multimodal communication and learners with hearing impairment
The purpose of this study was to gain descriptive understanding of the teachers perceptions and application of multimodal communication in the instruction of learners with hearing impairment in inclusive classrooms. In particular it was aimed at finding out how teachers perceive multimodal communication. This included the practice in a classroom milieu where learners with hearing impairment are instructed together with their hearing counterparts. The study followed a qualitative case study design. The reason for choosing this design was to study the phenomena in depth. In order to gain deeper understanding of the phenomenon, three cases were studied using non-participant observation strategy. Observation was used to ascertain the multimodal communication practices of the cases in their respective classrooms. Thus, observation was used as the main method complemented by in-depth interview.
Few people would deny the increasing global drive towards inclusive education. Implications of this include education for learners with hearing impairment (HI) in inclusive mainstream schools. This book explores communication strategies utilized by teachers and other professionals for learners with HI in inclusive mainstream school settings based on empirical research. Issues discussed include strategies used for communication, factors affecting communication strategy selection, how they compare to those of hearing learners, and views about their suitability. Strategies discussed include listening training, use of sign language interpreters, visuals cues and aids among others. School policy is presented as a significant factor in choice of communication strategy. Others include professional competencies, amplification technology and class environment. Debates around what communication strategy is most suitable for learners with hearing impairment in inclusive settings are also presented. This book targets educators and teaching staff in academic institutions, college and university students in the field of education, particularly in special and inclusive education.
communication problems are not only a concern to the families of a child with hearing impairment but to the school and community where the child spends most of their daytime as well. Unfortunately, working with functional communication of children with hearing impairment in Uganda has been waiting until the child joins school. This publication identifies these challenges and opportunities that are available for early communication intervention for children with hearing impairment in Uganda. It recommends practical ways to enhance functional communication between a child with hearing impairment and the surrounding peers and adults. The experiences generated through this study are plausible opportunities for other countries.
The study was aimed to investigate differences in syntactic performance between children with normal hearing and children with hearing impairment.240 children were selected and divided into 2 groups of 120 children with normal hearing and 120 children with hearing impairment. Results revealed that children with normal hearing showed better syntactic performance in terms of reception and expression when compared to children with hearing impairment.Among children with hearing impairment,children in Non-government special schools show better performance on syntax as compared to children studying in Govt. special schools. In terms of Gender girls performed better than boys and children following oral communication performed better than total communication method. The implications for both educators and researchers are to understand the syntactic development of Telugu speaking children with hearing impairment and design treatment programs to improve syntactic and semantic–syntactic relational skills. The administrators can also plan and develop curriculum for improving the syntactic performance and also develop relevant teaching aids for children with hearing impairment.
How children born with severe hearing loss map phonological structures of their language with its orthography is under researched in relation to Indian languages. The research described in this monograph addresses the question of how to assess and train phonological and orthographic awareness in Telugu children with prelingual hearing impairment. A screening test of linguistic awareness and a set of fifty six lessons to enhance linguistic awareness in Telugu have been developed by the author. The contents of this book describe the research process and the efficacy of the material developed. It provides a detailed review of the literature, extensive references and sample lessons in linguistic awareness. The book will be of use to clinicians and researchers in the fields of communication disorders and clinical linguistics.
The main objective of the study is to investigate the parenting stress, emotional coping, psychological adjustment and psychological distress among mothers of children with hearing impairment and normal hearing children. Sample: The sample comprised of 300 subjects i.e., 150 mothers of (clinical group) children with hearing impairment and 150 mothers (control group) of children with normal hearing. The age range of the sample was 18 - 42 years. The mean age of mothers was 27.18 years. The age range of the children was 14 - 60 months. Criteria for inclusion in the hearing impaired children were severe or profound hearing loss (defined as a loss of 70 db or greater across the speaking range) and no other physical disabilities.
The Research has revealed that the lack of adequate and appropriate parental involvement at mainstream schools admitting learners with mild intellectual impairment is influenced by factors such as poor socio-economic background, high illiteracy, cultural beliefs, and parents' denial of intellectual impairment,diversity, lack of teacher training in parental involvement, lack of healthy inclusive climate charecteristics, parents' attitudes and perceptions.
This book is based on the original work and investigates some of acoustic characteristics of Telugu speaking children with hearing impairment using amplification devices. The results indicate a significant difference in the Fundamental frequency (F0), Formant frequencies (F1,F2 and F3), Bandwidths (B1,B2 and B3), Vowel duration and word duration for all the vowels between normal hearing group and hearing aid group, normal hearing group and cochlear implant group and hearing aid group and cochlear implant group. These findings would help in understanding the normal and deviant acoustic characteristics of speech sounds in children with hearing impairment which will help in facilitating the oral production skills by identifying the acoustic parameters that are deviant and also the extent of deviation. The findings acts as a precursor to plan therapy to improve the speech intelligibility and also also helps in determining the effectiveness of the type of listening devices used by the children with hearing impairment.
