Orientador(a): Luci Pastor Manzoli / Banca: Angélica Terezinha Carmo Rodrigues / Banca: Adriana do Carmo Bellotti / Resumo: O presente estudo teve por objetivo resgatar minha própria história de formação pessoal, escolar e profissional do magistério, fazendo emergir as diferentes leituras das realidades vividas, em um processo em que a teoria e a prática se complementam e se fundem. Além disso, busquei apresentar reflexões no âmbito da história vivida pelo ser surdo em uma comunidade surda e o ser surdo em uma comunidade ouvinte; revelar as marcas influenciadoras do processo educativo e seu impacto no cotidiano escolar. Para alcançar estes objetivos, foi feita uma narrativa desde minha infância até a vida adulta, a perda de audição e as mudanças no rumo de minha vida. Há também relatos sobre experiências profissionais e acadêmicas. Este processo traz reflexões e questionamentos do percurso das aprendizagens construídas. Ao longo da pesquisa, percebi a importância do papel da Língua de Sinais e da língua oral, a condição de ser uma pessoa surda bilíngue e o reconhecimento da identidade surda, além de minha conscientização profissional, como arquiteto e professor. Esta pesquisa (auto)biográfica contribui diretamente para a minha formação e de outros surdos, bem como para aqueles profissionais que atuam nessa área / Abstract: The present study aims to bring past stories from my personal, scholar and professional teaching graduation experiences, bringing out the different observation from lived realities, in a process where theory and practice supplement and connect each other. This study also focuses to present reflections in a deaf's life story within deaf and listening communities, besides revealing educative process influencing points and its impact in school routine. In order to reach those objectives, it was made a narrative since childhood up to adulthood, the hearing loss, and the changes during life. There are also reports from professional and academic experiences. This process brings reflections and questions about the built learning process. During the research, it is pointed the importance which reaches the sign and oral language role, the condition in being a bilingual deaf person and the recognition from deaf identity, professional awareness, as builder and teacher. This (auto)biographical research is to give a contribution to my degree and to other deaf people, as well to professionals which work in this area / Mestre

Orientador: Marilda do Couto Cavalcanti / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-15T23:28:26Z (GMT). No. of bitstreams: 1 Nogueira_AryaneSantos_M.pdf: 543364 bytes, checksum: f7d6058de2f44288729f1ff305acbd25 (MD5) Previous issue date: 2010 / Resumo: O presente estudo tem como foco de pesquisa um contexto de grupos de apoio a crianças surdas que apresentam dificuldades em relação à leitura e à escrita. Minha inserção nestes grupos de apoio se deu como a profissional que atuava em um programa de aprimoramento profissional cursado no centro de reabilitação no qual os grupos de apoio estavam inseridos e também como pesquisadora, cujo aporte teórico partiu de uma visão transdisciplinar (CAVALCANTI, 2006) da Linguística Aplicada. Fazem parte desta pesquisa, ao todo, 14 crianças surdas (7 meninas e 7 meninos), sendo que 9 freqüentavam o grupo no período da manhã e 5 no período da tarde. Assim como as crianças surdas, fazem parte desta pesquisa as mães/responsáveis por estas crianças, a professora surda que atuava nos grupos de apoio e esta pesquisadora. A seguinte pergunta de pesquisa foi elaborada na tentativa de compreender as representações a respeito do trabalho com a leitura e a escrita: que representações sobre as práticas de leitura e escrita, dos pontos de vista das crianças surdas, das famílias e da professora surda, permeiam a interação em sala de apoio para estudantes surdos? Esta pergunta foi direcionadora na tentativa de compreender o que acontecia no contexto observado, sendo que a opção por um estudo qualitativo de cunho etnográfico (ERICKSON 1986, 1989) para a geração dos registros (por meio de observação participante e elaboração de diários de campo e entrevistas) e análise dos dados se deu principalmente pela preocupação com a construção de significados sociais das ações observadas em campo, não só a partir de minha visão como pesquisadora, como também pela visão dos participantes da pesquisa. A fundamentação teórica também se baseou em conceitos como o de representação proveniente dos Estudos Culturais (HALL, 1997; SILVA, 2000, 2001, entre outros) e de letramento advindo de teorias comprometidas com uma perspectiva social (STREET, 1984; BARTON, 1994; KLEIMAN, 2001; TERZI, 2001). Os resultados da análise sugerem que os participantes da pesquisa apresentam representações que remetem a uma grande narrativa da escrita que credita à essa prática as benesses (CAVALCANTI e SILVA, 2007) de uma melhoria de vida. Na tentativa de inserção destes sujeitos nesta grande narrativa, foi possível observar um jogo de faz de conta (GIORDANI, 2004) que mostra a realidade destes sujeitos diante da escrita / Abstract: The present study focuses on research done with context support groups for deaf children who present reading and writing difficulties. My participation in this support group was as a professional acting in a professional improvement program held at the rehabilitation center in which the support groups were inserted, and also as a researcher whose technical subsidy came from a transdisciplinary view of Applied Linguistics (CAVALCANTI, 2006). 