The document provides a history of deafness and rehabilitation for those who are deaf or hard of hearing. It discusses how deafness was viewed historically and how approaches to rehabilitation have changed over time, from a focus on oralism to new technologies like cochlear implants. It also summarizes rehabilitation methods and highlights how the internet can enable remote rehabilitation services for cochlear implant recipients.
Patients can experience different types of hearing loss, including conductive, sensorineural, and mixed. A history and physical exam including tuning fork tests help distinguish the type of loss. Common etiologies include otosclerosis, presbycusis, noise exposure, and Meniere's disease. Formal audiologic testing is needed to diagnose the condition and guide management, which may include hearing aids, surgery, or lifestyle modifications.
A hearing aid is an electronic device that amplifies sound for people with hearing loss. It has four main components: a microphone that receives sound, an amplifier that makes the sound louder, a receiver that delivers the amplified sound into the ear, and a battery that powers the device. There are several types of hearing aids including ones that fit behind, inside, or completely inside the ear canal. The type used depends on the severity of hearing loss and individual needs and preferences. Hearing aids require regular maintenance like cleaning and replacing batteries to function properly.
national prog on prevention and control of deafnessdrkulrajat
The document outlines the National Programme for Prevention and Control of Deafness (NPPCD) in India. It discusses the causes and burden of hearing impairment in India, including that hearing loss is the second most common cause of disability. It describes how NPPCD was established in 2006 and piloted in 25 districts across 10 states and 1 union territory, and has since expanded to cover 203 districts nationwide. The program aims to control ear infections, promote early detection and management of hearing loss, and create public awareness of hearing disorders and risk factors.
Hearing aids & implantable hearing devicesAnagha Anand
Hearing aids and implantable devices can help people with hearing loss. Conventional hearing aids consist of a microphone, amplifier and receiver. They come in different styles like behind-the-ear or in-the-ear. Bone anchored hearing aids use bone conduction to bypass the outer/middle ear. Cochlear implants have an internal and external component and provide electrical stimulation of the auditory nerve for severe-profound loss. Implantable hearing aids use direct mechanical vibration of the ossicles. Candidates for these devices have moderate-severe loss and limited benefit from conventional aids.
Hearing loss is the third most common chronic disability. Approximately 9 out of 10 deaf children are born to hearing parents. There is an estimated 1 million people in India with profound hearing loss, and over 2 million with severe to moderate hearing loss. Hearing impairments have historically denied people legal rights and access to education. Early detection of hearing loss in children is important to prevent delays in speech development. Common causes of conductive hearing loss include fluid, infections, and cholesteatoma. Treatment options depend on the type of hearing loss and include surgical procedures, hearing aids, bone anchored hearing aids, and cochlear implants.
This presentation explains the working of the ear... It is best for medical students.. It includes all the key points necessary for an exam too... So this presentation can also be used as a notes for your exams...
The document discusses the physiology of hearing. It covers topics like acoustics, properties of sound, the external ear, middle ear, inner ear, bone conduction, and the auditory pathway. The middle ear functions to transmit sounds from the air to the inner ear fluid through a transducer mechanism involving the vibrations of the tympanic membrane, ossicles, and oval window. Sound waves in the inner ear cause motion of hair cells and generation of nerve impulses that travel through the auditory pathway to the brain.
Patients can experience different types of hearing loss, including conductive, sensorineural, and mixed. A history and physical exam including tuning fork tests help distinguish the type of loss. Common etiologies include otosclerosis, presbycusis, noise exposure, and Meniere's disease. Formal audiologic testing is needed to diagnose the condition and guide management, which may include hearing aids, surgery, or lifestyle modifications.
A hearing aid is an electronic device that amplifies sound for people with hearing loss. It has four main components: a microphone that receives sound, an amplifier that makes the sound louder, a receiver that delivers the amplified sound into the ear, and a battery that powers the device. There are several types of hearing aids including ones that fit behind, inside, or completely inside the ear canal. The type used depends on the severity of hearing loss and individual needs and preferences. Hearing aids require regular maintenance like cleaning and replacing batteries to function properly.
national prog on prevention and control of deafnessdrkulrajat
The document outlines the National Programme for Prevention and Control of Deafness (NPPCD) in India. It discusses the causes and burden of hearing impairment in India, including that hearing loss is the second most common cause of disability. It describes how NPPCD was established in 2006 and piloted in 25 districts across 10 states and 1 union territory, and has since expanded to cover 203 districts nationwide. The program aims to control ear infections, promote early detection and management of hearing loss, and create public awareness of hearing disorders and risk factors.
