This dissertation explores the emergence of the linguistic use of pointing as first- and non-first-person pronoun in Greek Sign Language. Despite the similarity in form between the pointing gesture and pronominal pointing signs, children acquiring sign language pass through the same stages and acquire personal pronouns at about the same age as children acquiring spoken language. According to Petitto (1984, 1987, 1994), the transition to pronominal pointing in American Sign Language is characterised by: (a) a period of discontinuity in which children avoid using pointing directed towards persons, and (b) the occurrence of reversal errors before the acquisition of first and second-person pronouns. The present study offers additional evidence on the acquisition of personal pronouns through the investigation of: (a) the manner and the age at which pronominal pointing signs are acquired by a child exposed to Greek Sign Language, (b) the use of other signs for reference to persons and self, and (c) the existence of reversal errors in the child’s early use of pointing. Data consist of video-recorded spontaneous interaction between a deaf boy and his family every fortnight from the age of 12 to 36 months. Thirty hours of the child’s communicative behaviour have been transcribed and all sequences that included pointing were analysed in terms of reference and function. This study confirms that language modality plays a restricted role in language acquisition. The time and the frequency of occurrence of pronominal pointing signs correspond to the general developmental pattern observed in the acquisition of ASL. However, there are also important differences: (a) common nouns and proper names are used for reference to others before the acquisition of pronominal pointing, but to a limited extent (b) the existence of only one erroneous pointing sign indicates that the deaf child, from the beginning, uses pronominal signs correctly, and (c) there is no evidence of discontinuity in the transition from the early communicative pointing gesture to pronominal pointing signs. / <p>För att köpa boken skicka en beställning till exp@ling.su.se/ To order the book send an e-mail to exp@ling.su.se</p>

Univ., Diss.--Göteborg, 2005.

O presente trabalho abordou a intervenção fonoaudiológica que é proposta para aquisição da linguagem em crianças surdas. A relevância desse estudo prende-se ao fato de que nos últimos anos críticas estão sendo tecidas à conduta desse profissional nesse atendimento e são poucas as publicações que retratam dos conceitos teóricos, bem como as filosofias de educação/reabilitação empregados na terapia fonoaudiológica com esses indivíduos. Sabemos que dependendo da escolha teórica que fundamenta a intervenção, esse atendimento poderá contribuir ou não para uma maior evolução da terapia. Logo, o propósito dessa pesquisa foi analisar os conceitos teóricos que estão sendo empregados no trabalho fonoaudiológico com surdos, articulando com as filosofias de reabilitação. Para tal, observamos a coerência entre o discurso e a prática clínica, tomando como base as respostas oferecidas por duas terapeutas que trabalham com surdos e dois estudos de caso de crianças que apresentam surdez bilateral. Utilizamos como instrumento de coleta de dados uma entrevista semi-estruturada e como material de estudo recortes discursivos das terapias gravadas em fita K7. A interpretação dos dados fundamentou se em uma análise temática. Constatamos através dos resultados da presente pesquisa que o trabalho das terapeutas, está baseado na corrente behaviorista, que pode ser evidenciada através das atividades de repetição. A perspectiva interacionista marcada na entrevista de ambas as terapeutas, não foi observada na prática clínica. As profissionais trabalharam apenas conceitos isolados. Elas relataram empregar no trabalho com surdos as três filosofias de reabilitação desses indivíduos: oralista, bilinguista e comunicação total, mas nenhuma delas foi observada nas terapias. Sugerimos que novas investigações sejam realizadas no intuito de aprofundar os conhecimentos a respeito dos conceitos teóricos e filosofias de reabilitação de surdos na clínica fonoaudiológica / This study addressed the speech therapy that is proposed for the acquisition of language in deaf children. The relevance of this study relates to the fact that in recent years criticisms being leveled against the participation of professional service and that there are few publications that depict the theoretical concepts and philosophies of education / rehabilitation used in speech therapy with these individuals . We know that depending on the choice theory that underlies the intervention, this service may or may not contribute to further development of the therapy. Once the purpose of this study was to analyze the theoretical concepts that are being employed in work with deaf speech, articulating with the philosophy of rehabilitation. For this we observe the consistency between theory and clinical practice, based on two case studies of children with bilateral deafness. Used as an instrument of data collection a semi-structured and as study material discursives therapies tape-K7. The interpretation of the data was based - in a thematic analysis. We see through the results of this research that the work of therapists, is based on current behavioral, which can be evidenced through the activities of repetition. The interactionist perspective marked in the interview of both therapists was not observed in clinical practice. The professionals worked only isolated concepts. They reported use in working with deaf the three philosophies of rehabilitation of these individuals: oral, total communication and bilingualism, but none was observed in therapy. We suggest that further investigations be carried out in order to deepen the knowledge about the theoretical concepts and philosophies of rehabilitation of the deaf in the speech clinic

