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This project was designed to integrate brain based learningprinciples and strategies into an existing curriculum being used in a science classroom for deaf students.

"The purpose of this paper is to develop a list of printed books in the fields of fiction and biography suitable for use with blind, deaf or crippled children. The books are presented in an annotated bibliography arranged in order of readability. An attempt was made to recommend all available books for grades one to six which met the criteria established"--Introduction. / Typescript. / "June, 1952." / "Submitted to the Graduate Council of Florida State university in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: Sara Krentzman Srygley, Professor Directing Paper. / Includes bibliographical references (leaves 30-32).

South Africa has a dearth of deaf appropriate assistive resources – giving rise to deaf adolescents leaving school early and poor adult outcomes. These factors are negatively influenced by the interaction of other elements such as the inadequate cultural and social nurturing and lack of support. Approached from a bio-ecological model, to pro-actively address the support needed by deaf and hard-of-hearing persons to empower them to develop the capacity to withstand the challenges they have to endure, to stand up to and resist the negative ideas about what they are capable of. In this study, major risk factors were identified as communication deprivation and unpreparedness of parents to raise a deaf child appropriately where mediating factors were identified as social-emotional competence and deaf teaching assistants at South African Schools for the Deaf. The main findings of this study were that the need for early training of parents, access to Sign Language, deaf role models and social-emotional training in SA schools for the Deaf are proposed pathways to well-being. / Psychology / M.A. (Psychology)

Bibliography / Thesis (M.A.) -- Stellenbosch University, 1988.

La thèse s’appuie sur le concept de littératie médiatique. Après l’avoir défini, elle s’emploie à le mettre en œuvre pour les enfants non-lisants (2 à 7 ans) du Togo et/ou sourds (7 à 12 ans) de France. Partant de l’hypothèse que les contenus médiatiques peuvent contribuer au développement, aux apprentissages et à la culture de ces enfants, l’analyse infocommunicationnelle des mécanismes d’appropriation de ces contenus est effectuée pour ces deux populations cibles. L’étude mobilise ainsi des expérimentations de terrain au Togo et en France.La première partie fait un état des lieux rapide des différents dispositifs médiatiquesd’interaction et d’apprentissage destinés aux enfants des deux pays de référence. Cette revue préliminaire des terrains d’étude montre que les politiques et les dispositifs de communication propres à notre cible restent insuffisants d’une part, et que le champ est très peu abordé dans les travaux antérieurs d’autre part.La deuxième partie se penche sur le cadre théorique de la littératie médiatique et précise sa conceptualisation dans le champ des sciences de l’information et de la communication. Le protocole VI.A.G.E est alors élaboré pour évaluer le processus d’appropriation de contenus médiatiques auprès des enfants.La troisième partie est consacrée au dépouillement des trois expérimentations de terrain menées au Togo (visionnage expérimental du film Kirikou et la sorcière) et en France (visioguide sur DVD et i-Pad, et interaction sur écran géant tactile, notamment au Musée du Quai Branly). Leurs résultats respectifs sont exposés. Un bilan général clôt la thèse : il récapitule les apports de la recherche à l’analyse de la littératie chez les enfants et trace quelques perspectives pour des travaux futurs. / The thesis leans on the concept of media literacy. After defined this concept, we have tried to implement it for non-reading children (2 - 7 years) of Togo and\or deaf persons (7 in 12 years) of France. Assuming that the media contents can contribute to the development, to the apprenticeships and to the culture of these children, an information-communication analysis of the mechanisms of appropriation of these contents is made for these two target populations.The study has mobilized experiments in Togo and in France. The first part concerns the situation of the various media plans of interaction and apprenticeship intended for the children of both reference countries. This preliminary review of the grounds of study shows that the public politics and plans of communication appropriation for our target remain insufficient on one hand, and that the field is little approached on the previous works of the other one.The second part bends over the theoretical frame of the media literacy and specifies its conceptualization in the field of information communication. The protocol VI.A.G.E is then elaborated to estimate the process of appropriation of media contents with the children. The third part is dedicated to the perusal of three experiments of ground led to Togo (experimental viewing of the movie Kirikou and the witch) and in France (visio-guide on DVD and iPad, and interaction on tactile big screen, in particular at Quai Branly Museum). Their respective results are explained. A general balance assessment closes the thesis: it recapitulates the contributions of the research in the children literacy analysis and draws some perspectives for future works.