Hearing aids & implantable hearing devicesAnagha Anand
Hearing aids and implantable devices can help people with hearing loss. Conventional hearing aids consist of a microphone, amplifier and receiver. They come in different styles like behind-the-ear or in-the-ear. Bone anchored hearing aids use bone conduction to bypass the outer/middle ear. Cochlear implants have an internal and external component and provide electrical stimulation of the auditory nerve for severe-profound loss. Implantable hearing aids use direct mechanical vibration of the ossicles. Candidates for these devices have moderate-severe loss and limited benefit from conventional aids.
Hearing loss is the third most common chronic disability. Approximately 9 out of 10 deaf children are born to hearing parents. There is an estimated 1 million people in India with profound hearing loss, and over 2 million with severe to moderate hearing loss. Hearing impairments have historically denied people legal rights and access to education. Early detection of hearing loss in children is important to prevent delays in speech development. Common causes of conductive hearing loss include fluid, infections, and cholesteatoma. Treatment options depend on the type of hearing loss and include surgical procedures, hearing aids, bone anchored hearing aids, and cochlear implants.
This presentation explains the working of the ear... It is best for medical students.. It includes all the key points necessary for an exam too... So this presentation can also be used as a notes for your exams...
The document discusses the physiology of hearing. It covers topics like acoustics, properties of sound, the external ear, middle ear, inner ear, bone conduction, and the auditory pathway. The middle ear functions to transmit sounds from the air to the inner ear fluid through a transducer mechanism involving the vibrations of the tympanic membrane, ossicles, and oval window. Sound waves in the inner ear cause motion of hair cells and generation of nerve impulses that travel through the auditory pathway to the brain.
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.
The document summarizes key information about deafness and hard of hearing, including:
1) It defines deafness and hard of hearing, and provides statistics on prevalence nationally and locally.
2) It discusses the history and development of education for the deaf, including the first schools established in Europe and America.
3) It outlines the major causes of hearing loss in children and lists common assistive technologies and support organizations.
4) It emphasizes the importance of early testing and intervention to support language development and cognitive abilities in children with hearing loss.
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.
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's pioneering role. It defines key hearing-related terms and concepts like types of hearing loss and assistive technologies.
Interpersonal Communication Deaf Culture PresentationKaylee Teixeira
1) The document discusses the pathological and cultural views of deafness and how most deaf people do not want to be "fixed" with cochlear implants.
2) It provides a history of deaf education in America from Martha's Vineyard to residential schools and the development of Deaf culture and American Sign Language.
3) Oppression of the deaf community included the banning of sign language, eugenics efforts, and restrictions on driving and marriage that continued into the 20th century.
4) The document outlines important aspects of Deaf culture and community including clubs, sports, technology, resistance movements, and prominent Deaf figures.
The document discusses the Auditory-Verbal approach (AVT) for teaching speech and language to deaf and hard of hearing children. AVT emphasizes using a child's residual hearing through hearing aids or cochlear implants to develop listening and spoken language abilities. It originated in the 19th century and was further developed in the mid-20th century by pioneers who established parent-based programs focusing on auditory skills and speech. AVT aims to help children integrate hearing and listening into their daily lives and communication.
ENGLISH112GROUP3.pptx-BACHELOR-OF-ARTS-IN ENGLISH LANGUAGEKylleDuroy
Researchers have attempted to teach different animal species like apes, dolphins, and parrots to communicate in human-like ways. For dolphins, common approaches used in research include positive reinforcement by rewarding desired behaviors, symbolic training by associating sounds or gestures with objects/actions, and building strong bonds between dolphins and trainers. For parrots, techniques involve modeling behaviors for parrots to imitate, introducing parrots that already know behaviors, and rewarding parrots with treats or praise when they replicate behaviors. However, the document concludes that animals still cannot truly communicate like humans due to humans' distinct use of language.
