 20892, 301-496-8683. Any interested person may file...

Capitalizing on Community Resources to Build Specialized Behavioral Health Services Together with Persons who are Deaf, Deafblind or Hard of Hearing.

PubMed

Mathos, Kimberly K; Pollard, Robert Q

2016-02-01

There are relatively few counselors, psychologists, psychiatrists, and social workers who specialize in serving people who are Deaf, Deafblind or hard of hearing in the United States. Professionals that serve minority populations are often an insular group. They tend to network most often with fellow professionals who understand the language and cultural needs of their service population. Such specialized behavioral health providers rarely have the opportunity to interface with "mainstream" program planners, funders and administrators. Consequently, new recovery agendas, best practice models and community reintegration ideas are only slowly integrated into the care of persons who are Deaf, Deafblind or hard of hearing. We describe the development and implementation of a task force comprised of "front line" providers, administrators, county government officials, advocates and consumers that has made strides toward effective change in a local behavioral health care system. Methods employed, successes, barriers and other reflections on the task force's efforts also are described.

Equal Telecommunications Access for Deaf and Hard of Hearing Virginians (TDD/Message Relay Programs). Report to the Governor and the General Assembly of Virginia. House Document No. 9.

ERIC Educational Resources Information Center

Virginia State Dept. for the Deaf and Hard of Hearing, Richmond.

The report addresses issues of telecommunications access for hearing and speech impaired persons in Virginia. Six analyses were performed: (1) Accessibility of service organizations--over 89% of sample organizations were not accessible by a telecommunications device for the deaf and existing TDDs were underutilized; (2) Telephone use by persons…

Deaf murderers: clinical and forensic issues.

PubMed

Vernon, M; Steinberg, A G; Montoya, L A

1999-01-01

Data are reported on 28 deaf individuals who were convicted, pled guilty, or have been charged and awaiting trial for murder. The unique forensic issues raised by these cases are discussed, and their clinical picture presented. A significant percentage of these deaf murderers and defendants had such severely limited communication skills in both English and American Sign Language that they lacked the linguistic ability to understand the charges against them and/or to participate in their own defense. As such, they were incompetent to stand trial, due not to mental illness or mental retardation, but to linguistic deficits. This form of incompetence poses a dilemma to the courts that remains unresolved. This same linguistic disability makes it impossible for some deaf suspects to be administered Miranda Warnings in a way comprehensible to them. This paper identifies the reasons for the communication problems many deaf persons face in court and offers remedial steps to help assure fair trials and police interrogations for deaf defendants. The roles and responsibilities of psychiatric and psychological experts in these cases are discussed. Data are provided on the etiology of the 28 individuals' hearing losses, psychiatric/psychological histories, IQs, communication characteristics, educational levels, and victim characteristics. Copyright 1999 John Wiley & Sons, Ltd.

Do parental perceptions and motivations towards genetic testing and prenatal diagnosis for deafness vary in different cultures?

PubMed

Nahar, Risha; Puri, Ratna D; Saxena, Renu; Verma, Ishwar C

2013-01-01

Surveys of attitudes of individuals with deafness and their families towards genetic testing or prenatal diagnosis have mostly been carried out in the West. It is expected that the perceptions and attitudes would vary amongst persons of different cultures and economic background. There is little information on the prevailing attitudes for genetic testing and prenatal diagnosis for deafness in developing countries. Therefore, this study evaluates the motivations of Indian people with inherited hearing loss towards such testing. Twenty-eight families with history of congenital hearing loss (23 hearing parents with child/family member with deafness, 4 couples with both partners having deafness and 1 parent and child with deafness) participated in a semi-structured survey investigating their interest, attitudes, and intentions for using genetic and prenatal testing for deafness. Participants opinioned that proper management and care of individuals with deafness were handicapped by limited rehabilitation facilities with significant financial and social burden. Nineteen (68%) opted for genetic testing. Twenty-six (93%) expressed high interest in prenatal diagnosis, while 19 (73%) would consider termination of an affected fetus. Three hearing couples, in whom the causative mutations were identified, opted for prenatal diagnosis. On testing, all the three fetuses were affected and the hearing parents elected to terminate the pregnancies. This study provides an insight into the contrasting perceptions towards hearing disability in India and its influence on the desirability of genetic testing and prenatal diagnosis. Copyright © 2012 Wiley Periodicals, Inc.

78 FR 59041 - National Institute on Deafness and Other Communication Disorders; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-25

... constitute a clearly unwarranted invasion of personal privacy. Name of Committee: Board of Scientific... review and evaluate personal qualifications and performance, and competence of individual investigators...: October 24, 2013, 10:00 a.m. to 3:45 p.m. Agenda: To review and evaluate personal qualifications and...

Linguistic diversity in a deaf prison population: implications for due process.

PubMed

Miller, Katrina R

2004-01-01

The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic Education, and (4) an evaluation of sign language use and skills by a certified sign language interpreter who had worked with deaf inmates for the past 17 years. Deaf inmates with reading scores below the federal standard for literacy (grade level 2.9) were the group most likely to demonstrate linguistic incompetence to stand trial, meaning that they probably lacked the ability to understand the charges against them and/or were unable to participate in their own defenses. Based on the language abilities and reading scores of this population, up to 50% of deaf state prison inmates may not have received due process throughout their arrest and adjudication. Despite their adjudicative and/or linguistic incompetence, these individuals were convicted in many cases, possibly violating their constitutional rights and their rights under the Americans with Disabilities Act.

Early conversational environment enables spontaneous belief attribution in deaf children.

PubMed

Meristo, Marek; Strid, Karin; Hjelmquist, Erland

2016-12-01

Previous research suggests that deaf children who grow up with hearing parents display considerable difficulties in understanding mental states of others, up to their teenage years when explicitly asked in a verbal test situation (Meristo et al., 2007). On the other hand, typically developing pre-verbal infants display evidence of spontaneous false belief attribution when tested in looking-time tasks, although verbal tests are typically not passed before the age of 4years (Onishi & Baillargeon, 2005). The purpose of the present study was to examine whether deaf children of hearing parents are able to demonstrate spontaneous belief attribution in a non-verbal eye-tracking task. Thirty 4- to 8-year-old, deaf and hearing children, completed a non-verbal spontaneous-response false-belief task and a verbal elicited-response false-belief task. The deaf children were either children with cochlear implants or children with hearing aids. Comparative analyses were also carried out with a previous sample of deaf and hearing 2-year-olds (reported in Meristo, Morgan, et al., 2012). We found that in the non-verbal spontaneous-response task typically hearing children, but not deaf children, were able to predict that a person with a false belief about an object's location will search erroneously for the object. However, hearing children and deaf children with implants, but not deaf children with hearing aids, passed the verbal elicited-response task. Language development was significantly correlated with both types of false-belief tasks for the whole sample. Our findings strengthen the hypothesis that the emergence of the ability to recognize others' beliefs needs to be supported initially by very early conversational input in dialogues with caregivers. Copyright © 2016 Elsevier B.V. All rights reserved.

Brothers & Sisters Talk with PACER.

ERIC Educational Resources Information Center

Binkard, Betty; And Others

This booklet presents excerpts from interviews with siblings (ages 10-28) of persons with a range of handicaps, including Down Syndrome, cerebral palsy, learning disabilities, deafness, autism, seizure disorder, genetic disorders, and mental retardation. It is arranged in order from the youngest person interviewed and continues through…

The role of music in deaf culture: deaf students' perception of emotion in music.

PubMed

Darrow, Alice-Ann

2006-01-01

Although emotional interpretation of music is an individual and variable experience, researchers have found that typical listeners are quite consistent in associating basic or primary emotions such as happiness, sadness, fear, and anger to musical compositions. It has been suggested that an individual with a sensorineural hearing loss, or any lesion in auditory perceptors in the brain may have trouble perceiving music emotionally. The purpose of the present study was to investigate whether students with a hearing loss who associate with the deaf culture, assign the same emotions to music as students without a hearing loss. Sixty-two elementary and junior high students at a Midwestern state school for the deaf and students at neighboring elementary and junior high schools served as participants. Participants at the state school for the deaf had hearing losses ranging from moderate to severe. Twelve film score excerpts, composed to depict the primary emotions-happiness, sadness, and fear, were used as the musical stimuli. Participants were asked to assign an emotion to each excerpt. Results indicated a significant difference between the Deaf and typical hearing participants' responses, with hearing participants' responses more in agreement with the composers' intent. No significant differences were found for age or gender. Analyses of the Deaf participants' responses indicate that timbre, texture, and rhythm are perhaps the musical elements most influential in transmitting emotion to persons with a hearing loss. Adaptive strategies are suggested for assisting children who are deaf in accessing the elements of music intended to portray emotion.

Exploration of Deaf People’s Health Information Sources and Techniques for Information Delivery in Cape Town: A Qualitative Study for the Design and Development of a Mobile Health App

PubMed Central

Glaser, Meryl; Tucker, William David; Diehl, Jan Carel

2016-01-01

Background Many cultural and linguistic Deaf people in South Africa face disparity when accessing health information because of social and language barriers. The number of certified South African Sign Language interpreters (SASLIs) is also insufficient to meet the demand of the Deaf population in the country. Our research team, in collaboration with the Deaf communities in Cape Town, devised a mobile health app called SignSupport to bridge the communication gaps in health care contexts. We consequently plan to extend our work with a Health Knowledge Transfer System (HKTS) to provide Deaf people with accessible, understandable, and accurate health information. We conducted an explorative study to prepare the groundwork for the design and development of the system. Objectives To investigate the current modes of health information distributed to Deaf people in Cape Town, identify the health information sources Deaf people prefer and their reasons, and define effective techniques for delivering understandable information to generate the groundwork for the mobile health app development with and for Deaf people. Methods A qualitative methodology using semistructured interviews with sensitizing tools was used in a community-based codesign setting. A total of 23 Deaf people and 10 health professionals participated in this study. Inductive and deductive coding was used for the analysis. Results Deaf people currently have access to 4 modes of health information distribution through: Deaf and other relevant organizations, hearing health professionals, personal interactions, and the mass media. Their preferred and accessible sources are those delivering information in signed language and with communication techniques that match Deaf people’s communication needs. Accessible and accurate health information can be delivered to Deaf people by 3 effective techniques: using signed language including its dialects, through health drama with its combined techniques, and accompanying the information with pictures in combination with simple text descriptions. Conclusions We can apply the knowledge gained from this exploration to build the groundwork of the mobile health information system. We see an opportunity to design an HKTS to assist the information delivery during the patient-health professional interactions in primary health care settings. Deaf people want to understand the information relevant to their diagnosed disease and its self-management. The 3 identified effective techniques will be applied to deliver health information through the mobile health app. PMID:27836819

A PERSONAL ADJUSTMENT AND PRE-VOCATIONAL CENTER FOR NON-FEASIBLE DEAF ADULTS AND RESEARCH TO DISCOVER AND ESTABLISH--(1) THE EXTENT TO WHICH VOCATIONAL REHABILITATION CAN BE ACHIEVED, (2) THE TIME REQUIRED, AND (3) THE COST. FINAL PROJECT REPORT.

ERIC Educational Resources Information Center

RETHERFORD, ROBERT M.

DEAF MEN WHOSE HANDICAPS WERE BEYOND THE SCOPE OF AVAILABLE STATE SERVICES WERE ENROLLED IN A PROGRAM TO DEVELOP READINESS FOR VOCATIONAL REHABILITATION. THE 33 TRAINEES WERE GIVEN INSTRUCTION IN COMMUNICATION, READING, SOCIAL STUDIES, ARITHMETIC, SOCIAL ADJUSTMENT, OCCUPATIONAL TRAINING, DRIVER EDUCATION, AND PREEMPLOYMENT TRAINING. TRADITIONAL…

29 CFR 33.11 - Communications.

Code of Federal Regulations, 2010 CFR

2010-07-01

... beneficiaries by telephone, telecommunications devices for deaf persons (TDDs), or equally effective... about accessible facilities. The international symbol for accessibility shall be used at each primary...

12 CFR 794.160 - Communications.

Code of Federal Regulations, 2010 CFR

2010-01-01

... beneficiaries by telephone, telecommunication devices for deaf person (TDD's) or equally effective... facilities. The international symbol for accessibility shall be used at each primary entrance of an...

[Psychosomatic aspects of sudden deafness].

PubMed

Lamparter, U

1998-06-01

In a psychosomatic point of view in an overwhelming number of cases sudden deafness is a "response" to strain, which consciously or unconsciously is not assessed as tolerable. Special personal or situational circumstances seem to occur frequently, besides of psychomental strain above all high pressure of responsibility in situations of care, high sensibility and inhibition to show overt aggressive behaviour, which is suppressed by guilt feelings. These findings are used to develop a first idealtypic psychopathogenetic model of sudden deafness. Detecting and talking about the individual psychosocial strain of the patient is very important in the management of the disease and the social-medicine assessments, especially in determining duration of disablement and estimating grade of disability (GdB) in the case of persistent decrease of hearing and tinnitus.

Considering Different Perspectives of Change.

ERIC Educational Resources Information Center

Kolvitz, Marcia, Ed.

These four conference papers from the Biennial Conference on Postsecondary Education for Persons who are Deaf or Hard of Hearing focus on different perspectives of change. The first paper, "The Impact of the Current Political Climate upon Legislation for Persons with Disabilities" (Robert Stodden), shares the experiences of a Senatorial…

Blended Learning in Personalized Assistive Learning Environments

ERIC Educational Resources Information Center

Marinagi, Catherine; Skourlas, Christos

2013-01-01

In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to…

34 CFR 369.4 - What definitions apply to these programs?

Code of Federal Regulations, 2012 CFR

2012-07-01

... treatment; (18) Special services for the treatment of individuals with end-stage renal disease, including... material for persons who are blind and captioned films or video cassettes for persons who are deaf; and (vi.... 23, 1985; 53 FR 17143, May 13, 1988; 59 FR 8335, Feb. 18, 1994] ...

34 CFR 369.4 - What definitions apply to these programs?

Code of Federal Regulations, 2014 CFR

2014-07-01

... treatment; (18) Special services for the treatment of individuals with end-stage renal disease, including... material for persons who are blind and captioned films or video cassettes for persons who are deaf; and (vi.... 23, 1985; 53 FR 17143, May 13, 1988; 59 FR 8335, Feb. 18, 1994] ...

34 CFR 369.4 - What definitions apply to these programs?

Code of Federal Regulations, 2013 CFR

2013-07-01

... treatment; (18) Special services for the treatment of individuals with end-stage renal disease, including... material for persons who are blind and captioned films or video cassettes for persons who are deaf; and (vi.... 23, 1985; 53 FR 17143, May 13, 1988; 59 FR 8335, Feb. 18, 1994] ...

34 CFR 369.4 - What definitions apply to these programs?

Code of Federal Regulations, 2011 CFR

2011-07-01

... treatment; (18) Special services for the treatment of individuals with end-stage renal disease, including... material for persons who are blind and captioned films or video cassettes for persons who are deaf; and (vi.... 23, 1985; 53 FR 17143, May 13, 1988; 59 FR 8335, Feb. 18, 1994] ...

[CODEPEH 2014 recommendations for the early detection of delayed hearing loss].

PubMed

Núñez-Batalla, Faustino; Jáudenes-Casaubón, Carmen; Sequí-Canet, José Miguel; Vivanco-Allende, Ana; Zubicaray-Ugarteche, José

2016-10-01

The latest scientific literature considers early diagnosis of deafness as key element to define the educational prognosis and inclusion of the deaf child, as advantage can be taken in the critical period of development (0-4 years). Highly significant differences exist between those deaf persons who have been stimulated early and those who have received late or inappropriate intervention. Early identification of late-onset disorders requires special attention and knowledge of all childcare professionals. Programs and additional actions beyond neonatal screening should be designed and planned in order to ensure that every child with a significant hearing loss is detected early. For this purpose, the Committee for the Early Detection of Deafness (CODEPEH) would like to highlight the need for continuous monitoring on the hearing health of children. And, for this reason, CODEPEH drafts the recommendations included in the present document. Copyright © 2015 Asociación Española de Pediatría. Publicado por Elsevier España, S.L.U. All rights reserved.

5 CFR 1850.160 - Communications.

Code of Federal Regulations, 2010 CFR

2010-01-01

... applicants and beneficiaries by telephone, telecommunication devices for deaf persons (TDD's) or equally... international symbol for accessibility shall be used at each primary entrance of an accessible facility. (d...

Analysis Of Laryngeal Biomechanics Of Deaf Speakers Utilizing High-Speed Cinematography

NASA Astrophysics Data System (ADS)

Metz, Dale E.; Whitehead, Robert L.

1982-02-01

Since the formalization of the myoelastic-aerodynamic theory of vocal fold vibration, it has been generally accepted that biomechanical and aerodynamic forces determine the nature of vocal fold vibration patterns, speaking fundamental frequency and vocal intensity. The speech of the deaf is frequently characterized by abnormal voice qualities and aberrant frequency and intensity variations suggesting mismanagement of the biomechanical and aerodynamic forces acting on the larynx. Unfortunately, efforts to remediate these abnormal laryngeal activities are frequently ineffective. It is reasonable to suggest that more effective remedial strategies could be developed if we had a better understanding of the underlying nature of the problems deaf persons experience when trying to control laryngeal functioning for speech purposes. Toward this end, we are employing high speed laryngeal filming procedures in conjunction with glottal impedance, respiratory kinematic and acous-tical measurement procedures to assess abnormal laryngeal functioning of deaf speakers. All data are collected simultaneously and are time-locked to facilitate analysis of specific laryngeal events. This unique combination of instrumentation has provided important insights regarding laryngeal functioning of the deaf. For example, we have observed that deaf speakers may assume abnormal glottal configurations during phonation that pro-hibit normal laryngeal functioning and disturb upper airway dynamics. Also, normal vibratory patterns are frequently disturbed. Instrumentation, data collection protocols, analysis procedures and selected findings will be discussed.

12 CFR 606.660 - Communications.

Code of Federal Regulations, 2010 CFR

2010-01-01

... communicates with applicants and beneficiaries by telephone, telecommunication devices for deaf persons (TDDs... accessibility shall be used at each primary entrance of an accessible facility. (d) This section does not...

32 CFR 1699.160 - Communications.

Code of Federal Regulations, 2010 CFR

2010-07-01

... communicates with applicants and beneficiaries by telephone, telecommunications devices for deaf persons (TDD's... accessibility shall be used at each primary entrance of an accessible facility. (d) This section does not...

Exploration of Deaf People's Health Information Sources and Techniques for Information Delivery in Cape Town: A Qualitative Study for the Design and Development of a Mobile Health App.

PubMed

Chininthorn, Prangnat; Glaser, Meryl; Tucker, William David; Diehl, Jan Carel

2016-11-11

Many cultural and linguistic Deaf people in South Africa face disparity when accessing health information because of social and language barriers. The number of certified South African Sign Language interpreters (SASLIs) is also insufficient to meet the demand of the Deaf population in the country. Our research team, in collaboration with the Deaf communities in Cape Town, devised a mobile health app called SignSupport to bridge the communication gaps in health care contexts. We consequently plan to extend our work with a Health Knowledge Transfer System (HKTS) to provide Deaf people with accessible, understandable, and accurate health information. We conducted an explorative study to prepare the groundwork for the design and development of the system. To investigate the current modes of health information distributed to Deaf people in Cape Town, identify the health information sources Deaf people prefer and their reasons, and define effective techniques for delivering understandable information to generate the groundwork for the mobile health app development with and for Deaf people. A qualitative methodology using semistructured interviews with sensitizing tools was used in a community-based codesign setting. A total of 23 Deaf people and 10 health professionals participated in this study. Inductive and deductive coding was used for the analysis. Deaf people currently have access to 4 modes of health information distribution through: Deaf and other relevant organizations, hearing health professionals, personal interactions, and the mass media. Their preferred and accessible sources are those delivering information in signed language and with communication techniques that match Deaf people's communication needs. Accessible and accurate health information can be delivered to Deaf people by 3 effective techniques: using signed language including its dialects, through health drama with its combined techniques, and accompanying the information with pictures in combination with simple text descriptions. We can apply the knowledge gained from this exploration to build the groundwork of the mobile health information system. We see an opportunity to design an HKTS to assist the information delivery during the patient-health professional interactions in primary health care settings. Deaf people want to understand the information relevant to their diagnosed disease and its self-management. The 3 identified effective techniques will be applied to deliver health information through the mobile health app. ©Prangnat Chininthorn, Meryl Glaser, William David Tucker, Jan Carel Diehl. Originally published in JMIR Human Factors (http://humanfactors.jmir.org), 11.11.2016.

Interpreting text messages with graphic facial expression by deaf and hearing people.

PubMed

Saegusa, Chihiro; Namatame, Miki; Watanabe, Katsumi

2015-01-01

In interpreting verbal messages, humans use not only verbal information but also non-verbal signals such as facial expression. For example, when a person says "yes" with a troubled face, what he or she really means appears ambiguous. In the present study, we examined how deaf and hearing people differ in perceiving real meanings in texts accompanied by representations of facial expression. Deaf and hearing participants were asked to imagine that the face presented on the computer monitor was asked a question from another person (e.g., do you like her?). They observed either a realistic or a schematic face with a different magnitude of positive or negative expression on a computer monitor. A balloon that contained either a positive or negative text response to the question appeared at the same time as the face. Then, participants rated how much the individual on the monitor really meant it (i.e., perceived earnestness), using a 7-point scale. Results showed that the facial expression significantly modulated the perceived earnestness. The influence of positive expression on negative text responses was relatively weaker than that of negative expression on positive responses (i.e., "no" tended to mean "no" irrespective of facial expression) for both participant groups. However, this asymmetrical effect was stronger in the hearing group. These results suggest that the contribution of facial expression in perceiving real meanings from text messages is qualitatively similar but quantitatively different between deaf and hearing people.

Neurolinguistic development in deaf children: the effect of early language experience.

PubMed

Leybaert, Jacqueline; D'Hondt, Murielle

2003-07-01

Recent investigations have indicated a relationship between the development of cerebral lateralization for processing language and the level of development of linguistic skills in hearing children. The research on cerebral lateralization for language processing in deaf persons is compatible with this view. We have argued that the absence of appropriate input during a critical time window creates a risk for deaf children that the initial bias for left-hemisphere specialization will be distorted or disappear. Two experiments were conducted to test this hypothesis The results of these investigations showed that children educated early and intensively with cued speech or with sign language display more evidence of left-hemisphere specialization for the processing of their native language than do those who have been exposed later and less intensively to those languages.

An assistive technology for hearing-impaired persons: analysis, requirements and architecture.

PubMed

Mielke, Matthias; Grunewald, Armin; Bruck, Rainer

2013-01-01

In this contribution, a concept of an assistive technology for hearing-impaired and deaf persons is presented. The concept applies pattern recognition algorithms and makes use of modern communication technology to analyze the acoustic environment around a user, identify critical acoustic signatures and give an alert to the user when an event of interest happened. A detailed analysis of the needs of deaf and hearing-impaired people has been performed. Requirements for an adequate assisting device have been derived from the results of the analysis, and have been turned into an architecture for its implementation that will be presented in this article. The presented concept is the basis for an assistive system which is now under development at the Institute of Microsystem Engineering at the University of Siegen.

Introducing an Intervention Model for Fostering Affective Involvement with Persons Who Are Congenitally Deafblind

ERIC Educational Resources Information Center

Martens, Marga A. W.; Janssen, Marleen J.; Ruijssenaars, Wied A. J. J. M.; Riksen-Walraven, J. Marianne

2014-01-01

The article presented here introduces the Intervention Model for Affective Involvement (IMAI), which was designed to train staff members (for example, teachers, caregivers, support workers) to foster affective involvement during interaction and communication with persons who have congenital deaf-blindness. The model is theoretically underpinned,…

49 CFR 28.160 - Communications.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., telecommunications devices for deaf persons (TDDs) or equally effective telecommunication systems, shall be used to... accessibility shall be used at each primary entrance of an accessible facility. (d) This section does not...

Field testing of two electronic mobility aid devices for persons who are deaf-blind.

PubMed

Vincent, Claude; Routhier, François; Martel, Valérie; Mottard, Marie-Ève; Dumont, Frédéric; Côté, Lise; Cloutier, Danielle

2014-09-01

To test a methodology for assessing the effects of electronic mobility aid devices (EMAD) on the mobility of persons who are deaf-blind in real-life situations. A single-subject desing was done with four users followed in a program for persons who are deaf-blind. Participants were trained to use two commercial EMADs: the Miniguide and the Breeze. The Canadian Measure of Occupational Performance (CMOP) was administered before training (T1), after training (T2) and three months later (T3). The Quebec User Evaluation of Satisfaction with assistive Technology (QUEST) was administered at T2 and T3. A follow-up interview was conducted with the participants and clinicians at T3 to evaluate the benefits of the EMAD and any problems. CMOP suggests that both performance and satisfaction improved following the use of both EMADs in four occupations (functional mobility, active leisure, community life and socialization). QUEST indicates high satisfaction with eight items except for one participant. Follow-up interviews revealed a wide variety of perceptions regarding EMAD use and seven problems although CMOP and QUEST indicated good satisfaction. A high satisfaction score on QUEST does not necessarily imply that an assistive device is efficient in all circumstances; follow-up interviews provided important complementary information. For people who are deaf-blind The Miniguide is reliable for detecting obstacles (vibrations are sent as a warning when approaching an obstacle). It is often used to know if taking the right route. It identifies entrances or openings (indicated by the vibrations stopping when pointing at a wall), which can replace the echo-location for blind persons with hearing impairments. The Miniguide helped to locate overhanging objects which are not detectable with a long cane. The Breeze can record landmarks for orientation and it possible to use those landmarks to go back alone later after taking a certain route for the first time with someone else. It helps to familiarize the person with new places. It can tell you where you are at any time. It helps with orientation and the participant also liked this feature because it helped with learning street names. The Miniguide and the Breeze were not efficient in all circumstances; there were some problems with the ergonomic (both), detecting snow banks (Miniguide), sensitiveness to the surroundings in crowded places (Miniguide) and exactitude for geo-localization (Breeze).

Bringing Hearing to the Deaf

DOE Office of Scientific and Technical Information (OSTI.GOV)

Shipsey, Ian

In his talk, Shipsey will discuss the cochlear implant, the first device to successfully allow the profoundly deaf to regain some sense of hearing. A cochlear implant is a small electronic apparatus. Unlike a normal hearing aid, which amplifies sound, a cochlear implant is surgically implanted behind the ear where it converts sound waves into electrical impulses. These implants have instigated a popular but controversial revolution in the treatment of deafness, and they serve as a model for research in neuroscience and biomedical engineering. Shipsey will discuss the physiology of natural hearing from the perspective of a physicist. He willmore » also touch on the function of cochlear implants in the context of historical treatments, electrical engineering, psychophysics, clinical evaluation of efficacy and personal experience. Finally, Shipsey will address the social implications of cochlear implantation and the future outlook for auditory prostheses.« less

Ensuring the safety of deaf children in residential schools.

PubMed

Brookhouser, P E

1987-10-01

In 1983, 75,000 to 90,000 children and youth in the United States had hearing impairments severe enough to warrant some sort of special education, and 28% of that total (i.e., 21,000 to 25,000) were in residential schools. Deaf youngsters in institutional settings are at risk for maltreatment by surrogate caretakers--foster parents or institutional child care workers. Attempts to report the abuse may produce denials by institutional administrators who do not want to believe that children under their care have been abused or who fear serious personal and/or institutional consequences should the abuse report become public. Clearly, steps must be taken to ensure the safety of deaf children being educated in residential institutions. Health providers must assume a special responsibility for detecting and preventing abuse/neglect of handicapped children for whom they are providing medical care on a continuing basis. This article will explore relevant aspects of the present system for delivery of health services to deaf children, as well as present specific strategies for detection, documentation, and prevention of maltreatment of these particularly vulnerable children.

Choosing Accommodations: Signed Language Interpreting and the Absence of Choice.

PubMed

Burke, Teresa Blankmeyer

This paper carves out a topic space for discussion about the ethical question of whether input from signing Deaf consumers of interpreting services ought to be included in the provision of signed language interpreter accommodations. The first section provides background about disability accommodations and practices, including how signed language interpreting accommodations are similar and dissimilar to other kinds of disability accommodations. In the second section, I offer a personal narrative of my experience as a Deaf academic who has been excluded from the interpreter selection process, highlighting some of the harmful consequences of such exclusion. In the subsequent two sections, I describe and analyze the process of choosing interpreter accommodations, starting with the process of requesting signed language interpreters and the institutionalization of this process, followed by a brief overview of privacy and autonomy concerns from the standpoint of the signing Deaf consumer. The penultimate section considers some objections to the proposal of involving more consumer choice in signed language accommodations. I conclude the paper with some concrete suggestions for a more Deaf-centered, inclusive process for choosing interpreter accommodations.

Traumatization in Deaf and Hard-of-Hearing Adult Psychiatric Outpatients.