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A aquisição da linguagem de crianças surdocegas constitui uma temática carente em pesquisas, especialmente de trabalhos que abordem a relação sujeito-linguagem. Desta forma, a relação da criança surdocega com linguagem compõe pontos cruciais de reflexão nesta dissertação, tendo em vista que são questões para as quais ainda não dispomos de dados suficientes para que possamos elucidar. Assim, a presente pesquisa tem por objetivo geral refletir sobre a aquisição da linguagem de crianças surdocegas a partir do discurso de mães e de professores, bem como a partir de práticas escolares, à luz da Perspectiva Linguística de Cláudia de Lemos que implica a hipótese do inconsciente. Os objetivos específicos são: analisar a aquisição de linguagem de crianças surdocegas a partir do discurso de mães e de professores; analisar a influência da escola na aquisição da linguagem da criança surdocega, e na relação mãe-filho, e analisar os construtos teóricos que fundamentam práticas pedagógicas, especificamente, de linguagem adotada por professores. Para tanto, realizamos entrevistas semidiretivas com 4 mães e 2 professoras de surdocegos. As análises dos dados indicam que a interação mãe-filho surdocego envolve questões de aceitação, de adoção, de se ver como semelhante, consequentemente, interfere na relação da criança com a linguagem, uma vez que, para ser imersa no simbólico depende do Outro. Os professores participantes da pesquisa parecem ancorar em construtos teóricos que dificultam abordar a relação criança surdocega, sujeito e linguagem. A análise da interação professor-aluno permite-nos inferir que é essencial pensar em uma concepção de linguagem que inclua o corpo capturado pelo efeito de linguagem, um corpo que insiste em falar e que pede interpretação, deslocamento de sentido, principalmente, no caso crianças surdocegas / The acquisition of language by deaf-blind children constitutes an area in need of further research, especially of studies that examine the subject-language relationship. Thus, the deaf-blind child&#8223;s relationship with language comprises crucial points of consideration in this thesis, given that there are questions for which we still lack sufficient data to elucidate. Therefore, the present study aims to reflect on the acquisition of language by deaf-blind children through discourse with mothers and teachers, as well as through school practices and the expertise of Cláudia de Lemos, who points out the hypothesis of the unconscious. Specific objectives include the following: to analyze the acquisition of language by deaf-blind children from discourse with mothers and teachers; analyze the influence of the school and the mother-child relationship in the acquisition of language by deaf-blind children; and to analyze the theoretical constructs that serve as the basis of pedagogical practice, specifically, the language adopted by the teachers. Moreover, we conducted semi-direct interviews with 4 mothers and 2 teachers of deafblind children. The analyses of the data indicate that the interaction between the mother and deaf-blind child involves questions of acceptance, of adoption, of whether the child is seen as similar, and consequently interfere with the child&#8223;s relationship with language in the event that the relationship depends on the symbolism of the Other. The teachers participating in the study appear anchored to theoretical constructs that address the difficult relationships: deaf-blind child, subject, and language. The analysis of teacherstudent interaction allow us to infer that it is essential to conceive of language as including the body captured by the effect of language, a body that insists on talking and that asks for interpretation, displacement of meaning, principally in the case of deafblind children