Researchers have attempted to teach different animal species like apes, dolphins, and parrots to communicate in human-like ways. For dolphins, common approaches used in research include positive reinforcement by rewarding desired behaviors, symbolic training by associating sounds or gestures with objects/concepts, and building strong bonds between dolphins and trainers. For parrots, techniques involve modeling behaviors for parrots to imitate, introducing parrots that already know behaviors, and rewarding parrots with treats or praise when they reproduce behaviors. However, the document concludes that animals do not truly possess language in the same inherent way that humans do due to our distinct use of learned vocal/symbolic communication systems.
Cochlear Implant - 30 Years of Continuous Change: Monika LehnhardtMonika Lehnhardt PhD
The document provides a history of cochlear implants, beginning with a look at how deafness was viewed prior to the 1970s. It then discusses the key developments in cochlear implants from the 1950s onward, including the work of various scientists and doctors. The document outlines advances in technology, surgical techniques, indications, speech processors, and the move toward bilateral implants and telepractice. It concludes by envisioning further developments over the next 20 years, such as totally implantable devices and curing deafness through gene manipulation or hair cell regeneration.
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.
1. The history of Deaf people spans from ancient times to the present. Early civilizations like the ancient Hebrews and Greeks denied Deaf people rights and education. Christianity further oppressed Deaf people by associating deafness with sin.
2. In the 18th century, key figures helped establish education for Deaf people. Laurent Clerc, a Deaf man from France, introduced American Sign Language and teaching methods when he helped open America's first school for the Deaf in 1817 with Thomas Hopkins Gallaudet. However, Alexander Graham Bell later convinced international leaders to ban sign language in schools in 1880.
NEED 2 LINES INTRO ABOUT DEAF CULTURE..HISTORY 2 LINESBy def.docxrosemarybdodson23141
NEED 2 LINES INTRO ABOUT DEAF CULTURE..
HISTORY 2 LINES
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.
This document discusses traditional audio-visual media in Nigeria. It describes various traditional media forms such as drama, talking drums, harps, gongs, and folk media. These traditional media were important ways to pass knowledge between generations before modern technology. Drama, talking drums, and town criers who beat gongs were effective at communicating messages to large audiences. While technology has advanced, traditional media remain important for cultural identity and sharing cultural knowledge.
Universe Awareness in the UK: It's all about opportunitiesunawe
"Universe Awareness in the UK: it's all about opportunities"
C. Odman
Presented at: National Astronomy Meeting, UK 2007
Preston, United Kingdom
April 2007
The document discusses the brain and language. It covers the following key points:
- Language is lateralized to the left hemisphere of the brain in most right-handed individuals. The left hemisphere controls language functions while the right hemisphere controls other cognitive abilities.
- Damage to Broca's area in the left frontal lobe causes Broca's aphasia, resulting in non-fluent speech. Damage to Wernicke's area in the left temporal lobe causes Wernicke's aphasia and fluent but meaningless speech.
- There is a critical period for language acquisition during childhood where language can be learned easily. Adults have a more difficult time acquiring a new language without an accent compared to children
Fijian Sign Language Committee and Teachers would like to thanks to the Philippines, Gallaudet University, New York, Japanese, especially; include lectures team for their contribute on Deaf Culture. What a amaze how beautiful they are. Once again Thank You from Fiji Islands
This document discusses interpersonal communication and deafness. It defines interpersonal communication as the exchange of verbal and non-verbal messages between people. It then discusses the components of interpersonal communication, including the communicator, message, noise, feedback, context and channel. The document goes on to provide facts about deafness, including that 278 million people have moderate to profound bilateral hearing loss. It discusses sign language, noting that there is no single sign language and hundreds are used worldwide. Sign languages are not based on the spoken language of their region.
This chapter explores the definition of language with reference to the design features of human language.
The origin and role of language are also described.
The document discusses the properties of human language and whether animal communication can be considered language. It notes that human language has properties like displacement, arbitrariness, productivity, cultural transmission and duality. While some animals can communicate, their systems have limited signals and meanings and do not exhibit the full properties of human language. Experiments teaching chimpanzees, gorillas and other great apes to use human language systems like sign language had some success but questions remain about how deeply the animals understand language.
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.
The document summarizes key information about deafness and hard of hearing, including:
1) It defines deafness and hard of hearing, and provides statistics on prevalence nationally and locally.
2) It discusses the history and development of education for the deaf, including the first schools established in Europe and America.
3) It outlines the major causes of hearing loss in children and lists common assistive technologies and support organizations.