PINHEIRO, Kátia Lucy. Práticas pedagógicas bilíngue para crianças do Instituto Cearence de Educação de Surdos. 2012. 164 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2012. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-05T13:24:34Z No. of bitstreams: 1 2012_Dis_KLPinheiro.pdf: 1338251 bytes, checksum: af90a77392bff3e88bc1b7aa64079448 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-06T14:44:19Z (GMT) No. of bitstreams: 1 2012_Dis_KLPinheiro.pdf: 1338251 bytes, checksum: af90a77392bff3e88bc1b7aa64079448 (MD5) / Made available in DSpace on 2012-07-06T14:44:19Z (GMT). No. of bitstreams: 1 2012_Dis_KLPinheiro.pdf: 1338251 bytes, checksum: af90a77392bff3e88bc1b7aa64079448 (MD5) Previous issue date: 2012 / Knowing the historical evolution of deaf people education is essential to comment on what values the educational system needs to prioritize in order to educate deaf citizens, conscious of their identity and that relate to deaf culture and hearing culture with minimal difficulty. We start, therefore, from my educational experience as a deaf person and from a vision that includes the educational approaches that have supported/support deaf people education since its beginning, in order to lead the reader to understand the importance of and why offering the deaf a bilingual education. Throughout the educational process of deaf people we can see that most of the political-pedagogical programs directed to them were designed and implemented by hearing people. The participation of the deaf in the elaboration of these policies was almost nonexistent. Among some of them, we highlight Oralism, Total Communication and Bilingualism, the latter being elected by Brazilian deaf community as the most suited to their language condition. Because it has not been widely discussed and disseminated, the practice of bilingual in deaf education is still poorly understood by people, including the educational institutions specific for the deaf who claim to be bilingual. Considering this context, this work deals with the investigation of the bilingual pedagogical practices of the deaf teacher in Early Childhood classroom, at Instituto de Educação de Surdos do Ceará. This research aims to indicate the importance of bilingual pedagogical practices carried out by a deaf teacher in the educational, linguistic and cultural development of the deaf child. It is based on bibliographic studies focused on the ideas of Goldfeld, Quadros, Sklia, Moura, Sacks and Strobel, among others, and on the analysis of data collected in the field, as well as on the examination of the Pedagogical Political Project of the school. From the analysis of these instruments, we found that the classroom called Early Childhood by the institute is not characterized as such, that bilingual education is not understood by the deaf teacher nor practiced in its principles, and that the bilingual approach of education for the deaf at this school is still under implementation. / Conhecer a evolução histórica da educação de surdos é fundamental para tecer comentários acerca de quais valores o sistema educacional precisa priorizar, a fim de formar cidadãos surdos, conscientes de sua identidade e que se relacionem com a cultura surda e a cultura ouvinte com o mínimo de dificuldades. Para abordar este tema este estudo parte da experiência educacional da própria pesquisadora como pessoa surda e de uma visão que abrange as abordagens educacionais que embasaram/embasam a escolarização dos surdos desde seu início, a fim de levar o leitor a compreender a importância e o porquê de se ofertar ao surdo uma educação bilíngue. Durante todo o processo educacional dos surdos percebe-se que a maioria das propostas político-pedagógicas a eles direcionadas foram pensadas e implementadas por ouvintes. A participação de surdos na elaboração dessas políticas foi quase que inexistente. Dentre algumas delas, destacam-se o oralismo, a comunicação total e o bilinguismo, sendo essa última eleita pela comunidade surda brasileira como a que mais se adequa a sua condição linguística. Por ainda não ser amplamente discutida e difundida, a prática do ensino bilíngue na educação de surdos ainda é pouco compreendida, inclusive pelas instituições de ensino específicas para surdos que se dizem bilíngues. Considerando esse contexto, a dissertação trata da investigação das práticas pedagógicas bilíngues de um professor surdo em sala de educação infantil, no Instituto Cearense de Educação de Surdos. Essa investigação tem como objetivo apontar a importância das práticas pedagógicas bilíngues efetuadas por um professor surdo no desenvolvimento educacional, linguístico e cultural da criança surda. Além disso, tem como fundamento os estudos bibliográficos focados nas ideias de Goldfeld, Quadros, Skliar, Moura, Sacks, Strobel, dentre outros, e da análise dos dados coletados em campo, bem como do exame do projeto político pedagógico da escola. A partir da análise desses instrumentos foi possível constatar que a sala chamada de educação infantil pelo referido instituto, não se caracteriza como tal; que o ensino bilíngue não é compreendido pelo professor surdo nem praticado em seus princípios; e que a proposta bilíngue de educação para surdos nessa escola, se encontra ainda em processo de implantação.

