A study of subtitling for the Deaf and Hard-of-Hearing (SDH) with special reference to the Portuguese context. On the one hand it accounts for a descriptive analysis of SDH in various European countires with the aim of arriving at the norms that govern present practices and that may be found in the form of guidelines and / or in actual subtitled products. On the other hand, it is the result of an Action Research project that aimed at contributing towards the improvement of SDH practices in Portugal. These two lines of research are brought together in the proposal of a set of guidlines -Sistema de legendagem vkv - for the provision of SDH on Portuguese television. This research positions itself within the tradition of Translation Studies (TS) by taking a descriptive approach to its subject. Nonetheless it takes a step beyond to seek reasons and to propose change rather then simply to describe objects and actions. Given its topic and methodological approach, this research also drank for other fields of knowledge, such as Deaf Studies, Sociology, Linguistics and Cinema Studies, amongst others. In this contect SDH is addresssed as a service to Deaf and Hard - of - Hearing viewers, thus implying a functional approach to all that it entails. In order to arrive at an emcompassing understanding of the subject, in the body of this work we may find a summary of the history of SDH as well as an overview of the overriding and specific issues that characterise this type of subtitling. Following this, the Portuguese situation is made known through the account of five case studies that were carried out in the course of 2002 and 2003. In response to the needs and requirements of Portuguese Deaf and Hard-of-Hearing viewers, the proposed set of guidelines is based on the special concern for adequacy and readability and is envisaged as a useful tool for students and practitioners of SDH.

Contemporary scholars have been studying audiovisual translation for the past twenty years. However, health communication has never yet been included as a part of the audiovisual material under discussion. The goal of this thesis is to create Russian subtitles for the deaf and hard of hearing from the original English version of The Three Amigos, a series of PSAs (Public service announcements) regarding the prevention of HIV/AIDS, and to analyse and discuss the theoretical and practical aspects of this work. After analysing the current situation on HIV/AIDS in Russia and Belarus, I use this series entitled The Three Amigos as an example of health communication that works, and therefore, should be accessible to more viewers. The thesis is organised into three chapters. Following a general introduction, Chapter 1 discusses health communication, presents statistics on HIV/AIDS in Russia and Belarus, and provides an example of health communication that fulfills its functions – public service announcements on HIV/AIDS prevention in the form of The Three Amigos. Chapter 2 discusses the necessity of subtitling for the target audience, and emphasises the fact that people with hearing impairment need special subtitles that differ from the ones that are suitable for viewers without hearing impairment. Chapter 3 contains the analysis of the subtitles for the deaf and hard of hearing that I created for this project. Finally, the conclusion summarises the findings of this research, and addresses possible directions for future projects on this topic.

TITLE: Hearing Loss and Its Social Impacts in Adult Age AUTHOR: Tereza Skákalová DEPARTMENT: Department of Special Education SUPERVISOR: doc. PhDr. Lea Květoňová, Ph.D. ABSTRACT: The present dissertation deals with the issue of the social impacts of hearing loss in adults. The thesis compiles the theoretical knowledge about the hard of hearing and society's attitudes towards them. The gradual change in attitude towards these people throughout various historical periods is described and this description of the evolution of their social status is concluded with the analysis of the current situation in the Czech Republic. The empirical part examines the influence of hearing loss on a person's involvement in modern day society. The research is qualitative and it examines the opinions of the affected people themselves and also experts working with this target group. The results of the research reflect a positive shift in the attitude towards the hard of hearing, but simultaneously show that their needs and abilities remain misunderstood. The most problematic issue is their capability of contribution at work. The findings are compared with other research. On the basis of this comparison the suggestions are formulated to improve the situation. The results of this dissertation can help raise the quality of the...