14 deaf children (7 girls and 7 boys) are part of this research, and 9 of them participated in the group in the morning and five in the afternoon. Additionally to the deaf children, their parents/tutors, the deaf teacher acting in the support groups as well as the researcher were also part of this work. The following research question was elaborated in an attempt to comprehend the representations concerning work with reading and writing: what representations about reading and writing practices, from the point of view of the deaf children, the families and the deaf teacher permeate the interaction in a support class for deaf students? This question was directed as an attempt to comprehend what happened in the observed context since the option for an ethnographic qualitative study (ERICKSON 1986, 1989) for generation of records (by means of participative observation and elaboration of field journals and interviews) and data analysis was mainly due to the worrying about the building of social meanings in the actions observed in the field, not only from my view as a researcher, but from the view of the research participants as well. The theoretical basis of this research was also based in concepts as representation from Cultural Studies (HALL, 1997; SILVA, 2000, 2001, among others) and literacy from theories committed to a social perspective (STREET, 1984; BARTON, 1994; KLEIMAN, 2001; TERZI, 2001). The results of the analysis suggest that the research participants presented representations which lead to a great narrative of writing that lends credit to this practice as the profits (CAVALCANTI and SILVA, 2007) of life improvement. In an attempt of inserting these subjects into this great narrative, it was possible to observe a game of make believe (GIORDANI, 2004) which shows the reality of these subjects when facing writing / Mestrado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Mestre em Linguística Aplicada

Orientador: Maria de Fátima de Campos Françozo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-21T15:58:22Z (GMT). No. of bitstreams: 1 Cortelo_FernandoMarcio_M.pdf: 792474 bytes, checksum: 53532102d80233c4c7a174d9b7a721de (MD5) Previous issue date: 2012 / Resumo: Este estudo buscou conhecer a partir do olhar paterno, vivências com filhos surdos; sentimentos e percepções desde as primeiras suspeitas à detecção e diagnóstico da perda auditiva no filho. Objetivou-se conhecer as dificuldades relacionadas à elaboração e a aceitação da surdez, assim como dificuldades cotidianas no enfrentamento da surdez. Também foram estudados aspectos da comunicação pai-filho assim como as expectativas em relação à fala, a linguagem e ao futuro do filho. A família e possíveis repercussões causadas pela perda auditiva na relação conjugal também foram investigadas A metodologia utilizada foi a pesquisa qualitativa, pois esta melhor se adéqua quando se busca compreender sentimentos e significados de ações humanas. Participaram da pesquisa cinco pais de filhos surdos que estavam em atendimento no CEPRE. As entrevistas ocorreram individualmente, guiadas por um roteiro de perguntas semi - estruturado. Foram entrevistados pais que atendiam aos critérios de inclusão e que consentiram com os objetivos da pesquisa, estando em acordo com o TCLE. Os resultados apontaram que a descoberta da surdez geralmente ocorre depois de um ano, nesse período os pais experimentam muitas dificuldades em reconhecer qualquer aspecto diferente com seus filhos. Essa nova situação, em muitos casos, se materializa em comportamentos de imobilidade, fragilidade e impotência frente às demandas geradas pela surdez do filho, comportamentos que se refletem nas condutas externas, adiando ou retardando o início da reabilitação. É comum observar neste momento justificativas para o atraso na linguagem. Os pais experimentam nesse processo, sentimentos diversificados, permeado por dúvidas e incertezas, situações que exigem resignificações e elaboração do filho idealizado ao filho real, nesse processo pôde-se observar a busca de culpados pelo ocorrido. Foi percebida unânime necessidade entre os pais deste estudo, em se certificarem sobre o tipo e a extensão da surdez de seus filhos. O papel dos profissionais da reabilitação se mostrou um fator de grande importância tanto no esclarecimento de informações relativas à perda auditiva quanto na articulação do pai no processo de reabilitação da criança. A surdez mostrou influencias positivas e negativas nos relacionamentos conjugais, ora surgindo como fonte de conflitos, ora como propiciadora de grandes ajustes entre o casal. Os pais se mostraram bastantes participativos na vida dos filhos, nas relações de cuidado, reabilitação, no brincar, embora o trabalho tenha surgido como um fator que pode interferir nessa proximidade, dificultando a comunicação com os filhos e evolução dos mesmos na língua de sinais. Isso tem repercutido na dificuldade em tratar assuntos mais complexos com o filho, surgindo adaptações que facilitam a comunicação: os sinais caseiros. Dificuldades de natureza cotidiana foram apontadas, referente ao preconceito social para com os surdos, relacionadas à inclusão escolar, dificuldades em encontrar a instituição adequada, o tipo de tratamento, qualidade de atendimento, deslocamento do filho para a reabilitação e necessidade de reorganizar papeis e atividades do dia-a-dia / Abstract: The study aimed to know by the paternal view, experiences with deaf kids; feelings and perceptions since the first suspicions, to the detection and diagnosis of