Orientador: Cristina Broglia Feitosa de Lacerda / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-09T02:32:22Z (GMT). No. of bitstreams: 1 Sigolo_Cassia_M.pdf: 749393 bytes, checksum: 9a346a88c800de64731b93d05cf21a8a (MD5) Previous issue date: 2007 / Resumo: A audição é um dos sentidos fundamentais para o desenvolvimento humano: permite a localização do homem no mundo que o cerca, o alerta dos perigos existentes do meio e é o elemento fundamental da comunicação humana. A surdez pode causar problemas graves para a aquisição e o desenvolvimento da fala e da linguagem, sendo que tais problemas influenciam o desenvolvimento dos processos cognitivo, escolar e nas relações sociais do ser humano. O objetivo deste estudo foi identificar e detalhar a situação atual do diagnóstico e atendimento de crianças surdas de dois municípios que pertencem à região administrativa de Campinas (SP). Foi realizado o levantamento de 320 prontuários referentes à pacientes diagnosticados com surdez pré-lingual na última década, em duas instituições localizadas na região de Campinas que cederam seus arquivos para esta pesquisa: uma clínica universitária e uma entidade especializada no atendimento à surdez. Quanto a suspeita da perda auditiva, a idade média encontrada foi de 1 ano e 9 meses. A idade média da criança ao ser levada a um serviço médico ou fonoaudiológico foi de 3 anos e 6 meses; para o diagnóstico da surdez foi de 4 anos e 3 meses; para o início de intervenção clínica foi de 6 anos e 1 mês e para a adaptação de aparelho de amplificação sonora individual (AASI) a idade média encontrada foi de 7 anos e 5 meses. A suspeita, primeira ida ao médico, diagnóstico, intervenção e uso de AASI ocorreram todos tardiamente, se considerados os padrões diagnósticos e de acesso aos serviços preconizados na atualidade. Além disso, há um intervalo de tempo importante entre cada uma das etapas, destacando-se principalmente a distância entre a suspeita da surdez e o início da intervenção clínica. A região de Campinas é uma região bastante desenvolvida economicamente, que dispõe de uma ampla rede de serviços de saúde, mas que se mostra pouco eficiente no que se refere ao atendimento à surdez / Abstract: Hearing is one of the main senses to the development of human beings. It not only allows people to be aware of the surrounding world, but also protects them from possible dangers. Moreover, it can be considered one of the most important senses required to enable communication. Therefore, deafness can seriously interfere in the ability to speak and learn a language as well. As a consequence, cognitive and learning processes, acquisition of knowledge and human relationships might be affected. The purpose of this study was to identify and also detail the current diagnosis and treatment of deaf children, in two cities which belong to the administrative area of Campinas. It has been based on three hundred and twenty (320) medical files of patients who have had the diagnosis of hearing loss in the last decade. Two institutions, an academical clinic and an entity specialized in hearing loss made this research possible, in other words, they offered their files to be analyzed. The average age found in each phase of the treatment is detailed below. As for the suspicion of hearing loss, the average was 1 year and 9 months old, as for the age to be taken to the medical service or to the audiologist the average was 3 years and 6 months old, to have the diagnosis of hearing loss 4 years and 3 months old, to the first clinical intervention 6 years and 1 month old and finally to the hearing aid fitting 7 years and 5 months old. Considering the information described we could pinpoint that there is a significant delay between the suspicion of hearing loss till the hearing aid fitting. In addition to this, there is a wide gap between the phases. As a conclusion, if we point out the age of suspicion, 1 year and 9 months old, compared to the age of the first clinical intervention, 6 years and 1 month old, we realize that there is a considerable delay until that medical help occurs. Thus, although Campinas and the surroundings are considered economically rich and well served with medical services and hearing diagnosing techniques, deafness treatment occurs very late and should be improved in order to facilitate early interventions / Mestrado / Saude da Criança e do Adolescente / Mestre em Saude da Criança e do Adolescente

Submitted by Kamila Costa (kamilavasconceloscosta@gmail.com) on 2015-07-23T19:57:41Z No. of bitstreams: 1 Dissertação - Macri E Colombo.pdf: 1561127 bytes, checksum: 1ccee04356a1aef612a42c6958a92abb (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-24T19:29:44Z (GMT) No. of bitstreams: 1 Dissertação - Macri E Colombo.pdf: 1561127 bytes, checksum: 1ccee04356a1aef612a42c6958a92abb (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-24T19:40:47Z (GMT) No. of bitstreams: 1 Dissertação - Macri E Colombo.pdf: 1561127 bytes, checksum: 1ccee04356a1aef612a42c6958a92abb (MD5) / Made available in DSpace on 2015-07-24T19:40:47Z (GMT). No. of bitstreams: 1 Dissertação - Macri E Colombo.pdf: 1561127 bytes, checksum: 1ccee04356a1aef612a42c6958a92abb (MD5) Previous issue date: 2012-11-19 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / The completion of work under the title "The communication process in the teaching-learning of deaf children: the case of State School Augusto Carneiro dos Santos" was due to the fact that deaf children need the means employed in visual literacy during the communication process in classroom. As a theoretical framework underlies the approaches of Vygotsky (2000, 2003), because it was, if not the first, but one of the precursors for the interest in deaf education; Fernandes (1990, 2003, 2010), an expert on the deaf; Guyton (2002 ), deals with the medical studies of humans as hearing, and Bordenave (1995), for understanding the functioning of the communicative process. For this research, we used the case study, with the aid of field research, as a technique, we used direct observation and semi-structured interview. Regarding the methodological approach we used qualitative, since the intention is to describe the facts observed and studied about how the visuals - including sign language. Thus, it was necessary to understand how communication processes are used for visual media in teaching and learning of deaf children and analyze these possible relationships in school. The data collected and systematized in this study had the aim of contributing to scientific knowledge regarding the importance of using the appropriate means of communication to succeed and concomitantly a teaching-learning for deaf children. / A realização do trabalho sob o título “O processo comunicativo no ensino-aprendizado de crianças surdas: o caso da Escola Estadual Augusto Carneiro dos Santos” se deveu ao fato de as crianças surdas necessitarem dos meios visuais empregados na alfabetização, durante o processo comunicativo na sala de aula. Como referencial teórico, o embasamento foram as abordagens de Vygostky (2000, 2003), por ter sido, senão o primeiro, um dos precursores no interesse em educação dos surdos, além de Fernandes (1990, 2003, 2010), especialista em surdos; Guyton (2002), que trata dos estudos da área médica dos seres humanos como a audição; e Bordenave (1995), por compreender o funcionamento do processo comunicativo. Para esta pesquisa, usou-se o estudo de caso, tendo como auxílio a pesquisa de campo; como técnica, empregou-se a observação direta e a entrevista semiestruturada. Quanto à abordagem metodológica, foi utilizada a qualitativa, visto que a pretensão é descrever os fatos observados e estudados a respeito dos recursos visuais – incluindo a língua de sinais. Assim, foi necessário compreender como os processos comunicativos se utilizam dos meios visuais no ensino-aprendizagem de crianças surdas e analisar essas possíveis relações na escola. Os dados levantados e sistematizados neste estudo tiveram a finalidade de contribuir para o conhecimento científico no que diz respeito à importância da utilização dos meios adequados para que ocorra uma comunicação e concomitantemente um ensino-aprendizado para as crianças surdas.