Deaf and hard-of-hearing students in a Colombian University are required to enroll in English courses as a graduation fulfillment. This research aims to reveal what communicative practices promote and facilitate the learning of English literacy of these learners under an integration approach with hearing peers. The findings obtained suggest that communicative practices such as using writing as a mean of communication, implementing role plays and using transcripts in order to include deaf learners into the listening tasks were implemented satisfactorily and promoted inclusion of the deaf and most of the times literacy development.
Hearing impairment is a major cause of delay in acquisition of speech and language, particularly at risk are newborns admitted in Neonatal Intensive Care Unit (NICU). Hearing loss, especially in mild and moderate forms, may not be recognized before the second year of life, but it may produce great defects in conversational abilities. Further, it eventually affects the learning, social and emotional growth. Screening is one of the most important methods of early diagnosis of hearing loss which can be easily done in newborns and infants by Otoacoustic Emission (OAE) and Auditory Brain Response Audiomerty (ABR). Otoacoustic emission (OAE) is quick, cost effective and valid method of testing cochlear function, generated by motile elements in the cochlear outer hair cells. Evoked otoacoustic emissions (OAE) are acoustic signals generated from within the cochlea that travel in a reverse direction through the middle ear space and tympanic membrane out to the ear canal. In our study we assessed the hearing impairment in NICU graduates and identified the risk factors for the same.
This book ‘Family Burden and Social Support - Mothers of children with Hearing Impairment’ is a collection of details regarding various Psychological stress and burden of mothers who are taking care of their children with Hearing impairment. This research has carried out in various rehabilitation centers at Hyderabad named Sweekaar Rehabilitation Institute for Handicapped and National Institute for Mentally Handicapped, and Tagore Hariprasad Rehabilitation Center, during the period of 2010 - 2011. Book includes five chapters with references; it explains various psycho-social problems of mothers of children with hearing impairment in detail. It was comparative experimental design with control group of mothers of normal children. The mothers of children with hearing impaired are experiencing more burden than normal children but no difference found on social support.
This project is designed to use a computer application program as a hearing aid in order to help students who have hearing impairments (HI students) by making an application for learning them. This idea has came to the existence through working as a teacher and it has been concluded within the work on a research project that shall serve both teacher and student, and it shall go ahead to complete the idea of this vital project. The project's idea depends on transferring traditional Arabic fonts to sign language fonts that can be read by students with hearing Impairments. The main objective of this significant project is to facilitate the processes of teaching and learning for HI students and completely communicate with them by using sign language fonts, reading lips through recorded videos, facial expressions through recorded videos and saved pictures, and audio assistant (computer speakers).
Children with hearing impairment are at risk for serious literacy difficulty. Multiple factors influence overall literacy development. Degree of hearing loss, age of identification and intervention, amplification, received family background etc. are the contributory factors to attain success in literary. The book will help parents and special educators to understand the language development aspects of hearing impaired students to overcome the literacy difficulty of such students.
The process of Hearing empowers us and enriches our lives. It provides us with an enormous source of information, some of it obvious and some we barely notice but when combined, this information forms the bridge between the world and how we interact with it. The critical development for speech and language is said to be between birth and 5-6 years. This is where the parameters of language including syntax would take early stages of prominence. Therefore this book, in specific highlights the receptive performance of transitives, intransitives and causatives and its variations in a South Indian Dravidian language namely Kannada in a Hearing Impaired Child. This book provides an insight into the variations in Kannada in the comprehension of verb forms and its effects on a school going Hearing Impaired Child.
Dozens of decades have passed but there seem to be no agreed position on the best communication methods for learners who are deaf.Current trends are pointing towards inclusive education but a lot of research has so far showed that learners with severe to profound deafness can not fully discover their potential in an ordinary inclusive classroom.Some scholars are reporting positive results where reverse inclusion is used. In this book an evaluation of the use of the oral-aural approach under a reverse inclusion environment was made at Emerald Hill school for the Deaf in Zimbabwe.Focus areas included attitude change and speech and language development. The results showed that there was a positive impact on the attitudes of hearing peers and among hearing parents with hearing impaired children. On the other hand the impact recorded on the attitudes of deaf parents with deaf pupils, academic performance and speech development of learners with hearing impairments was insignificant. The study recommended that a longitudinal study be carried to establish the long term effects of the approach.Beneficiaries of the book include educationists,teachers, lecturers, schools, parents etc.
This case study tried to find answers to the questions regarding how the preparation process and the execution process of the program were carried out prior to the application of the Phonic-Based Sentence Method to hearing-impaired students, how the applications were carried out and what changes occurred in the performances of the hearing-impaired students participating in the study. During the application of the Phonic-Based Sentence Method to hearing-impaired students, the Teachers’ Book was used, yet the activities in the book were extended and increased in number with different materials. During the application, in order to raise the phonetic awareness of the hearing-impaired students and to integrate reading and writing studies, such activities in the Balanced Literacy Approach as reading a story to the class, storytelling, use of sorted cards and production of classroom books were carried out. It was found out that at the end of the academic year, the seven hearing-impaired students participating in the study were able to read and write the sentences used in the Phonic-Based Sentence Method as well as were able to do analysis as independent readers.