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The document discusses deafness and hard of hearing students. It defines deafness and hard of hearing, and notes their prevalence nationally and locally. The history of deaf education is reviewed, from early teachers in the 1500s-1600s to the establishment of schools in the US in the 1800s. Causes of hearing loss and the importance of deaf culture are described. Various types of assistive technology for hearing impairment are listed. The document concludes by emphasizing the importance of early identification and intervention to support language development in deaf and hard of hearing children.
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This document provides an overview of hearing impairments and deafness. It defines key terms, describes the anatomy of the auditory system, classifications of hearing loss, and assessments used to measure hearing. Educational approaches are outlined, including bilingual/bicultural, total communication, and auditory-oral methods. Technology to support those with hearing loss and the importance of early identification and family support are also summarized.
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NEED 2 LINES INTRO ABOUT DEAF CULTURE..HISTORY 2 LINESBy def.docx
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By definition, Deaf culture refers to language, values, beliefs, behaviors, and customs shared by Deaf persons. From the above definition, one may wonder on the difference between “deaf” and “Deaf.” The word “deaf” signifies pathology, which is the clinical term employed in referring to an individual with hearing inability or impairment. On the other hand, the word “Deaf” refers to a cultural identity for individuals who identify themselves as members of the Deaf culture. The members of the Deaf culture use American Sign Language (ASL) in communication.
Currently, the major issue that is faced by the Deaf culture is the employment of technology as a hearing aid. Mainly, members of the Deaf culture have opposed the use of cochlear implants as hearing aid for deaf children. Their main point of argument is that the introduction of hearing aids will divert the children away from the Deaf culture, thus threatening the existence and the procreation of the culture and identity of the Deaf culture.
Deaf culture has several personalities that have become the role models of the culture. One of the examples is Dr. I. King Jordan a Deaf professor in Gallaudet University, who was the first Deaf individual to be a University president in the United States. Dr. I. King Jordan was appointed the president of Gallaudet University after Deaf students protested pointing out that it was time for their voices to be heard and represented. This took place in 1988. Marlee Matlin is also another member of the Deaf culture who has proven that being Deaf is not a disability. She has been nominated for several Oscar awards. (MAKE IT SHORTER)
Generally, the members of the hearing society perceive hearing as a disability. This is evidenced by the fact that whenever a deaf individual makes a breakthrough in any aspect of life, the members of the deaf hearing society view it as an overcoming of a great obstacle. For instance, the fact that Marlee Matlin can lip-read and talk makes members of the hearing culture to admire her largely. To ensure integration with the hearing members and bridging the communication gap between the Deaf individuals and the hearing individuals, I believe that the hearing individuals should learn the American Sign Language.
NEED PARAGRPH ABOUT READING LIPS
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make it one and half- 2 pages
[Type text]
[Type text]
[Type text]
1
Instructor Linda Rogers
English 130: Section 1
Interview questions for Deaf subculture
Draft 4
April 3, 2014div
Interview Questions for Deaf subculture
I. Who or what is the subculture?
The Deaf and Hard of Hearing Community is culturally diverse. Regardless of our diversity, we have an ingrained connection from experiencing societal, social, economic, and system oppression. Being Deaf or Hard of Hearing, we have to overcompensate for hearing people, the majority society.
· In your own words, what is Deaf Subculture mean?
As state.
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Learning Disabilities Research & Practice, 16(4), 222–229Cop.docx
Learning Disabilities Research & Practice, 16(4), 222–229
Copyright C© 2001, The Division for Learning Disabilities of the Council for Exceptional Children
How Do Profoundly Deaf Children Learn to Read?∗
Susan Goldin-Meadow
University of Chicago
Rachel I. Mayberry
McGill University
Abstract. Reading requires two related, but separa-
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(2) understanding the mapping between that language
and the printed word (Chamberlain & Mayberry, 2000;
Hoover & Gough, 1990). Children who are profoundly
deaf are disadvantaged on both counts. Not surpris-
ingly, then, reading is difficult for profoundly deaf chil-
dren. But some deaf children do manage to read fluently.