4) It emphasizes the importance of early testing and intervention to support language development and cognitive abilities in children with hearing loss.
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.
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's pioneering role. It defines key hearing-related terms and concepts like types of hearing loss and assistive technologies.
Interpersonal Communication Deaf Culture PresentationKaylee Teixeira
1) The document discusses the pathological and cultural views of deafness and how most deaf people do not want to be "fixed" with cochlear implants.
2) It provides a history of deaf education in America from Martha's Vineyard to residential schools and the development of Deaf culture and American Sign Language.
3) Oppression of the deaf community included the banning of sign language, eugenics efforts, and restrictions on driving and marriage that continued into the 20th century.
4) The document outlines important aspects of Deaf culture and community including clubs, sports, technology, resistance movements, and prominent Deaf figures.
The document discusses the Auditory-Verbal approach (AVT) for teaching speech and language to deaf and hard of hearing children. AVT emphasizes using a child's residual hearing through hearing aids or cochlear implants to develop listening and spoken language abilities. It originated in the 19th century and was further developed in the mid-20th century by pioneers who established parent-based programs focusing on auditory skills and speech. AVT aims to help children integrate hearing and listening into their daily lives and communication.
ENGLISH112GROUP3.pptx-BACHELOR-OF-ARTS-IN ENGLISH LANGUAGEKylleDuroy
Researchers have attempted to teach different animal species like apes, dolphins, and parrots to communicate in human-like ways. For dolphins, common approaches used in research include positive reinforcement by rewarding desired behaviors, symbolic training by associating sounds or gestures with objects/actions, and building strong bonds between dolphins and trainers. For parrots, techniques involve modeling behaviors for parrots to imitate, introducing parrots that already know behaviors, and rewarding parrots with treats or praise when they replicate behaviors. However, the document concludes that animals still cannot truly communicate like humans due to humans' distinct use of language.
Researchers have attempted to teach different animal species like apes, dolphins, and parrots to communicate in human-like ways. For dolphins, common approaches used in research include positive reinforcement by rewarding desired behaviors, symbolic training by associating sounds or gestures with objects/concepts, and building strong bonds between dolphins and trainers. For parrots, techniques involve modeling behaviors for parrots to imitate, introducing parrots that already know behaviors, and rewarding parrots with treats or praise when they reproduce behaviors. However, the document concludes that animals do not truly possess language in the same inherent way that humans do due to our distinct use of learned vocal/symbolic communication systems.
Cochlear Implant - 30 Years of Continuous Change: Monika LehnhardtMonika Lehnhardt PhD
The document provides a history of cochlear implants, beginning with a look at how deafness was viewed prior to the 1970s. It then discusses the key developments in cochlear implants from the 1950s onward, including the work of various scientists and doctors. The document outlines advances in technology, surgical techniques, indications, speech processors, and the move toward bilateral implants and telepractice. It concludes by envisioning further developments over the next 20 years, such as totally implantable devices and curing deafness through gene manipulation or hair cell regeneration.
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.
1. The history of Deaf people spans from ancient times to the present. Early civilizations like the ancient Hebrews and Greeks denied Deaf people rights and education. Christianity further oppressed Deaf people by associating deafness with sin.
2. In the 18th century, key figures helped establish education for Deaf people. Laurent Clerc, a Deaf man from France, introduced American Sign Language and teaching methods when he helped open America's first school for the Deaf in 1817 with Thomas Hopkins Gallaudet. However, Alexander Graham Bell later convinced international leaders to ban sign language in schools in 1880.
NEED 2 LINES INTRO ABOUT DEAF CULTURE..HISTORY 2 LINESBy def.docxrosemarybdodson23141
NEED 2 LINES INTRO ABOUT DEAF CULTURE..
HISTORY 2 LINES
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.
This document discusses traditional audio-visual media in Nigeria. It describes various traditional media forms such as drama, talking drums, harps, gongs, and folk media. These traditional media were important ways to pass knowledge between generations before modern technology. Drama, talking drums, and town criers who beat gongs were effective at communicating messages to large audiences. While technology has advanced, traditional media remain important for cultural identity and sharing cultural knowledge.
