Digest in English The master thesis called Hearing parents - Deaf child addresses issues concerning the specific situation of hearing parents with a hearing-impaired child. It deals with the main influences affecting what parents experience in this state of affairs. Based on Czech and foreign resources, the thesis specifies both theoretically and practically these influences on parental experiences. Firstly, general aspects which affect experiences in relation to any type of child's disability are introduced, with particular focus on specifics in case of hearing impairment. Secondly, those occurrences are described which parents are confronted with only if they raise a hearing-impaired child. The theoretical part deals with the etiology of hearing impairment and with abnormal features in child development, with emphasis on the field of communication. Further, it pursues the subjects of education and cochlear implants. Feelings and experiences of families with deaf children are also explored. Moreover, the system of care for children with hearing impairment and their families is examined. Finally, a short overview of the life of the Deaf is presented. In the practical part, the results gained from an analysis of six interviews with parents are presented. This part attempts to record how the parents of deaf...

Please read the abstract in the section 00front of this document / Dissertation (MEd)--University of Pretoria, 2009. / Orthopaedic Surgery / unrestricted

Made available in DSpace on 2016-12-23T14:01:41Z (GMT). No. of bitstreams: 1 Diolira Maria Cortes.pdf: 4472115 bytes, checksum: ffe92320293b10c269e86d12e8e37f93 (MD5) Previous issue date: 2012-09-21 / Este estudo teve como objetivo analisar as condições que são oportunizadas às crianças surdas para a apropriação da Libras, em um Centro Municipal de Educação Infantil referência na educação de crianças surdas, no município de Vitória/ES. Como aporte teórico foi utilizada a abordagem histórico-cultural. Os estudos de Vigotski e de Bakhtin foram tomados como referência, dando ênfase ao papel do outro e à linguagem na constituição humana. Como opção metodológica, utilizou a pesquisa qualitativa, que se desenvolveu por meio de um estudo de caso do tipo etnográfico. Para a coleta do material empírico, foram adotados os seguintes recursos: observação participante, registro em diário de campo, video gravação, entrevistas com os sujeitos envolvidos na pesquisa e análise de fichas de matrículas. A organização e análise de dados se apoiou na abordagem microgenética, opção metodológica utilizada por alguns estudos que se pautam na perspectiva histórico-cultural, na busca de compreender as condições de apropriação da Libras por três crianças surdas que estavam em processo inicial de apropriação da Libras. Foram selecionados como elementos para a análise o processo de mediação estabelecido por adultos e outras crianças na relação com essas crianças surdas bem como os indícios de apropriação da Libras por elas na sala de atividades e no atendimento educacional especializado. As análises indicam que as condições para a apropriação da Libras ainda se constituem um desafio para algumas crianças que vivenciam um contexto restrito de interação em Libras, devido, entre outros elementos, à falta de conhecimento de Libras por adultos e crianças e ao fato de a equipe bilíngue não apresentar a quantidade de profissionais necessária para atendê-las em diferentes espaços. O estudo indica também a necessidade de se pensar qual a forma de atendimento que melhor considera as especificidades da criança surda na educação infantil. Tendo em vista que os indivíduos se apropriam da língua quando são imersos na corrente da comunicação verbal, para se avançar em direção a uma educação bilíngue, como define a legislação, o estudo aponta a necessidade de profissionais surdos para atuar de forma direta com essas crianças na educação infantil, o que contribui na constituição de sua identidade, de seu aprendizado e desenvolvimento / This study had the objective of analyzing the conditions which are available for deaf children to learn Libras (Brazilian Sign Language) in a Municipal Center of Child Education, which is a reference for the education of such children, in the city of Vitoria, Espírito Santo. The theory used was historic- cultural. The studies of Vigotski and Bakhtin were used as reference, and emphasis was given to language and to the role the other has in the human constitution. As a methodological option, the qualitative research was chosen, which was developed by means of an ethnic case study. For the collection of empirical material, the study made use of participative observation, daily record, video-recording, interviews with the participants in the research, and analysis of school enrollment registrations. The organization and analysis of data had the support of the micro genetics, a methodological option adopted by some studies that have a historic-cultural perspective as reference, in order to understand the conditions in which three children, who were in the initial stage, learned Libras. The selected analysis elements were the mediation process established by adults and other children in relation to the deaf children, as well as the earning signs shown by them in the classroom and during the specialized educational attention. The analysis indicated that the conditions for learning Libras still constitute a challenge for some children who experience a restrict context for interaction in Libras due to, among other reasons, the lack of knowledge in Libras among adults and children, and to the fact that the bilingual team do not have the necessary number of professional to work with them in different places. The study also indicates the need to find the best way when considering the specificity of deaf children in child education. Keeping in mind that individuals learn language while they are emerged in the flow of verbal communication, the study points out the necessity of having deaf professional working directly with these children, which would contribute to the formation of their identity, to their learning and to their development, as the legislation defines