How? Are they simply the smartest of the crop, or do
they have some strategy, or circumstance, that facili-
tates linking the written code with language? A priori
one might guess that knowing American Sign Language
(ASL) would interfere with learning to read English sim-
ply because ASL does not map in any systematic way
onto English. However, recent research has suggested
that individuals with good signing skills are not worse,
and may even be better, readers than individuals with
poor signing skills (Chamberlain & Mayberry, 2000).
Thus, knowing a language (even if it is not the language
captured in print) appears to facilitate learning to read.
Nonetheless, skill in signing does not guarantee skill
in reading—reading must be taught. The next frontier
for reading research in deaf education is to understand
how deaf readers map their knowledge of sign language
onto print, and how instruction can best be used to turn
signers into readers.
Most profoundly deaf children read poorly. However,
a small minority learn to read fluently. Understanding
how profoundly deaf children learn, or fail to learn,
∗ Preparation of this paper was supported by grant RO1 DC00491
from NIH to S. Goldin-Meadow, and by grant 171239 from the Nat-
ural Sciences and Engineering Research Council of Canada and
grant 410-98-0803 from the Social Sciences and Humanities Re-
search Council of Canada to R. Mayberry.
Requests for reprints should be sent to Susan Goldin-Meadow,
University of Chicago, 5730 South Woodlawn Ave., Chicago, IL
60637.
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deaf population. Second, understanding reading in deaf
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all populations.
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DISADVANTAGED WHEN LEARNING
TO READ?
Virtually all children learn to speak effortlessly. Yet not
all learn to read and reading is often difficult. Why?
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printed words on a page. For English, as for most lan-
guages, that mapping is based on sound. Once children
understand the underlying principles of the print-s ...
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NEED 2 LINES INTRO ABOUT DEAF CULTURE..HISTORY 2 LINESBy def.docx
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By definition, Deaf culture refers to language, values, beliefs, behaviors, and customs shared by Deaf persons. From the above definition, one may wonder on the difference between “deaf” and “Deaf.” The word “deaf” signifies pathology, which is the clinical term employed in referring to an individual with hearing inability or impairment. On the other hand, the word “Deaf” refers to a cultural identity for individuals who identify themselves as members of the Deaf culture. The members of the Deaf culture use American Sign Language (ASL) in communication.
Currently, the major issue that is faced by the Deaf culture is the employment of technology as a hearing aid. Mainly, members of the Deaf culture have opposed the use of cochlear implants as hearing aid for deaf children. Their main point of argument is that the introduction of hearing aids will divert the children away from the Deaf culture, thus threatening the existence and the procreation of the culture and identity of the Deaf culture.
Deaf culture has several personalities that have become the role models of the culture. One of the examples is Dr. I. King Jordan a Deaf professor in Gallaudet University, who was the first Deaf individual to be a University president in the United States. Dr. I. King Jordan was appointed the president of Gallaudet University after Deaf students protested pointing out that it was time for their voices to be heard and represented. This took place in 1988. Marlee Matlin is also another member of the Deaf culture who has proven that being Deaf is not a disability. She has been nominated for several Oscar awards. (MAKE IT SHORTER)
Generally, the members of the hearing society perceive hearing as a disability. This is evidenced by the fact that whenever a deaf individual makes a breakthrough in any aspect of life, the members of the deaf hearing society view it as an overcoming of a great obstacle. For instance, the fact that Marlee Matlin can lip-read and talk makes members of the hearing culture to admire her largely. To ensure integration with the hearing members and bridging the communication gap between the Deaf individuals and the hearing individuals, I believe that the hearing individuals should learn the American Sign Language.
NEED PARAGRPH ABOUT READING LIPS
ADD PART FROM INTERVIEW
make it one and half- 2 pages
[Type text]
[Type text]
[Type text]
1
Instructor Linda Rogers
English 130: Section 1
Interview questions for Deaf subculture
Draft 4
April 3, 2014div
Interview Questions for Deaf subculture
I. Who or what is the subculture?
The Deaf and Hard of Hearing Community is culturally diverse. Regardless of our diversity, we have an ingrained connection from experiencing societal, social, economic, and system oppression. Being Deaf or Hard of Hearing, we have to overcompensate for hearing people, the majority society.