PubMed

Øhre, Beate; Uthus, Mette Perly; von Tetzchner, Stephen; Falkum, Erik

2015-07-01

Deaf and hard-of-hearing persons are at risk for experiencing traumatic events and such experiences are associated with symptoms of mental disorder. We investigated the prevalence of traumatic events and subsequent traumatization in adults referred to specialized psychiatric outpatient units for deaf and hard-of-hearing patients. Sixty-two patients were diagnosed with mental disorders and assessed for potential traumatic experiences in their preferred language and mode of communication using instruments translated into Norwegian Sign Language. All patients reported traumatic events, with a mean of 6.2 different types; 85% reported subsequent traumatization not significantly associated with either residential school setting or communicative competence of childhood caregivers. Traumatization patterns in both sexes were similar to those in hearing clinical samples. Findings indicate that psychiatric intake interviews should routinely assess potentially traumatic events and their impacts, and that mental health professionals working with deaf and hard-of-hearing patients should be able to treat trauma-related disorders. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

77 FR 62254 - Renewal of Approved Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-12

... INFORMATION CONTACT: Donnie Shaw, at 202-912-7155. Persons who use a telecommunication device for the deaf... Mr. Shaw. You may also review the information collection request online at http://www.reginfo.gov...

77 FR 26038 - Alaska Native Claims Selection

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-02

... transmitted by electronic means, such as facsimile or email, will not be accepted as timely filed. Parties who... . Persons who use a Telecommunications Device for the Deaf (TDD) may call the Federal Information Relay...

Persons with Multiple Disabilities Use Orientation Technology to Find Room Entrances during Indoor Traveling

ERIC Educational Resources Information Center

Lancioni, Giulio E.; Singh, Nirbhay N.; O'Reilly, Mark F.; Sigafoos, Jeff; Alberti, Gloria; Scigliuzzo, Francesca; Signorino, Mario; Oliva, Doretta; Smaldone, Angela; La Martire, Maria L.

2010-01-01

These two studies assessed adapted orientation technology for promoting correct direction and room identification during indoor traveling by persons with multiple (e.g., sensory, motor and intellectual/adaptive) disabilities. In Study I, two adults were included who had severe visual impairment or total blindness and deafness and used a wheelchair…

Speech Analysis Based On Image Information from Lip Movement

NASA Astrophysics Data System (ADS)

Talha, Kamil S.; Wan, Khairunizam; Za'ba, S. K.; Mohamad Razlan, Zuradzman; B, Shahriman A.

2013-12-01

Deaf and hard of hearing people often have problems being able to understand and lip read other people. Usually deaf and hard of hearing people feel left out of conversation and sometimes they are actually ignored by other people. There are a variety of ways hearing-impaired person can communicate and gain accsss to the information. Communication support includes both technical and human aids. Human aids include interpreters, lip-readers and note-takers. Interpreters translate the Sign Language and must therefore be qualified. In this paper, vision system is used to track movements of the lip. In the experiment, the proposed system succesfully can differentiate 11 type of phonemes and then classified it to the respective viseme group. By using the proposed system the hearing-impaired persons could practise pronaunciations by themselve without support from the instructor.

75 FR 3474 - National Institute on Deafness and Other Communication Disorders; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-21

... and evaluate grant applications. Place: Disney's Paradise Pier Hotel, 1717 S. Disneyland Drive... applications. Place: Disney's Paradise Pier Hotel, 1717 S. Disneyland Drive, Anaheim, CA 92802. Contact Person...

77 FR 58863 - Notice of Meeting of the Pinedale Anticline Working Group

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-24

....gov . Persons who use a telecommunications device for the deaf (TDD), may call the Federal Information..., monitoring, and adaptive management issues as oil and gas development in the PAPA proceeds. Additional...

Visual Speech-Training Aid for the Deaf

NASA Technical Reports Server (NTRS)

Miller, Robert J.

1987-01-01

Teaching deaf to speak aided by electronic system provides striking colored, pictorial representation of sound; energy at different frequencies as function of time. Other modalities, such as nasality, intra-oral pressure, and lip-muscle contraction, pictorialized simultaneously. Use of standard components, including personal microcomputer, helps reduce cost below prior voice-training systems. Speech-training system, microphone output separated by filters into narrow frequency bands, changed into digital signals, formatted by computer, and displayed on television screen. Output from other sensors displayed simultaneously or screen split to allow sound produced by student to be compared with that of teacher.

Attitudes toward speech disorders: sampling the views of Cantonese-speaking Americans.

PubMed

Bebout, L; Arthur, B

1997-01-01

Speech-language pathologists who serve clients from cultural backgrounds that are not familiar to them may encounter culturally influenced attitudinal differences. A questionnaire with statements about 4 speech disorders (dysfluency, cleft pallet, speech of the deaf, and misarticulations) was given to a focus group of Chinese Americans and a comparison group of non-Chinese Americans. The focus group was much more likely to believe that persons with speech disorders could improve their own speech by "trying hard," was somewhat more likely to say that people who use deaf speech and people with cleft palates might be "emotionally disturbed," and generally more likely to view deaf speech as a limitation. The comparison group was more pessimistic about stuttering children's acceptance by their peers than was the focus group. The two subject groups agreed about other items, such as the likelihood that older children with articulation problems are "less intelligent" than their peers.

Vibration signaling in mobile devices for emergency alerting: a study with deaf evaluators.

PubMed

Harkins, Judith; Tucker, Paula E; Williams, Norman; Sauro, Jeff

2010-01-01

In the United States, a nationwide Commercial Mobile Alert Service (CMAS) is being planned to alert cellular mobile device subscribers to emergencies occurring near the location of the mobile device. The plan specifies a unique audio attention signal as well as a unique vibration attention signal (for mobile devices set to vibrate) to identify that the incoming message pertains to an emergency. Ratings of vibration signals of varying lengths and patterns were obtained from 44 deaf users of mobile devices for the perceived effectiveness of the signal in getting their attention in an emergency situation. Longer signals received higher ratings than shorter ones, and three signals with temporal on-off patterns were rated significantly better than a constant vibration. The U.S. government's recommended vibration signal for the CMAS, an important feature for access to emergency alerts by deaf persons, is supported by the results of the study.

Preschool teachers' perception and use of hearing assistive technology in educational settings.

PubMed

Nelson, Lauri H; Poole, Bridget; Muñoz, Karen

2013-07-01

This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual-bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

Synthesis of image sequences for Korean sign language using 3D shape model

NASA Astrophysics Data System (ADS)

Hong, Mun-Ho; Choi, Chang-Seok; Kim, Chang-Seok; Jeon, Joon-Hyeon

1995-05-01

This paper proposes a method for offering information and realizing communication to the deaf-mute. The deaf-mute communicates with another person by means of sign language, but most people are unfamiliar with it. This method enables to convert text data into the corresponding image sequences for Korean sign language (KSL). Using a general 3D shape model of the upper body leads to generating the 3D motions of KSL. It is necessary to construct the general 3D shape model considering the anatomical structure of the human body. To obtain a personal 3D shape model, this general model is to adjust to the personal base images. Image synthesis for KSL consists of deforming a personal 3D shape model and texture-mapping the personal images onto the deformed model. The 3D motions for KSL have the facial expressions and the 3D movements of the head, trunk, arms and hands and are parameterized for easily deforming the model. These motion parameters of the upper body are extracted from a skilled signer's motion for each KSL and are stored to the database. Editing the parameters according to the inputs of text data yields to generate the image sequences of 3D motions.

78 FR 54910 - Notice of Public Meeting for the Southeast Oregon Resource Advisory Council

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-06

...-4519, or email [email protected] . Persons who use a telecommunications device for the deaf (TDD) may... management planning; forage management and grassbanks; and planning future meeting agendas, dates, and...

Hi! I'm Your FM Trainer!

ERIC Educational Resources Information Center

Million, Helen

1992-01-01

Amusing cartoon pictures can personalize the young deaf child's relationship with his FM (frequency modulation) auditory trainer. The pictures can serve as reminders to turn the trainer on, to utilize it fully, and to care for it properly. (DB)

Telecommunicating in Tomorrow's World.

ERIC Educational Resources Information Center

Harkins, Judy

1983-01-01

Examples of new electronic devices used by deaf persons include electronic mail capabilities, teleprompters that can caption television live, and speech synthesis equipment. Consumers can establish and use assistive device centers to become familiar with the latest in technology. (CL)

Hearing Loss in Children: Treatment and Intervention Services

MedlinePlus

... coordinator to find available services in your state. Technology Many people who are deaf or hard-of- ... of-hearing person has is called “residual hearing”. Technology does not “cure” hearing loss, but may help ...

Functional selectivity for face processing in the temporal voice area of early deaf individuals

PubMed Central

van Ackeren, Markus J.; Rabini, Giuseppe; Zonca, Joshua; Foa, Valentina; Baruffaldi, Francesca; Rezk, Mohamed; Pavani, Francesco; Rossion, Bruno; Collignon, Olivier

2017-01-01

Brain systems supporting face and voice processing both contribute to the extraction of important information for social interaction (e.g., person identity). How does the brain reorganize when one of these channels is absent? Here, we explore this question by combining behavioral and multimodal neuroimaging measures (magneto-encephalography and functional imaging) in a group of early deaf humans. We show enhanced selective neural response for faces and for individual face coding in a specific region of the auditory cortex that is typically specialized for voice perception in hearing individuals. In this region, selectivity to face signals emerges early in the visual processing hierarchy, shortly after typical face-selective responses in the ventral visual pathway. Functional and effective connectivity analyses suggest reorganization in long-range connections from early visual areas to the face-selective temporal area in individuals with early and profound deafness. Altogether, these observations demonstrate that regions that typically specialize for voice processing in the hearing brain preferentially reorganize for face processing in born-deaf people. Our results support the idea that cross-modal plasticity in the case of early sensory deprivation relates to the original functional specialization of the reorganized brain regions. PMID:28652333

77 FR 32666 - Notice of Public Meeting, Pecos District Resource Advisory Council Meeting, New Mexico

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-01

..., 575-627-0242. Persons who use a telecommunications device for the deaf (TDD) may call the Federal... of planning and management issues associated with public land management in New Mexico. Planned...

77 FR 57580 - Notice of Public Meeting; Wyoming Resource Advisory Council

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-18

...; telephone 307-775-6014; email [email protected] . Persons who use a telecommunications device for the deaf (TDD... Basin, and follow up from previous meetings on planning. All RAC meetings are open to the public with...

77 FR 77090 - Resource Advisory Council to the Boise District; Notice of Public Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-31

..., through the BLM, on a variety of planning and management issues associated with public land management in... provided above. Persons who use a telecommunications device for the deaf (TDD) may call the Federal...

76 FR 79211 - Notice of Public Meeting, North Slope Science Initiative-Science Technical Advisory Panel

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-21

... jpayne.blm.gov . Persons who use a telecommunications device for the deaf (TDD) may call the Federal... informed resource management decisions. This meeting will include a review of the development and scenario...

76 FR 30905 - Agenda and Notice of Public Meeting of the Massachusetts State Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-27

... for project planning. Members of the public are entitled to submit written comments; the comments must... Office at the above e-mail or street address. Deaf or hearing-impaired persons who will attend the...

75 FR 157 - National Institute on Deafness and Other Communication Disorders; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-04

... Grant. Date: January 28, 2010. Time: 11 a.m. to 2 p.m. Agenda: To review and evaluate grant applications... Call.) Contact Person: Sheo Singh, PhD, Scientific Review Officer, Scientific Review Branch, Division...

77 FR 55496 - Notice of Temporary Closure of Public Lands in Eastern Lassen County, California, and Western...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-10

... protection and State, local and Federal officials involved with enforcement. This closure is necessary to.... Persons who use a telecommunications device for the deaf (TDD) may call the Federal Information Relay...

Parental resources, parental stress, and socioemotional development of deaf and hard of hearing children.

PubMed

Hintermair, Manfred

2006-01-01

In recent years, empowerment and resource orientation have become vital guidelines for many of the sciences. For the field of deaf education, it is also highly important to look carefully at these guidelines if we are to acquire a better understanding as regards both the situation of the parents involved and the development of the deaf and hard of hearing children themselves. A resource-oriented approach to deaf education has therefore proved especially helpful. If both the theoretical and practical aspects of educating deaf and hard of hearing children are to benefit, research on parental experience with deafness and research on the socioemotional development of the children must always be combined and studied in the context of resource availability. In a study of 213 mothers and 213 fathers of deaf and hard of hearing children, we used an array of different questionnaires (PSI, SDQ, SOC, F-SozU, etc.) to examine the correlation between parental resources, sociodemographic variables, parental stress experience, and child socioemotional problems by way of a path analysis model. The results show that high parental stress is associated with frequent socioemotional problems in the children, thus emphasizing the importance of a resource-oriented consulting and support strategy in early intervention, because parental access to personal and social resources is associated with significantly lower stress experience. Child development seems to profit enormously from a resource-oriented support concept. In addition, the results confirm two earlier findings: parents with additionally handicapped children are especially stressed and the child's communicative competence makes for a more sound prediction than its linguistic medium (spoken language or sign). The path models for mothers and fathers agree in all essential factors. The results are discussed with a view to their meaning for pedagogical practice, and recommendations for further research are given (longitudinal data, more representative samples, cochlear implant).

78 FR 59714 - Notice of Public Meeting, North Slope Science Initiative-Science Technical Advisory Panel

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-27

... generate a requirements document that defines remote sensing needs for the Arctic. All meetings are open to...-3431 or email [email protected] . Persons who use a telecommunications device for the deaf (TDD) may call...

78 FR 19522 - Notice of Public Meeting: Resource Advisory Council to the Boise District, Bureau of Land...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-01

...-member Council advises the Secretary of the Interior, through the BLM, on a variety of planning and... contact the BLM Coordinator as provided above. Persons who use a telecommunications device for the deaf...

Usher's Syndrome: A 1986 Update.

ERIC Educational Resources Information Center

Baechle, Cathy L.; Rittenhouse, Robert K.

The authors describe personal experiences with Usher's Syndrome, a condition involving visual impairment (due to Retinitis Pigmentosa) and deafness. Prevalence and onset of Usher's Syndrome are described along with characteristics of two different types. Problems connected with diagnosis are reviewed, including genetic aspects and the progressive…

76 FR 68780 - Renewal of Approved Information Collection, OMB Control Number 1004-0201

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-07

...: Mavis Love at (307) 775-6258. Persons who use a telecommunication device for the deaf (TDD) may call the Federal Information Relay Service at 1-(800) 877-8339, to contact Ms. Love. You may also review the...

Psychodynamic conflicts in hearing children of deaf parents.

PubMed

Frank, H

A case study documents the consequences of parental deafness on the personality development of hearing children. Of central dynamic significance are unacknowledged feelings of resentment generated by (1) acute feelings of humiliation experienced about the parents' imperfections, (2) identity confusion resulting from the parents' suspicious attitude toward the hearing world, and (3) the inevitable role-reversal resulting from the parents' handicapped status. The possibility of taking triumphant pleasure in more fortunate life circumstances evokes intense guilt and forms the basis for a conflictual attitude toward success. A proclivity toward guilt appears to be an outstanding psychological characteristic of children of handicapped parents, irrespective of the nature of the handicap. Some relevant variables include: greater resentment due to unavoidable early frustrations, a reluctance to direct aggression outward, despair about making reparations to parents seen as damaged by the child's aggression, and absence of external controls on the expression hostility (victories are easy). Some parallels are noted between conflicts displayed in hearing children of deaf parents and children of immigrant parents.

Belief attribution in deaf and hearing infants.

PubMed

Meristo, Marek; Morgan, Gary; Geraci, Alessandra; Iozzi, Laura; Hjelmquist, Erland; Surian, Luca; Siegal, Michael

2012-09-01

Based on anticipatory looking and reactions to violations of expected events, infants have been credited with 'theory of mind' (ToM) knowledge that a person's search behaviour for an object will be guided by true or false beliefs about the object's location. However, little is known about the preconditions for looking patterns consistent with belief attribution in infants. In this study, we compared the performance of 17- to 26-month-olds on anticipatory looking in ToM tasks. The infants were either hearing or were deaf from hearing families and thus delayed in communicative experience gained from access to language and conversational input. Hearing infants significantly outperformed their deaf counterparts in anticipating the search actions of a cartoon character that held a false belief about a target-object location. By contrast, the performance of the two groups in a true belief condition did not differ significantly. These findings suggest for the first time that access to language and conversational input contributes to early ToM reasoning. © 2012 Blackwell Publishing Ltd.

Successful engagement: CBM's holistic approach to the work in the area of ear care, deafness, hard of hearing and deafblindness.

PubMed

Tesni, Sian; Santana-Hernández, Diego

2014-09-01

CBM is an international Christian development organisation, committed to improving the quality of life of persons with disabilities in disadvantaged societies. CBM aims at achieving this in partnership with local organisations and in cooperation with stakeholders at regional and international levels. This article aims at sharing CBM's holistic approach for successful engagement in the work area of ear care, deafness, hard of hearing and deafblindness. Review of CBM supporting documents, including strategies, position papers, technical guidelines, criteria of success and information related to partners, centres of excellence and model projects. Description of how partner programmes use participatory methods of planning and implementation, involving persons with disabilities and the community. Recommendations on how to develop national or sub-national strategies to impact the lives, and advocate with governments for the rights and inclusion, of persons with disabilities. CBM's holistic approach to work in the area of ear care; deafness; hard of hearing and deafblindness includes intervention at all levels of health care provision, Education, CBR and Audiological, Speech Therapy and other interdisciplinary services. This article presents CBM's core principles and shares specific strategic planning and results, together with lessons learnt while searching a sustainable engagement for field work. Rehabilitation, in its widest conception, should be approached as a multidisciplinary strategy, and developed in close cooperation with other local, national and international agencies. CBM is positioned in a strategic point from where it can play a key role in the facilitation of an international forum for agencies and stakeholders to reach a consensus to decrease the burden of ear disease and hearing loss, through early intervention and re/habilitation.

The text telephone as an empowering technology in the daily lives of deaf people-A qualitative study.

PubMed

Roos, Carin; Wengelin, Åsa

2016-01-01

Text-telephone technology (TTY) has been used for communication between deaf people since 1964. There is a gap in the scientific knowledge about the influence this may have had especially in relation to effective participation in society as well as the feeling of capability, confidence and collective meaningfulness. The aim of the present paper is, first, to disentangle the different aspects of TTY as an empowering artifact; and, second, to explore the role of TTY in their lives. To provide a framework for the empirical analysis, the paper draws on Empowerment Theory: personal control, a proactive approach to life, and a critical awareness of one's socio-political environment. Twenty-four people aged 16-64 with Swedish Sign Language (SSL) as their first language were interviewed. The findings indicate that the introduction of the TTY was of great importance for self-esteem, equality and independence. The findings show that feelings of empowerment are closely linked to language use and contextually driven, and it is in interaction between deaf and hearing that such feelings arise (or not). The results indicate the need for further research into Deaf people's use of other means of interacting, using modern technique for example in social digital media and interactive platforms.

76 FR 72435 - Notice of Public Meeting, Pecos District Resource Advisory Council Meeting, New Mexico

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-23

..., 2012. The public may send written comments to the RAC, 2909 W. 2nd Street, Roswell, NM 88201. FOR..., Roswell, NM 88201, (575) 627-0242. Persons who use a telecommunications device for the deaf (TDD) may call...

Current Screening Procedures for the Usher Syndrome at Residential Schools for the Deaf.

ERIC Educational Resources Information Center

Day, Creagh Walker

1982-01-01

The results indicated that 53 percent of the schools that responded are screening students for Usher syndrome. One-half of the schools with screening programs offered some support services: personal counseling, genetic counseling, curricular modifications, and vocational counseling. (Author)

Using functional assessment to treat behavior problems of deaf and hard of hearing children diagnosed with autism spectrum disorder.

PubMed

Zane, Thomas; Carlson, Mark; Estep, David; Quinn, Mike

2014-01-01

A defining feature of autism spectrum disorders is atypical behaviors, e.g., stereotypy, noncompliance, rituals, and aggression. Deaf and hard of hearing individuals with autism present a greater challenge because of additional issues related to their hearing status. One conceptualization of problem behavior is that it serves a communication function, i.e., the person has learned that certain misbehaviors may be reinforced in some way. The present article describes "functional behavior assessment," a group of state-of-the-art methodologies that allow a caregiver to determine the cause of the behavior, so that treatment--based on that cause--will be more effective. Different methods of functional assessment are described, along with a step-by-step implementation sequence. The results of a functional assessment should lead to more effective programming, resulting in quicker elimination of the behavioral concerns, and allow the person to gain access to greater independence and more reinforcement.

Video Teleconferencing: Conference Mode of the Future.

DTIC Science & Technology

1979-08-06

Disneyland . Between 1964 and I1965 improvements were made, based upon comments received at these public demonstrations and on limited service trials in...which time nearly 800 persons evaluated its utility and fea- tures. 7 In addition to the 1964 World’s Fair and Disneyland exhibits already mentioned...is likely that the deaf will stretch their personal finances to equip their homes with them far earlier than other people. 43 .44 In fact, it is

Some life lessons in the work place: personal narrative/case study.

PubMed

Schwartz, Michael A

2014-01-01

Michael Schwartz, a lawyer deaf since birth, describes his journey as a professional for the last 32 years since his graduation from NYU School of Law in 1981. He offers a case study of his experiences with accommodations on the job as required by federal and state law. The study includes specific examples of what worked and what did not work for a deaf lawyer like him working at his craft. Schwartz wraps up with the lessons he learned over the last three decades as we moved from the model of non-compliance to that of compliance, even beyond compliance, with the mandates of law in the employment context.

77 FR 64349 - Notice of Availability of the Draft West Eugene Wetlands Resource Management Plan/Environmental...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-19

... . Email: BLM_OR_EU[email protected] . Fax: 541-683-6981. Mail: P.O. Box 10226, Eugene, Oregon 97440-2226..._OR_EU[email protected] . Persons who use a telecommunications device for the deaf (TDD) may call the...

The Usage of Association Rule Mining to Identify Influencing Factors on Deafness After Birth.

PubMed

Shahraki, Azimeh Danesh; Safdari, Reza; Gahfarokhi, Hamid Habibi; Tahmasebian, Shahram

2015-12-01

Providing complete and high quality health care services has very important role to enable people to understand the factors related to personal and social health and to make decision regarding choice of suitable healthy behaviors in order to achieve healthy life. For this reason, demographic and clinical data of person are collecting, this huge volume of data can be known as a valuable resource for analyzing, exploring and discovering valuable information and communication. This study using forum rules techniques in the data mining has tried to identify the affecting factors on hearing loss after birth in Iran. The survey is kind of data oriented study. The population of the study is contained questionnaires in several provinces of the country. First, all data of questionnaire was implemented in the form of information table in Software SQL Server and followed by Data Entry using written software of C # .Net, then algorithm Association in SQL Server Data Tools software and Clementine software was implemented to determine the rules and hidden patterns in the gathered data. Two factors of number of deaf brothers and the degree of consanguinity of the parents have a significant impact on severity of deafness of individuals. Also, when the severity of hearing loss is greater than or equal to moderately severe hearing loss, people use hearing aids and Men are also less interested in the use of hearing aids. In fact, it can be said that in families with consanguineous marriage of parents that are from first degree (girl/boy cousins) and 2(nd) degree relatives (girl/boy cousins) and especially from first degree, the number of people with severe hearing loss or deafness are more and in the use of hearing aids, gender of the patient is more important than the severity of the hearing loss.

78 FR 60309 - Notice of Public Meeting, BLM-Alaska Resource Advisory Council

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-01

[email protected] . Persons who use a telecommunications device for the deaf (TDD) may call the Federal... variety of planning and management issues associated with public land management in Alaska. At this meeting, topics planned for discussion include: Land Use Planning. Integrated Arctic Management and...

Embracing the Wind: An Autoethnography

ERIC Educational Resources Information Center

Mills, Philip R.

2013-01-01

This autoethnographic research is based on the personal experiences of the researcher whose purpose was to explore the issues and challenges of educating deaf children. This genre of qualitative research makes use of the researcher's experiences to explore the culture(s) involved through an insider's perspective. The primary source for data in…

Speech Production in Hearing-Impaired Children.

ERIC Educational Resources Information Center

Gold, Toni

1980-01-01

Investigations in recent years have indicated that only about 20% of the speech output of the deaf is understood by the "person on the street." This lack of intelligibility has been associated with some frequently occurring segmental and suprasegmental errors. Journal Availability: Elsevier North Holland, Inc., 52 Vanderbilt Avenue, New York, NY…

29 CFR Appendix A to Part 32 - Appendix A to Part 32

Code of Federal Regulations, 2010 CFR

2010-07-01

... permit a recipient to underemploy or job-stereotype that person. A restructured job, for example, could... assistant. (g) Decrease reliance solely on one form of communication. For example, for deaf participants or..., this may include making some communications available in braille, enlarged print, or on cassette...

Tactile Signing with One-Handed Perception

ERIC Educational Resources Information Center

Mesch, Johanna

2013-01-01

Tactile signing among persons with deaf-blindness is not homogenous; rather, like other forms of language, it exhibits variation, especially in turn taking. Early analyses of tactile Swedish Sign Language, tactile Norwegian Sign Language, and tactile French Sign Language focused on tactile communication with four hands, in which partially blind or…

Friendly Letters on the Correspondence of Helen Keller, Anne Sullivan, and Alexander Graham Bell.

ERIC Educational Resources Information Center

Blatt, Burton

1985-01-01

Excerpts from the letters between Alexander Graham Bell and Anne Sullivan and Helen Keller are given to illustrate the educational and personal growth of Helen Keller as well as the educational philosophy of Bell regarding the education of the deaf blind. (DB)

76 FR 59155 - Notice of Availability of South Coast Draft Resource Management Plan Revision and Draft...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-23

... . Persons who use a telecommunications device for the deaf (TDD) may call the Federal Information Relay... portions of five highly urbanized southern California counties: San Diego, Riverside, San Bernardino... Concern (ACEC), sensitive species and other wildlife habitat, lands with wilderness characteristics...

Study of Man-Machine Communications Systems for the Handicapped. Interim Report.

ERIC Educational Resources Information Center

Kafafian, Haig

Newly developed communications systems for exceptional children include Cybercom; CYBERTYPE; Cyberplace, a keyless keyboard; Cyberphone, a telephonic communication system for deaf and speech impaired persons; Cyberlamp, a visual display; Cyberview, a fiber optic bundle remote visual display; Cybersem, an interface for the blind, fingerless, and…

32 CFR 56.8 - Guidelines for determining discriminatory practices.

Code of Federal Regulations, 2014 CFR

2014-07-01

... accessible to deaf and hearing-impaired persons by means such as training museum staff, such as docents, in... for compliance with paragraph (c)(4) of this section. (5) Military museums. (i) In the case of military museums, program accessibility shall mean that exhibits, displays, tours, lectures, circulating or...

32 CFR 56.8 - Guidelines for determining discriminatory practices.

Code of Federal Regulations, 2012 CFR

2012-07-01

... accessible to deaf and hearing-impaired persons by means such as training museum staff, such as docents, in... for compliance with paragraph (c)(4) of this section. (5) Military museums. (i) In the case of military museums, program accessibility shall mean that exhibits, displays, tours, lectures, circulating or...

32 CFR 56.8 - Guidelines for determining discriminatory practices.

Code of Federal Regulations, 2011 CFR

2011-07-01

... accessible to deaf and hearing-impaired persons by means such as training museum staff, such as docents, in... for compliance with paragraph (c)(4) of this section. (5) Military museums. (i) In the case of military museums, program accessibility shall mean that exhibits, displays, tours, lectures, circulating or...

32 CFR 56.8 - Guidelines for determining discriminatory practices.

Code of Federal Regulations, 2013 CFR

2013-07-01

... accessible to deaf and hearing-impaired persons by means such as training museum staff, such as docents, in... for compliance with paragraph (c)(4) of this section. (5) Military museums. (i) In the case of military museums, program accessibility shall mean that exhibits, displays, tours, lectures, circulating or...

77 FR 36290 - Renewal of Approved Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-18

... information that is necessary to implement two provisions of the Federal Cave Resources Protection Act--one.... Persons who use a telecommunication device for the deaf (TDD) may call the Federal Information Relay... Cave Resources Protection Act (16 U.S.C. 4301-4310). Frequency of Collection: On occasion. Estimated...

Sign language aphasia from a neurodegenerative disease.

PubMed

Falchook, Adam D; Mayberry, Rachel I; Poizner, Howard; Burtis, David Brandon; Doty, Leilani; Heilman, Kenneth M

2013-01-01

While Alois Alzheimer recognized the effects of the disease he described on speech and language in his original description of the disease in 1907, the effects of Alzheimer's disease (AD) on language in deaf signers has not previously been reported. We evaluated a 55-year-old right-handed congenitally deaf woman with a 2-year history of progressive memory loss and a deterioration of her ability to communicate in American Sign Language, which she learned at the age of eight. Examination revealed that she had impaired episodic memory as well as marked impairments in the production and comprehension of fingerspelling and grammatically complex sentences. She also had signs of anomia as well as an ideomotor apraxia and visual-spatial dysfunction. This report illustrates the challenges in evaluation of a patient for the presence of degenerative dementia when the person is deaf from birth, uses sign language, and has a late age of primary language acquisition. Although our patient could neither speak nor hear, in many respects her cognitive disorders mirror those of patients with AD who had normally learned to speak.

