Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 216-254).

Thesis (M. Communication Pathology)--University of Pretoria, 2005. / Summary in English and Afrikaans. Includes bibliographical references.

As the population of British Columbia and its diagnostic and educational services increase, so does the number of children known to have hearing impairment. This thesis was written to trace the development of special education for the hearing-impaired within the Province, to outline existing facilities for this education and to indicate trends in the growth of these facilities. It was written also to acknowledge the dedicated work being done in this area of education and to encourage and stimulate others to enter it. The method used has been historical and descriptive. A thorough study has been made of books, periodicals, reports and literature, together with information from correspondence and interviews. Growth of a programme of special education for the hearing-impaired is traced from the first organized class in the Province to the development of a provincial responsibility, thence to the multidiscipline or team approach. No attempt has been made to establish norms or means or to correlate various organizations' achievements with the efficiency of their staff or physical plant. Conclusions reached indicate the nucleus of a programme providing much needed services. With efficient co-ordination and thorough development this programme could compare favourably with well-organized plans outside this Province. / Education, Faculty of / Graduate

The investigation attempted to differentiate between a deaf population's retarded and non-retarded readers on selected performance tasks. Twenty-seven deaf subjects were divided into three groups for purposes of the investigation. The groups consisted of nine retarded readers with I.Q.s below 90 on the WISC Performance scale, nine retarded readers with I.Q.s above 90 on the WISC Performance scale, and nine non-retarded readers with I.Q.s above 90 on the WISC Performance scale. Subjects were administered the Bender-Gestalt Test, the Graham and Kendall Memory for Designs Test, and the Picture Completion, Picture Arrangement, Block Design, Object Assembly, and Coding sub-tests of the WISC. Statistical treatment of the data did not significantly differentiate between retarded and non-retarded readers. Consideration of the data revealed that the deaf subjects' mean performance levels on visual motor tasks were below the mean performance levels of hearing children. Also, the deaf subjects' performances on Block Designs and Object Assembly were generally superior to their performances on Coding. Coding performance levels of the deaf subjects were below mean performance levels of hearing children. Educational implications were drawn from these observations. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The purpose of the study was to ascertain the similarities and differences on measures for divergent production between groups representing hearing and deaf children in Western Canada. Divergent production was defined as the generation of ideas from given information. There are four measurable factors within divergent production: fluency, flexibility, originality, and elaboration; i.e. the number of ideas, their classes, statistical unusualness, and embellishments. The Torrance Test of Creative Thinking, Figural Form B, was chosen as the instrument because it measures the four divergent production factors, and requires non-verbal responses. The regular test instructions were modified by the researcher to a non-verbal form in order to facilitate administration of the instrument to both deaf and hearing subjects. The study was in two phases. Phase 1, the Pilot Study, was designed to trial test the modified protocols, and Phase 2, the Main Study, to compare the deaf and hearing subjects. The Pilot Study data was analyzed by univariate and multivariate F-tests and by discriminant analysis (Tatsuoka 1970) for protocol and sex effects, and the Main Study data by univariate and multivariate F-tests for hearing status and sex effects, discriminant analysis for the statistically significant F-tests, and Hotelling’s T² routine for the within grade effects. For both phases an α level of .05 was chosen. The Pilot Study, employing a randomly split class of 66 pupils, revealed a high possible educative effect by the modified protocols. However, the modified protocols were used in the Main Study since both groups of 114 hearing and 114 deaf subjects observed the same instructions and used the same test instrument. The results of the Main Study showed the hearing subjects to be statistically different from the deaf subjects on a composite factor of the four divergent production factors with a multivariate F-value of 4.555 and an associated probability of .001 on a two-tailed test. Hearing boys were also statistically different from hearing girls with an F-value of 2.764 and an associated probability of .029. The univariate F-tests reached statistical significance for only figural flexibility and originality on the comparison of the hearing and deaf subjects. Discriminant analysis revealed that the underlying differences amongst the dependent figural factors was at the flexibility end on a figural fluency/flexibility discriminant dimension. None of the other comparisons by hearing status, sex, and within grade effects reached statistical significance. However, grade by grade developmental patterns and boy or girl dominance on individual figural factors compared favourably with other studies. Boys tended to score higher than girls on figural originality, and girls higher on figural elaboration. By grade, the hearing subjects exhibited the characteristic "Grade Four Slump" but the deaf subjects did not. The only major difference between these results and those of Kaltsounis (19 70) was on the comparison of hearing and deaf subjects. Kaltsounis found his deaf subjects to be significantly superior at the .01 level on a two-tailed test whereas in this study the hearing subjects were superior at the .05 level (computed p < .001) also on a two-tailed test. The researcher noted several possible causes of the above major difference suggesting that in this study biases in the modified protocols may have favoured the hearing subjects, and in Kaltsounis' study biases in the ordinary protocols may have favoured the deaf subjects. Finally, questions were posed enquiring into the importance of divergent production in the education of the deaf. / Education, Faculty of / Graduate

This study attempted to determine whether or not there was a difference in the physical fitness or in the developmental change of physical fitness between deaf and hearing children. Five deaf subjects of each sex were randomly chosen from each age group (7, 9, 11, 13, and 15) from the deaf population who had no major physical or health difficulties at Jericho Hill School for the Deaf, Vancouver, B.C. Hearing subjects (10 in each age group and sex for statistical purposes) represented the population of general Canadian school-age children who did not have any major physical or health defects. Deaf subjects were administered the CAHPER Fitness-Performance Test which is composed of 6 tests (one minute speed sit-ups, shuttle run, standing broad jump, flexed arm hang, 50 yard run, and 300 yard run) and the CAHPER Physical Work Capacity Test. The results indicated no significant difference between the deaf and hearing in over all physical fitness with the exception of sit-ups and shuttle run nor in the developmental change of physical fitness. The deaf children were superior in the sit-ups but inferior in the shuttle run as compared with hearing children. Possible causes of these differences were discussed. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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The SRA-10 is a tactile instrument which provides hearing impaired subjects with acoustic transforms that can be easily discriminated on the skin. Whether or not the SRA-10 is an effective means of training speech-language skills in profoundly hearing impaired subjects was the focus of this investigation. Two profoundly hearing impaired subjects were trained on phonetic reception/production tasks and on discrimination of multisyllabic words. Each subject served as his own control, wearing the SRA-10 for 14, 30 minute sessions, and a Bioacoustics 70-B auditory training unit for the same period of time. Results indicated a greater correct performance gain function with the SRA-10 than with the 70-B, suggesting that speech perception/production training using the SRA-10 or similar device would be superior to training using acoustic amplification.