Background: Identity construction is the predominant developmental task in adolescence and young adulthood. Disabling hearing loss (HL) exacerbates the psychosocial challenges faced by adolescents and young adults (AYA) in their identity construction. The primary goal of this research study was to describe how AYA with disabling HL feel about and perceive their identity. Further, to understand the aspects underlying identity construction, with a focus on self-perception, navigating disability, social roles and relations, and community assimilation. Methodology: A qualitative interpretive phenomenological approach was adopted. Participants were a purposive sample of 5 Deaf and Hard-of-hearing AYA, aged 15 to 19 years. All participants were enrolled in schools for the deaf in the Western Cape and partook in semi-structured phenomenological conversations, where they narrated detailed accounts of their lived experiences with identity construction. Results: Interpretive phenomenological analysis was used to formulate themes. The superordinate themes of creating a self-concept, belonging, stress and being deaf emerged from participants' narratives. Identity construction occurs concurrently at several levels. At the personal level, deaf AYA create self-conceived ideals of who they are (Creating a self-concept), at relational level identity is nurtured through person-to-person and person-to-group interactions (Belonging). At societal level deaf AYA ascertain their position as individuals within the larger society (Being deaf). Protective factors, enabling factors and barriers that threaten positive identity construction, audiological health, and the psychosocial wellbeing of deaf AYA were identified. Overall, findings from this study indicate that the experience of identity construction for AYA with HL is layered and laden with challenges. Identity formation, albeit portrayed as a process of differentiation, is a balancing act. Identity is self-defined and equally exists in a collective identity with others. Identity construction also subjected participants to stress arising from the emotional burdens of HL, stigmatisation, and resultant psychological effects. Amid unique challenges, deaf AYA consciously developed coping mechanisms, some constructive and others detrimental to their audiological health, all while negotiating their position in the larger society. Conclusion: Study findings appeal to individuals in the caring professions such as audiologists, teachers, educational psychologists, and social workers to understand the nuances of identity construction for the successful transitional care of deaf adolescents moving into adulthood. Counselling needs to be responsive to the needs of deaf AYA, identity domains should be upheld in the provision of person-centered care and possible trajectories for identity crisis should be evaluated when considering school placement. Benefits of group counselling and peer support groups should be explored. There is a need for interventions that curb negative audiological health behaviours through assertiveness training and self-advocacy. The micro implementation of employment equity policies and legislation is critical to ensure the realisation of AYA's prospective identities in the South African workforce. Findings call for the reorientation of audiological rehabilitation and strengthening of interdisciplinary collaboration to meet the psychosocial needs of AYA with disabling HL.

Children with disabilities are at high risk for several forms of maltreatment, including abuse and neglect (Ammerman, Hersen, Van Hasselt, Lubetsky, & Sieck, 1994; Sullivan & Knutson, 1998b), and children with hearing and communication disorders comprise a substantial portion of children at risk (e.g., Sullivan & Knutson, 2000). For example, some literature investigating the parenting practices of parents raising children and adolescents with hearing and communication disorders suggests that these parents have a tendency to use physically harsh discipline practices (Knutson, Johnson, & Sullivan, 2004; Sullivan & Knutson, 1998b). Further, high prevalence rates of emotional and behavioral problems are documented in these youth (e.g., Greenberg & Kusche, 1989; Hindley, 1997; Prizant, Audet, Burke, & Hummel, 1990). Despite these findings, a limited amount of research focuses on understanding factors related to these undesired outcomes. Therefore, this study investigates the relationships among dimensions of parents' psychological functioning and parent-child interactive processes in a culturally diverse, national sample of families raising children and adolescents with hearing and communication disorders. Results suggest that parents' stress, depression, and anxiety as well as parent-child communication and involvement are important correlates of discipline practices and subsequent child behavior in families raising children and adolescents with hearing and communication disorders. Additionally, psychological aggression and parents' depression are highly predictive factors in the use of corporal punishment. Also, psychological aggression and parenting stress are highly predictive of reported youth behavior problems. The information gained from this investigation may provide direction for assessment and therapeutic intervention with parents of children and adolescents who have hearing and communication disorders.