Universe Awareness in the UK: It's all about opportunitiesunawe
"Universe Awareness in the UK: it's all about opportunities"
C. Odman
Presented at: National Astronomy Meeting, UK 2007
Preston, United Kingdom
April 2007
The document discusses the brain and language. It covers the following key points:
- Language is lateralized to the left hemisphere of the brain in most right-handed individuals. The left hemisphere controls language functions while the right hemisphere controls other cognitive abilities.
- Damage to Broca's area in the left frontal lobe causes Broca's aphasia, resulting in non-fluent speech. Damage to Wernicke's area in the left temporal lobe causes Wernicke's aphasia and fluent but meaningless speech.
- There is a critical period for language acquisition during childhood where language can be learned easily. Adults have a more difficult time acquiring a new language without an accent compared to children
Fijian Sign Language Committee and Teachers would like to thanks to the Philippines, Gallaudet University, New York, Japanese, especially; include lectures team for their contribute on Deaf Culture. What a amaze how beautiful they are. Once again Thank You from Fiji Islands
This document discusses interpersonal communication and deafness. It defines interpersonal communication as the exchange of verbal and non-verbal messages between people. It then discusses the components of interpersonal communication, including the communicator, message, noise, feedback, context and channel. The document goes on to provide facts about deafness, including that 278 million people have moderate to profound bilateral hearing loss. It discusses sign language, noting that there is no single sign language and hundreds are used worldwide. Sign languages are not based on the spoken language of their region.
This chapter explores the definition of language with reference to the design features of human language.
The origin and role of language are also described.
The document discusses the properties of human language and whether animal communication can be considered language. It notes that human language has properties like displacement, arbitrariness, productivity, cultural transmission and duality. While some animals can communicate, their systems have limited signals and meanings and do not exhibit the full properties of human language. Experiments teaching chimpanzees, gorillas and other great apes to use human language systems like sign language had some success but questions remain about how deeply the animals understand language.
Similar to Rehabilitation pre- and post-Cochlear implant era - Dr. Dr. h. c. Monika Lehnhardt (20)
The history of Cochlear implantation - Dr. Dr. h.c. Monika LehnhardtMonika Lehnhardt
The document discusses the history of cochlear implantation, beginning with early research in the 1930s and focusing on key developments in the 1970s and 1980s. It describes Professor Graeme Clark's work developing the first cochlear implant in 1978 in Melbourne, Australia. It also outlines advances in cochlear implant technology, surgical techniques, and expanding candidacy criteria that have helped more people benefit from cochlear implants over time.
Differences in the sensitive phase of the maturation of the auditory and vis...Monika Lehnhardt
This document provides a summary of research on cochlear implants and early language development in deaf children. It discusses several key studies that found better speech and language outcomes for children who received cochlear implants at a younger age, particularly before the age of 3, and who used oral communication without sign language support. The document also references research showing higher levels of social well-being for deaf children who received cochlear implants at a younger age and were educated in spoken language environments rather than sign language schools.
Hearing with two ears is better than with one - Dr. Dr. h. c. Monika LehnhardtMonika Lehnhardt
Hearing with two ears is better than with one. Bilateral cochlear implantation provides significant benefits over unilateral implantation, including improved sound localization, speech understanding in noise, and development of the auditory system. For children, there may be a critical period for auditory development that is best supported by early, simultaneous bilateral implantation. Experts generally agree that most patients could benefit from bilateral cochlear implants.
CI: Non est miraculum - Dr. Dr. h. c. Monika LehnhardtMonika Lehnhardt
The document discusses cochlear implants, including their history and development. It covers improvements in implant technology and speech processors over time. It also discusses failures, categorizing them as either hard failures that require explantation, or soft failures that can be resolved through programming. Survival rates of different implant models are presented. The roles of early screening, appropriate candidacy criteria, rehabilitation approaches like auditory-verbal therapy, and parent participation are addressed. While cochlear implants provide benefits, the document suggests they should not be considered miracles.
Carina - the fully implantable system - Dr. Dr. h. c. Monika LehnhardtMonika Lehnhardt
1. OTOlogics develops middle ear implants (MEI), including the fully implantable Carina hearing system and semi-implantable MET system, which have been implanted in over 800 patients worldwide.
2. The Carina is a fully implantable hearing system consisting of a microphone, battery, signal processor, and transducer. It received CE marks for sensorineural and conductive/mixed hearing loss.
3. The Carina is indicated for patients with ear canal issues, those who work in challenging environments, and various types of conductive and mixed hearing losses. It provides an invisible and reversible option to address hearing loss.