[pt] A presente tese tem por objetivo geral fornecer à luz de metodologias de Design em Situações de Ensino-Aprendizagem, o uso de recursos inclusivos para o desenvolvimento de narrativas digitais bilíngues para crianças surdas, de forma participativa. Aborda questões históricas acerca do oralismo e gestualismo, como a aquisição da linguagem na mais tenra idade é fundamental para o desenvolvimento cognitivo infantil e as dificuldades encontradas no ensino simultâneo da Língua Brasileira de Sinais, a LIBRAS e do português escrito. Apresenta uma reflexão sobre como a tecnologia pode ser usada como mediadora para a aprendizagem de conteúdos socioculturais, assim como o desenvolvimento de habilidades sensório-motoras e cognitivas no processo de crescimento da criança. Desenvolve-se como um estudo de caso com a criação de uma história interativa digital bilíngue, concebida e desenvolvida pela equipe do Laboratório Interdisciplinar Design/Educação, do Departamento de Artes e Design, da PUC-Rio (LIDE | DAD | PUC-Rio), contemplada pela Chamada Universal 14/2013 - CNPq, que tem as etapas para a sua construção descritas. Ao final, disponibiliza orientações para a construção de narrativas interativas digitais com os objetivos acima descritos, a fim de fomentar o campo do Design em Parceria com a Educação, ampliando o alcance de projetos desta natureza para este público. / [en] The goal of this research is to provide, based on methodologies of Design in Teaching-Learning Situations, the use of inclusive resources for the development of bilingual digital narratives for hearing-impaired children, in a participatory way. It will address historical questions about oralism and gesturalism, how the acquisition of language at an early age is fundamental for children s cognitive development and the difficulties to simultaneous teaching of the Brazilian Sign Language, LIBRAS and written Portuguese. It presents a reflection about how the technology can be used as mediator for the learning of socio-cultural contents, as well as the development of sensory-motor and cognitive abilities in the process of the child s growth. And we will design a bilingual digital interactive story, conceived and developed by the team of the Interdisciplinary Design / Education Laboratory, Department of Arts and Design, PUC-Rio (LIDE | DAD | PUC-Rio), contemplated by the Universal Call 14/2013 - CNPq, and the steps will described. At the end, it provides guidelines for the construction of interactive digital narratives with the objectives described above, in order to foster the field of Design in Partnership with Education, expanding the reach of projects of this nature for this public.