M.Ed. / The advances in the education of the learners with hearing-impairment in our schools is inhibited by several factors, for example, lack of trained and dedicated teachers, the lack of full time parent commitment and participation. Communication creates another problem due to the lack of Sign language, books and training manuals, and related teaching aids in the classroom. The major problem experienced in schools for learners with hearing-impairment is that teachers are not trained or skilled in teaching learners suffering from hearingimpairment. Reflecting on the lack of trained teachers Storbeck (1997:3) states that teachers of learners with hearing-impairment in South Africa, are not required to have undergone specialised teacher training to thus qualify for teaching learners with hearing-impairment. In the first instance as a result of involvement and participation in the instruction of hearing-impaired learners, also as principal of a school dealing with hearingimpaired and partially hearing-impaired learners, the researcher has come to realise that these learners experience specific problems. Furthermore, the researcher has also gained further appreciation of the teaching practices and teaching cultures that are in existence at schools for the hearing-impaired learners. In the second instance, lack of qualified teachers seems to be an important aspect of the problem. This distinct lack of qualified teachers in this field of learning and instruction has again placed emphasis on the fact that research in this context is essential and absolutely vital. In the third instance, the Government has appealed for improvement of teaching standards and commitment in general, and in this context it is also applicable to the hearing-impaired learners and the schools serving these learners specifically. As educators, we have to create and initiate some form of action to address the problems of the hearing-impaired learner, thus creating a scenario and opportunity for them to develop and become citizens contributing to future progress and achievements. The problem is that the hearing-impaired learner does not succeed at school. The research questions are: (a) "What kind of problems do hearing-impaired learners encounter at school? and (b) what are the guidelines for teachers to adapt when teaching in the classroom of the hearing-impaired learners?" The aims of the study are: to identify the learning problems encountered by the grade 8 and 9 hearingimpaired learners in the classroom; to provide guidelines to teachers to adapt their teaching in the classroom of the hearing impaired learners.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Childhood disability increases parental stress. Research on the laterality of childhood hearing loss or presence of a cochlear implant(s) as it relates to stress in hearing parents was limited before this study. The purpose of this quantitative study was to identify relationships between the independent variables of laterality (unilateral and bilateral) of a childhood hearing loss or presence of a cochlear implant(s) and the dependent variable of stress in hearing parents. Family systems theory provided a framework for viewing each member of the family as a part of a whole, whose life events, feelings, and actions affect all of the members of the family. For this study, hearing parents of children with a hearing loss living and receiving services in the state of South Carolina rated their personal stress levels by completing an anonymous Likert-scale questionnaire. Data were collected from 151 participants via an online hosting site and analyzed using factor analysis, descriptive statistics, and ANOVA procedures. Hearing parents of children with a cochlear implant(s) (n = 37) scored the highest on all measures of stress except those measuring communication stress. Hearing parents of children with a bilateral hearing loss (n = 56) scored highest on communication stress. Hearing parents of children with a unilateral hearing loss (n = 58) scored lowest on all measures. One of the largest contributing factors to parental stress was the differing opinions educators and medical providers. The findings of this study contribute to positive social change by providing insight into how a childhood hearing loss influences stress in hearing parents. This information may help educators, service providers, and families provide better resources to the family system.

No description available.