· In your own words, what is Deaf Subculture mean?
As state.
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The document discusses first language acquisition from multiple perspectives. It addresses the key stages of language development including sound production, phonological acquisition, morphological and syntactical development, and semantic development. Children have an innate ability to acquire language and will develop language skills even with neurological disorders or limited input, demonstrating that language learning is a remarkable human achievement. The process is studied by linguists and psychologists and provides insights into human cognition and brain development.
EN report on the World Dyslexia Forum 2010
The World Dyslexia Forum brought together over 250 delegates from 90 countries to discuss research findings and recommendations regarding dyslexia. Key findings included:
1) Better teacher training is needed in effective reading and writing instruction methods, including structured, explicit, and multisensory teaching.
2) Dyslexia is a lifelong neurological difference that can lead to isolation, emotional issues, and lower education and career attainment if not properly addressed.
3) Assistive technologies help those with dyslexia, but their design and teachers' training in their use could be improved.
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This document provides an overview of deaf and hard of hearing topics. It discusses the process of hearing and how sound is turned into meaning. It then profiles Dorothy Brett, a partially deaf British artist. Next, it reviews the historical context of deaf education dating back to the 1500s. It also covers the debate around oral vs. manual communication teaching methods. The document outlines challenges for those with hearing loss and discusses Gallaudet University. It defines key terms related to hearing and analyzes causes, prevalence, and prevention of hearing loss. Assistive technologies for the deaf like hearing aids, cochlear implants, FM systems, and audio loops are also reviewed.
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This document discusses cochlear implants, including their history, benefits, risks, and impact on deaf culture. Cochlear implants are electronic devices that bypass damaged parts of the ear to directly stimulate the auditory nerve for those with severe to profound hearing loss. While they allow many users to detect sounds and improve communication, success varies individually. Controversy arose as some in the deaf community view implants as threatening deaf culture. The document outlines educational approaches and communication options for children with implants.
Learning Disabilities Research & Practice, 16(4), 222–229Cop.docx
Learning Disabilities Research & Practice, 16(4), 222–229
Copyright C© 2001, The Division for Learning Disabilities of the Council for Exceptional Children
How Do Profoundly Deaf Children Learn to Read?∗
Susan Goldin-Meadow
University of Chicago
Rachel I. Mayberry
McGill University
Abstract. Reading requires two related, but separa-
ble, capabilities: (1) familiarity with a language, and
(2) understanding the mapping between that language
and the printed word (Chamberlain & Mayberry, 2000;
Hoover & Gough, 1990). Children who are profoundly
deaf are disadvantaged on both counts. Not surpris-
ingly, then, reading is difficult for profoundly deaf chil-
dren. But some deaf children do manage to read fluently.
How? Are they simply the smartest of the crop, or do
they have some strategy, or circumstance, that facili-
tates linking the written code with language? A priori
one might guess that knowing American Sign Language
(ASL) would interfere with learning to read English sim-
ply because ASL does not map in any systematic way
onto English. However, recent research has suggested
that individuals with good signing skills are not worse,
and may even be better, readers than individuals with
poor signing skills (Chamberlain & Mayberry, 2000).
Thus, knowing a language (even if it is not the language
captured in print) appears to facilitate learning to read.
Nonetheless, skill in signing does not guarantee skill
in reading—reading must be taught. The next frontier
for reading research in deaf education is to understand
how deaf readers map their knowledge of sign language
onto print, and how instruction can best be used to turn
signers into readers.
Most profoundly deaf children read poorly. However,
a small minority learn to read fluently. Understanding
how profoundly deaf children learn, or fail to learn,
∗ Preparation of this paper was supported by grant RO1 DC00491
from NIH to S. Goldin-Meadow, and by grant 171239 from the Nat-
ural Sciences and Engineering Research Council of Canada and
grant 410-98-0803 from the Social Sciences and Humanities Re-
search Council of Canada to R. Mayberry.