The Music Experiences and Attitudes Of A First Cohort of Prelingually-Deaf Adolescents and Young Adults CI Recipients

PubMed Central

Gfeller, Kate; Driscoll, Virginia; Smith, Rachel See; Scheperle, Christina

2012-01-01

The purpose of this study was to examine the musical engagement (participation and attitude) of pediatric CI recipients who were implanted during early childhood and who have reached age 15 or older. A questionnaire was administered to a group of 31 prelingually deaf CI users who receive annual follow up services and assessment in a clinical research center. The questionnaire was used to examine involvement in and attitudes toward music in school, the community, and in the home; social affiliation (hearing, Deaf, both) and mode of communication (oral, manual, both) were also examined. Despite the technical limitations of cochlear implants in transmitting pitch, melody, and tone quality, over two thirds of this sample described music as being important or very important in their lives. A high level of past and present familial involvement in music was associated with higher levels of current involvement and importance of music in the lives of adolescent and young adult CI users. Comparisons were noted with data from prior studies of persons with hearing loss who were non-CI users. PMID:23565029

[The pedagogical evaluation of the pre-school children with cochlear implants].

PubMed

Nikolaeva, T V

The objective of the present work was to elaborate the content of comprehensive psycho-pedagogical examination for the assessment of the overall intelligence level in the children presenting with hearing impairments. The complex of studies to be carried out to achieve this purpose encompasses evaluation of the social, physical, and cognitive development of the children as well as peculiarities of their play activities, their speech and hearing abilities. This approach is believed to enable a teacher of deaf and hard of hearing to identify the individual characteristics of each child and determine those of special importance for the elaboration of educational programs on an individual basis taking into consideration variants of children's development (harmonic, uneven, retarded, etc.). To facilitate the implementation of the proposed method, a special electronic tool (a virtual practice for a teacher of deaf) has been created. The virtual practice is believed to be instrumental in the training of the teachers of deaf for the comprehensive evaluation of the children with cochlear implants. In this way, the effectiveness of the development of personalized rehabilitation programs can be substantially increased.

Workplace discrimination, deafness and hearing impairment: the national EEOC ADA research project.

PubMed

Bowe, Frank G; McMahon, Brian T; Chang, Tai; Louvi, Ioanna

2005-01-01

Data compiled by the US Equal Employment Opportunity Commission (EEOC), in its Integrated Mission System, provide documentation regarding the employment discrimination experience of Americans who are deaf or hard of hearing. This paper presents an analysis of 8,936 allegations filed by persons with hearing impairment and closed by EEOC between July 26, 1992 and September 30, 2003, as compared to 165,674 allegations filed by individuals with other physical or sensory disabilities. The investigators compare and contrast demographic characteristics of Charging Parties, characteristics of Respondents, the nature of allegations, and the outcomes of the allegations in order to illustrate how these variables differ between the two groups, herein referred to as HEARING (deaf, hard of hearing, or other hearing impairment) and GENDIS (general disability). Most allegations derived from both groups were filed against larger Respondents (those with 500+ workers). The most common allegation issues in the HEARING group involved matters of discharge, reasonable accommodation, and hiring. Outcomes derived from HEARING allegations were more likely to result in merit resolutions when compared to GENDIS, by a 25% to 21% margin.

78 FR 63243 - Notice of Public Meeting; Wyoming Resource Advisory Council

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-23

....gov . Persons who use a telecommunications device for the deaf (TDD) may call the Federal Information... Wyoming's ``A Landscape Discussion on Energy Law in Wyoming,'' and follow-up to previous meetings. On..., November 13, ``A Landscape Discussion on Energy Law in Wyoming'' begins at 8:00 a.m. Members of the public...

Belief Attribution in Deaf and Hearing Infants

ERIC Educational Resources Information Center

Meristo, Marek; Morgan, Gary; Geraci, Alessandra; Iozzi, Laura; Hjelmquist, Erland; Surian, Luca; Siegal, Michael

2012-01-01

Based on anticipatory looking and reactions to violations of expected events, infants have been credited with "theory of mind" (ToM) knowledge that a person's search behaviour for an object will be guided by true or false beliefs about the object's location. However, little is known about the preconditions for looking patterns consistent…

77 FR 37919 - Eastern States: Filing of Plat of Survey

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-25

...: Filing of Plat of Survey AGENCY: Bureau of Land Management, Interior. ACTION: Notice. SUMMARY: The Bureau of Land Management (BLM) will file the plat of survey of the lands described below in the BLM-Eastern..., Springfield, Virginia 22153. Attn: Cadastral Survey. Persons who use a telecommunications device for the deaf...

78 FR 16294 - Eastern States: Filing of Plat of Survey

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-14

...: Filing of Plat of Survey AGENCY: Bureau of Land Management, Interior. ACTION: Notice. SUMMARY: The Bureau of Land Management (BLM) will file the plat of survey of the lands described below in the BLM-Eastern..., Springfield, Virginia 22153. Attn: Cadastral Survey. Persons who use a telecommunications device for the deaf...

76 FR 16378 - Agenda and Notice of Public Meeting of the Vermont Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-23

... Civil Rights (Commission), and the Federal Advisory Committee Act (FACA), that briefing and planning... of the planning meeting is to plan future activities. Members of the public are entitled to submit... below. Persons who are deaf or hearing-impaired who will attend the meetings and require the services of...

78 FR 28621 - Notice of Dominguez-Escalante National Conservation Area Advisory Council Meeting Cancellation...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-15

...: [email protected] . Persons who use a telecommunications device for the deaf (TDD) may call the Federal... 10-member council advises the Secretary of the Interior, through the BLM, on a variety of planning and management issues associated with the resource management planning process for the Dominguez...

76 FR 9742 - Agenda and Notice of Public Meeting of the Vermont Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-22

... Civil Rights (Commission), and the Federal Advisory Committee Act (FACA), that briefing and planning... of the planning meeting is to plan future activities. Members of the public are entitled to submit... below. Persons who are deaf or hearing-impaired who will attend the meetings and require the services of...

48 CFR 352.270-1 - Accessibility of meetings, conferences, and seminars to persons with disabilities.

Code of Federal Regulations, 2010 CFR

2010-10-01

...) The Contractor agrees as follows: (a) Planning. The Contractor shall develop a plan to assure that any... planning the meeting, conference, or seminar, shall include in all announcements and other materials... device for the deaf (TDD). (2) The Contractor shall provide, at no additional cost to the individual...

76 FR 57950 - Agenda and Notice of Public Meeting of the New Hampshire Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-19

.... Commission on Civil Rights (Commission), and the Federal Advisory Committee Act (FACA), that a planning.... on Thursday, September 29, 2011. The purpose of the planning meeting is to plan future activities... information may contact the Eastern Regional Office at (202) 376-7533. Deaf or hearing-impaired persons who...

75 FR 38829 - Renewal of Approved Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-06

... contact Barbara Gamble at 202- 912-7148. Persons who use a telecommunication device for the deaf (TDD) may call the Federal Information Relay Service (FIRS) on 1-800-877- 8339, to contact Ms. Gamble. You may also contact Ms. Gamble to obtain a copy, at no cost, of the regulations and forms that require this...

Psychosocial Implications of Usher Syndrome, Type I, throughout the Life Cycle.

ERIC Educational Resources Information Center

Miner, I. D.

1995-01-01

Usher syndrome, Type I, requires multiple adaptations throughout the life cycle because each stage of life has tasks and losses associated with deafness and progressive retinitis pigmentosa. This article examines the issues raised at each stage, using clinical vignettes from persons who have this condition and their families. (Author/DB)

Intelligence--Individually Administered, Grades 4-6. Annotated Bibliography of Tests.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Test Collection.

Among the individually administered 34 intelligence tests described in this bibliography are those for deaf persons, Spanish speakers, and other special populations. Tests requiring nonverbal responses are included. Most of the tests described in this bibliography provide I.Q. scores which are standard scores, with a mean of 100 and standard…

Intelligence--Individually Administered, Preschool-Grade 3. Annotated Bibliography of Tests.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Test Collection.

Among the individually administered 26 intelligence tests described in this bibliography are those for deaf persons, Spanish speakers, and other special populations. Tests requiring nonverbal responses are included. Most of the tests described in this bibliography provide I.Q. scores which are standard scores, with a mean of 100 and standard…

Career-Related Parental Support of Adolescents with Hearing Loss: Relationships with Parents' Expectations and Occupational Status

ERIC Educational Resources Information Center

Rinat, Michael; Cinamon, Rachel Gali; Most, Tova

2015-01-01

The study examined the contribution of parents' occupational status and expectations regarding persons with hearing loss to career-related support they provide their deaf and hard of hearing (dhh) adolescent children. Thirty-eight parents completed the Evaluation of Occupational Competence Scale (Weisel & Cinamon, 2005), the Evaluation of…

Organizing Language Intervention Relative to the Client's Personal Experience: A Clinical Case Study

ERIC Educational Resources Information Center

Chen, Liang; Whittington, Diane

2006-01-01

An analysis is presented of two different therapeutic activities designed for a profoundly deaf adult with cerebral palsy, DP. The study draws on techniques of qualitative methodology to identify elements that contribute to effective intervention practices for DP. Results indicate that therapeutic materials and activities must first of all be…

Holding on to Their Kitestrings: Paraprofessional Support in Inclusive Settings

ERIC Educational Resources Information Center

Blacher, Jan

2007-01-01

Many students "included" in general education today are accompanied by a paraprofessional, also known as a 1-to-1 aide, therapist, behavioral aide, or personal assistant. The use of a paraprofessional, particularly with children who have autism, mental retardation, deaf-blindness, or multiple disabilities has many merits, such as increased…

Schools and Programs in the United States.

ERIC Educational Resources Information Center

American Annals of the Deaf, 2000

2000-01-01

This annual directory lists U.S. schools and programs enrolling deaf and hard of hearing children and youth in two sections: (1) the directory listing including name, address, phone numbers, administrator or contact person, and e-mail/Web address and (2) program and services chart including whether day or residential, enrollment, services, and…

78 FR 79708 - Notice of Public Meeting, Boise District Resource Advisory Council

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-31

... January 28, 2014, at the Boise District Office, located at 3948 S. Development Avenue, Boise, Idaho... Specialist and RAC Coordinator, BLM Boise District, 3948 S. Development Ave., Boise, ID 83705; telephone (208... the BLM Coordinator as provided above. Persons who use a telecommunications device for the deaf (TDD...

78 FR 25465 - Notice of Proposed Withdrawal and Opportunity for Public Meeting; AK

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-01

... protection of the Glacier Loop Administrative Site in Alaska. The withdrawal created by PLO No. 7177 will... . Persons who use a Telecommunications Device for the Deaf (TDD) may call the Federal Information Relay... the protection of the Glacier Loop Administrative Site. PLO No. 7177 is incorporated herein by...

[Music therapy in adults with cochlear implants : Effects on music perception and subjective sound quality].

PubMed

Hutter, E; Grapp, M; Argstatter, H

2016-12-01

People with severe hearing impairments and deafness can achieve good speech comprehension using a cochlear implant (CI), although music perception often remains impaired. A novel concept of music therapy for adults with CI was developed and evaluated in this study. This study included 30 adults with a unilateral CI following postlingual deafness. The subjective sound quality of the CI was rated using the hearing implant sound quality index (HISQUI) and musical tests for pitch discrimination, melody recognition and timbre identification were applied. As a control 55 normally hearing persons also completed the musical tests. In comparison to normally hearing subjects CI users showed deficits in the perception of pitch, melody and timbre. Specific effects of therapy were observed in the subjective sound quality of the CI, in pitch discrimination into a high and low pitch range and in timbre identification, while general learning effects were found in melody recognition. Music perception shows deficits in CI users compared to normally hearing persons. After individual music therapy in the rehabilitation process, improvements in this delicate area could be achieved.

The Power of Expectations: Two Stories

ERIC Educational Resources Information Center

Simms, Laurene E.

2014-01-01

This article describes the power of the word "CAN". The author, Laurene E. Simms reports that as a poor, black, deaf youngster her teacher's facial expressions conveyed their feelings that she was of low IQ and mentally retarded, however two persons had a positive impact on her, her father and 7th grade math teacher. They challenged…

School Bullying: A Problem for Deaf and Hard of Hearing Students? Insights & Strategies

ERIC Educational Resources Information Center

McCrone, William P.

2004-01-01

Bullying is an ongoing method of mistreating, dominating, hurting, frightening, and/or browbeating another person by an individual or group. Bullies use physical, verbal, and psychological methods to humiliate, embarrass, and overpower others. Bullying by boys and girls can happen at any age, but it peaks in the middle school/junior high school…

76 FR 69279 - Notice of Extension of Public Comment Period for a Resource Management Plan (RMP) Amendment and...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-08

.... ADDRESSES: You may submit comments on issues and planning criteria related to Castle Rocks and Cedar Fields..., Idaho 83318; email [email protected] . Persons who use a telecommunications device for the deaf.... SUPPLEMENTARY INFORMATION: You may submit comments on issues and planning criteria for the Plan Amendments in...

78 FR 70959 - Gateway West Project Subcommittee of the Resource Advisory Council to the Boise District; Public...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-27

... advises the Boise District Resource Advisory Council on matters of planning and management of the Gateway... the Interior, through the BLM, on a variety of planning and management issues associated with public.... Persons who use a telecommunications device for the deaf (TDD) may call the Federal Information Relay...

78 FR 20354 - Notice of Public Meeting, Las Cruces District Resource Advisory Council Meeting, New Mexico

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-04

... Street, Las Cruces, NM, 88005, 575-525-4338. Persons who use a telecommunications device for the deaf... the BLM, on a variety of planning and management issues associated with public land management in New... ongoing issues and planning efforts, presentation on the TriCounty Resource Management Plan/ Environmental...

78 FR 44590 - Notice of Public Meeting, Las Cruces District Resource Advisory Council Meeting, New Mexico

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-24

... Street, Las Cruces, NM, 88005, 575-525-4338. Persons who use a telecommunications device for the deaf... the BLM, on a variety of planning and management issues associated with public land management in New... Manager, updates on ongoing issues and planning efforts, presentation on the TriCounty Resource Management...

Lost in a Giant Database: The Potentials and Pitfalls of Secondary Analysis for Deaf Education

ERIC Educational Resources Information Center

Kluwin, T. N.; Morris, C. S.

2006-01-01

Secondary research or archival research is the analysis of data collected by another person or agency. It offers several advantages, including reduced cost, a less time-consuming research process, and access to larger populations and thus greater generalizability. At the same time, it offers several limitations, including the fact that the…

Expectations Lead to Performance: The Transformative Power of High Expectations in Preschool

ERIC Educational Resources Information Center

Wang, Ye; Engler, Karen S.; Oetting, Tara L.

2014-01-01

This article describes the preschool program at Missouri State University where deaf and hard of hearing children with all communication modalities and all styles of personal assistive listening devices are served. The job of the early intervention providers is to model for parents what high expectations look like and how to translate those…

The Use of Sign Language Pronouns by Native-Signing Children with Autism

ERIC Educational Resources Information Center

Shield, Aaron; Meier, Richard P.; Tager-Flusberg, Helen

2015-01-01

We report the first study on pronoun use by an under-studied research population, children with autism spectrum disorder (ASD) exposed to American Sign Language from birth by their deaf parents. Personal pronouns cause difficulties for hearing children with ASD, who sometimes reverse or avoid them. Unlike speech pronouns, sign pronouns are…

77 FR 67057 - Notice of Availability of a Finding of No Significant Impact for the Port of Guam Modernization...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-08

... east of the proposed new break-bulk terminal to improve efficiency and security. New entrance and exit... storm water outfalls into the harbor. New safety and security improvements would be constructed. FOR...) 366-0714; or email: [email protected] . Persons who use a telecommunications device for the deaf...

Validating a Shortened Form of the ARC for Special Populations

ERIC Educational Resources Information Center

Bond, Mark; Garberoglio, Carrie-Lou; Schoffstall, Sarah; Caemmerer, Jackie; Cawthon, Stephanie

2018-01-01

Autonomy describes cognition or behavior that is self-directed, according to personal interests, and free from external influence. This construct is of importance to students who are deaf because it has been shown to be positively related to their post-school transition outcomes, and this population faces unique challenges in this area. To conduct…

Continued Development of Curriculum for Interpreter Training Programs in Vocational Education. Final Report, July 1, 1980 - June 30, 1981.

ERIC Educational Resources Information Center

Texas State Technical Inst., Waco.

A project was undertaken to continue development of a curriculum for training interpreters for deaf persons enrolled in vocational education programs in Texas. Utilizing field consultants for specialized course development, project staff completed 11 interpreting modules and accompanying audiovisual prototypes. In addition, on-site visits were…

78 FR 4871 - Notice of Temporary Closure of Public Lands in Fergus County, MT

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-23

..., Montana 59457; 406-538-1900. Persons who use a telecommunications device for the deaf (TDD) may call the... business hours. The FIRS is available 24 hours a day, 7 days a week, to leave a message or question with the above individual. You will receive a reply during normal business hours. SUPPLEMENTARY INFORMATION...

78 FR 34403 - Notice of Availability of the Record of Decision for the Quartzsite Solar Energy Project, AZ

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-07

...: http://www.blm.gov/az/st/en/prog/energy/solar/quartzsite_solar_energy.html . FOR FURTHER INFORMATION... . Persons who use a telecommunications device for the deaf (TDD) may call the Federal Information Relay.... You will receive a reply during normal business hours. SUPPLEMENTARY INFORMATION: Quartzsite Solar...

Evaluation of Educational Multimedia Support System for Students with Deafness

ERIC Educational Resources Information Center

Poobrasert, Onintra; Cercone, Nick

2009-01-01

The use of a multimedia program as a teaching tool, especially for special needs students, offers sufficient and personal attention to the student using it, while allowing instruction to proceed at the student's pace and also supporting in motivation. The purposes of this proposal are (1) to examine the degree of effectiveness of a multimedia…

The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction

ERIC Educational Resources Information Center

Wolbers, Kimberly A.; Dostal, Hannah M.; Graham, Steve; Cihak, David; Kilpatrick, Jennifer R.; Saulsburry, Rachel

2015-01-01

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive…

Deafness, Teacher-of-the-Deaf Support and Self-Concept in Australian Deaf Students

ERIC Educational Resources Information Center

Remine, Maria D.; Care, Esther; Grbic, Melissa

2009-01-01

This study examines whether self-concept scores of deaf students vary according to age at diagnosis of deafness, the degree of deafness and the number of visits students receive from a teacher of the deaf. Thirty-seven deaf students between the ages of 12 and 18 attending inclusive educational settings in Western Australia participated in the…

[Genetic deafness].

PubMed

Marcolla, A; Bouchetemble, P; Lerosey, Y; Marie, J-P; Dehesdin, D

2006-06-01

The aim of this study was to review the different types of genetic deafness. We describe syndromic and isolated sensorineural deafness and transmission deafness. Genetic sensorineural syndromic deafness represents 30% of cases of genetic deafness. A frequent cause is Pendred syndrome, which associates congenital sensorineural deafness with goitre and malformations of the inner ear which can be identified on computed tomography scan. Isolated deafness which is responsible for 70% of cases of genetic deafness is then outlined. Among the different types of isolated deafness, 80% are autosomal recessive disorders. A frequent form of autosomal recessive deafness is due to mutations in the connexin 26 gene. Lastly, we detail transmission deafness dominated by aplasia. Major aplasia is characterized by a malformation of the external ear associated with malformations of the middle ear whereas, minor aplasia corresponds to a malformation of the middle ear, sometimes associated with minor external ear malformations. For each type of deafness we propose a systematic assessment.

Deaf clubs today: do they still have a role to play? The cases of Cyprus and Greece.

PubMed

Hadjikakou, Kika; Nikolaraizi, Magda

2011-01-01

The present study investigated the current functions of Deaf clubs in Cyprus and in Greece. The researchers conducted in-depth semistructured interviews with 24 Cypriot and 22 Greek deaf individuals ages 19-54 years. The researchers found that the Deaf clubs in both countries provide a gathering place for deaf people, organize social and sport activities, and promote their demands through legislation. In addition, Deaf clubs maintain and transmit Deaf culture and history to future generations, offer Deaf role models to young deaf children and their families, and provide Deaf awareness to hearing people (e.g., through sign languages classes). The study participants also stressed the role of Deaf clubs in deaf people's lives, unity, and prospects for future progress.

Accessibility of medical and psychosocial services following disasters and other traumatic events: experiences of Deaf and hard-of-hearing individuals in Denmark.

PubMed

Skøt, Lotte; Jeppesen, Tina; Mellentin, Angelina Isabella; Elklit, Ask

2017-12-01

This descriptive study sought to explore barriers faced by Deaf and hard-of-hearing (D/HH) individuals in Denmark when accessing medical and psychosocial services following large-scale disasters and individual traumatic experiences. Semi-structured interviews were conducted with nine D/HH individuals who had experienced at least one disaster or other traumatic event. Difficulties were encountered during interactions with first response and healthcare services, which centered on: (1) lack of Deaf awareness among professionals, (2) problems accessing interpreter services, (3) professionals relying on hearing relatives to disseminate information, and (4) professionals who were unwilling to adjust their speech or try different forms of communication. Barriers reported in relation to accessing psychosocial services included: (1) lack of all-Deaf or hard-of-hearing support groups, and (2) limited availability of crisis psychologists who are trained to service the needs of the hearing impaired. Suggestions for improvements to service provision were provided, including a list of practical recommendations for professionals. This study has identified significant gaps in post-disaster service provision for D/HH individuals. Results can inform policy makers and other authorities in the position to enhance existing services and/or develop new services for this vulnerable target population. Implications for Rehabilitation Being Deaf or hard-of-hearing compromises a person's ability to obtain and share vital information during times of disaster. Medical and psychosocial services are expected to play critical response roles in times of disaster, and, should be properly equipped to assist Deaf and hard-of-hearing (D/HH) individuals. In a relatively small sample, this study highlights barriers faced by D/HH individuals in Denmark when accessing first response, healthcare, and psychosocial services following large-scale disasters and individual traumatic events, all of which centered on communication problems and resulted in suboptimal care. Regarding rehabilitation after disasters, evidence-based information about how to service the heterogeneous communication needs of D/HH populations should be disseminated to professionals, and preferably incorporated into training programs.

Haptic-assistive technologies for audition and vision sensory disabilities.

PubMed

Sorgini, Francesca; Caliò, Renato; Carrozza, Maria Chiara; Oddo, Calogero Maria

2018-05-01

The aim of this review is to analyze haptic sensory substitution technologies for deaf, blind and deaf-blind individuals. The literature search has been performed in Scopus, PubMed and Google Scholar databases using selected keywords, analyzing studies from 1960s to present. Search on databases for scientific publications has been accompanied by web search for commercial devices. Results have been classified by sensory disability and functionality, and analyzed by assistive technology. Complementary analyses have also been carried out on websites of public international agencies, such as the World Health Organization (WHO), and of associations representing sensory disabled persons. The reviewed literature provides evidences that sensory substitution aids are able to mitigate in part the deficits in language learning, communication and navigation for deaf, blind and deaf-blind individuals, and that the tactile sense can be a means of communication to provide some kind of information to sensory disabled individuals. A lack of acceptance emerged from the discussion of capabilities and limitations of haptic assistive technologies. Future researches shall go towards miniaturized, custom-designed and low-cost haptic interfaces and integration with personal devices such as smartphones for a major diffusion of sensory aids among disabled. Implications for rehabilitation Systematic review of state of the art of haptic assistive technologies for vision and audition sensory disabilities. Sensory substitution systems for visual and hearing disabilities have a central role in the transmission of information for patients with sensory impairments, enabling users to interact with the not disabled community in daily activities. Visual and auditory inputs are converted in haptic feedback via different actuation technologies. The information is presented in the form of static or dynamic stimulation of the skin. Their effectiveness and ease of use make haptic sensory substitution systems suitable for patients with different levels of disabilities. They constitute a cheaper and less invasive alternative to implantable partial sensory restitution systems. Future researches are oriented towards the optimization of the stimulation parameters together with the development of miniaturized, custom-designed and low-cost aids operating in synergy in networks, aiming to increase patients' acceptability of these technologies.

Being a Deaf Role Model: Deaf People's Experiences of Working with Families and Deaf Young People

ERIC Educational Resources Information Center

Rogers, Katherine D.; Young, Alys M.

2011-01-01

The experiences of being a deaf role model have been little explored in the literature. This paper explores the role of the deaf role model as perceived by d/Deaf adults who carried out this role, when working with deaf young people, parents of deaf children, and professionals who work with them. The data were collected from part of the evaluation…

Outcomes of cochlear implantation in deaf children of deaf parents: comparative study.

PubMed

Hassanzadeh, S

2012-10-01

This retrospective study compared the cochlear implantation outcomes of first- and second-generation deaf children. The study group consisted of seven deaf, cochlear-implanted children with deaf parents. An equal number of deaf children with normal-hearing parents were selected by matched sampling as a reference group. Participants were matched based on onset and severity of deafness, duration of deafness, age at cochlear implantation, duration of cochlear implantation, gender, and cochlear implant model. We used the Persian Auditory Perception Test for the Hearing Impaired, the Speech Intelligibility Rating scale, and the Sentence Imitation Test, in order to measure participants' speech perception, speech production and language development, respectively. Both groups of children showed auditory and speech development. However, the second-generation deaf children (i.e. deaf children of deaf parents) exceeded the cochlear implantation performance of the deaf children with hearing parents. This study confirms that second-generation deaf children exceed deaf children of hearing parents in terms of cochlear implantation performance. Encouraging deaf children to communicate in sign language from a very early age, before cochlear implantation, appears to improve their ability to learn spoken language after cochlear implantation.

Comparing Motor Development of Deaf Children of Deaf Parents and Deaf Children of Hearing Parents

ERIC Educational Resources Information Center

Lieberman, Lauren J.; Volding, Lori; Winnick, Joseph P.

2004-01-01

Deaf children of Deaf parents perform better academically (Ritter-Brinton & Stewart, 1992), linguistically (Courtin, 2000; M. Harris, 2001; Vaccari & Marschark, 1997), and socially (Hadadian & Rose, 1991; M. Harris, 2001) than Deaf children of hearing parents. Twenty-nine Deaf children in residential schools were assessed to determine if a…

Black Deaf Individuals' Reading Skills: Influence of ASL, Culture, Family Characteristics, Reading Experience, and Education

ERIC Educational Resources Information Center

Myers, Candace; Clark, M. Diane; Musyoka, Millicent M.; Anderson, Melissa L.; Gilbert, Gizelle L.; Agyen, Selina; Hauser, Peter C.

2010-01-01

Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family…

Satisfaction With Cochlear Implants in Postlingually Deaf Adults and Its Nonaudiological Predictors: Psychological Distress, Coping Strategies, and Self-Esteem.

PubMed

Kobosko, Joanna; Jedrzejczak, W Wiktor; Pilka, Edyta; Pankowska, Agnieszka; Skarzynski, Henryk

2015-01-01

A postlingually deaf patient who receives a cochlear implant (CI) acquires multiple benefits, not just audiological but also nonaudiological: improvement in quality of life, psychological well-being, and social interaction. The aim of the study was to ascertain the relationship between the CI satisfaction experienced by adult, postlingually deaf individuals and their level of psychological distress, stress coping strategies, and global self-esteem. We also considered sociodemographic variables (such as sex, age, education, marital/partner status, and employment/study status), variables related to their deafness, and their length of experience with a CI. The study had a cross-sectional design in which participants were asked to fill in a mailed personal inquiry form seeking sociodemographic data and one question related to CI satisfaction, and the following questionnaires: General Health Questionnaire-28, the Brief Coping Orientation to Problems Experienced, and the Rosenberg Self-Esteem Scale. This study included 98 patients with postlingual deafness between 19 and 85 years old who had unilateral CIs. For some analyses, the patients were also divided into two groups: younger (≤60 years) and older (>60 years). Two other subgroups were those with shorter CI experience (1 to 2 years) and those with longer CI experience (5 to 6 years). As an objective reference, speech perception scores in quiet and in noise were also used. The majority of postlingually deaf subjects rated their CI satisfaction as high or very high, and this was at similar levels in younger and older subjects, as well as in those who had used CIs for either a short or a long time. CI satisfaction was not related to speech perception scores, duration of deafness, length of CI use, or other sociodemographic factors. Positive self-esteem, having less severe symptoms of depression, and the use of humor or self-distraction were conducive to CI satisfaction. Using a coping strategy of denial had a negative association with CI satisfaction. Coping strategies and symptoms of mental distress varied between younger and older subjects. For younger subjects, higher CI satisfaction was associated with lower severity of depressive symptoms, whereas for the elderly, higher CI satisfaction was associated with less severe social dysfunction symptoms. Over the years of using a CI, the same strategy may have a different psychological function in providing satisfaction: for example, venting, which in the group with a short CI experience is negatively correlated to satisfaction, is positively correlated to satisfaction for those with longer CI experience. The results show that psychological factors—self-esteem, distress, and coping strategies—are important for CI satisfaction in postlingually deaf CI users. The results point to advantages in widening the availability of various tailored forms of psychological intervention for patients with postlingual deafness after receiving a CI.

Meeting Global Deaf Peers, Visiting Ideal Deaf Places: Deaf Ways of Education Leading to Empowerment, an Exploratory Case Study

ERIC Educational Resources Information Center

De Clerck, Goedele A. M.

2007-01-01

In a Flemish case study, deaf role models revealed a moment of awakening, indicated by the Flemish sign WAKE-UP. Contact with deaf cultural rhetoric made them "wake up," and deconstruct and reconstruct their lives, a process represented by a "circle of deaf empowerment." Flemish deaf leaders mentioned acquiring this rhetoric…

To Moscow with love: partial reconstruction of Vygotsky's trip to London.