Neonatal hearing screening - a short overview of the situation in Western Eur...Monika Lehnhardt
This document provides a short overview of neonatal hearing screening in Western Europe. It discusses the incidence of congenital hearing loss, which affects approximately 1-6 per 1000 newborns. It also describes some of the equipment used for newborn hearing screening, including otoacoustic emissions testing and automated auditory brainstem response testing. The document reviews the status of neonatal hearing screening programs in several European countries in 2008, finding varying levels of screening coverage from under 1% to over 95%. It closes by emphasizing the importance of screening and early intervention to support children's development of communication skills.
Enhanced patient care: exploiting the social media encironmentsMonika Lehnhardt
This 3-page document discusses using social web environments to enhance patient care. It notes that technological advances are occurring more rapidly and need to be applied quickly. The document outlines how web 2.0 tools like videos, social networks, and knowledge-sharing platforms can help inter-disciplinary professionals collaborate and empower patients. It provides an example of how these tools could help families navigate the process from a child's diagnosis of deafness through treatment options and long-term support. The document lists some existing online communities focused on cochlear implants and calls readers to get involved in discussion through the speaker's blog.
Universal neonatal hearing screening: obligatory, voluntary or not really nec...Monika Lehnhardt
The document discusses universal neonatal hearing screening, providing facts and figures on childhood hearing impairment. It notes that hearing loss is the most common disorder in newborns, affecting 1-2 in 1000 babies, and argues that early identification through universal screening is crucial for language development and quality of life. The document reviews worldwide screening practices, criteria for effective screening programs, and the importance of follow-up support like hearing aids and cochlear implants to maximize outcomes. It concludes that universal screening should be obligatory given its feasibility, cost-effectiveness, and importance for children's development and inclusion in society.
Hearing screening for elderly people - feasible and enjoyable? - Dr. Dr. h.c....Monika Lehnhardt
The document discusses introducing hearing screening programs for elderly populations, as hearing loss is common and progressive with age. It proposes a new mobile screening method called SUN that uses a portable device and interactive touchscreen test to assess speech understanding in noise. The SUN test has been found to be enjoyable for participants and effective at motivating those who screen positively to seek further treatment.
Methodologies and organization of rehabilitation for CI recipients in Europe ...Monika Lehnhardt
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Rehabilitation pre- and post-Cochlear implant era - Dr. Dr. h. c. Monika Lehnhardt
1. Rehabilitation
pre- and post-
Cochlear Implant
era
Dr. Dr. h.c. Monika Lehnhardt
Founder of Lehnhardt Academy and
Chairwoman of Prof. Ernst Lehnhardt-Foundation
Yerevan - November 23rd 2010
2. A look into the history of deafness
•Before the 1970s, deafness was considered to be an irrevocable blow of fate.
Congenital deafness resulted in muteness and educational support
relied on visual perception and feeling of vibrations. It was rather an
exception that a deaf born infant would learn to listen and talk.
The reason for deafness was seen to be retro-cochlear, which we know
is not the case in 95 percent of the deaf population.
Parents felt guilty or ashamed to have a deaf child and would try to hide
it away.
www.monika-
lehnhardt.net
3. A look into the history of deafness
•Quotes of famous people
Aristoteles
• Aristoteles: deaf people are not subject to any
education
• Paulus: Ex auditu fidem (Belief is based on
hearing)
• St. Augustine: hearing impairment is a
deficiency which impedes belief
• Leonardo: deaf people as “an object for visual
perception”
www.monika-
lehnhardt.net
4. A look into the history of deafness
•Famous deaf people
Famous people suffering from deafness included artist Francisco de
Goya, composer Ludwig van Beethoven and Czech composer
Bedrich Smetana. They all suffered from their condition, which was
reflected in their art.
Beethoven’s music became much darker as his hearing loss progressed
www.monika-
lehnhardt.net
5. A look into the history of deafness
•Sign language
Sign language was invented
by ‘silent’ monk
communities and has
been in use since the 16th
century.
Controversies over sign
language include
disputes over whether it
is a real language or not.
