The effect of mothers' communication mode on language development in preschool deaf children

Musselman, Carol; Lindsay, Peter H.; Wilson, Anne Keeton

doi:10.1017/s0142716400006809

Cited by 10 publications

(4 citation statements)

References 11 publications

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“…En effet, les apprenants sourds démontrent souvent beaucoup moins de connaissances en vocabulaire que leurs camarades du même âge [8]. Les retards linguistiques conduisent généralement à une mauvaise réussite scolaire et à des difficultés de communication en classe [9]. La lecture étant basée sur le langage parlé et la communication orale, les enfants sourds ont souvent du mal à l'acquérir.…”

Section: L'inclusion Scolaire Des éLèves Sourds Et Malentendants : Quelles Difficultésunclassified

Impact d’une visite adaptée à «la Cité des Sciences» sur les conceptions de l’Univers d’élèves sourds

Chebbi

Mohamed

2021

ITM Web Conf.

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Accéder à la connaissance scientifique est un droit humain et dans le contexte d’une école inclusive qui prend en compte la spécificité de chacun, rien n’empêche les jeunes sourds de comprendre les notions scientifiques enseignées. Or cela n’est pas aussi simple dans la réalité des institutions scolaires tunisiennes. Dans notre étude, nous nous intéressons à l’enseignement des sciences en général et à l’astronomie en particulier, dans le cas d’élèves sourds. Pour cela, nous avons exploré des conceptions en astronomie de 16 élèves sourds (16-19 ans), qui ont étudié des notions d’astronomie au lycée, avant et après une visite adaptée à la Cité des Sciences de Tunis. Nos résultats révèlent qu’après enseignement leurs connaissances en astronomies ne montrent pas de traces d’enseignement et leurs conceptions de l’Univers sont locales et pauvres en informations. Une visite adaptée à la Cité des Sciences a permis d’enrichir leurs connaissances et de faire évoluer les conceptions de certains d’entre eux.

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Section: L'inclusion Scolaire Des éLèves Sourds Et Malentendants : Quelles Difficultésunclassified

Impact d’une visite adaptée à «la Cité des Sciences» sur les conceptions de l’Univers d’élèves sourds

Chebbi

Mohamed

2021

ITM Web Conf.

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“…There is a plethora of opinions regarding appropriate philosophies of instructing Deaf/Hard of Hearing children (Christensen, 1989;Cornett & Daisey, 1992;Estabrooks, 1994;Hyde & Power, 1991;Ling, 1984;Mueller-Vollmer, 1990;Schwartz, 1996), and much dissent over these has occurred through the years (Ayim, 1997;Stedt & Moores, 1990;Stewart, 1993 (Goppold, 1988;Musselman, Lindsay, & Wilson, 1988) Gutierrez, 1994). Many schools identify themselves as aligning with one philosophy or another (American Annals of the Deaf, 1998) in contrast the requirements of IDEA that educators first identify the needs of the child, and then determine placement.…”

Section: Background Literaturementioning

confidence: 99%

Veteran Teachers of Children who are Deaf/Hard of Hearing Describe Language Instructional Practices: Implications for Teacher Preparation

