Deafness and Child Development

Meadow, Kathryn P.

doi:10.1525/9780520311510

Cited by 223 publications

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“…The successful accomplishment of the developmental tasks in adolescence is also in part dependent on and contributes to the successful accomplishment by other family members of their appropriate tasks (1980( , cited in Greene 1986. This is of particular importance when the adolescent is disabled.…”

Section: Introductionmentioning

confidence: 99%

“…As deafness is both a sensory defect and a communication disability, the affected child finds it difficult to communicate clearly about his/her own needs, thoughts and experiences. Parents also find it difficult to communicate with their child adequately (Meadow 1980). A hearing aid does not completely compensate for hearing loss but only enables the child make as full use as possible of the residual hearing s/he has.…”

Section: Introductionmentioning

confidence: 99%

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The Inner World of Adolescent Girls with Hearing Impairment

Limaye

2008

Indian Journal of Gender Studies

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This article explores how young females with hearing impairment respond to the developmental tasks of adolescence. Using a case study approach, the author explores Radha and Hasina's understanding and attitudes towards issues such as bodily changes, peer relationships, autonomy, economic independence, marriage and family, and personal identity. The limitations imposed by the impairment, combined with the environment to which they are exposed, may not be conducive to normal development. So, while on the one hand adolescents with hearing impairment face the same developmental needs and tasks that confront hearing adolescents, yet their passage through normal developmental stages may become more complicated. This is because the basic deprivation due to deafness is not just the sensory one of sound, but also the acquisition of communication skills. Nonetheless, instead of submitting meekly to their disability and the authority of their families, both Radha and Hasina emerge as self-assertive, individualistic and high-spirited persons who contest popular negative stereotypes of persons with disabilities. The article does not claim that the ideas contained in the two accounts are in any way representative of and equally applicable to all deaf adolescents. It is only an exploratory study, an attempt to throw light on the impact of deafness on the developmental tasks of adolescents with hearing impairment.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Inner World of Adolescent Girls with Hearing Impairment

Limaye

2008

Indian Journal of Gender Studies

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“…[...] para ensinar ao mudo o nome das letras simples [...] o professor e seu aluno devem estar sozinhos, sendo uma operação que requer a maior atenção para a qual convém evitar qualquer movimento de distração [...] o que escrevemos basta para provar que o surdo-mudo não deve ser considerado como um ser incapaz de falar e de refletir, mas como um surdo capaz de aprender as línguas e as ciências. (MEADOW, 1980in SÁNCHEZ, 1991…”

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Em Busca De Aproximações Entre a História Da Cultura Escrita E a Educação De Surdos

Costa

2021

FENIX

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Este ensaio tem como objetivo refletir e fazer uma aproximação entre os campos da História da Cultura Escrita e da Educação de Surdos. A fim de se alcançar este propósito, as questões elencadas para discussão foram: algumas considerações acerca do campo da História Cultural da escrita; a educação dos surdos numa perspectiva histórica; a língua de sinais – uma modalidade linguística viso-gestual; a visão da surdez numa perspectiva social e os desafios do letramento na educação bilíngue para surdos. Ventilam-se, pois, possibilidades de investigações num campo ainda desafiador e não desbravado: a história cultural das práticas de escrita de sujeitos surdos.

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“…Σε ανασκόπηση των Leigh και Stinson (1991) Σε εκτίμηση 44.000 παιδιών από τους Jensema and Trybus (1977), η συχνότητα εμφάνισης μεσαίων και σοβαρών συναισθηματικών διαταραχών κυμάνθηκε στο 8%. Οι διαταραχές, που αναφέρονται σε μικρότερες κλινικές έρευνες (Vernon, 1969, Schlesinger και Meadow, 1972, Freeman, Malkin και Hastings, 1975, Meadow, 1980a, κυμαίνονται σε ποσοστό 20-30%. Σε μελέτη του Hindley (1993) (Vernon, Sheldon, και Greenberg, 1999).…”

Section: ε ρυθμοςunclassified

Διδασκαλία Ρυθμικής Και Χορού Σε Κωφά Παιδιά

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Children who have permanent hearing impairment are afflicted with handicaps that often have an impact on their total development, adjustment and personality.Impairment of the semicircular canals, vestibule of the inner ear and /or vestibular portion of the VIII nerve has a negative effect on balance. A great difficulty deals with the disability to perceive time intervals and rhythm, consequently.The purpose of this study was to examine the effect of an adapted rhythmic gymnastic and dance programme on the behaviour and motor ability of a group of hearing impaired children, especially on dynamic balance ability and rhythm perception. Twenty nine children with sensorineural hearing loss > 70 dB, 7-9 years old participated in the study. They were assigned to two groups -experiment and controlof 17 (7,94 ± 0,89 years) and 12 (8 ± 0,85) children of the same age, respectively. Both groups adhered to their regular school schedule, which included participation in physical education activity. The experiment group received a 16week rhythmic gymnastic and dance programme at a frequency of 3 lessons per week, for 40 minutes.Instructional procedures were based on demonstration and a total communication approach.The methods of data collection included pre/post test measurements for all participants of both groups in: a) dynamic balance b) rhythm ability and c) behaviour evaluation. The dynamic balance ability was measured by means of a balance deck (Lafayette) in duration of 30, 45, and 60 s intervals. The reproduction of five rhythmic patterns in 3 speeds (allegro, moderato and andante), was used for evaluation of rhythm.For analysis of sound data the Sound Forge 4.5 programme in PC was used. The Rutter teachers' questionnaire scale was used for estimation of behavioural problems.The programme was designed according to certain basic movements drawn from classical ballet technique, rhythmic gymnastics apparatus technique, rhythm and dance elements. The whole programme was designed with no inclusion of sharp activities of competitive rhythmic gymnastics that could generate side effects. A slow, safe, rhythminhibiting, non-threatening approach was used during the whole programme, so no side

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Deafness and Child Development

Cited by 223 publications

References 0 publications

The Inner World of Adolescent Girls with Hearing Impairment

The Inner World of Adolescent Girls with Hearing Impairment

Em Busca De Aproximações Entre a História Da Cultura Escrita E a Educação De Surdos

Διδασκαλία Ρυθμικής Και Χορού Σε Κωφά Παιδιά

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