PubMed

van der Veer, René; Zavershneva, Ekaterina

2011-12-01

The Russian psychologist Lev Vygotsky (1896-1934) left the Soviet Union only once to attend a conference on the education of the deaf in London. So far almost nothing was known about this trip, which took place in a period when Vygotsky was still completely unknown as a psychologist, both inside his own country and abroad. Making use of a newly discovered notebook, it proved possible to partially reconstruct Vygotsky's journey and stay in London. Vygotsky's very personal remarks show him to have been a very sensitive and spirited man, who was prey to strong emotions during the conference and afterwards. Rather surprisingly, Vygotsky's own paper about the education of the deaf was never presented during the conference and the stay in London appears to have had a limited value for his own scientific development.

Predicting Acceptance and Popularity in Early Adolescence as a Function of Hearing Status, Gender, and Educational Setting

ERIC Educational Resources Information Center

Wolters, Nina; Knoors, Harry E. T.; Cillessen, Antonius H. N.; Verhoeven, Ludo

2011-01-01

This study examined associations of communicative skills, social behavior, and personality with acceptance and popularity as a function of hearing status, gender, and educational setting. Participants were 87 deaf and 672 hearing early adolescents of 52 6th grade classrooms in mainstream and special education. Acceptance varied as a function of…

77 FR 40325 - Agenda and Notice of Public Meeting of the North Dakota Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-09

.... Commission on Civil Rights, and the Federal Advisory Committee Act (FACA), that a planning meeting of the..., at the River Room, Fargo City Hall, 200 N. 3rd Street, Fargo, ND 58102. The purpose of the planning... street address. Deaf or hearing-impaired persons who will attend the meeting and require the services of...

The Impact of Childhood Hearing Loss on the Family: Mothers' and Fathers' Stress and Coping Resources

ERIC Educational Resources Information Center

Zaidman-Zait, Anat; Most, Tova; Tarrasch, Ricardo; Haddad-eid, Eliana; Brand, Devora

2016-01-01

Parenting children who are deaf or hard of hearing (D/HH) presents unique long-term challenges that can place the parents at a greater risk for elevated levels of parenting stress. Adaptation of families to the various challenges presented by childhood hearing loss is influenced by their personal and social coping resources available for managing…

The American Association on Mental Deficiency-Adaptive Behavior Scale: Allowing Credit for Alternative Means of Communication.

ERIC Educational Resources Information Center

Suess, James F.; And Others

1983-01-01

Compared were the Adaptive Behavior Scale (ABS) and a modified version of the ABS (which allowed alternative methods of communication such as sign language) with 134 deaf-blind persons, three to 30 years old. Among results were that alternative communication methods had no effect on nine of 10 ABS domains. (Author/MC)

77 FR 64125 - Notice of Proposed Withdrawal Extension and Notification of a Public Meeting for the East Fork...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-18

... available at any time. While you may ask us in your comment to withhold your personal identifying... Range; WY AGENCY: Bureau of Land Management, Interior. ACTION: Notice. SUMMARY: The Assistant Secretary... for the deaf (TDD) may call the Federal Information Relay Service (FIRS) at 1-800-877-8339 to reach...

75 FR 30769 - Endangered and Threatened Species; Proposed Listing of Nine Distinct Population Segments of...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-02

... Highway, Room 13657, Silver Spring, MD 20910 or USFWS National Sea Turtle Coordinator, U.S. Fish and..., fax 301-713-0376, e-mail [email protected] ), or Emily Bizwell, USFWS (ph. 404-679-7149, fax 404- 679-7081, e-mail emily[email protected] ). Persons who use a Telecommunications device for the deaf...

DeafSpace and the principles of universal design.

PubMed

Edwards, Claire; Harold, Gill

2014-01-01

Recent debates about the epistemological origins of Universal Design (UD) have questioned how far universalist design approaches can address the particularities and diversities of the human form through a series of standardised, technical responses. This article contributes to these debates by discussing an emergent architectural paradigm known as DeafSpace, which articulates a set of design principles originating from the d/Deaf community in the US. Commentary. DeafSpace has emerged as a design paradigm rooted in an expression of d/Deaf cultural identity based around sign language, rather than as a response designed to compensate for, or minimise, impairment. It distinguishes itself from UD by articulating a more user-centred design process, but its principles are arguably rooted in notions of d/Deaf identity based around consensus and homogeneity, with less attention paid to the socio-political contexts which shape diverse experiences of d/Deafness and the exclusion(s) of d/Deaf people from the built environment. While proponents of DeafSpace argue that UD and DeafSpace are not mutually exclusive, nor DeafSpace principles applicable only to d/Deaf people, questions remain about the type of spaces DeafSpace creates, most notably whether they lead to the creation of particularist spaces of and for the d/Deaf community, or reflect a set of design principles which can be embedded across a range of different environments. Implications for Rehabilitation UD as a basis for rehabilitation has been critiqued on the basis that creates "standardised", or universal solutions, thus negating the particularities of the human form. DeafSpace is an architectural paradigm rooted in socio-linguistic understandings of Deafness and the cultural identity of the Deaf community. It challenges UD's technocratic emphasis on minimising impairment and asserts design which is rooted in a more qualitative understanding of individuals' relationship with their environment. DeafSpace seeks to place the user more centrally in the design process and draw on the experiential knowledge of (Deaf) users. However, it has less to say about the often exclusionary socio-political relations which underlie the built environment and shape the diverse experience of deafness. DeafSpace raises questions about how the needs of particular groups can be met through UD principles and in turn whether DeafSpace principles lead to the creation of separate spaces for the D/deaf community.

Symptom and Surface: Disruptive Deafness and Medieval Medical Authority.

PubMed

Hsy, Jonathan

2016-12-01

This essay examines constructions of deafness in medieval culture, exploring how deaf experience disrupts authoritative discourses in three textual genres: medical treatise, literary fiction, and autobiographical writing. Medical manuals often present deafness as a physical defect, yet they also suggest how social conditions for deaf people can be transformed in lieu of treatment protocols. Fictional narratives tend to associate deafness with sin or social stigma, but they can also imagine deaf experience with a remarkable degree of sympathy and nuance. Autobiographical writing by deaf authors most vividly challenges diagnostic models of disability, exploring generative forms of perception that deafness can foster. In tracing the disruptive force that deaf experience exerts on perceived notions of textual authority, this essay reveals how medieval culture critiqued the diagnostic power of medical practitioners. Deafness does not simply function as a symptom of an individual problem or a metaphor for a spiritual or social condition; rather, deafness is a transformative capacity affording new modes of knowing self and other.

South African Deaf Education and the Deaf Community

ERIC Educational Resources Information Center

Storbeck, Claudine, Ed.; Martin, David, Ed.

2010-01-01

In a special section of the "American Annals of the Deaf", Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children…

Deaf Epistemology: Deafhood and Deafness

ERIC Educational Resources Information Center

Hauser, Peter C.; O'Hearn, Amanda; McKee, Michael; Steider, Anne; Thew, Denise

2010-01-01

Deaf epistemology constitutes the nature and extent of the knowledge that deaf individuals acquire growing up in a society that relies primarily on audition to navigate life. Deafness creates beings who are more visually oriented compared to their auditorily oriented peers. How hearing individuals interact with deaf individuals shapes how deaf…

Practitioner Talk on Deaf Children's Reading Comprehension: Analysing Multiple Voices

ERIC Educational Resources Information Center

Swanwick, Ruth A.; Kitchen, Ruth; Clarke, Paula J.

2012-01-01

This study examined different perspectives of deaf education practitioners on deafness and reading comprehension. This involved a full deaf education support team comprising teachers of the deaf, communication support workers, and deaf instructors from a UK citywide service covering early years, primary and secondary settings. Using a focus group…

Deaf Sociality and the Deaf Lutheran Church in Adamorobe, Ghana

ERIC Educational Resources Information Center

Kusters, Annelies

2014-01-01

This article provides an ethnographic analysis of "deaf sociality" in Adamorobe, a village in Ghana, where the relatively high prevalence of hereditary deafness has led to dense social and spatial connections. Deaf people are part of their hearing environment particularly through family networks, and produce deaf sociality through many…

Assessment of state- and territorial-level preparedness capacity for serving deaf and hard-of-hearing populations in disasters.

PubMed

Ivey, Susan L; Tseng, Winston; Dahrouge, Donna; Engelman, Alina; Neuhauser, Linda; Huang, Debbie; Gurung, Sidhanta

2014-01-01

Substantial evidence exists that emergency preparedness and response efforts are not effectively reaching populations with functional and access needs, especially barriers related to literacy, language, culture, or disabilities. More than 36 million Americans are Deaf or hard of hearing (Deaf/HH). These groups experienced higher risks of injury, death, and property loss in recent disasters than the general public. We conducted a participatory research study to examine national recommendations on preparedness communication for the Deaf/HH. We assessed whether previous recommendations regarding the Deaf/HH have been incorporated into state- and territorial-level emergency operations plans (EOPs), interviewed state- and territorial-level preparedness directors about capacity to serve the Deaf/HH, and proposed strategies to benefit Deaf/HH populations during emergencies. We analyzed 55 EOPs and 50 key informant (KI) interviews with state directors. Fifty-five percent of EOPs mentioned vulnerable populations; however, only 31% specifically mentioned Deaf/HH populations in their plan. Study findings indicated significant relationships among the following factors: a state-level KI's familiarity with communication issues for the Deaf/HH, making relay calls (i.e., calls to services to relay communication between Deaf and hearing people), and whether the KI's department provides trainings about serving Deaf/HH populations in emergencies. We found significant associations between a state's percentage of Deaf/HH individuals and a KI's familiarity with Deaf/HH communication issues and provision by government of any disability services to Deaf/HH populations in emergencies. Further, we found significant relationships between KIs attending training on serving the Deaf/HH and familiarity with Deaf/HH communication issues, including how to make relay calls. This study provides new knowledge that can help emergency agencies improve their preparedness training, planning, and capacity to serve Deaf/HH populations in emergencies.

Supporting Deaf Students--and All Students

ERIC Educational Resources Information Center

Yuknis, Christina; Santini, Joseph; Appanah, Thangi

2017-01-01

Two faculty members and a Ph.D. student at Gallaudet University, the world's only university for the deaf, explain the concept of Deaf-Gain, which reframes the idea of hearing loss into one of gaining deafness and recognizes the contributions that deaf people make to society. This narrative assumes that deaf students and all students bring…

Speech Experience Shapes the Speechreading Network and Subsequent Deafness Facilitates It

ERIC Educational Resources Information Center

Suh, Myung-Whan; Lee, Hyo-Jeong; Kim, June Sic; Chung, Chun Kee; Oh, Seung-Ha

2009-01-01

Speechreading is a visual communicative skill for perceiving speech. In this study, we tested the effects of speech experience and deafness on the speechreading neural network in normal hearing controls and in two groups of deaf patients who became deaf either before (prelingual deafness) or after (postlingual deafness) auditory language…

Evaluation of the occurrence of canine congenital sensorineural deafness in puppies of predisposed dog breeds using the brainstem auditory evoked response.

PubMed

Płonek, Marta; Giza, Elżbieta; Niedźwiedź, Artur; Kubiak, Krzysztof; Nicpoń, Józef; Wrzosek, Marcin

2016-12-01

Canine congenital sensorineural deafness (CCSD) affects predisposed breeds of dogs and is primarily caused by an atrophy of the stria vascularis of the organ of Corti. The analysis of the brainstem auditory evoked response (BAER) is a reliable method for the evaluation of hearing in animals as it allows an accurate detection of unilateral or bilateral deafness. The occurrence of unilateral and bilateral deafness using the BAER was determined in a representative group of dogs in Poland, including Bull Terriers (n = 117), Australian Cattle Dogs (n = 62), English Setters (n = 32) and the Dogo Argentino (n = 32). Overall deafness, deafness in each dog breed and an association between deafness and phenotype were studied. Among the 243 dogs tested, 156 (81%) had a normal BAER, 27 (11%) were unilaterally deaf, and 12 (5%) were bilaterally deaf. The amplitudes and latencies of waves I, II, III, V, the V/I wave amplitude ratio, and wave I-V, I-III and III-V inter-peak intervals were recorded for each dog. Unilaterally and bilaterally deaf dogs were present in all the dog breeds studied. There were 17 (14.5%) deaf Bull Terriers, three (4.8%) deaf Australian Cattle Dogs, seven (21.9%) deaf English Setters, and 12 (37.5%) deaf Dogos Argentinos. Preventive BAER screening should be routinely performed in these four breeds to prevent the spread of genes responsible for deafness.

In Search of a New, Linguistically and Culturally Sensitive Paradigm in Deaf Education

ERIC Educational Resources Information Center

Simms, Laurene; Thumann, Helen

2007-01-01

For more than a century, educators have recognized the low academic achievement of deaf children in America. Teacher training programs in deaf education historically have emphasized medical-pathological views of deaf people and deaf education rather than appropriate pedagogies that draw upon and build on deaf students' linguistic and cultural …

Googling "Deaf": Deafness in the World's English-Language Press

ERIC Educational Resources Information Center

Power, Des

2007-01-01

An Internet search tool, Google Alert, was used to survey the global English-language press July-December 2005 for references to deaf people. The survey found that such references focus on people who are deaf rather than the disability itself, thus demonstrating how well deaf people fit into the mainstream. Derogatory terminology such as "deaf and…

Deaf Autism: Common Instructional Practices Described by Deaf Educators

ERIC Educational Resources Information Center

Rutledge, Felicia

2017-01-01

The purpose of this research study was to identify common instructional practices described by teachers of the deaf with students who are deaf with autism that increase both student engagement and instructional outcomes. As the diversity of students increase within deaf/hard of hearing programs, research is emerging in the area of deaf autism.…

Examining a Sample of Black Deaf Individuals on the Deaf Acculturation Scale

ERIC Educational Resources Information Center

Nelson Schmitt, Shawn S.; Leigh, Irene W.

2015-01-01

The current study sought to identify and analyze how Black deaf and hard-of-hearing people conceptualize their deaf and hard-of-hearing identities. That is, what cultural and linguistic factors are involved and how do they interact? An existing measure of Deaf cultural identity, the Deaf Acculturation Scale (DAS), was used to evaluate these…

Video Captions Benefit Everyone.

PubMed

Gernsbacher, Morton Ann

2015-10-01

Video captions, also known as same-language subtitles, benefit everyone who watches videos (children, adolescents, college students, and adults). More than 100 empirical studies document that captioning a video improves comprehension of, attention to, and memory for the video. Captions are particularly beneficial for persons watching videos in their non-native language, for children and adults learning to read, and for persons who are D/deaf or hard of hearing. However, despite U.S. laws, which require captioning in most workplace and educational contexts, many video audiences and video creators are naïve about the legal mandate to caption, much less the empirical benefit of captions.

The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations

PubMed Central

Hirshorn, Elizabeth A.; Dye, Matthew W. G.; Hauser, Peter; Supalla, Ted R.; Bavelier, Daphne

2015-01-01

While reading is challenging for many deaf individuals, some become proficient readers. Little is known about the component processes that support reading comprehension in these individuals. Speech-based phonological knowledge is one of the strongest predictors of reading comprehension in hearing individuals, yet its role in deaf readers is controversial. This could reflect the highly varied language backgrounds among deaf readers as well as the difficulty of disentangling the relative contribution of phonological versus orthographic knowledge of spoken language, in our case ‘English,’ in this population. Here we assessed the impact of language experience on reading comprehension in deaf readers by recruiting oral deaf individuals, who use spoken English as their primary mode of communication, and deaf native signers of American Sign Language. First, to address the contribution of spoken English phonological knowledge in deaf readers, we present novel tasks that evaluate phonological versus orthographic knowledge. Second, the impact of this knowledge, as well as memory measures that rely differentially on phonological (serial recall) and semantic (free recall) processing, on reading comprehension was evaluated. The best predictor of reading comprehension differed as a function of language experience, with free recall being a better predictor in deaf native signers than in oral deaf. In contrast, the measures of English phonological knowledge, independent of orthographic knowledge, best predicted reading comprehension in oral deaf individuals. These results suggest successful reading strategies differ across deaf readers as a function of their language experience, and highlight a possible alternative route to literacy in deaf native signers. Highlights: 1. Deaf individuals vary in their orthographic and phonological knowledge of English as a function of their language experience. 2. Reading comprehension was best predicted by different factors in oral deaf and deaf native signers. 3. Free recall memory (primacy effect) better predicted reading comprehension in deaf native signers as compared to oral deaf or hearing individuals. 4. Language experience should be taken into account when considering cognitive processes that mediate reading in deaf individuals. PMID:26379566

The educational settings of profoundly deaf children with cochlear implants compared with age-matched peers with hearing aids: implications for management.

PubMed

Archbold, Sue M; Nikolopoulos, Thomas P; Lutman, Mark E; O'Donoghue, Gerard M

2002-04-01

The educational settings of 42 implanted profoundly deaf children 3 years after implantation were compared with the respective settings of 635 age-matched severely deaf and 511 profoundly deaf children with hearing aids. All implanted children received their implants before beginning school. The results revealed that 3 years after implantation. 38% (16 children) of the implanted profoundly deaf children attended mainstream schools, whereas 57% (24 children) were in a unit, or special class, in a mainstream school, and 5% (two children) were in schools for the deaf. With regard to the age-matched profoundly deaf children with hearing aids, 12% (63 children) attended mainstream schools, whereas 55% (281 children) were in a unit of a mainstream school, and 33% (167 children) were in schools for the deaf. In the group of age-matched severely deaf children, 38% (239 children) attended mainstream schools, whereas 51% (326 children) were in a unit of a mainstream school, and 11% (70 children) were in schools for the deaf. Statistical analysis revealed a highly significant difference between the educational placement of implanted children and hearing-aided profoundly deaf children (p<0.00001), whereas there was no statistically significant difference between implanted children and hearing-aided severely deaf children. In conclusion, implanted profoundly deaf children who have received their implants before beginning school have the same profile of educational placement as aided severely deaf children rather than aided profoundly deaf children of the same age in the UK. This is likely to have significant implications for the future management of profoundly deaf children and to influence future planning of educational support services.

Sensitive period for white-matter connectivity of superior temporal cortex in deaf people.

PubMed

Li, Yanyan; Ding, Guosheng; Booth, James R; Huang, Ruiwang; Lv, Yating; Zang, Yufeng; He, Yong; Peng, Danling

2012-02-01

Previous studies have shown that white matter in the deaf brain changes due to hearing loss. However, how white-matter development is influenced by early hearing experience of deaf people is still unknown. Using diffusion tensor imaging and tract-based spatial statistics, we compared white-matter structures among three groups of subjects including 60 congenitally deaf individuals, 36 acquired deaf (AD) individuals, and 38 sex- and age-matched hearing controls (HC). The result showed that the deaf individuals had significantly reduced fractional anisotropy (FA) values in bilateral superior temporal cortex and the splenium of corpus callosum compared to HC. The reduction of FA values in acquired deafness correlated with onset age of deafness, but not the duration of deafness. To explore the underlying mechanism of FA changes in the deaf groups, we further analyzed radial and axial diffusivities and found that (1) the reduced FA values in deaf individuals compared to HC is primarily driven by higher radial diffusivity values and (2) in the AD, higher radial diffusivity was correlated with earlier onset age of deafness, but not the duration of deafness. These findings imply that early sensory experience is critical for the growth of fiber myelination, and anatomical reorganization following auditory deprivation is sensitive to early plasticity in the brain. Copyright © 2010 Wiley Periodicals, Inc.

The impact of visual communication on the intersubjective development of early parent-child interaction with 18- to 24-month-old deaf toddlers.

PubMed

Loots, Gerrit; Devisé, Isabel; Jacquet, Wolfgang

2005-01-01

This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent-deaf child dyads that differed by the use of signing and visual-tactile communication strategies were involved: (a) hearing parents communicating with their deaf child in an auditory/oral way, (b) hearing parents using total communication, and (c) deaf parents using sign language. Based on Loots and colleagues' intersubjective developmental theory, parent-deaf child interaction was analyzed according to the occurrence of intersubjectivity during free play with a standard set of toys. The data analyses indicated that the use of sign language in a sequential visual way of communication enabled the deaf parents to involve their 18- to 24-month-old deaf infants in symbolic intersubjectivity, whereas hearing parents who hold on to oral-only communication were excluded from involvement in symbolic intersubjectivity with their deaf infants. Hearing parents using total communication were more similar to deaf parents, but they still differed from deaf parents in exchanging and sharing symbolic and linguistic meaning with their deaf child.

Is there room in the DSM for consideration of deaf people?

PubMed

Lala, F J

1998-10-01

Recent changes to the Diagnostic and Statistical Manual of Mental Disorders, or DSM (4th ed., American Psychiatric Association, 1994), show recognition that cultural factors are relevant to assessment; thus, including specific information relevant to Deaf culture should help DSM users understand their deaf clients. For the present article, literature was surveyed on the psychological needs of the Deaf, and specifically how the Deaf views those needs. The review focused on four articles (Carver, 1995, 1997; Chapman, 1994; Dolnick, 1993). These articles suggest consensus on the thesis that the Deaf, as a minority culture, should provide information on Deaf culture to members of the helping professions. In addition to enhancing care providers' understanding, this would help society do a better job of including the Deaf in planning relevant to their needs. In particular, culturally deaf people should urge inclusion of relevant information about the Deaf in the next DSM revision.

Essential Skills for College Living: "It's My Life!" Transition to Postsecondary Training for Deaf or Hard of Hearing Students. Teacher's Guide

ERIC Educational Resources Information Center

Franklin, Jason M.

2013-01-01

The Essential Skills Team knows that each student has a unique learning style, home and school environment, academic and personal strengths and experiences, and family backgrounds. One of the goals when creating the Essential Skills Campus was to provide resources that harness the strengths and experiences students bring with them to their first…

The design of a device for hearer and feeler differentiation, part A. [speech modulated hearing device

NASA Technical Reports Server (NTRS)

Creecy, R.

1974-01-01

A speech modulated white noise device is reported that gives the rhythmic characteristics of a speech signal for intelligible reception by deaf persons. The signal is composed of random amplitudes and frequencies as modulated by the speech envelope characteristics of rhythm and stress. Time intensity parameters of speech are conveyed through the vibro-tactile sensation stimuli.

The Relationship between Self-Esteem and Academic Achievement of Girls with Hearing Impairments in Secondary Schools for the Deaf in Kenya

ERIC Educational Resources Information Center

Awori, Beatrice Bunyasi; Mugo, John K.; Orodho, John A.; Karugu, G. K.

2010-01-01

Several factors had been cited as contributing to the perpetually dismal academic achievement of girls with hearing impairment in Kenya. Personal esteem factors had not been adequately explored. The study used Carl Roger's client-centered theory and an Expost facto design. Rosenberg self-esteem scale was used to measure self-esteem dimensions.…

Deaf Adults' Reasons for Genetic Testing Depend on Cultural Affiliation: Results from a Prospective, Longitudinal Genetic Counseling and Testing Study

ERIC Educational Resources Information Center

Boudreault, Patrick; Baldwin, Erin E.; Fox, Michelle; Dutton, Loriel; Tullis, LeeElle; Linden, Joyce; Kobayashi, Yoko; Zhou, Jin; Sinsheimer, Janet S.; Sininger, Yvonne; Grody, Wayne W.; Palmer, Christina G. S.

2010-01-01

This article examines the relationship between cultural affiliation and deaf adults' motivations for genetic testing for deafness in the first prospective, longitudinal study to examine the impact of genetic counseling and genetic testing on deaf adults and the deaf community. Participants (n = 256), classified as affiliating with hearing, Deaf,…

More on the Effects of Early Manual Communication on the Cognitive Development of Deaf Children.

ERIC Educational Resources Information Center

Zwiebel, Abraham

1987-01-01

A study compared intelligence scores of three groups of Israeli deaf children--23 with deaf parents/deaf siblings and manual communication (DpDs), 76 with hearing parents/deaf siblings, and 144 with hearing parents and siblings. The DpDs children were superior to other deaf children and comparable to hearing children on most intelligence measures.…

Deaf English--An Investigation of the Written English Competence of Deaf Adolescents. Technical Report No. 236.

ERIC Educational Resources Information Center

Charrow, Veda R.

Presented is support for the existence of "Deaf English," a non-standard dialect common to the prelingually deaf; and reported is an investigation of the written English competence of deaf adolescents. In the first half of the document the author discusses the historical background of deaf education and the linguistic and cognitive abilities of…

34 CFR 396.31 - What additional selection criteria are used under this program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... INTERPRETERS FOR INDIVIDUALS WHO ARE DEAF AND INDIVIDUALS WHO ARE DEAF-BLIND How Does the Secretary Make an... both individuals who are deaf and individuals who are deaf-blind and to the needs of public and private agencies that provide services to either individuals who are deaf or individuals who are deaf-blind in the...

[Identity of the deaf and interventions in health from the perspective of a community of sign language users].

PubMed

Nóbrega, Juliana Donato; Andrade, Andréa Batista de; Pontes, Ricardo José Soares; Bosi, Maria Lúcia Magalhães; Machado, Márcia Maria Tavares

2012-03-01

The biomedical view sees deafness as a physiological loss of audition and the deaf as individuals with an organic abnormality to be corrected; healthcare interventions support this perception. This study sought to understand deafness from the standpoint of the deaf, in order to identify elements for public policies addressed to them in the context of the ethical dimension of care. The research adopted the qualitative approach (focus groups) and 9 members of a deaf community in Fortaleza (Ceará-Brazil), all fluent in Brazilian Sign Language-LIBRAS, took part. The results show deafness is perceived as a way of being based on day-to-day experiences of visual interaction with nature and society, giving the deaf a different identity in terms of culture (being deaf) and linguistics (LIBRAS). Some public policies for oral training and technological interventions, like cochlear implants, are seen as a setback by the deaf, as it negates their status in the world and involves a loss of identity for the deaf. It is necessary to consider the deaf from a socio-historic, symbolic and cultural standpoint where different discourses co-exist, over and above the physiological dimension.

The Genetics of Deafness in Domestic Animals

PubMed Central

Strain, George M.

2015-01-01

Although deafness can be acquired throughout an animal’s life from a variety of causes, hereditary deafness, especially congenital hereditary deafness, is a significant problem in several species. Extensive reviews exist of the genetics of deafness in humans and mice, but not for deafness in domestic animals. Hereditary deafness in many species and breeds is associated with loci for white pigmentation, where the cochlear pathology is cochleo-saccular. In other cases, there is no pigmentation association and the cochlear pathology is neuroepithelial. Late onset hereditary deafness has recently been identified in dogs and may be present but not yet recognized in other species. Few genes responsible for deafness have been identified in animals, but progress has been made for identifying genes responsible for the associated pigmentation phenotypes. Across species, the genes identified with deafness or white pigmentation patterns include MITF, PMEL, KIT, EDNRB, CDH23, TYR, and TRPM1 in dog, cat, horse, cow, pig, sheep, ferret, mink, camelid, and rabbit. Multiple causative genes are present in some species. Significant work remains in many cases to identify specific chromosomal deafness genes so that DNA testing can be used to identify carriers of the mutated genes and thereby reduce deafness prevalence. PMID:26664958

Assessment of State- and Territorial-Level Preparedness Capacity for Serving Deaf and Hard-of-Hearing Populations in Disasters

PubMed Central

Tseng, Winston; Dahrouge, Donna; Engelman, Alina; Neuhauser, Linda; Huang, Debbie; Gurung, Sidhanta

2014-01-01

Objectives Substantial evidence exists that emergency preparedness and response efforts are not effectively reaching populations with functional and access needs, especially barriers related to literacy, language, culture, or disabilities. More than 36 million Americans are Deaf or hard of hearing (Deaf/HH). These groups experienced higher risks of injury, death, and property loss in recent disasters than the general public. We conducted a participatory research study to examine national recommendations on preparedness communication for the Deaf/HH. Methods We assessed whether previous recommendations regarding the Deaf/HH have been incorporated into state- and territorial-level emergency operations plans (EOPs), interviewed state- and territorial-level preparedness directors about capacity to serve the Deaf/HH, and proposed strategies to benefit Deaf/HH populations during emergencies. We analyzed 55 EOPs and 50 key informant (KI) interviews with state directors. Results Fifty-five percent of EOPs mentioned vulnerable populations; however, only 31% specifically mentioned Deaf/HH populations in their plan. Study findings indicated significant relationships among the following factors: a state-level KI's familiarity with communication issues for the Deaf/HH, making relay calls (i.e., calls to services to relay communication between Deaf and hearing people), and whether the KI's department provides trainings about serving Deaf/HH populations in emergencies. We found significant associations between a state's percentage of Deaf/HH individuals and a KI's familiarity with Deaf/HH communication issues and provision by government of any disability services to Deaf/HH populations in emergencies. Further, we found significant relationships between KIs attending training on serving the Deaf/HH and familiarity with Deaf/HH communication issues, including how to make relay calls. Conclusion This study provides new knowledge that can help emergency agencies improve their preparedness training, planning, and capacity to serve Deaf/HH populations in emergencies. PMID:24587549

Regional homogeneity changes in prelingually deafened patients: a resting-state fMRI study

NASA Astrophysics Data System (ADS)

Li, Wenjing; He, Huiguang; Xian, Junfang; Lv, Bin; Li, Meng; Li, Yong; Liu, Zhaohui; Wang, Zhenchang

2010-03-01

Resting-state functional magnetic resonance imaging (fMRI) is a technique that measures the intrinsic function of brain and has some advantages over task-induced fMRI. Regional homogeneity (ReHo) assesses the similarity of the time series of a given voxel with its nearest neighbors on a voxel-by-voxel basis, which reflects the temporal homogeneity of the regional BOLD signal. In the present study, we used the resting state fMRI data to investigate the ReHo changes of the whole brain in the prelingually deafened patients relative to normal controls. 18 deaf patients and 22 healthy subjects were scanned. Kendall's coefficient of concordance (KCC) was calculated to measure the degree of regional coherence of fMRI time courses. We found that regional coherence significantly decreased in the left frontal lobe, bilateral temporal lobes and right thalamus, and increased in the postcentral gyrus, cingulate gyrus, left temporal lobe, left thalamus and cerebellum in deaf patients compared with controls. These results show that the prelingually deafened patients have higher degree of regional coherence in the paleocortex, and lower degree in neocortex. Since neocortex plays an important role in the development of auditory, these evidences may suggest that the deaf persons reorganize the paleocortex to offset the loss of auditory.