Diderot and Rousseau
conclude that it is.
www.monika-
lehnhardt.net
6. A look into the history of deafness
•Francisco de Goya’s ‘Ydioma Universal’
In 1797, five years after he lost
his hearing, Goya published
the “Ydioma universal” – a
sign language for the deaf,
which is in the Museo del
Prado in Madrid now and
another 5 years later, in 1812,
he completed a drawing
showing the alphabet for the
deaf-mute.
www.monika-
lehnhardt.net
7. A look into the history of deafness
•Oralism - a concept whereby people with hearing impairments should be educated using
spoken language only
Abbé de l’Epée (1712 – 1789) was the
founder of the first school for the
deaf in 1770 in France.
In America Thomas Gaullaudet
founded the first school for the deaf
in the year 1816.
In 1970 finger alphabet was
reintroduced for classes in deaf
schools in Germany. Sign language
was banned in France until 1976
and in Austria the ban was lifted
only in 1984.
www.monika-
lehnhardt.net
8. A look into the history of deafness
•Hearing movements in the 19th and 20th centuries
• Itard (1774 – 1838), Urbantschitsch (1847 – 1921),
Bezold (1842 – 1908) and Kroiss (1861 – 1945) tried to
find out how to develop hearing despite a severe
hearing impairment. Results were disappointing as the
technical quality of hearing aid instruments was poor.
• 1930-1960: the emphasis was on vision, lip reading
and vibration.
• 1960-1985: understanding the importance of early
detection and intervention. Armin Löwe introduced a
programme for early support and intervention in
Heidelberg in 1959.
• In the late 80s a new era began.
www.monika-
lehnhardt.net
9. The landscape of deafness has changed
•New technology caused a shift of paradigm in the methodology of rehabilitation
• We started to understand how the
development of hearing and speech
happens and learnt that we are not
hearing with our ears but with the
possibilities of the brain’s central
nervous system.
• Reliable test equipment became
available, the quality of audiometers
and other instruments improved
significantly. Intervention started at a
very early age.
• Deafness is no longer considered an
irrevocable blow of fate but a neuro-
developmental emergency.
www.monika-
lehnhardt.net
10. Rehabilitation of children with Cochlear
Implants
a new era in the rehabilitation for
CI recipients has just begun and
web-based learning, teaching,
fitting and rehabilitation
will significantly improve
the overall quality of outcomes
for CI wearers
www.monika-
lehnhardt.net
11. Rehabilitation
•Methodologies currently applied working with children with CIs
• Sign language
• Cued speech
• Total communication
• Simultaneous communication
• Guberina method
• Natural Aural approach
• Auditory verbal therapy
www.monika-
lehnhardt.net
12. Rehabilitation
Regardless of which methodology is applied – the most
convincing argument is the success of the therapy:
establishing hearing as an integral part of the child’s life,
developing her/his communicative and verbal skills and
improving them continuously over the years”.
www.monika-
lehnhardt.net
13. Rehabilitation
•Organization of rehabilitation for pediatric CI recipients
• Fitting of the speech processor (5
weeks post-operatively, during 3 –
5 days, preferably in a CI Centre)
• Therapy should comprise on
average 12 days per year until the
recipient reaches the age of 20.
www.monika-
lehnhardt.net
14. Rehabilitation
•Answers to selected country-specific questions
From the range of issues related to
rehabilitation of children with CIs,
we selected seven important
questions and searched the data
in various European states for
answers.
We have uncovered very
heterogeneous evidence!
www.monika-
lehnhardt.net
15. Selected answers
•Q1. Where does rehabilitation happen?
• In Germany and Austria: inside the hospital
or outside
• Switzerland: in educational facilities
• Spain: in schools
• Portugal: two clinics offer rehabilitation in
house (Coimbra and Estefania), all other is
happening outside
• UK: in and outside the hospital, in health
care as well as in educational facilities. There
are no special Cochlear Implant
Rehabilitation Centres
• Central and Eastern Europe: schools for
the deaf
• Czech Republic: clinic, schools, local
facilities
• Lithuania: educational institutions
www.monika-
lehnhardt.net
16. Selected answers
•Q1. Where does rehabilitation happen?
• Poland: in clinics, healthcare facilities,
Polish Association for the Deaf
• Latvia: specialized healthcare facility
• Bulgaria: hospitals, schools and also a
special Centre for rehabilitation of CI
recipients
• Romania: in state-owned special
schools for deaf children or in private
individual speech therapy offices
• Croatia: special centres for hearing
impaired children or for children with
additional impairments
• Serbia: in some centers
www.monika-
lehnhardt.net
17. Selected answers
•Q 2. Is the surgeon globally responsible for the CI recipient or only for surgery
The surgeon should take the overall
responsibility!
