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Speech reception thresholds of institutionalized mentally retarded children /Burton, McKay Call January 1961 (has links)
No description available.
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A Study of the spoken and written language of children with impaired hearing /Waldon, Edgar Fredrick January 1963 (has links)
No description available.
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Representational competence of young white deaf and hearing children from different socio-economic backgrounds /Dennis, Lila Egan January 1971 (has links)
No description available.
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Ontwikkelende speelterapie as psigoterapeutiese tegniek in die hantering van dowe leerders wat presenteer met emosionele problemePauw, Hilda 12 1900 (has links)
Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Deaf learners are unique and require special support and assistance. It is apparent in the
literature that deaf learners are more exposed to both physical and sexual abuse. The
consequences of the latter can lead to emotional problems, for example, enuresis, anxiety
disorders, depression, panic attacks, anger outbursts and attention deficits. One of the
biggest challenges in the life of deaf learners must surely be communication.
Misunderstandings and subsequent frustrations that ensue, normally occur as a result of
communication difficulties between deaf learners and the hearing person. From the
literature it appears necessary to stimulate the deaf learner's language development as
early as possible, as it impacts on several aspects of his/her maturation into adulthood.
Communication difficulties can also influence the emotional development of deaf learners.
Therapeutic support for deaf learners are a challenge. The therapist that works with the
learners should ideally be able to sign. The young deaf learners do, however, not yet have
a signing system and consequently communication is problematic. The learners
themselves experience frustrations as he/she is not able to express his/her emotions. The
objective of this study was to investigate the possibility of developmental play therapy as a
psychotherapeutic technique for the treatment of emotional problems in young deaf
learners. To some degree, the technique makes it possible for verbal communication
between therapist and learners to be replaced by physical contact. The aim of the activities
is to take learners back to the early mother-child relationship and for the therapist to model
healthy relationships. The research undertaken here is a qualitative case study. It was
approached from an eco-systemic perspective, in other words learners are viewed as the
core system which, in turn, is part of several other systems for example the family, school,
church, community, etc. The systems are interdependent, which means that change in the
one system also results in change within the other systems. In the data production video
recordings, unstructured interviews, observations and field notes were used. Data analysis
was done using the principles of coding. The results of the study show that developmental
play therapy is indeed an effective psychotherapeutic technique in the treatment of
emotional problems in young deaf learners. It would appear that the technique requires
adaptation for deaf learners needs in order to be effective. / AFRIKAANSE OPSOMMING: Dowe leerders is uniek en het spesiale ondersteuning nodig. Uit die literatuur wil dit blyk of
dowe leerders meer blootgestel word aan beide fisiese en seksuele mishandeling. Die
gevolge van laasgenoemde kan lei tot meer emosionele probleme, byvoorbeeld enurese,
angsversteurings, depressie, paniekaanvalle, woedeuitbarstings en aandagafleibaarheid.
Een van die grootste uitdagings in dowe leerders se lewe is seker kommunikasie.
Misverstande en frustrasies wat daaruit vloei, ontstaan gewoonlik as gevolg van
kommunikasieprobieme tussen dowe leerders en die horende persoon. Uit die literatuur
blyk dit noodsaaklik om dowe leerders se taalontwikkeling so vroeg as moontlik te
stimuleer aangesien dit verskeie aspekte in sy/haar volwassewordingsproses beïnvloed.
Kommunikasieprobleme het ook 'n invloed op dowe leerders se emosionele ontwikkeling.
Terapeutiese ondersteuning van dowe leerders is 'n uitdaging. Die terapeut wat met die
leerders werk, moet verkieslik gebaretaal kan praat. Die jong dowe leerders het egter nog
nie werklik 'n gebaresisteem nie en gevolglik is kommunikasie 'n probleem. Die leerders
self ervaar frustrasies, omdat hy/sy nie die vermoê het om uiting te gee aan sy/haar
emosies nie. Die doel met hierdie studie was om die moontlikheid van ontwikkelende
speelterapie as psigoterapeutiese tegniek in die hantering van emosionele probleme by
jong dowe leerders te ondersoek. Die tegniek maak dit in 'n mate moontlik om die verbale
kommunikasie tussen terapeut en leerders te vervang met fisiese kontak. Die doel met die
aktiwiteite is om die leerders terug te neem na die vroeê moeder - kindverhouding en
gesonde verhoudings deur die terapeut te modelleer. Die navorsing neem die vorm van 'n
kwalitatiewe gevallestudie aan. Dit word benader vanuit 'n ekosistemiese perspektief, dit
wil sê die leerders word gesien as die kernsisteem wat deel is van verskeie ander sisteme
soos byvoorbeeld die familie, skool, kerk en gemeenskap. Die sisteme is interafhanklik
wat beteken dat verandering in die een sisteem ook verandering in die ander sisteme tot
gevolg het. In die data-produksie is tegnieke naamlik video-opnames, ongestruktureerde
onderhoude, observasies en veldnotas gebruik. Data-analise is volgens die beginsels van
kodering gedoen. Die resultate van die onderhewige studie wys daarop dat
ontwikkelende speelterapie wel In effektiewe psigoterapeutiese tegniek is in die hantering
van emosionele probleme by jong dowe leerders. Dit wil voorkom of die tegniek aangepas
moet word by dowe leerders se behoeftes om werklik effektief te wees.