Brain metabolism of children with profound deafness: a visual language activation study by 18F-fluorodeoxyglucose positron emission tomography.

PubMed

Fujiwara, Keizo; Naito, Yasushi; Senda, Michio; Mori, Toshiko; Manabe, Tomoko; Shinohara, Shogo; Kikuchi, Masahiro; Hori, Shin-Ya; Tona, Yosuke; Yamazaki, Hiroshi

2008-04-01

The use of fluorodeoxyglucose positron emission tomography (FDG-PET) with a visual language task provided objective information on the development and plasticity of cortical language networks. This approach could help individuals involved in the habilitation and education of prelingually deafened children to decide upon the appropriate mode of communication. To investigate the cortical processing of the visual component of language and the effect of deafness upon this activity. Six prelingually deafened children participated in this study. The subjects were numbered 1-6 in the order of their spoken communication skills. In the time period between an intravenous injection of 370 MBq 18F-FDG and PET scanning of the brain, each subject was instructed to watch a video of the face of a speaking person. The cortical radioactivity of each deaf child was compared with that of a group of normal- hearing adults using a t test in a basic SPM2 model. The widest bilaterally activated cortical area was detected in subject 1, who was the worst user of spoken language. By contrast, there was no significant difference between subject 6, who was the best user of spoken language with a hearing aid, and the normal hearing group.

Black deaf individuals' reading skills: influence of ASL, culture, family characteristics, reading experience, and education.

PubMed

Myers, Candace; Clark, M Diane; Musyoka, Millicent M; Anderson, Melissa L; Gilbert, Gizelle L; Agyen, Selina; Hauser, Peter C

2010-01-01

Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family characteristics, reading experience, and education. (The descriptor Black is used throughout the present article, as Black Deaf individuals prefer this term to African American. For purposes of parallel construction, the term White is used instead of European American.) It was found that Black Deaf study participants scored lower on measures of both reading and ASL. These findings provide implications for possible interventions at the primary, secondary, and college levels of education.

Hearing aid-compatible mobile handsets, petition of American National Standards Committee C63 (EMC) ANSO ASC C63 (TM). Final rule.

PubMed

2008-05-07

The Federal Communications Commission (Commission) adopts various proposals to amend its hearing aid compatibility policies and requirements pertaining to wireless services, including modifications and other requirements along the framework proposed in a consensus plan (Joint Consensus Plan) developed jointly by industry and representatives for the deaf and hard of hearing community. The Commission anticipates that these rule changes, taken together and largely supported by manufacturers, service providers, and consumers with hearing loss, will meet statutory obligations to ensure reasonable access to telephone service by persons with impaired hearing. These requirements are intended to benefit wireless users in the deaf and hard of hearing community, including the most disadvantaged who are more likely to rely on telecoil-equipped hearing aids, as well as to ensure that these consumers have a variety of handsets available to them, including handsets with innovative features.

Overview on Deaf-Blindness.

ERIC Educational Resources Information Center

Miles, Barbara

1995-01-01

This overview provides basic information on the causes of deaf-blindness and the particular challenges faced by individuals with deaf-blindness. Causes of deaf-blindness include various syndromes, multiple congenital anomalies, prematurity, congenital prenatal dysfunction, and various postnatal causes. Differences between people deaf-blind from…

STATEMENT OF VIEWS RELATING TO THE EDUCATION OF THE DEAF IN THE UNITED STATES--1964.

ERIC Educational Resources Information Center

FELLENDORF, GEORGE W.

REPRESENTATIVE OF THE VIEWS OF THE ALEXANDER GRAHAM BELL ASSOCIATION FOR THE DEAF, THIS STATEMENT SETS FORTH THE PURPOSES OF THE BELL ASSOCIATION AND DISCUSSES THE FOLLOWING TOPICS ABOUT DEAF EDUCATION--(1) THEIR AMBITIONS FOR ALL DEAF CHILDREN, (2) A CRITIQUE ON THE EDUCATION OF THE DEAF IN THE UNITED STATES, (3) CONCERN FOR DEAF CHILDREN WHO ARE…

When Being Deaf Is Centered: d/Deaf Women of Color's Experiences with Racial/Ethnic and d/Deaf Identities in College

ERIC Educational Resources Information Center

Stapleton, Lissa

2015-01-01

Approximately 30% of d/Deaf students are successfully completing college; the reasons for such a low graduation rate is unknown (Destler & Buckly, 2011). Most research on d/Deaf college students lack racial/ethnic diversity within the study; thus, it is unclear how d/Deaf Students of Color are faring in higher education or what experiences…

Deafness on the island of Providencia - Colombia: different etiology, different genetic counseling.

PubMed

Lattig, M C; Gelvez, N; Plaza, S L; Tamayo, G; Uribe, J I; Salvatierra, I; Bernal, J E; Tamayo, M L

2008-01-01

Providencia is a small island located in the Caribbean Ocean, northwest of Colombia with an unusually high frequency of individuals with hearing loss (5 in 1,000) is present. The hearing loss in the island was characterized as non-syndromic autosomal recessive deafness accounting for 47% (8/17) of the deaf population, Waardenburg Syndrome (deafness associated with pigmentary anomalies) for 29% (5/17), and the remaining 24% (4/17) are cases of sporadic non-syndromic deafness. For appropriate genetic counseling a complete pedigree of families with deaf individuals was constructed. The 35delG mutation in GJB2 gene, which encodes connexin 26 (Cx26), is responsible for the deafness observed in the 8 individuals with autosomal recessive non-syndromic hearing loss. The deaf individuals with Waardenburg Syndrome and the sporadic cases did not have this mutation. Therefore, we present here an atypical case of an isolated community with at least two different genetic etiologies for deafness: non-syndromic genetic deafness caused by the 35delG mutation in the GJB2 gene and deafness associated with Waardenburg Syndrome not related to GJB2. In a small and isolated population, it is feasible to assume that the deafness is caused by the same factor; however, Providencia is an atypical case. Therefore, it is extremely important to define the exact etiology of deafness in each case, since different etiologies require different genetic counseling.

Programs for Deaf-Blind Children and Adults.

ERIC Educational Resources Information Center

American Annals of the Deaf, 2000

2000-01-01

This annual directory lists programs for deaf-blind children and adults including programs for deaf-blind children and youth (national and state level), the Helen Keller Centers for deaf-blind youth and adults, and programs for training teachers of deaf-blind students. (DB)

In one's own image: ethics and the reproduction of deafness.

PubMed

Johnston, Trevor

2005-01-01

The ethics of the use of genetic screening and reproductive technologies to select against and for deafness is presented. It is argued that insofar as deafness is a disability it is ethical to act in such a way as to avoid the conception or birth of children with genetic or congenital deafness. The discovery and recognition of signing deaf communities as cultural and linguistic communities (minorities) does not alter this basic ethical position, although the consequences of widespread application of this technology appears destined to lead to the eventual disappearance of these communities. The argument that acting to avoid deafness is unethical because it will lead to the elimination of a linguistic or cultural group (genocide or ethnocide) or conversely that acting to ensure deafness is ethical, if not praiseworthy, can only be sustained if deafness is not regarded as a disability at all. I argue that the premise that deafness is not a disability of some sort is false and thus the claim that genetic selection against deafness is unethical is untenable.

Hearing, deaf, and hard-of-hearing Israeli adolescents' evaluations of deaf men and deaf women's occupational competence.

PubMed

Weisel, Amatzia; Cinamon, Rachel Gali

2005-01-01

This study examined 74 deaf and hard-of-hearing (D/HH) and 91 hearing high school students regarding their own occupational aspirations and their evaluations of occupational competence (EOCs) for deaf adults. In the EOC, participants rated the suitability of 25 occupations (varying according to prestige and required level of communication) for deaf men and women. The results showed that occupations requiring intensive communication levels, regardless of their prestige, were evaluated as much less suitable for deaf individuals than were those requiring less communication. D/HH adolescents did not find highly prestigious occupations as suitable for deaf adults even when communication barriers were irrelevant. Both D/HH and hearing participants expressed biased evaluations of deaf women's competence, but no further evidence emerged for stereotypic attitudes. Higher educational aspirations among hearing adolescents, especially hearing males, correlated with a higher EOC of deaf adults. No such associations emerged for D/HH participants. No gender effects emerged. Implications of these outcomes for career development, especially for females, were discussed.

Impact of genetic counseling and Connexin-26 and Connexin-30 testing on deaf identity and comprehension of genetic test results in a sample of deaf adults: a prospective, longitudinal study.

PubMed

Palmer, Christina G S; Boudreault, Patrick; Baldwin, Erin E; Sinsheimer, Janet S

2014-01-01

Using a prospective, longitudinal study design, this paper addresses the impact of genetic counseling and testing for deafness on deaf adults and the Deaf community. This study specifically evaluated the effect of genetic counseling and Connexin-26 and Connexin-30 genetic test results on participants' deaf identity and understanding of their genetic test results. Connexin-26 and Connexin-30 genetic testing was offered to participants in the context of linguistically and culturally appropriate genetic counseling. Questionnaire data collected from 209 deaf adults at four time points (baseline, immediately following pre-test genetic counseling, 1-month following genetic test result disclosure, and 6-months after result disclosure) were analyzed. Four deaf identity orientations (hearing, marginal, immersion, bicultural) were evaluated using subscales of the Deaf Identity Development Scale-Revised. We found evidence that participants understood their specific genetic test results following genetic counseling, but found no evidence of change in deaf identity based on genetic counseling or their genetic test results. This study demonstrated that culturally and linguistically appropriate genetic counseling can improve deaf clients' understanding of genetic test results, and the formation of deaf identity was not directly related to genetic counseling or Connexin-26 and Connexin-30 genetic test results.

Brain-based individual difference measures of reading skill in deaf and hearing adults.

PubMed

Mehravari, Alison S; Emmorey, Karen; Prat, Chantel S; Klarman, Lindsay; Osterhout, Lee

2017-07-01

Most deaf children and adults struggle to read, but some deaf individuals do become highly proficient readers. There is disagreement about the specific causes of reading difficulty in the deaf population, and consequently, disagreement about the effectiveness of different strategies for teaching reading to deaf children. Much of the disagreement surrounds the question of whether deaf children read in similar or different ways as hearing children. In this study, we begin to answer this question by using real-time measures of neural language processing to assess if deaf and hearing adults read proficiently in similar or different ways. Hearing and deaf adults read English sentences with semantic, grammatical, and simultaneous semantic/grammatical errors while event-related potentials (ERPs) were recorded. The magnitude of individuals' ERP responses was compared to their standardized reading comprehension test scores, and potentially confounding variables like years of education, speechreading skill, and language background of deaf participants were controlled for. The best deaf readers had the largest N400 responses to semantic errors in sentences, while the best hearing readers had the largest P600 responses to grammatical errors in sentences. These results indicate that equally proficient hearing and deaf adults process written language in different ways, suggesting there is little reason to assume that literacy education should necessarily be the same for hearing and deaf children. The results also show that the most successful deaf readers focus on semantic information while reading, which suggests aspects of education that may promote improved literacy in the deaf population. Copyright © 2017 Elsevier Ltd. All rights reserved.

The effects of self-instruction training on a deaf child's semantic and pragmatic production.

PubMed

Swanson, H L

1987-10-01

Effects of self-instruction training on the communication skills of a profoundly hearing-impaired child were studied. Self-instruction training included modeling a series of problem-solving steps in order to direct communication production. Communication production was operationalized as signed semantic and pragmatic functions. A multiple baseline was used to assess treatment and generalization (treatment variations of person and setting) effects. There was evidence to suggest that self-instruction was immediately effective on pragmatic behaviors but such behaviors were reduced when another person administered treatment. In contrast, self-instruction training had a gradual influence on semantic behaviors and those effects were maintained when treatment included a different person and setting. Implications of the clinical study were discussed.

Overview on Deaf-Blindness. DB-LINK Fact Sheet. Revised.

ERIC Educational Resources Information Center

Miles, Barbara

This overview provides basic information on the causes of deaf-blindness and the particular challenges faced by individuals who are deaf-blind. Causes of deaf-blindness include various syndromes, multiple congenital anomalies, prematurity, congenital prenatal dysfunction, and various postnatal causes. Differences between people deaf-blind from…

Violence against Deaf Women: Effect of Partner Hearing Status

ERIC Educational Resources Information Center

Anderson, Melissa L.; Kobek Pezzarossi, Caroline M.

2014-01-01

Using a sample of Deaf female undergraduate students, the current study sought to investigate the prevalence, correlates, and characteristics of intimate partner violence victimization in hearing-Deaf and Deaf-Deaf relationships. Initial results suggest that similarities in hearing status and communication preference are associated with increased…

An Educational Rationale for Deaf Students with Multiple Disabilities

ERIC Educational Resources Information Center

Ewing, Karen M.; Jones, Thomas W.

2003-01-01

Deaf students with multiple disabilities have a long history of limited opportunity, including limited access to educational opportunities available to their deaf peers. This article places the individual needs of deaf students with multiple disabilities in the context that guides much of deaf education--the importance of language acquisition.…

Deaf Culture. PEPNet Tipsheet

ERIC Educational Resources Information Center

Siple, Linda; Greer, Leslie; Holcomb, Barbra Ray

2004-01-01

It often comes as a surprise to people that many deaf people refer to themselves as being members of Deaf culture. The American Deaf culture is a unique linguistic minority that uses American Sign Language (ASL) as its primary mode of communication. This tipsheet provides a description of Deaf culture and suggestions for effective communication.

Viewpoints: Sex Education and Deafness.

ERIC Educational Resources Information Center

Fitz-Gerald, Della, Ed.; Fitz-Gerald, Max, Ed.

The 10 contributed papers are intended to clarify the major issues of sex education and deafness and offer realistic responses to the expressed needs of professionals serving the deaf. Papers have the following titles and authors: "Sex Education from the Deaf Perspective" (Robert Davila); "Sexuality and Deafness: An Overview" (Max Fitz-Gerald and…

Deaf Adult Literacy Tutor Handbook--Revision (Final Report).

ERIC Educational Resources Information Center

Bober, Gail, Comp.

This handbook is designed for individuals who tutor hearing impaired adults in literacy skills. It provides general information about a number of topics: adult learners; deaf adult learners; deaf awareness; deaf culture; communication tips; language, communication, and literacy for deaf adults; and teaching strategies. A 13-page report describes…

The Significance of Deaf Identity for Psychological Well-Being

ERIC Educational Resources Information Center

Chapman, Madeleine; Dammeyer, Jesper

2017-01-01

Research has paid attention to how deaf identity affects life outcomes such as psychological well-being. However, studies are often carried out with small samples and without controlling for other variables. This study examined how different forms of identity--deaf, hearing, bicultural (deaf and hearing), and marginal (neither deaf nor…

Introduction to Deaf-Blindness Workshop.

ERIC Educational Resources Information Center

Rhodes, Larry

This document presents the agenda and materials distributed at a 1-day introductory workshop on deaf-blindness. Introductory material explains the workshop's purpose and rules. A short test contrasts facts and myths about deaf-blindness. A handout presents information on the dynamics of deaf-blindness, etiologies in the adult deaf-blind…

Without Boundaries: An Inquiry into Deaf Epistemologies through a Metaparadigm

ERIC Educational Resources Information Center

Wang, Ye

2010-01-01

The ongoing debate on Deaf epistemologies reflects two major paradigms in deaf education: positivism and constructivism. The present article investigates Deaf epistemologies through a metaparadigm, which should blur the boundaries among different paradigms and connect the epistemological inquiry to instructional practice for d/Deaf students. The…

Perspectiva General sobre la Sordo-Ceguera (Overview on Deaf-Blindness). DB-LINK.

ERIC Educational Resources Information Center

Miles, Barbara

This overview provides basic information on the causes of deaf-blindness and the particular challenges faced by individuals who are deaf-blind. Causes of deaf-blindness include various syndromes, multiple congenital anomalies, prematurity, congenital prenatal dysfunction, and various postnatal causes. Differences between people deaf-blind from…

Deaf/Hearing Research Partnerships

ERIC Educational Resources Information Center

Wolsey, Ju-Lee A.; Misener Dunn, Kim; Gentzke, Scott W.; Joharchi, Hannah A.; Clark, M. Diane

2017-01-01

Deaf individuals typically are seen through the lens of the dominant hearing society's perception, i.e., that being deaf is an impairment. Today, a small but growing number of Deaf and hearing researchers are challenging this perception. The authors examined perceptions of what components are necessary for a successful Deaf/hearing research…

Social Maturity and Executive Function among Deaf Learners

ERIC Educational Resources Information Center

Marschark, Marc; Kronenberger, William G.; Rosica, Mark; Borgna, Georgianna; Convertino, Carol; Durkin, Andreana; Machmer, Elizabeth; Schmitz, Kathryn L.

2017-01-01

Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and…

Mutations Affecting the SAND Domain of DEAF1 Cause Intellectual Disability with Severe Speech Impairment and Behavioral Problems

PubMed Central

Vulto-van Silfhout, Anneke T.; Rajamanickam, Shivakumar; Jensik, Philip J.; Vergult, Sarah; de Rocker, Nina; Newhall, Kathryn J.; Raghavan, Ramya; Reardon, Sara N.; Jarrett, Kelsey; McIntyre, Tara; Bulinski, Joseph; Ownby, Stacy L.; Huggenvik, Jodi I.; McKnight, G. Stanley; Rose, Gregory M.; Cai, Xiang; Willaert, Andy; Zweier, Christiane; Endele, Sabine; de Ligt, Joep; van Bon, Bregje W.M.; Lugtenberg, Dorien; de Vries, Petra F.; Veltman, Joris A.; van Bokhoven, Hans; Brunner, Han G.; Rauch, Anita; de Brouwer, Arjan P.M.; Carvill, Gemma L.; Hoischen, Alexander; Mefford, Heather C.; Eichler, Evan E.; Vissers, Lisenka E.L.M.; Menten, Björn; Collard, Michael W.; de Vries, Bert B.A.

2014-01-01

Recently, we identified in two individuals with intellectual disability (ID) different de novo mutations in DEAF1, which encodes a transcription factor with an important role in embryonic development. To ascertain whether these mutations in DEAF1 are causative for the ID phenotype, we performed targeted resequencing of DEAF1 in an additional cohort of over 2,300 individuals with unexplained ID and identified two additional individuals with de novo mutations in this gene. All four individuals had severe ID with severely affected speech development, and three showed severe behavioral problems. DEAF1 is highly expressed in the CNS, especially during early embryonic development. All four mutations were missense mutations affecting the SAND domain of DEAF1. Altered DEAF1 harboring any of the four amino acid changes showed impaired transcriptional regulation of the DEAF1 promoter. Moreover, behavioral studies in mice with a conditional knockout of Deaf1 in the brain showed memory deficits and increased anxiety-like behavior. Our results demonstrate that mutations in DEAF1 cause ID and behavioral problems, most likely as a result of impaired transcriptional regulation by DEAF1. PMID:24726472

Estimated number of loci for autosomal recessive severe nerve deafness within the Israeli Jewish population, with implications for genetic counseling.

PubMed

Brownstein, Z; Friedlander, Y; Peritz, E; Cohen, T

1991-12-01

Deafness occurs in about 1 per thousand live births, and at least 50% of congenital deafness is hereditary. The aim of this study was to examine the number of loci for recessively inherited severe nerve deafness of early onset within the Israeli population and to compare the results to those obtained in other populations. The Jewish population in Israel originates from many countries and may be divided into Sephardi, Eastern and Ashkenazi Jews, and the matings will be intraethnic or interethnic. Data were obtained on 133 deaf couples who lived in the Tel Aviv area, through the files of the Helen Keller Center. Causes of deafness in the spouses were studied and data on their children were obtained. Among 111 couples who had recessive or possibly recessive deafness and had at least 1 child, there were 12 with only deaf children and 5 with both deaf and hearing children. The number of loci for recessive deafness in the whole group was estimated at 8-9. Intraethnic and interethnic matings gave an estimate of 6.7 and 22.0 loci, respectively, which indicates that within populations fewer loci exist with recessive mutations for deafness than between populations. It could be shown that the sharing of loci between spouses decreased with increasing geographical distance of their origin. The results provide data for genetic counseling in Israel for deaf couples who have no children or have one hearing or one deaf child.

Reading books with young deaf children: strategies for mediating between American Sign Language and English.

PubMed

Berke, Michele

2013-01-01

Research on shared reading has shown positive results on children's literacy development in general and for deaf children specifically; however, reading techniques might differ between these two populations. Families with deaf children, especially those with deaf parents, often capitalize on their children's visual attributes rather than primarily auditory cues. These techniques are believed to provide a foundation for their deaf children's literacy skills. This study examined 10 deaf mother/deaf child dyads with children between 3 and 5 years of age. Dyads were videotaped in their homes on at least two occasions reading books that were provided by the researcher. Descriptive analysis showed specifically how deaf mothers mediate between the two languages, American Sign Language (ASL) and English, while reading. These techniques can be replicated and taught to all parents of deaf children so that they can engage in more effective shared reading activities. Research has shown that shared reading, or the interaction of a parent and child with a book, is an effective way to promote language and literacy, vocabulary, grammatical knowledge, and metalinguistic awareness (Snow, 1983), making it critical for educators to promote shared reading activities at home between parent and child. Not all parents read to their children in the same way. For example, parents of deaf children may present the information in the book differently due to the fact that signed languages are visual rather than spoken. In this vein, we can learn more about what specific connections deaf parents make to the English print. Exploring strategies deaf mothers may use to link the English print through the use of ASL will provide educators with additional tools when working with all parents of deaf children. This article will include a review of the literature on the benefits of shared reading activities for all children, the relationship between ASL and English skill development, and the techniques deaf parents use when reading with their deaf children. Following this is the presentation of a study that was conducted on specific techniques deaf parents use in bridging ASL to English as they read with their deaf children.

Challenge of Change: Beyond the Horizon. Proceedings of the Biennial Conference on Postsecondary Education for Persons Who Are Deaf or Hard of Hearing (7th, Knoxville, Tennessee, April 17-20, 1996).

ERIC Educational Resources Information Center

Kolvitz, Marcia, Ed.

This collection of conference papers centers on eight major subjects: (1) different perspectives of change; (2) transitioning from high school to college; (3) academic issues; (4) enhancing support services; (5) student life issues; (6) nontraditional and underserved students; (7) career planning and placement strategies; and (8) staff development…

The Taming of Disability: Phrenology and Bio-Power on the Road to the Destruction of Otherness in France (1800-60)

ERIC Educational Resources Information Center

Verstraete, Pieter

2005-01-01

In the second half of the eighteenth century, intellectuals, stimulated by the sensualist theories of Etienne-Bonnot de Condillac (1714?80) and John Locke (1632?1704), tried to understand how a sensorially disabled person, such as one suffering from deafness or blindness was able to reason and develop ideas, for the senses were thought to be the…

[Study of generational risk in deafness inflicted couples using deafness gene microarray technique].

PubMed

Wang, Ping; Zhao, Jia; Yu, Shu-yuan; Jin, Peng; Zhu, Wei; DU, Bo

2011-06-01

To explored the significance of screening the gene mutations of deafness related in deaf-mute (deaf & dumb) family using DNA microarray. Total of 52 couples of deaf-mute were recruited from Changchun deaf-mute community. With an average age of (58.3 ± 6.7) years old (x(-) ± s). Blood samples were obtained with informed consent. Their genomic DNA was extracted from peripheral blood and PCR was performed. Nine of hot spot mutations in four most common deafness pathologic gene were examined with the DNA microarray, including GJB2, GJB3, PDS and mtDNA 12S rRNA genes. At the same time, the results were verified with the traditional methods of sequencing. Fifty of normal people served as a control group. All patients were diagnosed non-syndromic sensorineural hearing loss by subjective pure tone audiometry. Thirty-two of 104 cases appeared GJB2 gene mutation (30.7%), the mutation sites included 35delG, 176del16, 235delC and 299delAT. Eighteen of 32 cases of GJB2 mutations were 235delC (59.1%). Seven of 104 cases appeared SLC26A4 gene IVS7-2 A > G mutation. Questionnaire survey and gene diagnosis revealed that four of 52 families have deaf offspring (7.6%). When a couple carries the same gene mutation, the risk of their children deafness was 100%. The results were confirmed with the traditional methods of sequencing. There is a high risk of deafness if a deaf-mute family is planning to have a new baby. It is very important and helpful to avoid deaf newborns again in deaf-mute family by DNA microarray.

Neural networks mediating sentence reading in the deaf

PubMed Central

Hirshorn, Elizabeth A.; Dye, Matthew W. G.; Hauser, Peter C.; Supalla, Ted R.; Bavelier, Daphne

2014-01-01

The present work addresses the neural bases of sentence reading in deaf populations. To better understand the relative role of deafness and spoken language knowledge in shaping the neural networks that mediate sentence reading, three populations with different degrees of English knowledge and depth of hearing loss were included—deaf signers, oral deaf and hearing individuals. The three groups were matched for reading comprehension and scanned while reading sentences. A similar neural network of left perisylvian areas was observed, supporting the view of a shared network of areas for reading despite differences in hearing and English knowledge. However, differences were observed, in particular in the auditory cortex, with deaf signers and oral deaf showing greatest bilateral superior temporal gyrus (STG) recruitment as compared to hearing individuals. Importantly, within deaf individuals, the same STG area in the left hemisphere showed greater recruitment as hearing loss increased. To further understand the functional role of such auditory cortex re-organization after deafness, connectivity analyses were performed from the STG regions identified above. Connectivity from the left STG toward areas typically associated with semantic processing (BA45 and thalami) was greater in deaf signers and in oral deaf as compared to hearing. In contrast, connectivity from left STG toward areas identified with speech-based processing was greater in hearing and in oral deaf as compared to deaf signers. These results support the growing literature indicating recruitment of auditory areas after congenital deafness for visually-mediated language functions, and establish that both auditory deprivation and language experience shape its functional reorganization. Implications for differential reliance on semantic vs. phonological pathways during reading in the three groups is discussed. PMID:24959127

Sexual health behaviors of Deaf American Sign Language (ASL) users.

PubMed

Heiman, Erica; Haynes, Sharon; McKee, Michael

2015-10-01

Little is known about the sexual health behaviors of Deaf American Sign Language (ASL) users. We sought to characterize the self-reported sexual behaviors of Deaf individuals. Responses from 282 Deaf participants aged 18-64 from the greater Rochester, NY area who participated in the 2008 Deaf Health were analyzed. These data were compared with weighted data from a general population comparison group (N = 1890). We looked at four sexual health-related outcomes: abstinence within the past year; number of sexual partners within the last year; condom use at last intercourse; and ever tested for HIV. We performed descriptive analyses, including stratification by gender, age, income, marital status, and educational level. Deaf respondents were more likely than the general population respondents to self-report two or more sexual partners in the past year (30.9% vs 10.1%) but self-reported higher condom use at last intercourse (28.0% vs 19.8%). HIV testing rates were similar between groups (47.5% vs 49.4%) but lower for certain Deaf groups: Deaf women (46.0% vs 58.1%), lower-income Deaf (44.4% vs 69.7%) and among less educated Deaf (31.3% vs 57.7%) than among respondents from corresponding general population groups. Deaf respondents self-reported higher numbers of sexual partners over the past year compared to the general population. Condom use was higher among Deaf participants. HIV was similar between groups, though HIV testing was significantly lower among lower income, less well-educated, and female Deaf respondents. Deaf individuals have a sexual health risk profile that is distinct from that of the general population. Copyright © 2015 Elsevier Inc. All rights reserved.