This is recognized in most countries
(Germany, Switzerland, Poland
etc.)
In Central and Eastern Europe the
surgeon is only responsible for
the operation
www.monika-
lehnhardt.net
18. Selected answers
•Q 3. Is each professional responsible for his own activity only or is there one person with
a global responsibility and who is it?
Every professional is responsible for their work. Ideally, the head of
the implanting clinic/coordinator takes overall responsibility.
In Germany this is the case in clinics with a very high number of
annual implantations.
UK: a “key worker” to coordinate
all activities, each professional
is still responsible for their work.
Poland, Latvia: one person
with overall responsibility.
Other CEE states: with a few
exceptions this is not the case.
Varese, Italy: trans-disciplinary
approach.
www.monika-
lehnhardt.net
19. Selected answers
• Q 4. Is rehabilitation a health care activity or an educational activity?
• Germany: a health care
activity and paid for by the
health insurance companies
(Krankenkassen).
• UK: a health care activity in
the early phase and as an
educational activity long-
term.
• Poland, Latvia, Bulgaria
and Croatia: a health care
activity because it is paid for
by the Ministry of Health.
• Czech Republic and
Serbia: both.
• Lithuania: an educational
activity.
www.monika-
lehnhardt.net
20. Selected answers
• Q 4. Is rehabilitation a health care activity or an educational activity?
I believe that rehabilitation of paediatric CI recipients and counselling of
parents is an educational activity, regardless of where it happens. Only
a few components like first fitting and regular adjusting of the speech
processor programmes and obviously regular medical follow-up do not
belong to the educational process.
www.monika-
lehnhardt.net
21. Selected answers
• Q 5. What about the educational background / degree of the specialist in
rehabilitation for the deaf CI recipient?
• Pedagogues for hearing
impaired, logopeds, audio
therapists, psychologists, ergo
therapists, teachers, social
pedagogues, music therapists,
paedaudiologists etc.
• Germany, Austria and
Switzerland: no legal
requirement for a special
degree but most professionals
have one in the field of special
pedagogy. 90% are female.
• The situation is practically the
same in the UK, Spain and
other Western as well as CEE
countries.
www.monika-
lehnhardt.net
22. Selected answers
• Q 6. Who does the rehabilitation of deaf people? Hearing specialists or experts in
communication from a more general point of view?
Pedagogues who have the
competence of sign
language work in the
rehabilitation for deaf people.
We could call these experts
in communication.
For CI recipients it is in all
countries specialists for
hearing (but not necessarily
medical doctors).
www.monika-
lehnhardt.net
23. Selected answers
• Q 7. Are there centres dedicated exclusively to deaf care in your country? Are there
special centres for rehabilitation for CI recipients?
• Germany: Schools for the Deaf schools for hard
of hearing; special Rehabilitation Centres for CI
recipients; special institutions for early support and
intervention (Frühförderung), special boarding
schools and vocational training establishments
• UK: special Cochlear Implant Rehabilitation Centres
do not exist. Rehabilitation is provided in different
places to support the development of spoken
language and this is for children with hearing aids as
well as for CI recipients.
• CEE: special CI rehabilitation centres are an
exception.
www.monika-
lehnhardt.net
24. Landscape of global communication changed
• Web-based Learning, Teaching, Fitting and Rehabilitation
The Internet
• a revolution in global
information
• geographical boundaries
overcome
• social impact: social
networks, forums and
environments
• new possibilities for
hearing rehabilitation
www.monika-
lehnhardt.net
25. Landscape of global communication changed
• Web-based Learning, Teaching, Fitting and Rehabilitation
• LiveOnline Room: every participant (wherever she/he is) can become active
at the same time by writing into the text chat and it becomes visible to all
participants who are logged in including the presenter.
• Three communication modes are possible simultaneously: listen and talk
read and write, see and present.
www.monika-
lehnhardt.net
26. Landscape of global communication changed
• Advantages of post-operative care for CI recipients in a web-based environment
• Independence of
distance
• Cost and time savings
• Higher chance for
increased frequency of
“meetings”
• Remote fitting
www.monika-
lehnhardt.net