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-14T12:49:55Z No. of bitstreams: 1 Arquivototal.pdf: 1315477 bytes, checksum: 64b88eb495566cdec6f08e59211bb391 (MD5) / Made available in DSpace on 2018-05-14T12:49:55Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 1315477 bytes, checksum: 64b88eb495566cdec6f08e59211bb391 (MD5) Previous issue date: 2016-09-29 / This study presents discussions on the education of deaf children in regular childhood education institutions, based on Cultural Studies and Deaf Studies. It aims to analyze the education of a deaf child in one of these institutions, located in João Pessoa – PB, emphasizing the communicative processes of the deaf child, languages development possibilities of language, deaf identity and deaf culture in this space. This is a qualitative study, characterized as a case study, which was attended by the deaf child and the professionals involved in their education. Data were collected by observation and semi-structures interviews, and the analysis took into account mainly the following categories: equity, language, deaf identity, deaf culture, education and body. The results pointed to an education that break several basic principles of early childhood education and ignores the inherent diferences deaf children. / Este estudo apresenta discussões sobre a educação de crianças Surdas em instituições de Educação Infantil regulares, com base nos Estudos Culturais e Estudos Surdos. Ele tem por objetivo analisar a escolarização/educação de uma criança Surda em uma instituição, localizada em João Pessoa – PB, enfatizando os processos comunicativos da criança Surda, as possibilidades de desenvolvimento de língua(gem), identidade surda e cultura surda nesse espaço. Trata-se de um estudo qualitativo, caracterizado como estudo de caso, que teve como participantes a criança Surda e os profissionais envolvidos em sua escolarização/educação. A coleta de dados se deu através de observações e entrevistas semiestruturas, e as análises levaram em consideração, principalmente, as seguintes categorias: equidade, língua(gem), identidade surda, cultura surda, educação e corpo. Os resultados apontaram para uma educação que infringe vários princípios básicos da Educação Infantil e que desconsidera as diferenças inerentes às crianças Surdas.

Anotation TITLE: The Specific of Reading Ability of Young School Age Deaf Children - with a View of Using Adaptated Texts AUTHOR: Klára Ptáčková DEPARTMENT: Special Education SUPERVISOR: Doc. PhDr. Eva Souralová, Ph.D. This dissertation thesis is aimed at the reading ability of deaf children with a view of using adapted texts as a means of improving their reading competences. The thesis summarizes theoretical knowledge relating to a way of communicating and educating deaf pupils in connection with their reading ability, its specifics, development and difficulties. It is focused on adapted literary works, on the methodology of their creation and the different approaches to them. The research uses methods of quantitative analysis that contains systematic summary and evaluation of provided data in connection with the qualitative approach. By the method of text analysis were briefly demonstrated the principles of text modification for hearing children of young school age. In another part there was used an analysis of modified texts in light of their reading comprehension level (using of Mistrík's method). The qualitative approach part of research was aimed at description and defining of specific areas and process of adapted Czech literary works for the deaf in comparison with their original versions. All...