Sexual Health Behaviors of Deaf American Sign Language (ASL) Users

PubMed Central

Heiman, Erica; Haynes, Sharon; McKee, Michael

2015-01-01

Background Little is known about the sexual health behaviors of Deaf American Sign Language (ASL) users. Objective We sought to characterize the self-reported sexual behaviors of Deaf individuals. Methods Responses from 282 Deaf participants aged 18–64 from the greater Rochester, NY area who participated in the 2008 Deaf Health were analyzed. These data were compared with weighted data from a general population comparison group (N=1890). We looked at four sexual health-related outcomes: abstinence within the past year; number of sexual partners within the last year; condom use at last intercourse; and ever tested for HIV. We performed descriptive analyses, including stratification by gender, age, income, marital status, and educational level. Results Deaf respondents were more likely than the general population respondents to self-report two or more sexual partners in the past year (30.9% vs 10.1%) but self-reported higher condom use at last intercourse (28.0% vs 19.8%). HIV testing rates were similar between groups (47.5% vs 49.4%) but lower for certain Deaf groups: Deaf women (46.0% vs. 58.1%), lower-income Deaf (44.4% vs. 69.7%) and among less educated Deaf (31.3% vs. 57.7%) than among respondents from corresponding general population groups. Conclusion Deaf respondents self-reported higher numbers of sexual partners over the past year compared to the general population. Condom use was higher among Deaf participants. HIV was similar between groups, though HIV testing was significantly lower among lower-income, less well-educated, and female Deaf respondents. Deaf individuals have a sexual health risk profile that is distinct from that of the general population. PMID:26242551

Impact of Genetic Counseling and Connexin-26 and Connexin-30 Testing on Deaf Identity and Comprehension of Genetic Test Results in a Sample of Deaf Adults: A Prospective, Longitudinal Study

PubMed Central

Palmer, Christina G. S.; Boudreault, Patrick; Baldwin, Erin E.; Sinsheimer, Janet S.

2014-01-01

Using a prospective, longitudinal study design, this paper addresses the impact of genetic counseling and testing for deafness on deaf adults and the Deaf community. This study specifically evaluated the effect of genetic counseling and Connexin-26 and Connexin-30 genetic test results on participants' deaf identity and understanding of their genetic test results. Connexin-26 and Connexin-30 genetic testing was offered to participants in the context of linguistically and culturally appropriate genetic counseling. Questionnaire data collected from 209 deaf adults at four time points (baseline, immediately following pre-test genetic counseling, 1-month following genetic test result disclosure, and 6-months after result disclosure) were analyzed. Four deaf identity orientations (hearing, marginal, immersion, bicultural) were evaluated using subscales of the Deaf Identity Development Scale-Revised. We found evidence that participants understood their specific genetic test results following genetic counseling, but found no evidence of change in deaf identity based on genetic counseling or their genetic test results. This study demonstrated that culturally and linguistically appropriate genetic counseling can improve deaf clients' understanding of genetic test results, and the formation of deaf identity was not directly related to genetic counseling or Connexin-26 and Connexin-30 genetic test results. PMID:25375116

The Construction of Deaf Children as Marginal Bilinguals in the Mainstream

ERIC Educational Resources Information Center

Mckee, Rachel Locker

2008-01-01

The political discourse of Deaf ethnolinguistic identity has empowered Deaf people in recent decades to deconstruct a pathological model of deafness and the deficit pedagogy that centres on acquisition of speech and social assimilation. The engagement of Deaf community members in consultation and employment in the New Zealand (NZ) education system…

Deaf Culture. NETAC Teacher Tipsheet

ERIC Educational Resources Information Center

Siple, Linda; Greer, Leslie; Holcomb, Barbara Ray

2004-01-01

It often comes as a surprise to people that many deaf people refer to themselves as being members of Deaf culture. The American Deaf culture is a unique linguistic minority that uses American Sign Language (ASL) as its primary mode of communication. This tipsheet provides a description of Deaf culture and suggestions for effective communication.

Emotional Availability and Touch in Deaf and Hearing Dyads

ERIC Educational Resources Information Center

Paradis, Grace; Koester, Lynne Sanford

2015-01-01

In recent years, increasing attention has been given to the development of deaf children, though few studies have included Deaf parents. The present study examined emotional availability (EA) and functions of touch used by Deaf or hearing parents with hearing or deaf infants during free play. Sixty dyads representing four hearing status groups…

Education and Deaf and Hard of Hearing Adults. A Handbook.

ERIC Educational Resources Information Center

Jones, Lesley

This handbook is designed to help policymakers and providers meet the educational needs of deaf and hard-of-hearing adults and develop access to postcompulsory education for hearing-impaired adults. The following topics are covered: deafness and difference (the culture and identity of deaf people, images of deafness, voluntary organizations, and…

Signposts to Development: Theory of Mind in Deaf Children.

ERIC Educational Resources Information Center

Woolfe, Tyron; Want, Stephen C.; Siegal, Michael

2002-01-01

Two studies investigated the effect of language input on theory of mind by comparing the performance of deaf native-signing children (ages 4 to 8) raised by deaf signing parents and deaf late-signing children raised by hearing parents on "thought picture" measures of theory of mind. Findings indicated that deaf late signers showed…

Deaf College Students' Attitudes toward Racial/Ethnic Diversity, Campus Climate, and Role Models

ERIC Educational Resources Information Center

Parasnis, Ila; Samar, Vincent J.; Fischer, Susan D.

2005-01-01

Deaf college Students attitudes toward a variety of issues related to racial/ethnic diversity were surveyed by contacting all racial/ethnic minority deaf students and a random sample of Caucasian deaf students attending the National Technical Institute for the Deaf (NTID), Rochester Institute of Technology; 38% completed the survey. Although…

Deaf Education in China: History, Current Issues, and Emerging Deaf Voices

ERIC Educational Resources Information Center

Lytle, R. R.; Johnson, K. E.; Hui, Y. J.

2005-01-01

An overview is provided of (a) deaf education in China, (b) views of deaf Chinese, and (c) recent empowering international collaborations. China's national policy focuses on oral/aural education and hearing rehabilitation. However, everyday practice in schools for deaf children includes various forms of Chinese Sign Language. Early childhood…

Programs for the Deaf-Blind.

ERIC Educational Resources Information Center

American Annals of the Deaf, 1991

1991-01-01

This directory lists contact information for programs for the deaf-blind in the United States in 3 categories: (1) programs for deaf-blind children and youth (29 programs listed); (2) Helen Keller National Center for Deaf-Blind Youth and Adults (1 national and 10 regional offices); and (3) programs for training teachers of the deaf-blind (4…

Programs for Deaf-Blind Children and Adults.

ERIC Educational Resources Information Center

American Annals of the Deaf, 1995

1995-01-01

This report of the annual survey of programs for deaf-blind children and adults lists, by state, programs for deaf-blind children and youth, Helen Keller Centers for deaf-blind youth and adults, and programs for training teachers of deaf-blind students. Provided are program names, addresses, telephone numbers, and names of directors. (DB)

Deafness Annual, Volume II.

ERIC Educational Resources Information Center

Norris, Arthur G., Ed.

Presented is the second of two volumes on deafness which contains 12 papers and a review of programs or grants sponsored by the federal government and other groups. Larry Stewart identifies the deaf in "A Truly Silent Minority". In the "Seven-Faces of Deafness", G. Loyd tells what deafness means to seven people. E. Mindel maintains that parents…

Debating Futures in Flemish Deaf Parliament: Deaf Epistemologies, Participatory Citizenship, and Sustainable Development

ERIC Educational Resources Information Center

De Clerck, Goedele A.M.

2017-01-01

More than 350 deaf/sign language community members gathered at six local deaf clubs in Flanders in 2014 to share perspectives about the future and formulate proposals for policymaking. This initiative, Flemish Deaf Parliament, serves as a platform of deliberative democracy developed through cooperation between Ghent University and the Flemish…

Young Skilled Deaf Readers Have an Enhanced Perceptual Span in Reading.

PubMed

Bélanger, Nathalie N; Lee, Michelle; Schotter, Elizabeth R

2017-04-27

Recently, Bélanger, Slattery, Mayberry and Rayner (2012) showed, using the moving window paradigm, that profoundly deaf adults have a wider perceptual span during reading relative to hearing adults matched on reading level. This difference might be related to the fact that deaf adults allocate more visual attention to simple stimuli in the parafovea (Bavelier, Dye & Hauser, 2006). Importantly, this reorganization of visual attention in deaf individuals is already manifesting in deaf children (Dye, Hauser & Bavelier, 2009). This leads to questions about the time course of the emergence of an enhanced perceptual span (which is under attentional control; Rayner, 2014; Miellet, O'Donnell, & Sereno, 2009) in young deaf readers. The present research addressed this question by comparing the perceptual spans of young deaf readers (age 7-15) and young hearing children (age 7-15). Young deaf readers, like deaf adults, were found to have a wider perceptual span relative to their hearing peers matched on reading level, suggesting that strong and early reorganization of visual attention in deaf individuals goes beyond the processing of simple visual stimuli and emerges into more cognitively complex tasks, such as reading.

Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents

PubMed Central

Marschark, Marc; Bull, Rebecca; Sapere, Patricia; Nordmann, Emily; Skene, Wendy; Lukomski, Jennifer; Lumsden, Sarah

2013-01-01

Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children's friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children’s having deaf parents, attending a school for the deaf, and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings. PMID:23543959

Effects on Deaf Patients of Medication Education by Pharmacists.

PubMed

Hyoguchi, Naomi; Kobayashi, Daisuke; Kubota, Toshio; Shimazoe, Takao

2016-10-01

Deaf people often experience difficulty in understanding medication information provided by pharmacists due to communication barriers. We held medication education lectures for deaf and hard of hearing (HH) individuals and examined the extent to which deaf participants understood medication-related information as well as their attitude about medication. We used two questionnaires to compare the results from the deaf participants with those from the HH and hearing participants. We found that before the lecture, the deaf participants' understanding of medication use was lower than that of the HH and hearing participants. The deaf participants' knowledge increased after the lecture, but did not improve to the level exhibited by the HH participants. However, the deaf participants felt confident using medication despite their low comprehension levels. In conclusion, adjusting the medication information provided by pharmacists according to the recipient's reading level could help improve deaf patients' knowledge; however, such measures might not increase deaf patients' comprehension levels sufficiently. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Self-esteem and coping strategies among deaf students.

PubMed

Jambor, Edina; Elliott, Marta

2005-01-01

Research studies on the determinants of self-esteem of deaf individuals often yield inconsistent findings. The current study assessed the effects on self-esteem of factors related to deafness, such as the means of communication at home and severity of hearing loss with hearing aid, as well as the coping styles that deaf people adopt to cope with everyday life in a hearing world. Data were collected among the deaf students of California State University, Northridge. Hierarchical regression modeling showed that identification with the Deaf community significantly contributed to positive self-esteem. Results also revealed that deaf students with greater degree of hearing loss and with bicultural skills that help them function in both the hearing and the Deaf community generally have higher self-esteem. Implications for further study are discussed.

Making public mental-health services accessible to deaf consumers: Illinois Deaf Services 2000.

PubMed

Munro-Ludders, Bruce; Simpatico, Thomas; Zvetina, Daria

2004-01-01

Illinois Deaf Services 2000 (IDS2000), a public/private partnership, promotes the creation and implementation of strategies to develop and increase access to mental health services for deaf, hard of hearing, late-deafened, and deaf-blind consumers. IDS2000 has resulted in the establishment of service accessibility standards, a technical support and adherence monitoring system, and the beginnings of a statewide telepsychiatry service. These system modifications have resulted in increase by 60% from baseline survey data in the number of deaf, hard of hearing, late-deafened, and deaf-blind consumers identified in community mental-health agencies in Illinois. Depending on the situation of deaf services staff and infrastructure, much of IDS2000 could be replicated in other states in a mostly budget-neutral manner.

Inclusive deaf studies: barriers and pathways.

PubMed

Fernandes, Jane K; Myers, Shirley Shultz

2010-01-01

Joining scholars signaling the need for new directions in Deaf Studies, the authors recommend a more expansive, nuanced, and interdisciplinary approach that encompasses the many ways deaf people live today. Rather than destroy Deaf culture, this approach is the only realistic way to allow it and Deaf Studies to survive. Deaf Studies today continues the focus of founding scholarship on native White American Sign Language users, now head of a powerful hierarchy through which they receive privileged status at the expense of deaf people with different language backgrounds and races or ethnicities. This marginalization is unsustainable and impedes knowledge. A companion article (this issue), "Deaf Studies: A Critique of the Predominant U.S. Theoretical Direction," analyzes this reactive stance that is oriented by a focus on audism built on the concepts of phonocentrism and colonialism.

Deaf People's Help-Seeking following Trauma: Experiences with and Recommendations for the Massachusetts Behavioral Healthcare System

PubMed Central

Anderson, Melissa L.; Wolf Craig, Kelly S.; Ziedonis, Douglas M.

2016-01-01

Objective Deaf trauma survivors are one of the most underserved populations in behavioral healthcare and experience significant obstacles to seeking help. Repeated encounters with these barriers fuel negative perceptions and avoidance of behavioral health treatment. The current study sought to explore Deaf trauma survivors' help-seeking experiences and elicit their recommendations for improving Deaf behavioral health services in Massachusetts. Method We conducted semi-structured American Sign Language interviews with 16 trauma-exposed Deaf individuals, including questions from the Life Events Checklist, PTSD Symptom Scale Interview, and questions about Deaf individuals' help-seeking behaviors. Qualitative responses regarding help-seeking experiences were analyzed using a grounded theory approach. Results In the aftermath of trauma, our participants emphasized a desire to work with a signing provider who is highly knowledgeable about Deaf culture, history, and experience, and to interact with clinic staff who possess basic sign language skills and training in Deaf awareness. Most stressed the need for providers to better outreach into the Deaf community – to provide education about trauma, to describe available treatment resources, and to prove one's qualifications. Participants also provided suggestions for how behavioral health clinics can better protect Deaf survivors' confidentiality in a small-community context. Conclusions Deaf-friendly trauma treatment should incorporate the components of trauma-informed care, but also carefully consider key criteria expressed by our participants: direct signed communication; understanding of Deaf history and experience; stringent practices to protect confidentiality; provider visibility in the community; and reliance on peer support and Deaf role models in treatment interventions. PMID:27797568

Risk perception and perceived self-efficacy of deaf and hard-of-hearing seniors and young adults in emergencies.

PubMed

Engelman, Alina; Ivey, Susan L; Tseng, Winston; Neuhauser, Linda

2017-01-01

The authors explored the factors influencing risk perception and perceived self-efficacy before and during an emergency for deaf and hard-of-hearing (Deaf/HH) seniors and young adults. The authors collected demographic survey data and conducted four focus groups with 38 Deaf/HH residents of the San Francisco Bay Area; two groups were with young adults (ages 18-35), including one group of college students and one group of young professionals, and two were with older adults (ages 50-90). Significant differences were found between Deaf/HH young adults and seniors in both the sources of self-efficacy and risk perception and their attitudes toward preparedness. All groups demonstrated high resilience. Deaf/HH young professionals expressed more concern about their risk in an emergency than Deaf/HH college students. Alternately, the risk perception of Deaf/HH older adults was often rooted in their past experiences (survival of past emergencies, inaccessibility of communications during drills). Policy implications include the need to dedicate more resources to increasing accessibility and relevance of emergency communications technology for Deaf/HH populations. This could help increase adaptability before, during, and after emergencies among all groups of Deaf/HH people, particularly among young Deaf/HH professionals.

Complex word reading in Dutch deaf children and adults.

PubMed

van Hoogmoed, Anne H; Knoors, Harry; Schreuder, Robert; Verhoeven, Ludo

2013-03-01

Children who are deaf are often delayed in reading comprehension. This delay could be due to problems in morphological processing during word reading. In this study, we investigated whether 6th grade deaf children and adults are delayed in comparison to their hearing peers in reading complex derivational words and compounds compared to monomorphemic words. The results show that deaf children are delayed in reading both derivational words and compounds as compared to hearing children, while both deaf and hearing adults performed equally well on a lexical decision task. However, deaf adults generally showed slower reaction times than hearing adults. For both deaf and hearing children, derivational words were more difficult than compounds, as reflected in hearing children's slower reaction times and in deaf children's lower accuracy scores. This finding likely reflects deaf children's lack of familiarity with the meaning of the bound morphemes attached to the stems in derivational words. Therefore, it might be beneficial to teach deaf children the meaning of bound morphemes and to train them to use morphology in word reading. Moreover, these findings imply that it is important to focus on both monomorphemic and polymorphemic words when assessing word reading ability in deaf children. Copyright © 2012 Elsevier Ltd. All rights reserved.

Risk perception and perceived self-efficacy of deaf and hard-of-hearing seniors and young adults in emergencies.

PubMed

Engelman, Alina; Ivey, Susan L; Tseng, Winston; Neuhauser, Linda

The authors explored the factors influencing risk perception and perceived self-efficacy before and during an emergency for deaf and hard-of-hearing (Deaf/HH) seniors and young adults. The authors collected demographic survey data and conducted four focus groups with 38 Deaf/HH residents of the San Francisco Bay Area; two groups were with young adults (ages 18-35), including one group of college students and one group of young professionals, and two were with older adults (ages 50-90). Significant differences were found between Deaf/HH young adults and seniors in both the sources of self-efficacy and risk perception and their attitudes toward preparedness. All groups demonstrated high resilience. Deaf/HH young professionals expressed more concern about their risk in an emergency than Deaf/HH college students. Alternately, the risk perception of Deaf/HH older adults was often rooted in their past experiences (survival of past emergencies, inaccessibility of communications during drills). Policy implications include the need to dedicate more resources to increasing accessibility and relevance of emergency communications technology for Deaf/HH populations. This could help increase adaptability before, during, and after emergencies among all groups of Deaf/HH people, particularly among young Deaf/HH professionals.

Mutations affecting the SAND domain of DEAF1 cause intellectual disability with severe speech impairment and behavioral problems.

PubMed

Vulto-van Silfhout, Anneke T; Rajamanickam, Shivakumar; Jensik, Philip J; Vergult, Sarah; de Rocker, Nina; Newhall, Kathryn J; Raghavan, Ramya; Reardon, Sara N; Jarrett, Kelsey; McIntyre, Tara; Bulinski, Joseph; Ownby, Stacy L; Huggenvik, Jodi I; McKnight, G Stanley; Rose, Gregory M; Cai, Xiang; Willaert, Andy; Zweier, Christiane; Endele, Sabine; de Ligt, Joep; van Bon, Bregje W M; Lugtenberg, Dorien; de Vries, Petra F; Veltman, Joris A; van Bokhoven, Hans; Brunner, Han G; Rauch, Anita; de Brouwer, Arjan P M; Carvill, Gemma L; Hoischen, Alexander; Mefford, Heather C; Eichler, Evan E; Vissers, Lisenka E L M; Menten, Björn; Collard, Michael W; de Vries, Bert B A

2014-05-01

Recently, we identified in two individuals with intellectual disability (ID) different de novo mutations in DEAF1, which encodes a transcription factor with an important role in embryonic development. To ascertain whether these mutations in DEAF1 are causative for the ID phenotype, we performed targeted resequencing of DEAF1 in an additional cohort of over 2,300 individuals with unexplained ID and identified two additional individuals with de novo mutations in this gene. All four individuals had severe ID with severely affected speech development, and three showed severe behavioral problems. DEAF1 is highly expressed in the CNS, especially during early embryonic development. All four mutations were missense mutations affecting the SAND domain of DEAF1. Altered DEAF1 harboring any of the four amino acid changes showed impaired transcriptional regulation of the DEAF1 promoter. Moreover, behavioral studies in mice with a conditional knockout of Deaf1 in the brain showed memory deficits and increased anxiety-like behavior. Our results demonstrate that mutations in DEAF1 cause ID and behavioral problems, most likely as a result of impaired transcriptional regulation by DEAF1. Copyright © 2014 The American Society of Human Genetics. Published by Elsevier Inc. All rights reserved.

Language Policy and Deaf Ethnicity

ERIC Educational Resources Information Center

Erting, Carol

1978-01-01

Deaf ethnicity, as the social phenomenon of deafness, is presented as the proper context in which to consider language learning, language teaching, and language planning in the education of the deaf. (Author/NCR)

Genetic Testing for Deafness--GJB2 and SLC26A4 as Causes of Deafness.

ERIC Educational Resources Information Center

Smith, Richard J. H.; Robin, Nathaniel H.

2002-01-01

This article introduces the concept of genetic testing for deafness. Two genes that make appreciable contributions to the autosomal recessive non-syndromic deafness (ARNSD) genetic load are reviewed, GJB2 and SLC26A4. In addition, the unique aspects of genetic counseling for deafness and recurrence chance estimates are explained. (Contains…

Self-Concept and Psychopathology in Deaf Adolescents: Preliminary Support for Moderating Effects of Deafness-Related Characteristics and Peer Problems

ERIC Educational Resources Information Center

van Gent, Tiejo; Goedhart, Arnold W.; Treffers, Philip D. A.

2011-01-01

Background: High rates of psychopathology were found amongst deaf adolescents, but little is known about the psychosocial risk factors. This study investigated whether (1) less severe deafness and/or acquired or otherwise complicated deafness, and (2) having mainly contacts with hearing people, each represent chronic stressful conditions that…

The Enculturation of BoMee: Looking at the World through Deaf Eyes.

ERIC Educational Resources Information Center

Wilcox, Sherman; Corwin, Joanne

1990-01-01

This paper presents a cultural model of deafness, describing the experiences of a deaf child as enculturation into a deaf world. The implications of this view on social, cognitive, and linguistic development are explored through description of BoMee, an adopted Korean deaf child being raised in a multilingual, multicultural environment.…

The Impact of Maternal Deafness on Cradling Laterality with Deaf and Hearing Infants

ERIC Educational Resources Information Center

Sieratzki, Jechil S.; Woll, Bencie

2004-01-01

A recent article in the "Journal of Deaf Studies and Deaf Education" (Leigh, Brice, & Meadow-Orlans, 2004) explored attachment between deaf mothers and their 18-month-old children and reported relationship patterns similar to those for hearing dyads. The study reported here explores a marker of early mother-child relationships: cradling…

An Explanation of the Superior Performance IQs of Deaf Children of Deaf Parents.

ERIC Educational Resources Information Center

Braden, Jeffery P.

1987-01-01

Differences in performance IQs between deaf children of hearing parents (HP), deaf children of deaf parents (DP), and hearing children (HC) may be a result of differences in speed of information processing. DP adolescents were found to have faster reaction and movement times than HP or HC subjects along with equivalent IQs. (Author/VW)

Phonological Awareness in Deaf Children Who Use Cochlear Implants

ERIC Educational Resources Information Center

James, Deborah; Rajput, Kaukab; Brown, Tracey; Sirimanna, Tony; Brinton, Julie; Goswami, Usha

2005-01-01

A short-term longitudinal study was conducted to investigate possible benefits of cochlear implant (CI) use on the development of phonological awareness in deaf children. Nineteen CI users were tested on 2 occasions. Two groups of deaf children using hearing aids were tested once: 11 profoundly deaf and 10 severely deaf children. A battery of…

Deaf and Hearing Individuals' Beliefs about the Capabilities of Deaf People

ERIC Educational Resources Information Center

Nikolaraizi, Magda; Makri, Maria

2005-01-01

The study explored the beliefs of 100 residents of Greece about the capabilities of deaf people living in that country. Participants included deaf adults who communicated in Greek Sign Language (GSL), deaf adults who communicated orally, hearing adults who attended GSL courses, and hearing adults who did not attend such courses. Beliefs were…

A Phenomenological Study of Online Learning for Deaf Students in Postsecondary Education: A Deaf Perspective

ERIC Educational Resources Information Center

Wooten, Patricia Michelle

2014-01-01

This qualitative phenomenological study investigated the effects of online learning for deaf college students as opposed to the mainstream classroom setting. This study specifically analyzed the writing and reading skills of deaf students in general and the development of English literacy of prelingually deaf students and those from non-English…

Video Captions Benefit Everyone

PubMed Central

Gernsbacher, Morton Ann

2016-01-01

Video captions, also known as same-language subtitles, benefit everyone who watches videos (children, adolescents, college students, and adults). More than 100 empirical studies document that captioning a video improves comprehension of, attention to, and memory for the video. Captions are particularly beneficial for persons watching videos in their non-native language, for children and adults learning to read, and for persons who are D/deaf or hard of hearing. However, despite U.S. laws, which require captioning in most workplace and educational contexts, many video audiences and video creators are naïve about the legal mandate to caption, much less the empirical benefit of captions. PMID:28066803

Ethical Issues in Conducting Research With Deaf Populations

PubMed Central

Schlehofer, Deirdre; Thew, Denise

2013-01-01

Deaf American Sign Language (ASL) users represent a small population at risk for marginalization from research and surveillance activities resulting from cultural, language, and ethical challenges. The Deaf community’s view of deafness as a cultural identity, rather than a disability, contradicts the medical community’s perception of deafness as a disease or deficiency in need of correction or elimination. These differences continue to have significant cultural and social implications within the Deaf community, resulting in mistrust of research opportunities. Two particularly contentious ethical topics for the Deaf community are the absence of community representation in genetic research and the lack of accessible informed consents and research materials. This article outlines a series of innovative strategies and solutions to these issues, including the importance of community representation and collaboration with researchers studying deaf populations. PMID:24134363

Dementia and the Deaf community: knowledge and service access.

PubMed

Ferguson-Coleman, Emma; Keady, John; Young, Alys

2014-01-01

This study concerns culturally Deaf people in the United Kingdom who use British Sign Language (BSL). Its objective was to explore how Deaf people's knowledge about dementia and access to services is mediated by their minoritised cultural-linguistic status. Twenty-six members of the Deaf community participated in one of three Deaf-led focus groups in BSL corresponding with the sample of: Deaf people over the age of 60 without dementia; Deaf people aged 18-60 working professional roles unconnected with dementia services; ordinary members of the Deaf community aged 18-60. Data were subjected to a thematic content analysis. Participants' concerns about their poor levels of knowledge and understanding of dementia were augmented by their awareness that without sustained social contact in BSL opportunities for earlier recognition of dementia would be lost. Although primary care services were identified as the first port of call for dementia-related concerns, there was widespread mistrust of their effectiveness because of failures in communication and cultural competence. Confirmed diagnosis of dementia was not viewed as a gateway to services and support because Deaf organisations, dementia-related organisations and mainstream adult services were perceived to be ill-equipped to respond to the needs of Deaf people with dementia. Locating problems of late diagnosis within the Deaf community's poor awareness and knowledge of dementia fails to recognise the structural barriers Deaf people face in timely access to services and accurate recognition of dementia-related changes.

Perception of Genetic Testing for Deafness and Factors Associated with Interest in Genetic Testing Among Deaf People in a Selected Population in Sub-Saharan Africa.

PubMed

Adedokun, Babatunde O; Yusuf, Bidemi O; Lasisi, J Taye; Jinadu, A A; Sunmonu, M T; Ashanke, A F; Lasisi, O Akeem

2015-12-01

Understanding the perceptions of genetic testing by members of the deaf community may help in planning deafness genetics research, especially so in the context of strong adherence to cultural values as found among native Africans. Among Yorubas in Nigeria, deafness is perceived to be caused by some offensive actions of the mother during pregnancy, spiritual attack, and childhood infections. We studied attitudes towards, and acceptance of genetic testing by the deaf community in Nigeria. Structured questionnaires were administered to individuals sampled from the Vocational Training Centre for the Deaf, the religious Community, and government schools, among others. The main survey items elicited information about the community in which the deaf people participate, their awareness of genetic testing, whether or not they view genetic testing as acceptable, and their understanding of the purpose of genetic testing. There were 150 deaf participants (61.3 % males, 38.7 % females) with mean age of 26.7 years ±9.8. A majority of survey respondents indicated they relate only with other members of the deaf community (78 %) and reported believing genetic testing does more good than harm (79.3 %); 57 % expressed interest in genetic testing. Interest in genetic testing for deafness or in genetic testing in pregnancy was not related to whether respondents relate primarily to the deaf or to the hearing community. However, a significantly higher number of male respondents and respondents with low education reported interest in genetic testing.

Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches.

PubMed

Humphries, Tom; Kushalnagar, Poorna; Mathur, Gaurav; Napoli, Donna Jo; Padden, Carol; Rathmann, Christian; Smith, Scott R

2012-04-02

Children acquire language without instruction as long as they are regularly and meaningfully engaged with an accessible human language. Today, 80% of children born deaf in the developed world are implanted with cochlear devices that allow some of them access to sound in their early years, which helps them to develop speech. However, because of brain plasticity changes during early childhood, children who have not acquired a first language in the early years might never be completely fluent in any language. If they miss this critical period for exposure to a natural language, their subsequent development of the cognitive activities that rely on a solid first language might be underdeveloped, such as literacy, memory organization, and number manipulation. An alternative to speech-exclusive approaches to language acquisition exists in the use of sign languages such as American Sign Language (ASL), where acquiring a sign language is subject to the same time constraints of spoken language development. Unfortunately, so far, these alternatives are caught up in an "either - or" dilemma, leading to a highly polarized conflict about which system families should choose for their children, with little tolerance for alternatives by either side of the debate and widespread misinformation about the evidence and implications for or against either approach. The success rate with cochlear implants is highly variable. This issue is still debated, and as far as we know, there are no reliable predictors for success with implants. Yet families are often advised not to expose their child to sign language. Here absolute positions based on ideology create pressures for parents that might jeopardize the real developmental needs of deaf children. What we do know is that cochlear implants do not offer accessible language to many deaf children. By the time it is clear that the deaf child is not acquiring spoken language with cochlear devices, it might already be past the critical period, and the child runs the risk of becoming linguistically deprived. Linguistic deprivation constitutes multiple personal harms as well as harms to society (in terms of costs to our medical systems and in loss of potential productive societal participation).

The Understanding of Time by Deaf Pupils.