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'n Gesinsterapeutiese studie van 'n dowe kind (Afrikaans)Daling, Roelofje Tryntje 24 April 2009 (has links)
Please read the abstract in the section 00front of this document / Dissertation (MA)--University of Pretoria, 2009. / Psychology / unrestricted
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Applying English-as-a-second-language methodologies to the teaching of reading to deaf studentsWalker, Cindy Michelle 01 January 1999 (has links)
No description available.
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Education et intégration de l'enfant sourd dans la société burundaise: analyse menée à partir des représentations de son entourage familialNaniwe-Kaburahe, Assumpta January 1990 (has links)
Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished
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Perceptions of students, parents and professionals towards supportive remedial services and integration /Tsang, Lai-yuen, Lance. January 1997 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 109-113).
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Perceptions of students, parents and professionals towards supportive remedial services and integrationTsang, Lai-yuen, Lance. January 1997 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 109-113). Also available in print.
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On the feasibility of Moodle use to assist deaf and hard of hearing Grade 9 learners with mathematics problem-solvingDamon, Nolan Brandon 03 1900 (has links)
ENGLISH ABSTRACT: This thesis sets out to examine Moodle use to assist Deaf and Hard of Hearing Grade 9 learners with understanding mathematics problem-solving. The methodology used in this research project is that of formative evaluation. In this qualitative data analysis I worked as a participant-observer with three Deaf and H/H Grade 9 learners from a local school for the Deaf and H/H. These learners engaged in a course constructed in Moodle based on ratio and rate. The course was designed along the lines of a constructivist pedagogical model, different levels of learning as well as including multi representational features. Through the qualitative analysis of the interviews conducted with learners who participated in the research project and observation done by the teacher researcher, three categories emerged i.e. Weaknesses, Potential strengths and Learner suggestions. Although the findings indicate that different factors negatively impact Deaf and H/H learners’ ability to solve mathematics problems, it also highlights the representational features of mathematics content via Moodle, and how it can assist Deaf and H/H learners with the struggle with mathematics problem-solving. / AFRIKAANSE OPSOMMING: Die doel van hierdie navorsingsprojek is om te evaluereer of Moodle gebruik deur Dowe en Hardhorende graad 9 leerders hulle kan help met moeilikhede wat hulle ondervind met wiskunde probleem oplossing. Die navorsing is ‘n formatiewe evaluering. Binne hierdie kwalitatiewe data ontleding werk ek as ‘n deelnemer-navorser met 3 Dowe en Hardhorende graad 9 leerders by ‘n plaaslike skool vir Doof en Hardhorende leerders. Hierdie leerders het deelgeneem in leeraktiwiteite wat ontwerp is in Moodle en wat gebasseer is op verhouding en koers. Die leeraktiwiteite is ontwerp inlyn met ‘n konstruktivistiese pedagogiese model, verskillende vlakke van leer en multi voorstellings formate. Drie kategorieë o.a Tekortkominge, Moontlike Sterkpunte en Leerder voorstelle, het onstaan tydens die kwalitatiewe data ontleding waar onderhoude met die deelnemers gevoer asook observasie wat gedoen is deur die deelnemer-navorser. Alhoewel die bevindinge daarop dui dat verskillende faktore negatief inwerk op Dowe en Hardhorende leerders se vermoë om wiskunde problem op te los, wys dit ook uit die vermoë van Moodle om wiskunde probleme voor te stel en hoe hierdie voorstellings Dowe en Hardhorende leerders kan help met wiskunde probleem oplossing.
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