Netflix is currently the world's largest subscription-based streaming platform, with 221.8 million subscribers worldwide (Maglio, 2022). Part of Netflix's enormous global appeal is its Netflix Original brand of films and TV shows - content it produces specifically for broadcast on its streaming platform. To make its content accessible to deaf and hard-of-hearing audiences, Netflix subcontracts the creation of closed captioning to vendors, instructing them to follow the Timed Text Style Guide (TTSG), which it makes freely available online. My study examines how closed captions for Netflix Original content endeavour to make audiovisual content accessible to deaf audiences, and I demonstrate how the platonic ideal of "equal access" is out of reach due to the limitations of timed text. The objective of my study is to highlight and critique the transformations of meaning that occur when captions translate sound and spoken dialogue into timed text. Drawing on D'Acci's circuit model of media studies (2004) my thesis links the sociohistorical conditions from which captioning techniques and technologies were developed, the conditions of caption production, and the way in which the needs of deaf audiences are articulated in the TTSG. I explore how these three forces affect the content of closed captions. To this end, I engage in a close reading of the TTSG and a selection of closed captions for Netflix Original series and films, borrowing from Berman's (2000) theories regarding the deforming tendencies of translation to describe the changes that result from the intralingual and intersemiotic translation involved in captioning (Jakobson, 2004). My study is informed and inspired by my personal experience as a professional captioner.

BACKGROUND: Many families of children who are deaf or hard of hearing (DHH) pursue the development of spoken language through the use of advanced hearing technology and intensive, specialized listening and spoken language (LSL) intervention services. LSL practitioners utilize caregiver coaching to transfer knowledge and skills to parents, equipping them to effectively support their child's listening and language development. Caregiver coaching builds parents' capacity to implement intervention strategies within daily routines to maximize learning opportunities to reach this goal. While caregiver coaching is a hallmark of LSL practice, there is a lack of consensus and paucity of evidence to support its use with children who are DHH learning to listen and talk. The purpose of this research was therefore to gain a greater understanding of caregiver coaching practices in LSL services for families of children ages birth-3 who are DHH. OBJECTIVES: 1) to provide a synthesis of the literature and identify gaps in the existing knowledge base regarding coaching in LSL services, 2) to gain insight into practitioners' and caregivers' experiences with coaching in LSL services, and 3) to gain a better understanding of coaching practices in LSL services with families of children who are DHH. METHODOLOGY: The first objective was addressed by performing a scoping review of the literature to synthesize the relevant research and professional practice recommendations and identify gaps in the knowledge base regarding coaching caregivers in LSL practice. The remaining objectives were addressed through qualitative, semi-structured interviews and video observation discussions with LSL practitioners and caregivers to gain insight into caregivers' perspectives and practitioners' perspectives and practices. Interviews were conducted with 14 practitioners and 13 caregivers at three intervention sites in the US and Canada. These sites represent three different service delivery models of LSL intervention for families of children who are DHH. RESULTS: The scoping review findings revealed a lack of consensus in the literature regarding the principles and practices of caregiver coaching in LSL services. We presented the following topics found in the literature: coaching practices, training for coaching, the effectiveness of coaching, and recommendations for coaching. Caregivers reported coaching as a positive experience; however, coaching practices differed among sites and between practitioners, supporting the results of the scoping review. The caregivers indicated factors that contribute to a positive coaching relationship, including practitioner characteristics, establishing explicit expectations, and adapting to caregivers' changing needs over time. The practitioner interviews also supported a lack of consistency in coaching practices between sites and indicated that underlying beliefs impact how practitioners coach and engage caregivers. CONCLUSION: The findings from this dissertation provide practical, actionable steps that LSL practitioners can implement to develop and support the caregiver coaching relationship. These findings have the potential to inform professional preparation and development activities to better equip practitioners to engage caregivers in the intervention process, and ultimately, positively impact the listening and spoken language outcomes of the children they serve.

The focus of this study was to examine the Deaf community and their preferences for both a psychologist and the language utilized in a clinical psychological setting. The study gave each participant a mock profile for a psychologist and then asked participants to answer questions on their perceptions of the psychologist provided. A total of 22 participants who identified as Deaf, deaf, hard-of-hearing, or as an individual with hearing loss were surveyed. Results indicated that participants randomly assigned to the Deaf psychologist had higher rates of satisfaction and trust over participants who were assigned to other psychologists. The study also supported the concept that individuals who prefer using American Sign Language will similarly prefer a psychologist who knows and can communicate in American Sign Language.

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