ERIC Educational Resources Information Center

Kaiser-Grodecka, Irmina; Cieszynska, Jagoda

The natural sign language used by deaf children in Poland makes no distinction between present, future, and past tenses. Deaf pupils do not understand the notions of temporal sequence and duration of time intervals, and so are prevented from thinking of and planning for the future. The study with 15 deaf 12-year-old pupils and 15 deaf 14-year-old…

Thirty Wonderful Years: A Program of Service to the Deaf and Hard of Hearing.

ERIC Educational Resources Information Center

Seal, Albert G.

A former vocational rehabilitation counselor for the deaf in Louisiana recounts his experiences in initiating the state program, and discusses education of counselors for the deaf, career planning, and vocational placement of young deaf adults. Also described is the development of a special program for the deaf at Delgado College in New Orleans.…

The 2010 National Child Count of Children and Youth Who Are Deaf-Blind

ERIC Educational Resources Information Center

National Consortium on Deaf-Blindness, 2011

2011-01-01

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It represents a 25-plus year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors and each state deaf-blind project throughout the…

Cyborgization: Deaf Education for Young Children in the Cochlear Implantation Era

ERIC Educational Resources Information Center

Valente, Joseph Michael

2011-01-01

The author, who was raised oral deaf himself, recounts a visit to a school for young deaf children and discovers that young d/Deaf children and their rights are subverted by the cochlear implantation empire. The hypercapitalist, techno-manic times of cochlear implantation has wreaked havoc to the lives of not only young children with deafness but…

Some Ethical Dimensions of Cochlear Implantation for Deaf Children and Their Families

ERIC Educational Resources Information Center

Hyde, Merv; Power, Des

2006-01-01

A major source of controversy between Deaf people and those who support a "social/cultural" view of Deafness as "a life to be lived" and those who see deafness within a "medical model" as a "condition to be cured" has been over the cochlear implantation of young deaf children. Recent research has shown that there are noticeable inequities in…

The 2008 National Child Count of Children and Youth Who Are Deaf-Blind

ERIC Educational Resources Information Center

National Consortium on Deaf-Blindness, 2009

2009-01-01

The "National Child Count of Children and Youth who are Deaf-Blind" is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It represents a 25 year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors and each state/multi-state deaf-blind project…

The Attitudes of the Holy Land Institute for the Deaf-Salt, Jordan towards Deaf Socially and Educationally

ERIC Educational Resources Information Center

Ziadat, Ayed H.; Atiyat, Fatima A.

2018-01-01

The study aimed to recognize the attitudes of the Holy Land Institute for the Deaf-Salt, Jordan towards Deaf Socially and Educationally in the academic year 2016-2017, which consists of instructional and vocational staff towards deaf socially and educationally according to some variables (gender, age, the level of education). The sample of the…

Surveys of the American Deaf Population: A Critical Review

ERIC Educational Resources Information Center

Rosen, Russell S.

2009-01-01

This is a critical review of surveys conducted on the American deaf population since 1990. There is no agreement among the surveys on the number of deaf and hard of hearing individuals in the US. This behooves us to study the question: Why the lack of agreement in estimates and prevalence rates of the American general deaf and the deaf child…

The Church of Deaf Sociality: Deaf Churchgoing Practices and "Sign Bread and Butter" in Bangalore, India

ERIC Educational Resources Information Center

Friedner, Michele

2014-01-01

This article ethnographically analyzes the practices of deaf young adults in Bangalore, India. As sign language is not used by families, schools, or other institutions, the church is a crucial educational space. Churchgoing provides deaf young adults with opportunities to orient themselves toward other deaf young adults, to develop new ideas of…

Minnesota Brings Together Stakeholders to Develop a Plan for Children who are Deaf, Deafblind, and Hard of Hearing

ERIC Educational Resources Information Center

Hartnett, Mary

2013-01-01

The Commission of Deaf, DeafBlind, and Hard of Hearing Minnesotans (MNCDHH) and the Minnesota Department of Education co-sponsored remote participation in two National Summits on Deaf Education in 2009 and 2010. The summits were focused on improved outcomes for deaf, deafblind, and hard of hearing students, partnerships, and collaboration. Summit…

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

ERIC Educational Resources Information Center

Hendar, Ola; O'Neill, Rachel

2016-01-01

Over the past two decades there have been major developments in deaf education in many countries. Medical and technical advances have made it possible for more deaf children to hear and speak successfully. Most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore patterns of achievements of deaf pupils to see if…

Barriers and Facilitators of Health Literacy among D/deaf Individuals: A Review Article

PubMed Central

NASERIBOORIABADI, Tahereh; SADOUGHI, Farahnaz; SHEIKHTAHERI, Abbas

2017-01-01

Background: The implication of health literacy is the ability of individuals to find, understand, and use their required health information from reliable sources. It is an indicator of the individuals’ participation in their own medical decision-making. Deaf individuals have limited health literacy and poor health status due to low literacy. Hence, this review was conducted to understand barriers and facilitators influencing health literacy among deaf community. Methods: We searched the ISI Web of Sciences, Scopus, and Medline from 1987 to 2016. Seventy-three papers were analyzed thematically. Results: We found three primary themes, including inadequate health literacy, barriers, and facilitators to accessing health information and health care services among deaf individuals. Facilitators were composed of four sub-theme including legal activities protecting the right of deaf patients to accessing health services, training health professionals about effective communication with deaf patients, providing sign language interpreter services, and developing deaf-tailored educational health programs and materials. Conclusion: Closing the deaf cultural gap and their limited access to health information are achievable through the removal of the communication barriers, allowing deaf individuals with more access to health learning opportunities, and informing the hearing community about the communicative skills of deaf individuals. PMID:29167764

Emergency Department Use and Risk Factors among Deaf American Sign Language Users

PubMed Central

McKee, Michael M.; Winters, Paul C.; Sen, Ananda; Zazove, Philip; Fiscella, Kevin

2015-01-01

Background Deaf American Sign Language (ASL) users comprise a linguistic minority population with poor health care access due to communication barriers and low health literacy. Potentially, these health care barriers could increase Emergency Department (ED) use. Objective To compare ED use between deaf and non-deaf patients. Method A retrospective cohort from medical records. The sample was derived from 400 randomly selected charts (200 deaf ASL users and 200 hearing English speakers) from an outpatient primary care health center with a high volume of deaf patients. Abstracted data included patient demographics, insurance, health behavior, and ED use in the past 36 months. Results Deaf patients were more likely to be never smokers and be insured through Medicaid. In an adjusted analysis, deaf individuals were significantly more likely to use the ED (odds ratio [OR], 1.97; 95% confidence interval [CI], 1.11–3.51) over the prior 36 months. Conclusion Deaf American Sign Language users appear to be at greater odds for elevated ED utilization when compared to the general hearing population. Efforts to further understand the drivers for increased ED utilization among deaf ASL users are much needed. PMID:26166160

Emergency Department utilization among Deaf American Sign Language users.

PubMed

McKee, Michael M; Winters, Paul C; Sen, Ananda; Zazove, Philip; Fiscella, Kevin

2015-10-01

Deaf American Sign Language (ASL) users comprise a linguistic minority population with poor health care access due to communication barriers and low health literacy. Potentially, these health care barriers could increase Emergency Department (ED) use. To compare ED use between deaf and non-deaf patients. A retrospective cohort from medical records. The sample was derived from 400 randomly selected charts (200 deaf ASL users and 200 hearing English speakers) from an outpatient primary care health center with a high volume of deaf patients. Abstracted data included patient demographics, insurance, health behavior, and ED use in the past 36 months. Deaf patients were more likely to be never smokers and be insured through Medicaid. In an adjusted analysis, deaf individuals were significantly more likely to use the ED (odds ratio [OR], 1.97; 95% confidence interval [CI], 1.11-3.51) over the prior 36 months. Deaf American Sign Language users appear to be at greater odds for elevated ED utilization when compared to the general hearing population. Efforts to further understand the drivers for increased ED utilization among deaf ASL users are much needed. Copyright © 2015 Elsevier Inc. All rights reserved.

Responding to the deaf in disasters: establishing the need for systematic training for state-level emergency management agencies and community organizations.

PubMed

Engelman, Alina; Ivey, Susan L; Tseng, Winston; Dahrouge, Donna; Brune, Jim; Neuhauser, Linda

2013-03-07

Deaf and hard-of-hearing (Deaf/HH) individuals have been underserved before and during emergencies. This paper will assess Deaf/HH related emergency preparedness training needs for state emergency management agencies and deaf-serving community-based organizations (CBOs). Four approaches were used: 1) a literature review; 2) results from 50 key informant (KI) interviews from state and territorial-level emergency management and public health agencies; 3) results from 14 KI interviews with deaf-serving CBOs in the San Francisco Bay Area; and 4) a pilot program evaluation of an emergency responder training serving the Deaf/HH in one urban community. Results from literature review and state and territorial level KIs indicate that there is a substantive gap in emergency preparedness training on serving Deaf/HH provided by state agencies. In addition, local KI interviews with 14 deaf-serving CBOs found gaps in training within deaf-serving CBOs. These gaps have implications for preparing for and responding to all-hazards emergencies including weather-related or earthquake-related natural disasters, terrorist attacks, and nuclear-chemical disasters. Emergency preparedness trainings specific to responding to or promoting preparedness of the Deaf/HH is rare, even for state agency personnel, and frequently lack standardization, evaluation, or institutionalization in emergency management infrastructure. This has significant policy and research implications. Similarly, CBOs are not adequately trained to serve the needs of their constituents.

34 CFR 396.5 - What activities may the Secretary fund?

Code of Federal Regulations, 2010 CFR

2010-07-01

... deaf and as interpreters for individuals who are deaf-blind in public and private agencies, schools... INDIVIDUALS WHO ARE DEAF AND INDIVIDUALS WHO ARE DEAF-BLIND General § 396.5 What activities may the Secretary...

The effectiveness of international development assistance from American organizations to deaf communities in Jamaica.

PubMed

Wilson, Amy T

American organizations bringing assistance to deaf people in developing countries unintentionally create relationships of dependency or oppression rather than relationships of support. Using qualitative methods, the author examined the effectiveness of development assistance provided to the Jamaican Deaf community by two American churches, one American nongovernmental organization, and one U.S. federal agency. Documents were reviewed and observations were made. Interviews were conducted with more than 60 deaf and hearing people involved with the American organizations, the Jamaican organizations, and deaf Jamaican beneficiaries. The author concludes that the Jamaican Deaf community was often excluded in planning, designing, or evaluating programs, and was unsatisfied with the American assistance it received. Results also indicate that the American organizations were poorly prepared to work with the Deaf community. Suggestions for American organizations wishing to strengthen and empower deaf people through development assistance in developing countries are proposed.

Telemental health technology in deaf and general mental-health services: access and use.

PubMed

Austen, Sally; McGrath, Melissa

2006-01-01

Long-distance travel to provide mental health services for deaf people has implications for efficiency, safety, and equality of service. However, uptake of Telemental Health (TMH) has been slow in both deaf and general mental health services. A quantitative study was used to investigate access to TMH and whether staff confidence, experience, or demographics affect TMH use. It was concluded that staff in neither deaf mental health services nor general mental health services had adequate knowledge of or access to TMH. Staff expressed concerns over TMH's appropriateness in their work. Previous use of videoconferencing was assosciated significantly with confidence, but previous use of videophones was not. Neither staff in deaf services nor deaf staff were more experienced with or more confident about videoconferencing, whereas, within deaf services, deaf staff were significantly more confident about videophone use. Training implications are discussed.

Some ethical dimensions of cochlear implantation for deaf children and their families.

PubMed

Hyde, Merv; Power, Des

2006-01-01

A major source of controversy between Deaf people and those who support a "social/cultural" view of Deafness as "a life to be lived" and those who see deafness within a "medical model" as a "condition to be cured" has been over the cochlear implantation of young deaf children. Recent research has shown that there are noticeable inequities in access to such procedures in western countries; inequities that give rise to the need for informed public policy discussions. It has also found that parents of newly diagnosed deaf children are not provided with access to all the possibilities for their children-including that of a "Deaf life." How this information can be provided to parents and the public via widespread discussions in the media and elsewhere and involving Deaf people in the implantation counseling process is an issue that needs to be addressed by those responsible for implantation programs.

Hearing Parents' Appraisals of Parenting a Deaf or Hard-of-Hearing Child: Application of a Positive Psychology Framework.

PubMed

Szarkowski, Amy; Brice, Patrick J

2016-07-01

Hearing parents of deaf and hard-of-hearing children face unique challenges and stressors, the understanding of which has been the focus of numerous studies; yet, relatively little is known about their positive experiences. Using a qualitative purposive sampling design, interviews were conducted with 11 hearing parents (8 mothers, 3 fathers) exploring parents' positive appraisals of their experiences in raising a child who is deaf or hard of hearing (D/HH). Interviews were transcribed and a thematic analysis was conducted, which allowed the researchers to identify themes and patterns in the parents' appraisals. Nine key themes emerged, which characterized parents' positive perceptions of raising a child who is D/HH: knowing the child, appreciating everyday positives, increasing involvement with the child, relishing the highs, taking less for granted, letting go, learning, advocating, and experiencing personal growth A positive psychology framework was employed to foster understanding of the interview findings and their implications. When asked about the positive aspects of raising a D/HH child, hearing parents were readily able to identify ways in which their parenting experience had been enhanced and their lives improved as a result of their unique situations. The implications of these findings are discussed. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Steps Toward Effective Production of Speech (STEPS): No. 4--General Information for Parents of a Deaf-Blind Child.

ERIC Educational Resources Information Center

Sheeley, Eugene C.; McQuiddy, Doris

The booklet, one of a series of guides developed by Project STEPS (Steps Toward Effective Production of Speech), presents information for parents and deaf-blind children. Total deafness and blindness and the problems of deafness and blindness are considered, as are the nature of deaf-blindness and its special problems (e.g., eating problems,…

Sign Language and the Learning of Swedish by Deaf Children (Project TSD).

ERIC Educational Resources Information Center

Jansson, Karin, Ed.

1982-01-01

A project in Sweden focuses on the early linguistic development of preschool deaf children in families where the parents are also deaf. The School for the Deaf in Sweden is involved with describing the Swedish language as it appears to a deaf learner, a description to be used as a basis for teacher training and inservice in the teaching of the…

Signs of Resistance: Peer Learning of Sign Languages within "Oral" Schools for the Deaf

ERIC Educational Resources Information Center

Anglin-Jaffe, Hannah

2013-01-01

This article explores the role of the Deaf child as peer educator. In schools where sign languages were banned, Deaf children became the educators of their Deaf peers in a number of contexts worldwide. This paper analyses how this peer education of sign language worked in context by drawing on two examples from boarding schools for the deaf in…

Examining Deaf Students' Equitable Access to Science vis-a-vis Contemporary Pedagogical Practices

ERIC Educational Resources Information Center

Ross, Annemarie D.

2017-01-01

As a Deaf individual, it is important to ensure the growth of the Deaf community as science-literate members of society. While many predecessors have contributed to the body of research in Deaf pedagogy, there is still much to be done in safeguarding Deaf learners' equitable access to science education. One area of concern is in narrowing the…

Deaf/LGBTQ Intersectional Invisibility in Schools: The Lived Experiences of Deaf Lesbian Students of Color at a School for the Deaf

ERIC Educational Resources Information Center

Dunne, Courtney M.

2013-01-01

Historically, American society has had conflicting views on the nature and nurture of Deaf people and Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) people. In the context of majority cultures and societies in history, the reality of Deaf and LGBTQ people's lives has often been summarized in general terms such as invisibility and oppression.…

Deaf Clubs Today: Do They Still Have a Role to Play? The Cases of Cyprus and Greece

ERIC Educational Resources Information Center

Hadjikakou, Kika; Nikolaraizi, Magda

2011-01-01

The present study investigated the current functions of Deaf clubs in Cyprus and in Greece. The researchers conducted in-depth semistructured interviews with 24 Cypriot and 22 Greek deaf individuals ages 19-54 years. The researchers found that the Deaf clubs in both countries provide a gathering place for deaf people, organize social and sport…

Deaf Culture and Competing Discourses in a Residential School for the Deaf: "Can Do" versus "Can't Do"

ERIC Educational Resources Information Center

O'Brien, Catherine A.; Placier, Peggy

2015-01-01

From an ethnographic case study of a state-funded residential school for the Deaf, the authors employed Critical Discourse Analysis to identify competing discourses in the talk of educators. These discourses are embedded in the historical oppression and labeling of deaf people as disabled and the development of Deaf culture as a counter-discourse.…

Hearing the implant debate: therapy or cultural alienation?

PubMed

Baertschi, Bernard

2013-12-01

Cochlear implants are devices that allow deaf people to hear. Consequently, implanting them in children seems to be a very beneficent intervention. However, some deaf parents have opposed it in the name of the preservation of their culture. For them, deafness is a rich culture with its own language (signing), and implanting their children will prevent them from being members of their parents' culture. For the same reason, other deaf parents have asked for PGD (preimplantation genetic diagnoses) and embryo selection in order to have deaf children. Several arguments can be given in favour of the attitude and of the requests of deaf parents; nevertheless, I conclude that, ultimately, they cannot be morally supported because deafness is a true handicap in our civilization of information.

Factors impacting participation of European elite deaf athletes in sport.

PubMed

Kurková, Petra; Válková, Hana; Scheetz, Nanci

2011-03-01

This study examine 53 European elite deaf athletes for their family's hearing status, use of hearing aids, communication preference, education in integrated or segregated settings, family members' encouragement for participation in sports, coach preference (hearing or deaf), and conditions for competitive events with deaf or hearing athletes. These data were gathered through semi-structured interviews administered in the athlete's native language. Deaf athletes reported that when given the opportunity to compete with hearing athletes, it enhanced their opportunity for competition. Participating in sports with hearing athletes played an important role in the integration of deaf athletes into mainstream society. If adaptations to communication can be made in these integrated settings, the ability of deaf athletes to participate in such settings will increase.

Deaf Children's Performance on the WISC-R Relative to Hearing Status of Parents and Child-Rearing Experiences.

ERIC Educational Resources Information Center

Sisco, Frankie H.; Anderson, Richard J.

1980-01-01

One hundred deaf children with deaf parents performed significantly better than 100 deaf children with hearing parents on all performance subtest of the Wechsler Intelligence Scale for Children-Revised. (CL)

Prevalence, heritability and genetic correlations of congenital sensorineural deafness and pigmentation phenotypes in the Border Collie.

PubMed

De Risio, Luisa; Lewis, Tom; Freeman, Julia; de Stefani, Alberta; Matiasek, Lara; Blott, Sarah

2011-06-01

The objectives of this study were to estimate prevalence, heritability and genetic correlations of congenital sensorineural deafness (CSD) and pigmentation phenotypes in the Border Collie. Entire litters of Border Collies that presented to the Animal Health Trust (1994-2008) for assessment of hearing status by brain stem auditory evoked response (BAER) at 4-10 weeks of age were included. Heritability and genetic correlations were estimated using residual maximum likelihood (REML). Of 4143 puppies that met the inclusion criteria, 97.6% had normal hearing status, 2.0% were unilaterally deaf and 0.4% were bilaterally deaf. Heritability of deafness as a trichotomous trait (normal/unilaterally deaf/bilaterally deaf) was estimated at 0.42 using multivariate analysis. Genetic correlations of deafness with iris colour and merle coat colour were 0.58 and 0.26, respectively. These results indicate that there is a significant genetic effect on CSD in Border Collies and that some of the genes determining deafness also influence pigmentation phenotypes. Copyright © 2010 Elsevier Ltd. All rights reserved.

Influence and adaptability in families with deaf parents and hearing children.

PubMed

Rienzi, B M

1990-12-01

This study assessed the influence of individual family members in functional families, primarily to determine whether hearing children of deaf parents have more influence than do hearing children of hearing parents. Eight families with deaf parents and a hearing child and eight all hearing families were videotaped while planning a family meal together. It was found that deaf-parented families share many traits with hearing families. However, there were some differences. The hearing children of deaf parents had a greater number and percentage of their ideas accepted than did the hearing children of hearing parents. Differences were also noted between the deaf fathers and the hearing fathers. The deaf-parented families were more adaptable, as measured by the Family Adaptability and Cohesion Evaluation Scale. The observed difference in child influence, in and of itself, is neither good nor bad. Deafness of one family member, in an auditory dependent environment, may require a more flexible family power structure. Professionals assessing deaf-parented families should be sensitive to the special adaptive needs required for healthy functioning of the family.

Orthographic and phonological preview benefits: parafoveal processing in skilled and less-skilled deaf readers.

PubMed

Bélanger, Nathalie N; Mayberry, Rachel I; Rayner, Keith

2013-01-01

Many deaf individuals do not develop the high-level reading skills that will allow them to fully take part into society. To attempt to explain this widespread difficulty in the deaf population, much research has honed in on the use of phonological codes during reading. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers, though not well supported, still lingers in the literature. We investigated skilled and less-skilled adult deaf readers' processing of orthographic and phonological codes in parafoveal vision during reading by monitoring their eye movements and using the boundary paradigm. Orthographic preview benefits were found in early measures of reading for skilled hearing, skilled deaf, and less-skilled deaf readers, but only skilled hearing readers processed phonological codes in parafoveal vision. Crucially, skilled and less-skilled deaf readers showed a very similar pattern of preview benefits during reading. These results support the notion that reading difficulties in deaf adults are not linked to their failure to activate phonological codes during reading.

34 CFR 396.20 - What must be included in an application?

Code of Federal Regulations, 2010 CFR

2010-07-01

... INDIVIDUALS WHO ARE DEAF AND INDIVIDUALS WHO ARE DEAF-BLIND How Does One Apply for an Award? § 396.20 What... training for interpreters for individuals who are deaf and interpreters for individuals who are deaf-blind...

Programs for Deaf-Blind Children and Adults.

ERIC Educational Resources Information Center

American Annals of the Deaf, 1997

1997-01-01

Lists programs for children and youth with deaf-blindness, Helen Keller Centers for youth and adults with deafness that provide extensive evaluative and rehabilitative services, and programs for training teachers of students with deaf-blindness. Programs are listed by state. (CR)

Education of the Deaf; The Challenge and the Charge. A Report of the National Conference on Education of the Deaf (Colorado Springs, Colorado, April 12-15, 1967).

ERIC Educational Resources Information Center

Department of Health, Education, and Welfare, Washington, DC.

Conference keynote addresses present the views of a non-professional on deaf education, a plea for a global approach to the child with auditory problems, a psychiatric approach to the problems of deaf children, and legislation affecting deaf education. Discussions and recommendations are summarized concerning the medical-psychological,…

Sign Language Acquisition and Use by Single-Generation Deaf Adults in Australia Who Attended Specific Educational Settings for Deaf and Hard of Hearing Children

ERIC Educational Resources Information Center

Winn, Stephen

2007-01-01

This article examines the acquisition and use of Australian Sign Language (Auslan) by 53 profoundly deaf adults (31 male, 22 female) who attended educational units for deaf and hard of hearing children. The results indicate that, regardless of age, the acquisition of sign language, particularly Auslan, by deaf people occurred primarily through…

"Confessing to Wilful Disobedience": An Ethnographic Study of Deaf People's Experience of Catholic Religious Schooling in the Republic of Ireland

ERIC Educational Resources Information Center

O'Connell, Noel Patrick

2018-01-01

This ethnographic study examines deaf people's experience of the Roman Catholic Sacrament of Confession in two Catholic schools for deaf children in the Republic of Ireland from 1950 to 1990. The article fills a gap in Catholic deaf education literature that fails to uncover the experiences of deaf children. It provides space for their storied…

Sustained attention, selective attention and cognitive control in deaf and hearing children

PubMed Central

Dye, Matthew W. G.; Hauser, Peter C.

2014-01-01

Deaf children have been characterized as being impulsive, distractible, and unable to sustain attention. However, past research has tested deaf children born to hearing parents who are likely to have experienced language delays. The purpose of this study was to determine whether an absence of auditory input modulates attentional problems in deaf children with no delayed exposure to language. Two versions of a continuous performance test were administered to 37 deaf children born to Deaf parents and 60 hearing children, all aged 6–13 years. A vigilance task was used to measure sustained attention over the course of several minutes, and a distractibility test provided a measure of the ability to ignore task irrelevant information – selective attention. Both tasks provided assessments of cognitive control through analysis of commission errors. The deaf and hearing children did not differ on measures of sustained attention. However, younger deaf children were more distracted by task-irrelevant information in their peripheral visual field, and deaf children produced a higher number of commission errors in the selective attention task. It is argued that this is not likely to be an effect of audition on cognitive processing, but may rather reflect difficulty in endogenous control of reallocated visual attention resources stemming from early profound deafness. PMID:24355653

Sustained attention, selective attention and cognitive control in deaf and hearing children.

PubMed

Dye, Matthew W G; Hauser, Peter C

2014-03-01

Deaf children have been characterized as being impulsive, distractible, and unable to sustain attention. However, past research has tested deaf children born to hearing parents who are likely to have experienced language delays. The purpose of this study was to determine whether an absence of auditory input modulates attentional problems in deaf children with no delayed exposure to language. Two versions of a continuous performance test were administered to 37 deaf children born to Deaf parents and 60 hearing children, all aged 6-13 years. A vigilance task was used to measure sustained attention over the course of several minutes, and a distractibility test provided a measure of the ability to ignore task irrelevant information - selective attention. Both tasks provided assessments of cognitive control through analysis of commission errors. The deaf and hearing children did not differ on measures of sustained attention. However, younger deaf children were more distracted by task-irrelevant information in their peripheral visual field, and deaf children produced a higher number of commission errors in the selective attention task. It is argued that this is not likely to be an effect of audition on cognitive processing, but may rather reflect difficulty in endogenous control of reallocated visual attention resources stemming from early profound deafness. Copyright © 2013 Elsevier B.V. All rights reserved.

The Deaf Mentoring Survey: A Community Cultural Wealth Framework for Measuring Mentoring Effectiveness with Underrepresented Students

PubMed Central

Braun, Derek C.; Gormally, Cara; Clark, M. Diane

2017-01-01

Disabled individuals, women, and individuals from cultural/ethnic minorities continue to be underrepresented in science, technology, engineering, and mathematics (STEM). Research has shown that mentoring improves retention for underrepresented individuals. However, existing mentoring surveys were developed to assess the majority population, not underrepresented individuals. We describe the development of a next-generation mentoring survey built upon capital theory and critical race theory. It emphasizes community cultural wealth, thought to be instrumental to the success of individuals from minority communities. Our survey targets relationships between deaf mentees and their research mentors and includes Deaf community cultural wealth. From our results, we identified four segregating factors: Being a Scientist, which incorporated the traditional capitals; Deaf Community Capital; Asking for Accommodations; and Communication Access. Being a Scientist scores did not vary among the mentor and mentee variables that we tested. However, Deaf Community Capital, Asking for Accommodations, and Communication Access were highest when a deaf mentee was paired with a mentor who was either deaf or familiar with the Deaf community, indicating that cultural competency training should improve these aspects of mentoring for deaf mentees. This theoretical framework and survey will be useful for assessing mentoring relationships with deaf students and could be adapted for other underrepresented groups. PMID:28188283

Don’t Assume Deaf Students are Visual Learners

PubMed Central

Marschark, Marc; Paivio, Allan; Spencer, Linda J.; Durkin, Andreana; Borgna, Georgianna; Convertino, Carol; Machmer, Elizabeth

2016-01-01

In the education of deaf learners, from primary school to postsecondary settings, it frequently is suggested that deaf students are visual learners. That assumption appears to be based on the visual nature of signed languages—used by some but not all deaf individuals—and the fact that with greater hearing losses, deaf students will rely relatively more on vision than audition. However, the questions of whether individuals with hearing loss are more likely to be visual learners than verbal learners or more likely than hearing peers to be visual learners have not been empirically explored. Several recent studies, in fact, have indicated that hearing learners typically perform as well or better than deaf learners on a variety of visual-spatial tasks. The present study used two standardized instruments to examine learning styles among college deaf students who primarily rely on sign language or spoken language and their hearing peers. The visual-verbal dimension was of particular interest. Consistent with recent indirect findings, results indicated that deaf students are no more likely than hearing students to be visual learners and are no stronger in their visual skills and habits than their verbal skills and habits, nor are deaf students’ visual orientations associated with sign language skills. The results clearly have specific implications for the educating of deaf learners. PMID:28344430

Deaf children attending different school environments: sign language abilities and theory of mind.

PubMed

Tomasuolo, Elena; Valeri, Giovanni; Di Renzo, Alessio; Pasqualetti, Patrizio; Volterra, Virginia

2013-01-01

The present study examined whether full access to sign language as a medium for instruction could influence performance in Theory of Mind (ToM) tasks. Three groups of Italian participants (age range: 6-14 years) participated in the study: Two groups of deaf signing children and one group of hearing-speaking children. The two groups of deaf children differed only in their school environment: One group attended a school with a teaching assistant (TA; Sign Language is offered only by the TA to a single deaf child), and the other group attended a bilingual program (Italian Sign Language and Italian). Linguistic abilities and understanding of false belief were assessed using similar materials and procedures in spoken Italian with hearing children and in Italian Sign Language with deaf children. Deaf children attending the bilingual school performed significantly better than deaf children attending school with the TA in tasks assessing lexical comprehension and ToM, whereas the performance of hearing children was in between that of the two deaf groups. As for lexical production, deaf children attending the bilingual school performed significantly better than the two other groups. No significant differences were found between early and late signers or between children with deaf and hearing parents.

Suicide in deaf populations: a literature review.