Hearing parents of deaf children who are reliant on Sign Language need to learn to sign to ensure communication mode-match with their children. Signing is vital for parent-child interaction, and has implications for the socio-emotional well-being and educational outcomes of the child. However, poor signing skills of parents is repeatedly reported in the literature, with the majority of children in signing educational programmes reported not to be exposed to signing in the home. Teaching parents to sign therefore appears a priority, with sign teaching strategies being debated in the literature. The learning of Sign Language as a second language by hearing parents of deaf children within the bilingual educational approach, which regards Sign Language as the first language of deaf children, raises the challenges of cross-modality language learning for hearing parents. Reports on teaching methods are mainly anecdotal with only a few studies addressing sign learning by hearing individuals. While the use of graphic representations of signs is a common practice in teaching signs, there is no empirical data on their influence on the learning of signs. This study explored the contribution of graphic representations of signs in sign teaching. The main aim of the study was to describe the impact of sign illustrations on the teaching of signs to hearing mothers. Two sub-aims were formulated to compare the conditions of sign learning with and without the use of sign illustrations in graphic displays in terms of (a) sign reception and sign production, and (b) the amount and nature of assistance required in learning signs. An Adapted Alternating Treatments Design (AATD), with four theme-based sign sets, and probes balanced for equivalence, was developed and used. Four biological mothers of three boys and a girl in a Grade Three class at a day school for the deaf in an urban area of KwaZulu-Natal, South Africa took part in the study. The results revealed no significant differences between the two training strategies for sign acquisition, in terms of sign reception and sign production post-training. There were however, significant differences between the two training strategies with regard to assistance required while learning signs. The graphics strategy required significantly less trainer assistance (p<0.05). In addition, there were significant differences in the nature of assistance provided with the use of graphic representations. Significantly fewer repeated demonstrations of signs were required by the participants during self practice (p<0.01). There was a significantly higher number of corrections with the graphics strategy (p<0.01) initially, and this decreased over time, unlike with the signing-only strategy. It would appear that the sign illustrations were redundant during the initial stages of sign learning using a multimodal approach, but that they were relied on to trigger recall of signs during the self practice phase. Thus, the study confirmed the supportive role of sign illustrations in sign learning. The use of theme-based graphic displays of sign illustrations emerged as a viable method in teaching signs. The implications of these results and recommendations for future research are discussed. / Thesis (PhD)--University of Pretoria, 2009. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

This study was a preliminary step in an assessment of the transportation services accessible to blind and deaf children in Vancouver. It originated in response to the ever increasing concern voiced within the community about the problem of inadequate transportation facilities for handicapped children. The purpose of the research was to determine the extent to which public and special transportation services are accessible to children with visual and hearing impairments and to propose improvements that might be made. In order to research this problem, four basic methods of collecting information were employed, as follows: documentary analysis interviews and correspondence with transportation experts; mailed questionnaires to parents of blind and deaf children; and, personal interviews using the same questionnaire. The sample population was randomly selected from blind and deaf children between the ages of 6 and 19 years who were affiliated with Jericho Hill School in the 1974-75 school term. Sixty-one (48%) questionnaires were completed and used in this study. Findings regarding mobility limitations showed that the sample population was quite mobile and over half reported not having to rely on special aids to help them get around outdoors. Of those requiring some kind of aid, most used either a cane or another person. Travel data were obtained for three trip destinations: school medical facilities, and recreational activities. Findings showed the children were not restricted in travel to recreational activities. Transportation to medical facilities was not found to be a problem because the majority of the children used those provided at Jericho Hill School. Access to school transportation was not reported to be a problem in itself; however, it was found that the trip from home to school was problematic in terms of travel time and safety requirements It is a conclusion of this study that if Jericho Hill School remains as a central facility a more localized shuttle service would be the maximum requirement. However, if decentralization occurs the provision of a parallel system run on a demand-responsive basis would be necessary. It is apparent from this study, which has attempted to review the range of problems and needs for transit of blind and deaf children that problems for them are perhaps common to all handicapped children. / Medicine, Faculty of / Population and Public Health (SPPH), School of / Graduate