Thesis (M. S.)--Industrial Design, Georgia Institute of Technology, 2008. / Roberts, David P., Committee Member ; Ringholz, David A., Committee Member ; Chung, Wayne C., Committee Chair.

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M. Tech. Language Practice / Sepedi is one of the eleven official languages spoken in South Africa. It is mostly spoken in Limpopo province and by the minority in other provinces. The National Language Policy (1997) states that indigenous languages should be used to provide equal access to public services and programmes amongst all citizens, thus, Language Policies of the spheres of governance, national, provincial and local, should be determined based on their needs and circumstances of its residents. This study strives to check whether Sepedi as one of the five official languages has been used to its full capacity in the Greater Letaba Local Municipality, Limpopo province, as a language for official communicative purpose. The municipality has five official languages. In view of the fact that Sepedi is one of these official languages of the Limpopo province, it deserves to be treated with the respect it ought to have.

Made available in DSpace on 2018-06-27T19:13:23Z (GMT). No. of bitstreams: 2 Dissertacao_FINAL_SALETE.pdf.jpg: 3381 bytes, checksum: 21cdccf296f128d8658533bbd7ad7acd (MD5) Dissertacao_FINAL_SALETE.pdf: 819735 bytes, checksum: aaaa21f6b1a6c62288e21696c8a1dbaf (MD5) Previous issue date: 2007-06-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study refers to an empiric research of descriptive qualitative characteristic, which involved the elaboration, conduction and analysis of a Physics teaching proposition for the deaf, centered on visual experience. The teaching proposition combines a Hydrostatics activity sequence, at the introductory level, with the experimentation strategies, learning groups and bilingual communication assisted by an interpreter, in an education perspective that aims at knowledge inclusion. The study aimed to try to comprehend how this proposition is able to assist the deaf in the development of relevant physical concepts, as well as the development of other important subject matters for the integral growth of the human being, having the reference of culture and experience of this community s members. The proposition was elaborated and conducted, centered on visual experience, in a constructivism pedagogical conception of human development, founded on the Vygostky social-historic theory and the meaningful learning theory of Ausubel. Young and adult deaf, who are members of Associação de Pais e Amigos dos Surdos (APAS), of the city of Passo Fundo, RS, have taken part of this research. The participants were assisted at the workshop modality offered by APAS. As data collection instruments, written entries on activity books of the young and adult deaf, the teacher s diary, questionnaires and shootings of the classroom episodes were used. The results analyses were done by using the content analysis method. For the analyses, the young and adult deaf were categorized in groups, namely, Group 1, composed by three students, who attended inclusive classes during their educational journey, without the assistance of an interpreter, and Group 2, composed by two students, who have had a mix of inclusive classes with the assistance of interpreters and classes attended by deaf students only, with teachers who communicated through Brazilian Sign Language. The results of this work indicate that it is possible to include young and adult deaf to knowledge with the use of teaching methods that privilege sight, in which the students demonstrated the possibility of development of conceptual subject matters with the formulation of Hydrostatics introductory concepts, they also demonstrated attitudinal subject matters such as communication, self-esteem, socialization, involvement, interest and curiosity to learn, and proceedings subject matters such as adequate handling of experimental material, measuring executions, observations, regularities examinations, hypothesis confirmation and comparison. As one of the results of this work, a didactical modulus containing the teaching-learning activity sequence used for this study was elaborated and may be used by other teachers as a support to the teaching of the deaf. / Este estudo trata de uma pesquisa empírica de cunho qualitativo descritivo, que envolveu a elaboração, condução e análise de uma proposta de ensino de Física para surdos, centrada na experiência visual. A proposta de ensino combina uma seqüência de atividades de Hidrostática, ao nível introdutório, com as estratégias de experimentação, grupos de aprendizagem e comunicação bilíngüe assistida por uma intérprete, em uma perspectiva de educação que visa à inclusão ao conhecimento. O estudo teve como objetivo compreender como essa proposta pode auxiliar aos surdos no desenvolvimento de conceitos físicos relevantes, bem como no desenvolvimento de outros conteúdos importantes ao crescimento integral do ser humano, tendo-se como referência a cultura e a vivência de membros dessa comunidade. A proposta foi elaborada e conduzida centrada na experiência visual, em uma concepção pedagógica construtivista de desenvolvimento humano, fundamentada na teoria sócio-histórica de Vygotsky e na teoria da aprendizagem significativa de Ausubel. Participaram desta pesquisa jovens e adultos surdos integrantes da Associação de Pais e Amigos dos Surdos (APAS), da cidade de Passo Fundo, RS. Os participantes foram atendidos na modalidade de oficina oferecida pela APAS. Como instrumentos de coleta de dados foram utilizados registros escritos dos jovens e adultos surdos em cadernos de atividades, diário de campo do professor, questionários e imagens vídeo filmadas dos episódios da sala de aula. As análises dos resultados foram feitas utilizando-se o método de análise de conteúdo. Para as análises, os jovens e adultos foram categorizados em grupos, a saber: Grupo 1, composto de três alunos, os quais durante sua trajetória educacional freqüentaram classes inclusivas, sem acompanhamento de intérprete, e o Grupo 2, formado por dois alunos que tiveram sua vida educacional mesclada por classes inclusivas com acompanhamento de intérprete e em classe somente freqüentada por alunos surdos, com professores que utilizavam LIBRAS. Os resultados deste trabalho indicam que é possível incluir jovens e adultos surdos ao conhecimento com a utilização de métodos de ensino que privilegiem a experiência visual. Observou-se que os alunos demonstraram a possibilidade de desenvolvimento de conteúdos conceituais com a formulação de conceitos introdutórios da Hidrostática. Demonstraram também conteúdos atitudinais, como: comunicação, auto-estima, socialização, envolvimento, interesse e curiosidade em aprender; e conteúdos procedimentais, como: manuseio adequado do material experimental, realização de medições, observações, verificação de regularidades, comparação e confirmação de hipóteses. Como um dos resultados deste trabalho, foi elaborado um módulo didático contendo a seqüência de atividades de ensino-aprendizagem utilizada para este estudo, o qual poderá ser utilizado por outros professores como apoio ao ensino de surdos.

(in English): The aim of this work is analysing a level of communicative competency in the czech sign language of deaf pupils. The theoretical part of this work discusses the issue of bilingual communication and bilingual education of deaf pupils, the czech sign language, the ontogeny of its development and educational content at bilingual primary schools in the Czech Republic. A quantitative survey observes communicative competencies of pupils with hard hearing impairment in the czech sign language in 3 batteries of non-standardized tests developed for language area of sign vocabulary, understanding and expression. The results were evaluated for pupils from deaf and from hearing families and it pointed to significant differences in the category of understanding and expression of the czech sign language. The survey also showed s positive correlation between sign vocabulary and understanding together with expression in the czech sign language. Key words: bilingual communication, bilingual education, czech sign language, communicative competency, deaf pupil, ontogeny of sign langure, severe hearing defekt