PubMed

Turner, Oliver; Windfuhr, Kirsten; Kapur, Navneet

2007-10-08

Studies have found that deaf individuals have higher rates of psychiatric disorder than those who are hearing, while at the same time encountering difficulties in accessing mental health services. These factors might increase the risk of suicide. However, the burden of suicidal behaviour in deaf people is currently unknown. The aim of the present review was to provide a summary of literature on suicidal behaviour with specific reference to deaf individuals. The objectives of the review were to establish the incidence and prevalence of suicidal behaviour in deaf populations; describe risk factors for suicidal behaviour in deaf populations; describe approaches to intervention and suicide prevention that have been used in deaf populations. A number of electronic databases (e.g. Medline, PsycINFO, CINAHL, EMBASE, Dissertation Abstracts International, Web of Science, ComDisDome, ASSIA, Education Sage Full Text, Google Scholar, and the grey literature databases FADE and SIGLE) were explored using a combination of key words and medical subject headings as search terms. Reference lists of papers were also searched. The Science and Social Sciences Citation Index electronic databases were used to identify studies that had cited key papers. We also contacted experts and organisations with an interest in the field. Very few studies focussed specifically on suicide in deaf populations. Those studies that were included (n = 13) generally involved small and unrepresentative samples. There were limited data on the rate of suicidal behaviour in deaf people. One study reported evidence of hearing impairment in 0.2% of all suicide deaths. Another found that individuals with tinnitus seen in specialist clinics had an elevated rate of suicide compared to the general population. The rates of attempted suicide in deaf school and college students during the previous year ranged from 1.7% to 18%, with lifetime rates as high as 30%. Little evidence was found to suggest that risk factors for suicide in deaf people differed systematically from those in the general population. However, studies did report higher levels of depression and higher levels of perceived risk among deaf individuals than hearing control groups. No firm evidence was found regarding the effectiveness of suicide prevention strategies in deaf people, but suggested strategies include developing specific screening tools, training clinical staff, promoting deaf awareness, increasing the availability of specialist mental health services for deaf people. There is a significant gap in our understanding of suicide in deaf populations. Clinicians should be aware of the possible association between suicide and deafness. Specialist mental health services should be readily accessible to deaf individuals and specific preventative strategies may be of benefit. However, further research using a variety of study designs is needed to increase our understanding of this issue.

Responding to the deaf in disasters: establishing the need for systematic training for state-level emergency management agencies and community organizations

PubMed Central

2013-01-01

Background Deaf and hard-of-hearing (Deaf/HH) individuals have been underserved before and during emergencies. This paper will assess Deaf/HH related emergency preparedness training needs for state emergency management agencies and deaf-serving community-based organizations (CBOs). Methods Four approaches were used: 1) a literature review; 2) results from 50 key informant (KI) interviews from state and territorial-level emergency management and public health agencies; 3) results from 14 KI interviews with deaf-serving CBOs in the San Francisco Bay Area; and 4) a pilot program evaluation of an emergency responder training serving the Deaf/HH in one urban community. Results Results from literature review and state and territorial level KIs indicate that there is a substantive gap in emergency preparedness training on serving Deaf/HH provided by state agencies. In addition, local KI interviews with 14 deaf-serving CBOs found gaps in training within deaf-serving CBOs. These gaps have implications for preparing for and responding to all-hazards emergencies including weather-related or earthquake-related natural disasters, terrorist attacks, and nuclear-chemical disasters. Conclusion Emergency preparedness trainings specific to responding to or promoting preparedness of the Deaf/HH is rare, even for state agency personnel, and frequently lack standardization, evaluation, or institutionalization in emergency management infrastructure. This has significant policy and research implications. Similarly, CBOs are not adequately trained to serve the needs of their constituents. PMID:23497178

Self-concept and psychopathology in deaf adolescents: preliminary support for moderating effects of deafness-related characteristics and peer problems.

PubMed

van Gent, Tiejo; Goedhart, Arnold W; Treffers, Philip D A

2011-06-01

High rates of psychopathology were found amongst deaf adolescents, but little is known about the psychosocial risk factors. This study investigated whether (1) less severe deafness and/or acquired or otherwise complicated deafness, and (2) having mainly contacts with hearing people, each represent chronic stressful conditions that moderate the associations between self-esteem and emotional problems. In addition, the moderating effect of observed peer rejection on the association between social acceptance and behavioural problems was explored. Deaf adolescents of normal intelligence (N = 68) completed the Self Perception Profile for Adolescents. Psychopathology was assessed using a semi-structured interview with adolescents and reports by parents, teachers and expert ratings. Data on moderator variables were collected from school records, parental and teachers' reports. Emotional mental health problems were negatively associated with self-esteem and positively with peer rejection. The association between self-esteem and emotional problems was moderated by the deafness variable less severe deafness or acquired or otherwise complicated deafness. Behavioural mental health problems were positively associated with social acceptance and peer rejection but negatively with the amount of involvement with hearing people. Peer rejection moderated the association between social acceptance and behavioural problems. The findings emphasise the importance of considering self-concept dimensions, peer problems and deafness- and context-related characteristics when assessing and treating deaf adolescents. © 2011 The Authors. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health.

Programs for Deaf-Blind Children and Adults.

ERIC Educational Resources Information Center

American Annals of the Deaf, 1994

1994-01-01

This directory lists programs for deaf-blind children and youth, regional offices of the Helen Keller National Center for Deaf-Blind Youth and Adults, and programs for training teachers of deaf-blind students. Programs are listed alphabetically by state, with contact information provided. (DB)

Deaf in the time of the cochlea.

PubMed

Humphries, Tom; Humphries, Jacqueline

2011-01-01

The American Deaf community for several decades has been involved in sometimes complicated and often contested ways of defining what it means to be Deaf. It is our thesis that the processes of identity construction and the recent discourse of Deaf identity are not unique phenomena at all but echo the experience of other embedded cultural groups around the world, particularly those that are stressed by the assertion of hegemony over them by others. We turn to 2 particular theorists, Jose Martí and W. E. B. DuBois, to help us understand both the dilemmas that Deaf people face and the possible solutions that they propose. This article argues that identities are constructed not just within Deaf communities but within the social contexts in which Deaf communities are embedded.

Phonological awareness and short-term memory in hearing and deaf individuals of different communication backgrounds.

PubMed

Koo, Daniel; Crain, Kelly; LaSasso, Carol; Eden, Guinevere F

2008-12-01

Previous work in deaf populations on phonological coding and working memory, two skills thought to play an important role in the acquisition of written language skills, have focused primarily on signers or did not clearly identify the subjects' native language and communication mode. In the present study, we examined the effect of sensory experience, early language experience, and communication mode on the phonological awareness skills and serial recall of linguistic items in deaf and hearing individuals of different communicative and linguistic backgrounds: hearing nonsigning controls, hearing users of ASL, deaf users of ASL, deaf oral users of English, and deaf users of cued speech. Since many current measures of phonological awareness skills are inappropriate for deaf populations on account of the verbal demands in the stimuli or response, we devised a nonverbal phonological measure that addresses this limitation. The Phoneme Detection Test revealed that deaf cuers and oral users, but not deaf signers, performed as well as their hearing peers when detecting phonemes not transparent in the orthography. The second focus of the study examined short-term memory skills and found that in response to the traditional digit span as well as an experimental visual version, digit-span performance was similar across the three deaf groups, yet deaf subjects' retrieval was lower than that of hearing subjects. Our results support the claim (Bavelier et al., 2006) that lexical items processed in the visual-spatial modality are not as well retained as information processed in the auditory channel. Together these findings show that the relationship between working memory, phonological coding, and reading may not be as tightly interwoven in deaf students as would have been predicted from work conducted in hearing students.

Report of the Proceedings of the Forty-Sixth Meeting of the Convention of American Instructors of the Deaf; Indiana School for the Deaf, Indianapolis, Indiana. Convention Theme: "Educational Crossroads for Deaf Children". June 24-29, 1973.

ERIC Educational Resources Information Center

Davis, Ferne E., Ed.

Presented are proceedings of the 46th (1973) meeting of the Convention of American Instructors of the Deaf. Included are numerous papers and discussions on auditory training, career development, continuing education, reading and language, counseling, curriculum, deaf-blind children, diagnostic assessment, early education, total communication,…

Policy and Practice in Deaf Education: Views and Experiences of Teachers, and of Young People Who Are Deaf in Northern Ireland and Sweden

ERIC Educational Resources Information Center

Doherty, Marie

2012-01-01

Due to the fact that the outcomes of education for most school leavers who are deaf in Northern Ireland are weak literacy skills and below average reading ages, a study was undertaken to investigate this situation. The views and experiences of teachers of children who are deaf, and of young people who are deaf in Northern Ireland, where oral and…

The Experiences of Non-Signing Deaf and Hard-of-Hearing Students and Their Academic and Social Integration into a Primarily Signing Deaf University Environment

ERIC Educational Resources Information Center

Dorminy, Jerri Lyn

2013-01-01

What is the value of a predominantly signing Deaf University such as Gallaudet University for an oral deaf or hard-of-hearing non-signing student who grew up in the mainstreamed or inclusive educational settings? This study sought to explore the experiences of ten non-signing oral deaf and hard-of-hearing university students as they integrated,…

Aphasia in a prelingually deaf woman.

PubMed

Chiarello, C; Knight, R; Mandel, M

1982-03-01

A left parietal infarct in a prelingually deaf person resulted in an aphasia for both American Sign Language (ASL) and written and finger-spelled English. Originally the patient had a nearly global aphasia affecting all language systems. By five to seven weeks post-onset her symptoms resembled those of hearing aphasics with posterior lesions: fluent but paraphasic signing, anomia, impaired comprehension and repetition, alexia, and agraphia with elements of neologistic jargon. In addition, there was a pronounced sequential movement copying disorder, reduced short-term verbal memory and acalculia. In general, the patient's sign errors showed a consistent disruption in the structure of ASL signs which parallels the speech errors of oral aphasic patients. We conclude that most aphasic symptoms are not modality-dependent, but rather reflect a disruption of linguistic processes common to all human languages. This case confirms the importance of the left hemisphere in the processing of sign language. Furthermore, the results indicate that the left supramarginal and angular gyri are necessary substrates for the comprehension of visual/gestural languages.

Toward The Goal Of Video Deaf Communication Over Public Telephone Lines

NASA Astrophysics Data System (ADS)

Healy, Donald J.; Clements, Mark A.

1986-11-01

At least 500,000 profoundly deaf persons in the United States communicate primarily by American Sign Language (ASL), a language quite distinct from English and not well suited to writing. Currently, telephone communication for an ASL user is basically limited to use of a teletype machine, which requires both typing skills and proficiency in English. This paper reviews recent research relevant to the development of techniques which would allow manual communication across existing telephone channels using video imagery. Two possibilities for such manual communication are ASL and cued speech. The latter technique uses hand signals to aid lip reading. In either case, conventional television video transmission would require a bandwidth many times that available on a telephone channel. The achievement of visual communication using sign language or cued speech at data rates below 10 kbps, low enough to be transmitted over a public telephone line, will require the development of new data reducing algorithms. Avenues for future research toward this goal are presented.

Social Factors Influencing Participation in Sport for the Deaf.

ERIC Educational Resources Information Center

Stewart, David A.

1987-01-01

The article looks at social factors influencing participation in sport by the deaf including communication mode and value orientations of community, family, school, and peers of both the hearing and deaf world. A model for integration of the deaf into sports is offered. (DB)

34 CFR 396.1 - What is the Training of Interpreters for Individuals Who Are Deaf and Individuals Who Are Deaf...

Code of Federal Regulations, 2011 CFR

2011-07-01

... communication needs of individuals who are deaf and individuals who are deaf-blind by— (a) Training manual, tactile, oral, and cued speech interpreters; (b) Ensuring the maintenance of the skills of interpreters...

34 CFR 396.1 - What is the Training of Interpreters for Individuals Who Are Deaf and Individuals Who Are Deaf...

Code of Federal Regulations, 2012 CFR

2012-07-01

... meet the communication needs of individuals who are deaf and individuals who are deaf-blind by— (a) Training manual, tactile, oral, and cued speech interpreters; (b) Ensuring the maintenance of the skills of...

34 CFR 396.1 - What is the Training of Interpreters for Individuals Who Are Deaf and Individuals Who Are Deaf...

Code of Federal Regulations, 2013 CFR

2013-07-01

... meet the communication needs of individuals who are deaf and individuals who are deaf-blind by— (a) Training manual, tactile, oral, and cued speech interpreters; (b) Ensuring the maintenance of the skills of...

34 CFR 396.1 - What is the Training of Interpreters for Individuals Who Are Deaf and Individuals Who Are Deaf...

Code of Federal Regulations, 2014 CFR

2014-07-01

... communication needs of individuals who are deaf and individuals who are deaf-blind by— (a) Training manual, tactile, oral, and cued speech interpreters; (b) Ensuring the maintenance of the skills of interpreters...

Health Promotion via Deaf-Friendly Ministries

PubMed Central

Branz, Patricia; Fager, Matthew; Seegers, Sharon; Shimasaki, Suzuho

2013-01-01

Deaf community members face many barriers to accessing health information. This paper discusses the feasibility of creating a nationwide network of Deaf-friendly ministries to help disseminate cancer information in American Sign Language (ASL) to the Deaf community. Deaf-friendly ministries (N=403), identified through Internet searches and one-on-one referrals, were sent up to three mailed invitations to join the network. Over half of the ministries responded, with 191 (47.4 %) of the ministries joining the network, completing a baseline survey and receiving ASL cancer education videos to share with members of their congregation and community. Fifteen (3.7 %) responded that they were not interested or no longer had a Deaf-friendly ministry; the rest did not respond or their invitations were returned as undeliverable. As the program progressed, an additional 238 Deaf-friendly ministries were identified. To date, 61 (25.6 %) agreed to participate after the single invitation that was mailed. This network of Deaf-friendly ministries offers a promising dissemination partner. PMID:22941763

Social Maturity and Executive Function Among Deaf Learners

PubMed Central

Marschark, Marc; Kronenberger, William G.; Rosica, Mark; Borgna, Georgianna; Convertino, Carol; Durkin, Andreana; Machmer, Elizabeth; Schmitz, Kathryn L.

2017-01-01

Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on sign language reported significantly more immature behaviors than deaf peers who used spoken language. EF difficulties again were associated with social maturity. The present results indicate that EF and social maturity are interrelated, but those relations vary in different deaf subpopulations. As with academic achievement, CI use appears to have little long-term impact on EF or social maturity. Results are discussed in terms of their convergence with findings related to incidental learning and functioning in several domains. PMID:27686092

``I Have Been Given the Power to Teach. The Children Understand Me Very Well.'' The Social and Academic Impact of Deaf Teacher Training in Kenya

NASA Astrophysics Data System (ADS)

Johnstone, Christopher; Corce, Heidi

2010-02-01

Kenya has 41 Deaf schools that serve children from Class 1 through secondary school. These schools are all characterised by the fact that they have very few teachers who are fluent in Kenyan sign language. In order to meet the needs of schools and to provide employment opportunities for Deaf Kenyan adults, a small non-governmental organisation identified Deaf secondary school students for training. They received two years of teacher training free of charge. Most have since been awarded teaching contracts by the Kenyan Teacher Service Commission or local school boards. This article reports on results from a preliminary study of the social and academic impacts of this innovation. Results indicate that Deaf teachers are inspirational in the classroom, represent a significant resource for their school communities and are preferred by Deaf students. A follow-up study on the relative learning gains of Deaf students when taught by Deaf teachers is planned once relevant data are available.

[Assistance to the deaf in the health area as a factor of social inclusion].

PubMed

Chaveiro, Neuma; Barbosa, Maria Alves

2005-12-01

The purposes of this article are to discuss the assistance to deaf people in the health area as a factor of social inclusion; to investigate with the deaf how the link with health workers is established; and to verify the deaf people's perception of the presence of sign language interpreters when they get health assistance. This is a descriptive and analytical survey with a qualitative approach carried out at a special school in Goiânia. The sample was comprised of 20 deaf students, and semi-structured interviews were used to collect the data. It was verified that the link is established when health workers are able to communicate with the deaf. The inclusion of the deaf in the health services is an evidence of difficulties in communication. It was concluded that the professional-client relationship must be improved, that the link occurs when the client feels himself/ herself understood, and that the presence of an interpreter improves but is not enough to ensure the inclusion of the deaf.

Impaired learning of event frequencies in tone deafness

PubMed Central

Loui, Psyche; Schlaug, Gottfried

2013-01-01

Musical knowledge is ubiquitous, effortless, and implicitly acquired all over the world via exposure to musical materials in one’s culture. In contrast, one group of individuals who show insensitivity to music, specifically the inability to discriminate pitches and melodies, is the tone-deaf. In this study, we asked whether difficulties in pitch and melody discrimination among the tone-deaf could be related to learning difficulties, and, if so, what processes of learning might be affected in the tone-deaf. We investigated the learning of frequency information in a new musical system in tone-deaf individuals and matched controls. Results showed significantly impaired learning abilities in frequency matching in the tone-deaf. This impairment was positively correlated with the severity of tone deafness as assessed by the Montreal Battery for Evaluation of Amusia. Taken together, the results suggest that tone deafness is characterized by an impaired ability to acquire frequency information from pitched materials in the sound environment. PMID:22524379

Impaired learning of event frequencies in tone deafness.

PubMed

Loui, Psyche; Schlaug, Gottfried

2012-04-01

Musical knowledge is ubiquitous, effortless, and implicitly acquired all over the world via exposure to musical materials in one's culture. In contrast, one group of individuals who show insensitivity to music, specifically the inability to discriminate pitches and melodies, is the tone-deaf. In this study, we asked whether difficulties in pitch and melody discrimination among the tone-deaf could be related to learning difficulties, and, if so, what processes of learning might be affected in the tone-deaf. We investigated the learning of frequency information in a new musical system in tone-deaf individuals and matched controls. Results showed significantly impaired learning abilities in frequency matching in the tone-deaf. This impairment was positively correlated with the severity of tone deafness as assessed by the Montreal Battery for Evaluation of Amusia. Taken together, the results suggest that tone deafness is characterized by an impaired ability to acquire frequency information from pitched materials in the sound environment. © 2012 New York Academy of Sciences.

Reading Efficiency of Deaf and Hearing People in Spanish.

PubMed

Moreno-Pérez, Francisco J; Saldaña, David; Rodríguez-Ortiz, Isabel R

2015-10-01

Different studies have showed poor reading performance in the deaf compared to the hearing population. This has overshadowed the fact that a minority of deaf children learns to read successfully and reaches levels similar to their hearing peers. We analyze whether deaf people deploy the same cognitive and learning processes in reading as their hearing peers. For this purpose, we analyzed the relation between phonological processing, speechreading, vocabulary, reading speed, and accuracy with reading efficiency in a sample of deaf people and two control groups respectively matched on chronological age and reading level. The results indicate that deaf people's level of reading efficiency is lower than hearing people's of the same age, but that deafness status in itself is not a good predictor of reading level. The results do not support the idea that deaf people's reading is the result of different processes from the hearing population. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

An Eye Tracking Study on the Perception and Comprehension of Unimodal and Bimodal Linguistic Inputs by Deaf Adolescents

PubMed Central

Mastrantuono, Eliana; Saldaña, David; Rodríguez-Ortiz, Isabel R.

2017-01-01

An eye tracking experiment explored the gaze behavior of deaf individuals when perceiving language in spoken and sign language only, and in sign-supported speech (SSS). Participants were deaf (n = 25) and hearing (n = 25) Spanish adolescents. Deaf students were prelingually profoundly deaf individuals with cochlear implants (CIs) used by age 5 or earlier, or prelingually profoundly deaf native signers with deaf parents. The effectiveness of SSS has rarely been tested within the same group of children for discourse-level comprehension. Here, video-recorded texts, including spatial descriptions, were alternately transmitted in spoken language, sign language and SSS. The capacity of these communicative systems to equalize comprehension in deaf participants with that of spoken language in hearing participants was tested. Within-group analyses of deaf participants tested if the bimodal linguistic input of SSS favored discourse comprehension compared to unimodal languages. Deaf participants with CIs achieved equal comprehension to hearing controls in all communicative systems while deaf native signers with no CIs achieved equal comprehension to hearing participants if tested in their native sign language. Comprehension of SSS was not increased compared to spoken language, even when spatial information was communicated. Eye movements of deaf and hearing participants were tracked and data of dwell times spent looking at the face or body area of the sign model were analyzed. Within-group analyses focused on differences between native and non-native signers. Dwell times of hearing participants were equally distributed across upper and lower areas of the face while deaf participants mainly looked at the mouth area; this could enable information to be obtained from mouthings in sign language and from lip-reading in SSS and spoken language. Few fixations were directed toward the signs, although these were more frequent when spatial language was transmitted. Both native and non-native signers looked mainly at the face when perceiving sign language, although non-native signers looked significantly more at the body than native signers. This distribution of gaze fixations suggested that deaf individuals – particularly native signers – mainly perceived signs through peripheral vision. PMID:28680416

An Eye Tracking Study on the Perception and Comprehension of Unimodal and Bimodal Linguistic Inputs by Deaf Adolescents.

PubMed

Mastrantuono, Eliana; Saldaña, David; Rodríguez-Ortiz, Isabel R

2017-01-01

An eye tracking experiment explored the gaze behavior of deaf individuals when perceiving language in spoken and sign language only, and in sign-supported speech (SSS). Participants were deaf ( n = 25) and hearing ( n = 25) Spanish adolescents. Deaf students were prelingually profoundly deaf individuals with cochlear implants (CIs) used by age 5 or earlier, or prelingually profoundly deaf native signers with deaf parents. The effectiveness of SSS has rarely been tested within the same group of children for discourse-level comprehension. Here, video-recorded texts, including spatial descriptions, were alternately transmitted in spoken language, sign language and SSS. The capacity of these communicative systems to equalize comprehension in deaf participants with that of spoken language in hearing participants was tested. Within-group analyses of deaf participants tested if the bimodal linguistic input of SSS favored discourse comprehension compared to unimodal languages. Deaf participants with CIs achieved equal comprehension to hearing controls in all communicative systems while deaf native signers with no CIs achieved equal comprehension to hearing participants if tested in their native sign language. Comprehension of SSS was not increased compared to spoken language, even when spatial information was communicated. Eye movements of deaf and hearing participants were tracked and data of dwell times spent looking at the face or body area of the sign model were analyzed. Within-group analyses focused on differences between native and non-native signers. Dwell times of hearing participants were equally distributed across upper and lower areas of the face while deaf participants mainly looked at the mouth area; this could enable information to be obtained from mouthings in sign language and from lip-reading in SSS and spoken language. Few fixations were directed toward the signs, although these were more frequent when spatial language was transmitted. Both native and non-native signers looked mainly at the face when perceiving sign language, although non-native signers looked significantly more at the body than native signers. This distribution of gaze fixations suggested that deaf individuals - particularly native signers - mainly perceived signs through peripheral vision.

Cultural Identity of Young Deaf Adults with Cochlear Implants in Comparison to Deaf without Cochlear Implants and Hard-of-Hearing Young Adults.

PubMed

Goldblat, Ester; Most, Tova

2018-07-01

This study examined the relationships between cultural identity, severity of hearing loss (HL), and the use of a cochlear implant (CI). One hundred and forty-one adolescents and young adults divided into three groups (deaf with CI, deaf without CI, and hard-of-hearing (HH)) and 134 parents participated. Adolescents and young adults completed questionnaires on cultural identity (hearing, Deaf, marginal, bicultural-hearing, and bicultural-deaf) and communication proficiencies (hearing, spoken language, and sign language). Parents completed a speech quality questionnaire. Deaf participants without CI and those with CI differed in all identities except marginal identity. CI users and HH participants had similar identities except for a stronger bicultural-deaf identity among CI users. Three clusters of participants evolved: participants with a dominant bicultural-deaf identity, participants with a dominant bicultural-hearing identity and participants without a formed cultural identity. Adolescents and young adults who were proficient in one of the modes of communication developed well-established bicultural identities. Adolescents and young adults who were not proficient in one of the modes of communication did not develop a distinguished cultural identity. These results suggest that communication proficiencies are crucial for developing defined identities.

Empowering the deaf. Let the deaf be deaf

PubMed Central

Munoz-Baell, I.; Ruiz, M

2000-01-01

Deafness is often regarded as just a one and only phenomenon. Accordingly, deaf people are pictured as a unified body of people who share a single problem. From a medical point of view, we find it usual to work with a classification of deafness in which pathologies attributable to an inner ear disorder are segregated from pathologies attributable to an outer/middle ear disorder. Medical intervention is thus concerned more with the origin, degree, type of loss, onset, and structural pathology of deafness than with communicative disability and the implications there may be for the patient (mainly dependency, denial of abnormal hearing behaviour, low self esteem, rejection of the prosthetic help, and the breakdown of social relationships). In this paper, we argue that hearing loss is a very complex phenomenon, which has many and serious consequences for people and involves many factors and issues that should be carefully examined. The immediate consequence of deafness is a breakdown in communication whereby the communicative function needs to be either initiated or restored. In that sense, empowering strategies—aimed at promoting not only a more traditional psychological empowerment but also a community one—should primarily focus on the removal of communication barriers.


Keywords: deafness PMID:10692961

DEAF-1 regulates immunity gene expression in Drosophila.

PubMed

Reed, Darien E; Huang, Xinhua M; Wohlschlegel, James A; Levine, Michael S; Senger, Kate

2008-06-17

Immunity genes are activated in the Drosophila fat body by Rel and GATA transcription factors. Here, we present evidence that an additional regulatory factor, deformed epidermal autoregulatory factor-1 (DEAF-1), also contributes to the immune response and is specifically important for the induction of two genes encoding antimicrobial peptides, Metchnikowin (Mtk) and Drosomycin (Drs). The systematic mutagenesis of a minimal Mtk 5' enhancer identified a sequence motif essential for both a response to LPS preparations in S2 cells and activation in the larval fat body in response to bacterial infection. Using affinity chromatography coupled to multidimensional protein identification technology (MudPIT), we identified DEAF-1 as a candidate regulator. DEAF-1 activates the expression of Mtk and Drs promoter-luciferase fusion genes in S2 cells. SELEX assays and footprinting data indicate that DEAF-1 binds to and activates Mtk and Drs regulatory DNAs via a TTCGGBT motif. The insertion of this motif into the Diptericin (Dpt) regulatory region confers DEAF-1 responsiveness to this normally DEAF-1-independent enhancer. The coexpression of DEAF-1 with Dorsal, Dif, and Relish results in the synergistic activation of transcription. We propose that DEAF-1 is a regulator of Drosophila immunity.

Films on Deafness.

ERIC Educational Resources Information Center

Parlato, Salvatore J., Jr., Comp.

This filmography on deafness, which contains summaries of 192 16mm films arranged in alphabetical order by title, covers a wide variety of topics as evidenced by the categorical title index: communication, the nature of deafness, detection and measurement of deafness, education and training, multi-handicaps, and noise pollution. Running time, date…

Programs for the Deaf Blind.

ERIC Educational Resources Information Center

American Annals of the Deaf, 1987

1987-01-01

The directory lists 30 programs for deaf-blind children and youth, the 10 regional offices of the Helen Keller National Center for Deaf-Blind Youths and Adults, and five programs for training teachers of the deaf-blind. Provided for each program is address, director's name, and phone number. (DB)

Readings on Deafness.

ERIC Educational Resources Information Center

Watson, Douglas, Ed.

Presented are 15 articles on the experience of deafness, deaf education, the improvement of the delivery of rehabilitation services, or the deaf community. The first section on important life experiences and thinking from an existential viewpoint consists of five articles with the following titles: "A Truly Silent Majority'', "Just Like Real…

Hearing on the Reauthorization of the Education of the Deaf Act. Hearing before the Subcommittee on Select Education of the Committee on Education and Labor. House of Representatives, One Hundred Second Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

This Congressional hearing on the reauthorization of the Education of the Deaf Act examines the progress in implementing research findings and the methods used to provide services to diverse populations within the deaf community. It addresses such issues as the needs of minority deaf students, improving the educational achievement of deaf students…

A dual-route cascaded model of reading by deaf adults: evidence for grapheme to viseme conversion.

PubMed

Elliott, Eeva A; Braun, Mario; Kuhlmann, Michael; Jacobs, Arthur M

2012-01-01

There is an ongoing debate whether deaf individuals access phonology when reading, and if so, what impact the ability to access phonology might have on reading achievement. However, the debate so far has been theoretically unspecific on two accounts: (a) the phonological units deaf individuals may have of oral language have not been specified and (b) there seem to be no explicit cognitive models specifying how phonology and other factors operate in reading by deaf individuals. We propose that deaf individuals have representations of the sublexical structure of oral-aural language which are based on mouth shapes and that these sublexical units are activated during reading by deaf individuals. We specify the sublexical units of deaf German readers as 11 "visemes" and incorporate the viseme set into a working model of single-word reading by deaf adults based on the dual-route cascaded model of reading aloud by Coltheart, Rastle, Perry, Langdon, and Ziegler (2001. DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256. doi: 10.1037//0033-295x.108.1.204). We assessed the indirect route of this model by investigating the "pseudo-homoviseme" effect using a lexical decision task in deaf German reading adults. We found a main effect of pseudo-homovisemy, suggesting that at least some deaf individuals do automatically access sublexical structure during single-word reading.