the kid's loss hearing. It also aimed to know the difficulties related to the elaboration and acceptance of the deafness, as the daily difficulties on deafness coping. It was also studied aspects from the kid-parents communication as the expectations related to the speech, language and future of the kid. The Family, and possible repercussion caused by the loss hearing on the couple relationship were also investigated. The methodology used was the qualitative research, because this one is the one that fits better when it is aimed to search for feelings and meanings for the human acts. The research had participation from five parents from deaf kids that were under treatment at CEPRE. The interviews were made individually, guided by a script of questions semi- structured. The parents interviewed were the ones who attended the inclusion criteria and that consented with the research objectives, complying with TCLE. The results pointed that the deaf discovery runs generally after one year, and in this period the parents experience lot of difficulties in recognizing any different aspect with their kids. This new situation, in many cases materialize itself in behaviors of stillness, frailty, and powerlessness in front of demands due to the kid's deafness, and this behavior reflects on external conducts, postponing or delaying the beginning of rehabilitation. It is common to observe at this point excuses for the language delay. In this process, parents experience a diversity of feelings, permeated for doubts and uncertainties, situation that demands a re-signification and elaboration from the idealized kid to the real kid; at this point of the process, it can be observed the seek for culprits for what happened. Among the parents involved in this study, it was possible to note the unanimous need of certifying themselves about the type and extension of their kid's deafness. The role of rehabilitation professionals showed itself a factor of great importance whether on enlightenment of information related to loss hearing or in parents' articulation on their kid's process of rehabilitation. The deafness showed positive and negative influences on couple relationships, sometimes as a conflict source, and sometimes providing great adjusts between the couple Parents showed themselves greatly involved with their kid's lives, on caring relationships, rehabilitation, on playing, although the work had appeared as a factor that could interfere on this proximity, making hard the communication with the kids and their evolution on the signs language. This has its reflection on the difficulty in treating more complexes subjects with the kids, and there arise adjustments that facilitate the communication, the home-made signs. Everyday life difficulties were pointed, referring to the social prejudice against deaf people, related to school inclusion, difficulties in finding the suitable institution, the type of treatment, care and support quality, kid's displacement to the rehabilitation and the need to reorganize roles and activities of day by day / Mestrado / Interdisciplinaridade e Reabilitação / Mestre em Saúde, Interdisciplinaridade e Reabilitação

As the population of British Columbia and its diagnostic and educational services increase, so does the number of children known to have hearing impairment. This thesis was written to trace the development of special education for the hearing-impaired within the Province, to outline existing facilities for this education and to indicate trends in the growth of these facilities. It was written also to acknowledge the dedicated work being done in this area of education and to encourage and stimulate others to enter it. The method used has been historical and descriptive. A thorough study has been made of books, periodicals, reports and literature, together with information from correspondence and interviews. Growth of a programme of special education for the hearing-impaired is traced from the first organized class in the Province to the development of a provincial responsibility, thence to the multidiscipline or team approach. No attempt has been made to establish norms or means or to correlate various organizations' achievements with the efficiency of their staff or physical plant. Conclusions reached indicate the nucleus of a programme providing much needed services. With efficient co-ordination and thorough development this programme could compare favourably with well-organized plans outside this Province. / Education, Faculty of / Graduate

The investigation attempted to differentiate between a deaf population's retarded and non-retarded readers on selected performance tasks. Twenty-seven deaf subjects were divided into three groups for purposes of the investigation. The groups consisted of nine retarded readers with I.Q.s below 90 on the WISC Performance scale, nine retarded readers with I.Q.s above 90 on the WISC Performance scale, and nine non-retarded readers with I.Q.s above 90 on the WISC Performance scale. Subjects were administered the Bender-Gestalt Test, the Graham and Kendall Memory for Designs Test, and the Picture Completion, Picture Arrangement, Block Design, Object Assembly, and Coding sub-tests of the WISC. Statistical treatment of the data did not significantly differentiate between retarded and non-retarded readers. Consideration of the data revealed that the deaf subjects' mean performance levels on visual motor tasks were below the mean performance levels of hearing children. Also, the deaf subjects' performances on Block Designs and Object Assembly were generally superior to their performances on Coding. Coding performance levels of the deaf subjects were below mean performance levels of hearing children. Educational implications were drawn from these observations. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The purpose of the study was to ascertain the similarities and differences on measures for divergent production between groups representing hearing and deaf children in Western Canada. Divergent production was defined as the generation of ideas from given information. There are four measurable factors within divergent production: fluency, flexibility, originality, and elaboration; i.e. the number of ideas, their classes, statistical unusualness, and embellishments. The Torrance Test of Creative Thinking, Figural Form B, was chosen as the instrument because it measures the four divergent production factors, and requires non-verbal responses. The regular test instructions were modified by the researcher to a non-verbal form in order to facilitate administration of the instrument to both deaf and hearing subjects. The study was in two phases. Phase 1, the Pilot Study, was designed to trial test the modified protocols, and Phase 2, the Main Study, to compare the deaf and hearing subjects. The Pilot Study data was analyzed by univariate and multivariate F-tests and by discriminant analysis (Tatsuoka 1970) for protocol and sex effects, and the Main Study data by univariate and multivariate F-tests for hearing status and sex effects, discriminant analysis for the statistically significant F-tests, and Hotelling’s T² routine for the within grade effects. For both phases an α level of .05 was chosen. The Pilot Study, employing a randomly split class of 66 pupils, revealed a high possible educative effect by the modified protocols. However, the modified protocols were used in the Main Study since both groups of 114 hearing and 114 deaf subjects observed the same instructions and used the same test instrument. The results of the Main Study showed the hearing subjects to be statistically different from the deaf subjects on a composite factor of the four divergent production factors with a multivariate F-value of 4.555 and an associated probability of .001 on a two-tailed test. Hearing boys were also statistically different from hearing girls with an F-value of 2.764 and an associated probability of .029. The univariate F-tests reached statistical significance for only figural flexibility and originality on the comparison of the hearing and deaf subjects. Discriminant analysis revealed that the underlying differences amongst the dependent figural factors was at the flexibility end on a figural fluency/flexibility discriminant dimension. None of the other comparisons by hearing status, sex, and within grade effects reached statistical significance. However, grade by grade developmental patterns and boy or girl dominance on individual figural factors compared favourably with other studies. Boys tended to score higher than girls on figural originality, and girls higher on figural elaboration. By grade, the hearing subjects exhibited the characteristic "Grade Four Slump" but the deaf subjects did not. The only major difference between these results and those of Kaltsounis (19 70) was on the comparison of hearing and deaf subjects. Kaltsounis found his deaf subjects to be significantly superior at the .01 level on a two-tailed test whereas in this study the hearing subjects were superior at the .05 level (computed p < .001) also on a two-tailed test. The researcher noted several possible causes of the above major difference suggesting that in this study biases in the modified protocols may have favoured the hearing subjects, and in Kaltsounis' study biases in the ordinary protocols may have favoured the deaf subjects. Finally, questions were posed enquiring into the importance of divergent production in the education of the deaf. / Education, Faculty of / Graduate

This study attempted to determine whether or not there was a difference in the physical fitness or in the developmental change of physical fitness between deaf and hearing children. Five deaf subjects of each sex were randomly chosen from each age group (7, 9, 11, 13, and 15) from the deaf population who had no major physical or health difficulties at Jericho Hill School for the Deaf, Vancouver, B.C. Hearing subjects (10 in each age group and sex for statistical purposes) represented the population of general Canadian school-age children who did not have any major physical or health defects. Deaf subjects were administered the CAHPER Fitness-Performance Test which is composed of 6 tests (one minute speed sit-ups, shuttle run, standing broad jump, flexed arm hang, 50 yard run, and 300 yard run) and the CAHPER Physical Work Capacity Test. The results indicated no significant difference between the deaf and hearing in over all physical fitness with the exception of sit-ups and shuttle run nor in the developmental change of physical fitness. The deaf children were superior in the sit-ups but inferior in the shuttle run as compared with hearing children. Possible causes of these differences were discussed. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The perception of the pitch of a harmonic complex tone missing its fundamental frequency was investigated in patients with unilateral sensorineural low-frequency hearing loss. Using a two-alternative forced choice adaptive method and an adjustment technique, patients matched the pitch of a complex tone consisting of the 3rd-7th or 3rd-10th harmonics, with a pure tone. Component frequencies were chosen such that they would fall within the intact portion of the patient's damaged ear, but whose fundamental frequency would fall within the damaged frequency area. Pitch matches were made monaurally and binaurally, with and without low-pass filtered noise. Results indicated that the patients tended to match the pitch of the lacking fundamentals to the complexes even though the frequency of the residue pitch fell within the range of elevated pure tone thresholds. It is concluded that information regarding the residue pitch is not mediated by cochlear nerve fibers with characteristic frequencies corresponding to the fundamental. Temporal cues carried by fibers with characteristic frequencies corresponding to the partials within the complex stimulus are most likely involved in pitch perception. / Medicine, Faculty of / Cellular and Physiological Sciences, Department of / Graduate

TMPRSS3 est une sérine protéase mutée dans les surdités humaines DFNB8/10. Pour déterminer le rôle de cette protéine dans la physiologie cochléaire, nous avons généré puis caractérisé le phénotype auditif d'un modèle murin mimant la pathologie humaine. Les souris mutantes homozygotes sont profondément sourdes, due à une perte rapide et complète des cellules sensorielles cochléaires au moment de leur entrée en fonction. Afin de caractériser les mécanismes moléculaires responsables de la perte de ces cellules, nous avons comparé le protéome de souris sauvages et mutantes par des gels en 2-dimensions. Nous avons ensuite analysé les spots variants par spectrométrie de masse, ce qui nous a permis de reconstruire les réseaux dans lesquels les protéines variantes interviennent. Parmi les réseaux identifiés, nous avons focalisé notre analyse sur celui du canal potassique BK, puisque sa mise en place est concomitante de la dégénérescence des cellules sensorielles. Par des expériences d'immunohistochimie et de patch-clamp, nous avons pu montrer dans les cellules sensorielles de la cochlée, une réduction de l'expression membranaire et de l'activité de ce canal en l'absence de Tmprss3 fonctionnelle. Le résultat original de notre travail est qu'une sérine protéase est capable de réguler le canal potassique BK. / TMPRSS3 is a type II serine protease mutated in human DFNB8/10 deafness. In order to determine the role of this protein in the cochlear physiology, we generated a mutant mice and phenotyped it. We found that homozygous mutant mice are profoundly deaf, due to a rapid and drastic degeneration of cochlear sensory cells at the onset of hearing. In order to decipher the molecular mechanism leading to sensory cells degeneration, we compared the cochlear proteome of wild type and homozygous mice using 2-dimensions gels. Then, we analyzed variant spots using mass spectrometry. Using bioinformatics, we clustered the protein in signaling pathways. We focused on the network centered on BK potassium channel because this channel appears at the onset of hearing, the time when sensory cells degenerate. Using immunohistochemistry and patch-clamp techniques, we were able to show that in the absence of a functional Tmprss3, membranous expression and activity of BK channel are altered in cochlear sensory cells. The original finding of our work is that a serine protease is able to modulate BK potassium channel.

This study aimed to determine the skills necessary to provide therapeutic services to the d/Deaf in the South African context. A triangulation mixed methods design was used which included both quantitative and qualitative data in the form of surveys and interviews. The quantitative data investigated the skills and training existing practitioners working in the field of Deaf Therapy have that aid them in their work, whereas the qualitative data looked at the challenges faced by these professionals and the skill demands that are being placed on them. This data was then triangulated and combined to form a list of recommendations for those within the field or wanting to enter the field of mental healthcare delivery to the d/Deaf community in South Africa. It was evident from the data that professionals working in the field of Deaf Therapy are faced with many challenges, some of which require specialised training so as to provide adequate and effective services to the d/Deaf community. The primary recommendations made by participants were that professionals should be trained in Sign Language and Deaf Culture so that they are more able to communicate with the d/Deaf, be aware of and sensitive to the communication and interactional needs of the d/Deaf, and to understand some of the unique differences in culture between the hearing and d/Deaf communities. Participants identified a possible lack of available and appropriate services to the d/Deaf in the field of mental health, as well as a lack of training available to professionals providing services to them. In order for professionals to be sufficiently equipped with the skills and training that have been recommended, their training needs will need to be addressed. It would seem that research in the field of mental health focusing on the d/Deaf population is underrepresented in the South African context, and that further research needs to be undertaken so that a better picture of the state of mental healthcare to the d/Deaf can be gained and necessary advancements can be made. / Mini dissertation (MA)--University of Pretoria, 2015. / Psychology / Unrestricted