Requests for reprints should be sent to Susan Goldin-Meadow,
University of Chicago, 5730 South Woodlawn Ave., Chicago, IL
60637.
to read is important for at least two reasons. First, the
more we understand the process by which deaf children
read, the more we can do to improve that process in the
deaf population. Second, understanding reading in deaf
children has the potential to inform us about reading in
all populations.
WHY MIGHT DEAF CHILDREN BE
DISADVANTAGED WHEN LEARNING
TO READ?
Virtually all children learn to speak effortlessly. Yet not
all learn to read and reading is often difficult. Why?
To become readers, children must learn the mapping
between the spoken language they already know and
printed words on a page. For English, as for most lan-
guages, that mapping is based on sound. Once children
understand the underlying principles of the print-s ...
Ed 443 Auditory Impairment
This document provides an overview of auditory impairment and deafness. It defines key terms, discusses the historical context of deaf education, and outlines major causes of hearing loss including genetic factors, diseases, medications, trauma, and environmental noise. Types of hearing loss such as conductive, sensorineural, and mixed are defined. The document also notes organizations that support the deaf community and resources for teachers to learn more.
Hearing impairment
Zaid Hjab
The ear is the part of the body that is used for hearing. Information about the
world is acquired through hearing. Anybody that hears nothing around him, no
matter how loud the sound is should be seen as having ear problem. It is a condition
or rather an impairment which is a physical, observable condition of tissue that can
affect the function of the organ system of which that tissue is a part. Hearing
impairment is a disability that can affect the effective functioning of the total
personality no matter the period of onset. Among the earliest attempt to define
hearing impaired was the one made by the committee of Nomenclature of the
conference of Executives of American schools for the deaf (1938) which says
that the deaf are those people in whom the sense of hearing is non-functioning for
the ordinary purpose of life. According to them also, the hard-of-hearing can be
defined as those in whom the sense of hearing although defective is functional with
or without a hearing aid.
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Auslan Workshop Notes Catherine and Megan
The document discusses deafness and sign language. It covers types of hearing loss, styles of sign language used in Australia, deafness as a culture rather than a disability, etiquette when working with deaf individuals, basic signs to use with children, and strategies for working with deaf or hard of hearing children. These strategies include maintaining eye contact, reducing background noise, repeating information in different ways, and using visual cues and sign language. The document provides resources on Auslan (Australian sign language) and examples of children's songs in sign.
Bilingual and multilingual children
The document discusses deafness and sign language. It covers types of hearing loss, styles of sign language used in Australia, deafness as a culture rather than a disability, etiquette when working with deaf individuals, basic signs to use with children, and strategies for working with deaf or hard of hearing children. These include maintaining eye contact, reducing background noise, repeating information in different ways, and using visual cues and sign language. The goal is to provide an understanding of deafness and communication strategies when working with deaf children.
Supporting Children In Their Home Language
The document discusses deafness and sign language. It covers types of hearing loss, styles of sign language used in Australia, deafness as a culture rather than a disability, etiquette when working with deaf individuals, basic signs to use with children, and strategies for working with deaf or hard of hearing children. These include maintaining eye contact, reducing background noise, repeating information in different ways, and using visual cues and sign language. The goal is to provide an understanding of deafness and communication strategies when working with deaf children.
Audiologist Article
This document discusses ways that music can help children with hearing loss develop language skills. It notes that music is an excellent way to introduce new vocabulary and concepts to children. Singing songs at home, even simple tunes, provides children with a language-rich environment and communication opportunities that are important for development. The document encourages finding fun songs that fit a family's daily routine to make learning more enjoyable.
