The Communication Skills Used by Deaf Children and Their Hearing Peers in a Question-and-Answer Game Context

Toe, Dianne; Paatsch, Louise

doi:10.1093/deafed/enq006

Cited by 20 publications

(12 citation statements)

References 16 publications

(32 reference statements)

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“…Nevertheless, in this material, children with CI do not "spend an inordinate amount of time in communication breakdown or in silence" (1, pg 82), which is in contrast to previous research (3,31). This result indicates that the everyday play context generates fewer requests for clarification than task oriented communication, which has been the focus of previous research.…”

Section: Interactional Analysis Of Clarification Request Sequencescontrasting

confidence: 66%

Clarification requests in everyday interaction involving children with cochlear implants

Samuelsson

Lyxell

2013

Logopedics Phoniatrics Vocology

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The aim of the present study is to explore the form and function of clarification request sequences in interaction involving children with cochlear implants. Clarification request sequences are investigated in everyday interaction, and it is demonstrated that children with CI use both general/open and specific requests for clarification. It is also shown that there is relatively lower frequency of requests for clarification in interactions involving children with CI with high intelligibility scores. The results may be useful in clinical assessment and intervention demonstrating the importance of assessing interactional ability in everyday interaction

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Section: Interactional Analysis Of Clarification Request Sequencescontrasting

confidence: 66%

Clarification requests in everyday interaction involving children with cochlear implants

Samuelsson

Lyxell

2013

Logopedics Phoniatrics Vocology

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“…Although along with the development of students, social behavior develops according to the suitability in their environment, both in schools, homes and the community. There are several aspects in prosocial behavior in the social development of deaf children who have not yet attended school, mentioned by Mussen in Asih and Pratiwi, namely the willingness to share in all situations and conditions such as helping for those who have difficulty, tend to like forms of cooperation with others in order to achieve one common goal, behaving and behaving tend to be honest as is and desire to share very high needs around [15]. Age development also causes changes in various aspects of life such as social, cultural, economic and others.…”

Section: Guidance On Counseling By Socio-cultural Aspectsmentioning

confidence: 99%

“…Communication that is lacking and low in confidence both individually and in the social environment, lack of space for catharsis or emotional outbursts due to limitations in channeling aspirations, development of talents that are not yet suitable or not yet suitable containers, lack of facilities both individually and in groups in school or social environment. This then has an impact on the difficulties of students in building social relations with the community so that they are prone to experiencing negative experiences such as stigma and violence [15]. These obstacles can be overcome by the implementation of comprehensive counseling both in terms of psychological aspects, as well as from socio-cultural aspects that require special needs students to be able to socialize in society as a whole when in career selection later, even aspects of science and technology aspects for students with special needs.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Counseling Guidance for Children with Special Needs (Viewed from Psychological Aspects, Socio-Culture and Science and Technology Development)

Mareza

Nugroho

2019

Jurnal Ilmiah Pendidikan Dasar

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The purpose of this study is to provide an overview of the importance of implementing counseling for children with special needs with auditory barriers in terms of psychological, socio-cultural aspects to the development of science and technology. The role of guidance and counseling services in the realm of education becomes a basic necessity to support the growth and development of students optimally, starting from personality development, social skills (activity daily) to developments related to the potential of students so that they are expected to achieve their actualization later The research method used is descriptive qualitative research, by describing the implementation of counseling in the school, through observation, interviews, and documentation. The results of this study are counseling becomes a primary need for children with special needs, this is because of several aspects such as psychological or emotional instability than the ability to socialize in society such as the influence of bullying or pressure social, to the ability of children with special needs to keep up with as a form of interaction from cyberspace or the use of advanced technology. The implication of this study is that counseling is actually the basic foundation for research in children with special needs that are useful as identification of potential and talent as well as an effort to solve problems that occur for children with special needs

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“…Many students who are DHH struggle linguistically and academically (Qi & Mitchell, ). They often fail to recognize when communication break‐downs occur, require multiple repetitions, and multiple instances of clarification, indicating a difference in executive function not language (Toe & Paatsch, ). Many students do not realize that they have missed important information or misunderstood important significant information.…”

Section: Review Of Literaturementioning

confidence: 99%

Diversity in deafness: Assessing students who are deaf or hard of hearing

Smith

Allman

2019

Psychology in the Schools

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The purpose of this article is to support members of a student's multidisciplinary team to identify complex factors involved in providing valid classroom-based assessment data, including issues surrounding technology-based assessment for students who are deaf or hard of hearing (DHH).The diversity of this population creates unique challenges in creating guidelines for assessment. An overview of the diversity of DHH students is used to provide a framework for examining current assessment practices, including both effective and ineffective practices. Cognitive and linguistic learning differences and diverse language learning experiences in the population are discussed as they relate to assessment protocols. Paralleling technology-based learning experiences with comparable technology-based assessment experiences is also presented. Recommendations for planning for accessible and meaningful assessment include the use of innovative technologies to align instruction and assessment.accessibility, assessment, computerized assessment, deaf 1 | INTRODUCTION Students who are deaf/hard of hearing (DHH) are a diverse, linguistic minority (Holcomb, 2013). They are not simply hearing students who cannot hear (Marschark, 2006). Members of Individualized Educational Plan (IEP) teams for students who are DHH must carefully consider a wide-range of issues when determining how to best match assessments to the unique characteristics of the students, especially when the results of these assessments will have direct impact on the academic placement of and services offered to the student. Primary language proficiency of the student, the purpose of the assessment, the delivery of the assessment content, and whether the assessment should be administered online are just a few of the considerations that must be addressed when assessing students who are DHH. This article is a call to action for the IEP teams of students who are DHH to mitigate complex issues involved in collecting and reporting on valid classroom-based assessment data, including issues with technology-based assessment.The authors acknowledge that a significant portion of this discussion centers on issues related to English-based assessments used in schools. This is not an advocacy or preference for English-based assessments, simply the recognition that there are few tests administered for students who sign, and much of what today's students who are DHH encounter in school is the presentation of content or criteria in English print. Assessments which can be presented using sign-based approaches in a modality that is accessible to the student without impacting the validity or reliability of the assessment should be considered (Higgins et al., 2016). Discussions of the best-practices for use with sign-based assessments should be limited to those professionals with backgrounds in the linguistic elements of American Sign. Language (ASL) and English-based sign systems (Mann & Prinz, 2006; Mann, Peña, & Morgan, 2014). Professionals without such backgrounds should seek consultation f...

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The Communication Skills Used by Deaf Children and Their Hearing Peers in a Question-and-Answer Game Context

Cited by 20 publications

References 16 publications

Clarification requests in everyday interaction involving children with cochlear implants

Clarification requests in everyday interaction involving children with cochlear implants

Implementation of Counseling Guidance for Children with Special Needs (Viewed from Psychological Aspects, Socio-Culture and Science and Technology Development)

Diversity in deafness: Assessing students who are deaf or hard of hearing

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