Dans cet écrit, nous étudions le développement moral des enfants sourds du point de vu interculturelle. Nous nous intéressons au fonctionnement du développement cognitif dans le cas d’une privation auditive : la cognition comme outil de représentation chez l’enfant déficient auditif, et le développement comme le résultat de la communication avec l’environnement. Quels ajustements psychologiques et cognitifs se mettent en cas de surdité ? Notre problématique porte sur l’intérêt du lien entre l’interaction sociale et développement moral chez l’enfant sourd. Comment les enfants sourds construisent des interactions linguistiques sans la fonction auditive ? Pourquoi les enfants sourds n’arrivent pas facilement à avoir accès au jugement moral ? Existe-t-il un lien entre la privation de langue et le retard au niveau du jugement moral ? Est ce que le jugement moral est en relation avec la culture. Nous constatons que les enfants sourds ont des difficultés à accéder au jugement moral. Nous estimons que ce dernière chez les enfants sourds, est comme chez les entendants, dépendant essentiellement de l’interaction sociale. Un grand nombre de personnes handicapées se présente dans le monde de façon visible, c’était après beaucoup de changements démographiques dans la vie et la prévalence des facteurs de santé qui touchent les femmes enceintes avant et pendant l’accouchement et les causes du handicap qui est apparu ici. Nous remarquons alors l’ouvertement d’un grand intérêt dans les catégories des personnes handicapées à tous les niveaux. En effet, il y a dans le monde entier environ 650 millions de personnes handicapées, soit 10 % de la population mondiale. A peu près les deux tiers vivent dans les pays en développement. Dans certains pays en développement, près de 20 % de la population souffrent d'un handicap. Dans cet écrit, nous nous intéressons au handicap auditif. Et nous étudions la démarche du développement moral chez l’enfant sourd du point de vue interculturelle. L’enfant sourd est un enfant qui n’entend pas et ne peut donc pas s’approprier la langue parlée autour de lui, cela ne signifie pas que cet enfant soit sans pensée, sans intelligence ni sans langage. Bien au contraire, cet enfant va avoir une démarche originale : là où l’enfant ordinaire répète ce qu’il entend, l’enfant sourd lui doit inventer. Car pour communiquer, il est obligé d’inventer un langage recourant à des gestes et à des mimiques, afin de se faire comprendre. L’enfant sourd est donc un enfant normal dans ses potentialités intellectuelles et linguistiques. C’est un enfant qui a sa propre façon d’exister d’une façon cohérente et une intelligence adaptative. Sur le plan épistémologique, notre étude se situe entre la psychologie différentielle, la psychologie du développement, la psychologie physiologique, la psychologie cognitive et la psychologie culturelle. Nous abordons principalement les processus du jugement moral dans les structures déficitaires, autour de la question de la communication dans deux sociétés déférentes. L’approche différentielle des structures déficitaires étudie la situation du handicap comme un système organisé adapté et intégré, qui a sa dynamique et ses flexibilités spécifiques. Les variations individuelles relevées chez les sujets déficitaires sont sources de connaissances sur le handicap lui même, mais aussi sur les lois du développement chez les sujets ordinaires. Si bien que l’étude des situations de déficit nous renseignent beaucoup sur les processus psychologiques ordinaires. L’approche physiologique étudie la fonction de l’ouïe. Comment les données auditives de l’environnement sont transformées de l’oreille au cerveau ? Comment le cerveau traite ces données ? L’approche développementale postule, généralement, une certaine continuité entre le développement normal et le développement perturbé. L’approche cognitive des déficits consiste à étudier comment les enfants sourds développent un jugement moral ?... / In this research, we study the moral development of deaf children in the view intercultural. We are interested of the cognitive operation in the case of auditory deprivation: the cognition as a resource of representation and the development as the result of communication with the environment. Our problematic concerns the interest of the relationship between the social interaction and the moral development in the deaf child. How to develop a deaf child the language interactions without auditory function? Why the deaf child is unable to have easily the access of the moral judgment? Is there a relationship between deprivation language and the delay in the moral judgment? Is the moral judgment is related to the culture. This thesis focuses on the study, if deaf child have difficulty of accessing to the moral judgment. We expect that the moral judgment in the deaf children occur in the same steps that occur in the entendant child, and depend substantially on social interaction.

L’objectif principal de ce travail est de recueillir la parole des parents entendants d’un enfant sourd porteur d’un implant cochléaire, sur les représentations de leur parentalité de leur point de vue et sur le rôle joué par l’implant au niveau de la communication et la transmission intergénérationnelle au sein de ces constellations familiales. Le groupe d’étude était composé de 55 parents d’un enfant sourd implanté cochléaire et de 31 parents d’enfants sans handicap. Les stratégies de coping ont été explorées au moyen de l’échelle WCC-R privilégiant la dimension transactionnelle selon la théorie de Lazarus et Folkman. Les représentations de la parentalité ainsi que le rôle de l’implant dans la transmission intergénérationnelle ont été analysés par le biais d’entretiens semi-directifs. Les résultats montrent que ces familles ont tendance à mobiliser un coping plus actif que ne le font des parents d’enfants sans handicap. Ils se positionnent en règle générale sur des savoirs-action leur permettant de faire à face à des situations potentiellement aversives du fait de la surdité de leur enfant. En outre, les parents du groupe d’étude expriment une satisfaction de leur parentalité d’un enfant sourd implanté qui malgré, l’épreuve vécue au moment de l’annonce du diagnostic, se façonne au fil du temps et des expériences partagées avec leur enfant.Ils s’inscrivent pleinement en qualité de parents responsables du projet de l’implant choisi entre autres pour l’avenir de leur enfant et pour partager un sentiment d’aperception tout en cultivant pour certains, par l’apprentissage et la pratique de la LSF, la dimension culturelle naturelle de leur enfant. / The main objective of this work is to gather the voice of hearing parents of a deaf child with cochlear implant, on the representations of their parenthood from their point of view and on the role played by the implant at communication and intergenerational transmission levels within these family constellations.The study group was composed of 55 parents of a cochlear implanted deaf child and 31 parents of children without disabilities. The coping strategies were explored using the WCC-R scale, favoring the transactional dimension according to the Lazarus and Folkman theory. The representations of parenthood and the role of the implant in the intergenerational transmission were analyzed through semi-directive interviews. The results show that these families tend to mobilize a more active coping than the parents of children without disabilities. They generally position themselves on knowledge-action enabling them to deal with potentially aversive situations due to the deafness of their child. Furthermore, the parents of the study group express a satisfaction with their parenting of a deaf child with implants, which, despite the ordeal experienced at the time of the diagnosis, is being shaped over time and through experiences shared with their child. They fully embrace themselves as parents responsible for the implant project chosen – among other reasons – for their child's future and to share a sense of apperception, while cultivating for some of these parents, through the learning and practice of the LSF, the natural cultural dimension of their child.

