Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M. Communication Pathology)--University of Pretoria, 1999. / Summary in English and Afrikaans. Includes bibliographical references.

Thesis (Ed.D.)--Boston University

No description available.

No description available.

Deafness is one on the most common types of disability in South Africa with 90% of deaf children being born to hearing parents, many of whom are unprepared for the consequences of deafness. Since deafness is an invisible disability, the severity of its impact upon both the child and the family is often underestimated. The aim of this study was to explore the experiences of hearing parents raising deaf children. Thus, the primary research questions were: What are the experiences of hearing parents raising deaf children in South Africa, and how do various ecosystemic variables affect the way they manage their parenting role? This study was informed by the ecological systems theory which is the theoretical framework that underpins this study. The research paradigm shaping this study was pragmatism, while the strategy used was phenomenology. The mixed methods approach was employed, using both qualitative and quantitative approaches concurrently in a triangulation design. The findings emanating from the quantitative data served to complement the findings from the qualitative data. These findings were corroborated in the interpretation stage. The findings, representing the lived experiences of hearing parents raising deaf children, show that although the parenting experiences differ according to the unique circumstances in the family, school and community, there are several commonalities. These include issues associated with the diagnosis and parenting of deaf children. Some of these issues included the challenge of communicating with the deaf child, the financial burden, stigmatization from the general public, strained interpersonal relationships, concern about the child’s future, as well as lack of opportunities for the Deaf to study at tertiary institutions and limited employment opportunities for deaf persons. The findings from both sets of data reveal that, despite the resilience of participants, there is a need for formal support for parents from professionals in the community, as well as informal parental support from the family, friends, and community members, including other hearing parents raising deaf children, and the need for a central location to access information on deafness and related matters. Recommendations were made to address these issues, with a view to facilitating the emotional well-being of hearing parents raising deaf children, and consequently improving the quality of life of the deaf child and the family. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

No description available.

Children with severe, prelingual deafness experience considerable problems in reading and learning to read. Moreover, it has been widely reported that the deaf rarely develop in reading beyond a reading age of nine years. The research reported examines these claims and provides evidence that: (1) deaf children do acquire higher-order, top-down, reading skills; (2) deaf children possess undifferentiated story schemata in both reading and non-reading story situations and these limit their top-down processing of whole stories; and (3) deaf children can acquire more differentiated story schemata and can learn to use these to read more 'schematically' at the whole-passage level. The elements of a model for the reading of the deaf are presented and its implications for the teaching of the deaf are discussed. It is suggested that in teaching the deaf to read, emphasis should be placed upon their top-down reading strengths.

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The present study was conducted to explore further the general hypothesis that prolonged deficit in one perceptual modality during growth may have implications for the development of the residual intact modalities. Specifically, the absence of audition was hypothesized as having a retarding effect on the development of tactile-kinesthetic discrimination. A subsidiary aim was to clarify the interpretation of previous findings with the congenitally blind (Menaker, 1965) which indicated a four year developmental delay on one of the tasks administered (the size-weight illusion) in this investigation. A total of 192 children ranging in age from six through fourteen years served as subjects in the study; of this numb er, 84 were congenitally deaf, while 108 had normal hearing. The groups were matched solely for chronological age, although borderline children with respect to I. Q. , visual defect, and behavioral disorder were excluded. They were administered two tactile-kinesthetic tasks, a standard test of weight discrimination and the size-weight illusion, in counterbalanced order. [TRUNCATED] / 2031-01-01

"It is the purpose of this paper to suggest effective methods for teaching modern dance to deaf elementary school children"--Introduction. / Typescript. / "August, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Christine Foster, Professor Directing Paper. / Includes bibliographical references (leaves 40-42).