Parent flyer
Parents can help their children develop strong listening skills which are important for academic success. Some ways parents can help are by giving their full attention when children speak, encouraging children to talk about their day, listening patiently without interruptions, and being aware of nonverbal cues. Activities like using a homemade phone or going on a sound walk outside can make listening fun for children. Developing good listening skills is important as it is highly predictive of achievement in school.
austenforthewiki2-111005193347-phpapp02.ppt
Hearing loss can range from mild to profound and impact a student's ability to hear speech sounds. Teachers should be aware that hearing aids do not restore normal hearing and students may require modifications like FM systems. Sign language can be a beneficial communication method, and students may identify as deaf, hard of hearing, or part of the Deaf culture. Teachers should know the signs of possible hearing loss and where to direct students and families for additional support.
School-Based Hearing Guideline for The City of Davao
Physical impairment can not and should never be made a reason to undermine a person’s capabilities and/ or capacities to perform “normally” and even, excellently in his/her own field.
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- 1. Presented By: Mae Mendiola ED443G: Assistive Technology in Special Education Dr. Jacqui Cyrus October 16, 2008
- 2. The students will: Know definition of Deaf and Hard of Hearing. Know the historical context. List and explain the major causes of hearing loss. Discuss the concept of Deaf culture, and describe its importance to the Deaf. List the major types of assistive technology specifically designed for people with hearing problems. Know some support groups or organizations.
- 3. Definition of Deafness: Hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance. Hard of Hearing: (Hearing Impairment) Impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness.
- 4. Nationally: - Deafness and Hard of Hearing is a low incidence disability for children affecting about 0.14% of all students Locally: - 38 % (60) of GPSS students identified
- 5. Pedro Ponce de Leon (1520 - 1584) first teacher (Spanish monk) to teach deaf students to read, write and speak. William Holder and John Wallis (1600’s) institute educational programs in England for deaf, using writing and manual communication to teach speech. Schools for deaf have been established by others in Europe. Concept of special schools for deaf then came to America. (1700’s) Thomas Hopkins Gallaudet studied in England and France; started first special school for the deaf in the U.S. The French at the school started by Abbé Charles Michel de l’Epée experimented with methods of manual communication, mainly sign language.
- 6. (1817) Gallaudet and Laurent Clerc (deaf and well-known French educator of the deaf) started the first American school for deaf students in Hartford, Connecticut. (Many of the Deaf children of Martha’s Vineyard attended this residential school).
- 7. Hearing trumpet made sounds a little louder. Advances and Batteries (during World War II made battery-operated hearing aids possible Small hearing aid behind the ear were created. (1950’s) Today’s versions used microchips to customize sound amplification to the needs of the individual.
- 8. Are members of the Deaf community and are united by Deaf culture. Culture rich in heritage and traditions American Sign Language (ASL) is the primary language
- 9. Conductive hearing loss caused by blockage or damage to outer or middle ear that prevents sound wave from traveling to inner ear. Sensorineural hearing loss caused by damage to inner ear or auditory nerve.
- 10. Cause of hearing loss in children is unknown. Four Most Common known causes: Heredity and Genetics Meningitis Otitis media (Ear infection) Noise
- 11. Immunization Avoiding noises over 85 decibels (Lawn mower, garbage truck, dance club, car stereo turned all the way up). Wearing ear plugs in places with loud noises (Ex. wood working shops).
- 12. Four categories of assistive devices: Assistive listening devices Telecommunication devices Computerized speech-to-text translation Alerting devices
- 13. Organization - American Speech-Language-Hearing Association Organization - Hearing Loss Association of America Organization - Children of Deaf Adults Organization - American Society for Deaf Children Organization - World Federation of the Deaf Organization - Hands & Voices
- 14. It is a challenge for communication to take place when hearing is limited or absent. It is vital that all children’s hearing are tested at birth so that services for children and families begin immediately. This helps the children with language acquisition and cognitive development. The variables that should be considered when teachers plan their lessons is the amount of the students hearing loss, age of onset, and type of loss.
- 15. Do the GovGuam agencies accommodate those who are deaf and hard of hearing? Do we have Deaf culture on Guam? How well do we accommodate our students (deaf and hard of hearing) in the classroom with assistive technology? REFERENCE: Introduction to Special Education: Making a Difference Author: Deborah Deutsch Smith Sixth Edition