Afrikaans text / Alhoewel daar al vorige navorsing oor die dowe of hardhorende kind gedoen is, handel dit meestal oor die vroee identifisering van die kind se gehoorverlies,sy/haar plasingsmoontlikhede, en kommunikasie,asook die hantering van die kind met gehoorverlies binne die skoolopset. Die meeste beskikbare literatuur wat handel oor riglyne by die hantering van die dowe of hardhorende kind binne die gesinsopset, is verouderd. Hierdie studie is 'n fenomenologiese navorsingstudie. Uit die semi-gestruktureerde onderhoude is verskeie temas geidentifiseer wat betrekking het op die hantering van die dowe of hardhorende kind in die gesin. Praktiese riglyne is vir ouers daargestel ten op sigte van die dowe of hardhorende kind se kommunikasie, gesinslewe,die skool, asook sy/haar emosionele en sosiale funksionering. / Although previous research has been done abouth the hard-hearing child, most of the available research concentrates on early identification of hearing lost, placement and communication as well as to cope with hearing loss within the school environment. The majority of the literature which is currently available concerning guidelines for the deaf or hard-hearing children within the family group, is outdated. A phenomenological study has been done. By means of semi-structured interviews practical guidelines have been collected. Several themes were identified in the course of these interviews, namely: communication by the child with hearing loss, the effect of the hearing loss on the family members, the impact of hearing loss in the school environment and the implications of hearing loss on the child's emotional and social functioning. Guidelines were suggested for the practical management of deaf and hard-hearing children concerning communication, family life, scool and emotional and social functioning. / Educational Studies / M. Ed. (Voorligting)

Afrikaans text / Alhoewel daar al vorige navorsing oor die dowe of hardhorende kind gedoen is, handel dit meestal oor die vroee identifisering van die kind se gehoorverlies,sy/haar plasingsmoontlikhede, en kommunikasie,asook die hantering van die kind met gehoorverlies binne die skoolopset. Die meeste beskikbare literatuur wat handel oor riglyne by die hantering van die dowe of hardhorende kind binne die gesinsopset, is verouderd. Hierdie studie is 'n fenomenologiese navorsingstudie. Uit die semi-gestruktureerde onderhoude is verskeie temas geidentifiseer wat betrekking het op die hantering van die dowe of hardhorende kind in die gesin. Praktiese riglyne is vir ouers daargestel ten op sigte van die dowe of hardhorende kind se kommunikasie, gesinslewe,die skool, asook sy/haar emosionele en sosiale funksionering. / Although previous research has been done abouth the hard-hearing child, most of the available research concentrates on early identification of hearing lost, placement and communication as well as to cope with hearing loss within the school environment. The majority of the literature which is currently available concerning guidelines for the deaf or hard-hearing children within the family group, is outdated. A phenomenological study has been done. By means of semi-structured interviews practical guidelines have been collected. Several themes were identified in the course of these interviews, namely: communication by the child with hearing loss, the effect of the hearing loss on the family members, the impact of hearing loss in the school environment and the implications of hearing loss on the child's emotional and social functioning. Guidelines were suggested for the practical management of deaf and hard-hearing children concerning communication, family life, scool and emotional and social functioning. / Educational Studies / M. Ed. (Voorligting)