Easterbrooks

2001

Teacher Education and Special Education: The Journal of the Tea

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The Council for Exceptional Children (CEC) and the Council on Education of the Deaf (CED) share mutually agreed upon standards for beginning teachers of students who are Deaf/Hard of Hearing. Two standards deal with the need for beginning teachers to know how to locate information about alternative communication philosophies. One way to know how far the field needs to take its beginning teachers is to determine veteran teachers' knowledge of alternate philosophies. To investigate this, eight focus groups of veteran teachers of students who are Deaf/ Hard of Hearing were asked to identify language instructional practices associated with a philosophy, either oral communication or using total communication, for which their educational backgrounds had not prepared them. This generated a set of 79 statements of practices, which were then verified by program supervisors using a Likert-type scale. The author lists and discusses the resulting set of practices which define and separate the two approaches as well as those practices which cut across philosophies and describes implications for teacher preparation.Children, who are Deaf/Hard of Hearing present a unique challenge to the educator. The term, Deaf/Hard of Hearing, is used in this article to refer to the broad spectrum of children in today's schools, who have mild to profound hearing losses, and who may or may not self-identify with the Deaf Culture. During the 1993-94 academic year, representatives from the Council for Exceptional Children (CEC) and the Council on Education of the Deaf (CED) met to develop jointly a set of standards for all beginning teachers of students who are Deaf/Hard of Hearing. presented a comprehensive discussion of the background, processes and procedures for developing the standards. This set of standards is often referred to as the &dquo;CEC/CED Standards.&dquo; Subsequently, CED added indicators to the standards which detailed their application. The two standards that are the focus of this article, number 29 and number 61, are original CEC/CED Standards. These standards state: Standard 29-The procedures and technologies required to educate students who are Deaf/Hard of Hearing under one or more of the existing modes or philosophies. Standard 61-Ability to seek out process for acquiring the needed skills in modes/philosophies of education of students who are Deaf/Hard of Hearing in at University of Ulster Library on August 17, 2015 tes.sagepub.com Downloaded from 117 which an individual was not prepared (emphasis added).Taken together, the intention of these two standards is to prepare future teachers who are not only knowledgeable about their own preparation but are also ready, willing, and able to seek additional information when their mode or philosophy of teaching does not match the communication or programmatic needs of an individual student who may join their classrooms. This was an exciting departure from the centuries-long tacit, often acrimonious, approval of turfdom which exists within the field (However noble the intent, appl...

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“…A idéia de estudar como se desenvolve as interações no microuniverso de uma família, cuja criança apresenta deficiência auditiva, tem como base não somente a relevância do tema para a compreensão do processo de desenvolvimento da criança e do próprio grupo familiar, como também a escassez da literatura a este respeito. Em geral, os estudos têm focalizado os processos de aquisição e desenvolvimento da linguagem, bem como a percepção de sons pela criança surda ( Savelsbergh, Netelenbos & Whiting, 1991;Musselman, Lindsay & Wilson, 1988;Farrugia, 1986;Jamieson, 1994).…”

Section: Considerações Finaisunclassified

Reflexões sobre a deficiência auditiva e o atendimento institucional de crianças no Brasil

Dessen

Brito²

1997

Paidéia (Ribeirão Preto)

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Este artigo tem como objetivos apresentar uma caracterização geral da deficiência auditiva, tendo em vista a importância do processo e da função auditiva no contato da criança com o mundo, e tecer algumas considerações sobre os centros especializados para a educação do deficiente no Brasil. Para isto, foram coletadas algumas informações sobre a estrutura e funcionamento de 38 instituições federais de atendimento ao deficiente auditivo, indicadas pelo Ministério da Educação e do Desporto/MEC. As informações, solicitadas pelo correio, enfatizam a descrição da estrutura física, do material e equipamentos utilizados, das atividades desenvolvidas, bem como a caracterização dos profissionais componentes da equipe e da clientela atendida por tais instituições. Os resultados mostram que: a) a clientela atendida por 82% das instituições pertence a camadas populares; b) 83% das instituições atendem aos deficientes de acordo com suas necessidades, isto é, em regime de internato, semi-internato e externato; c) 13% delas realizam trabalhos de pesquisa na área de deficiência auditiva. Sugeriu-se a ampliação do levantamento realizado a outras instituições, públicas e privadas, incluindo especialmente as da esfera estadual.
This article aims: a) to present a general characterization about deafness, considering the importance of the process and the hearing function to the child's adaptation process in the world, and b) to analyse some aspects of public institutions related to deaf child's education in Brazil. The data was collected in 38 institutions indicated by the Ministry of Education-MEC, asking information by mail. The institutional information focused on the description of physical structure, material and equipment, and developed activities as well as the characterization of professional time and clientele who are attended by them. Most institutions (82%) reported that the clientele belonged to working class families and 83% of them attend to the deaf person's needs through three types of attendance: boarding school, full-time school and part-time attendance. Only 13% of the institutions develop research works in the deafness area. We suggest the enlargement of the data, including private and more public institutions, especially those belong to Brazilian states

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The effect of mothers' communication mode on language development in preschool deaf children

Cited by 10 publications

References 11 publications

Impact d’une visite adaptée à «la Cité des Sciences» sur les conceptions de l’Univers d’élèves sourds

Impact d’une visite adaptée à «la Cité des Sciences» sur les conceptions de l’Univers d’élèves sourds

Veteran Teachers of Children who are Deaf/Hard of Hearing Describe Language Instructional Practices: Implications for Teacher Preparation

Reflexões sobre a deficiência auditiva e o atendimento institucional de crianças no Brasil

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