Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Internationally, the right of people with disabilities to participate as full members of society presently receives high priority and inclusive education is one way of facilitating participation. With South Africa firmly committed to a rights culture, it is a matter of time before inclusive education is implemented as policy. Since the education of the deaf presents its own challenges, questions abound around the inclusion of learners who are deaf in mainstream classes. This study seeks to explore the implications of the education of a learner who is deaf in a mainstream class and to explore the factors that facilitate learning in such a setting. An eco-systemic approach underpins the study. Both intrinsic and extrinsic factors in reciprocal interaction influence the learning of the deaf in mainstream classes. Several of these factors are explored in the international literature. Against this background, this study sets out to examine some of the factors mentioned in the literature as well as additional factors within the context of a rural South African school. A single learner who is deaf within the context of the family and education system was chosen as the focus of a qualitative, case study. Data were gathered through semi-structured interviews, field notes and a review of personal records. Interviews were held with educators, the principal, a support educator, the learner and the learner's mother. The data were analysed using aspects of content analysis and five patterns emerged. These were child related factors, family factors, school factors, support and factors pertaining to the education department. The findings indicated that the parameters of deafness which facilitated the leamer's success in the mainstream were a mixed hearing loss which benefited from hearing aids to the extent that the learner was able to access the curriculum by means of verbal communication with some compensatory behaviours and learning support. A positive attitude on the part of the school and a willingness to support him as well as good social integration were school-related factors that facilitated inclusion. Achievement enhancing factors despite poor socio-economic conditions were family-related factors that facilitated learning. Intensive early intervention formed a good foundation and continued to be of benefit. Several factors which could be improved were identified and recommendations were made. Since the impact of deafness differs from learner to leamer, each learner's needs has to be considered individually and placement decisions in one of a range of supportive settings be matched against this need. / AFRIKAANSE OPSOMMING: Dowe onderrig bied eie uitdagings. Internasionaal ontvang die reg van persone met gestremdhede om as volwaardige lede in die gemeenskap opgeneem te word, hoë prioriteit. Inklusiewe onderwys is een manier waarop insluiting en deelname in die gemeenskap vergemaklik kan word. Met die beoogde implementering van 'n beleid van inklusiewe onderwys in Suid-Afrika ontstaan daar vrae rondom die insluiting van leerders wat doof is in hoofstroom klasse. Hierdie studie poog om die implikasies wat onderrig van 'n leerder wat doof is in 'n hoofstroom klas inhou, te ondersoek. Die faktore wat leer in so 'n omgewing vergemaklik, is ook ondersoek. 'n Eko-sistemiese benadering is in die studie gebruik. 'n Enkele leerder wat doof is, is binne die konteks van sy familie en die onderwyssisteem gekies as onderwerp van 'n kwalitatiewe gevallestudie. Beide intrinsieke en ekstrinsieke faktore in wedersydse kommunikasie, beïnvloed die leer van dowe persone. In internasionale literatuur het faktore soos die aard van die doofheid, persoonlikheid, intellektuele funksionering, sosiale integrasie en skool- en familie verwante faktore aandag geniet en daar is bevind dat dit 'n impak op die leerder se sukses binne 'n inklusiewe leeromgewing het. Teen hierdie agtergrond is hierdie studie geloods om bogenoemde faktore en faktore uniek aan die situasie binne die konteks van 'n landelike Suid-Afrikaanse skool te ondersoek. Semi-gestruktureerde onderhoude IS gevoer met opvoeders, die skoolhoof, 'n leerondersteuningsopvoeder, die leerder en sy ouers. Veldnotas en In oorsig van persoonlike verslae is ook gebruik om inligting oor die leerder en die onderrig en leerproses te bekom. Die data is geanaliseer deur gebruik te maak van aspekte van inhoud analisering. Vyf patrone het na vore gekom, naamlik intrinsieke kindverwante faktore, familiefaktore, skoolverwante faktore, faktore rakende ondersteuning en faktore rakende die onderwysdepartement. Die bevindinge dui daarop dat Inleerder met 'n gehoorverlies wat deur 'n gehoorapparaat in staat gestel word om verbale kommunikasie te volg binne 'n leeromgewing waar daar die nodige ondersteuning is, groter sukses behaal. 'n Positiewe houding teenoor die leerder, 'n bereidwilligheid van opvoeders om die leerder te ondersteun en goeie sosiale integrasie is skoolverwante faktore wat insluiting vergemaklik. Familieverwante faktore wat leer aanmoeding lei tot verhoogde prestasies ten spyte van lae sosioekonomiese omstandighede. Intensiewe vroeë intervensies lê In goeie grondslag en lei tot langtermyn positiewe gevolge. Verskeie faktore waar daar ruimte VIT verbeteringe is, is geïdentifiseer en aanbevelings is gemaak. Terwyl sekere faktore in hierdie ondersoek geïdentifiseer is as kritiek in die fasilitering van leer in 'n inklusiewe omgewing, moet daarmee rekening gehou word dat die unieke interaksie van 'n ander stel intrinsieke veranderlikes en ekstrinsieke veranderlikes 'n ander stel kritieke faktore kan produseer. Die behoeftes van elke leerder wat doof is, sal dus op 'n individuele basis in ag geneem moet word sodat plasing binne die ondersteunende omgewing wat die beste in sy behoeftes voorsien, gedoen kan word.

No description available.

A research report in partial fulfilment of the requirements for the degree of Masters of Arts in Audiology by coursework and research report in the Faculty of Humanities, University of the Witwatersrand, 2016 / Auditory-verbal therapy (AVT) is an intervention approach used as part of an aural (re)habilitation programme conducted by an audiologist with deaf or hard-of-hearing (HOH) children. AVT is a refinement of the oral-aural approach and emphasizes listening instead of visual input. Previous research has focused on AVT in developed countries; however, there is limited available research in developing countries such as South Africa. This study explores and describes the relevance of AVT provided by audiologists in Gauteng, South Africa. The specific objectives of the study were to explore the differences between AVT and general paediatric aural rehabilitation therapies conducted by audiologists; the impact of language on the implementation of AVT and the challenges associated with AVT training. A qualitative research design was used. A purposive sampling strategy was used to identify and recruit participants. Ten audiologists currently conducting aural rehabilitation were selected to participate in the study. The sample size was divided into five audiologists who had obtained the LSL certification (equivalent to AVT certification) and five audiologists without the LSL certification. A pilot study was conducted prior to data collection to determine the applicability of the research study. Thereafter semi-structured interviews were conducted, using an interview schedule. Thematic analysis was employed and themes were described qualitatively. Results revealed the emergence of three resounding themes which included challenges, differences in therapy approaches, and implementation and contributing factors to the success of AVT. The results concluded the need for the implementation of newborn hearing screening programmes to assist with early identification and detection of hearing loss. The study identifies a strong need for the increase in the number of certified LSL therapists in South Africa and additional AVT comprehensive programmes to be implemented at various institutions in Gauteng. Awareness regarding the success of AVT implementation needs to be raised. Finally, the HPCSA needs to revisit and explicitly define the role of audiologists interacting with deaf or HOH children with the LSL qualification being a mandatory postgraduate pre-requisite for working in the field of aural rehabilitation. Key words: Auditory-verbal therapy; aural rehabilitation; deaf; hard-of-hearing. / GR2017

The purpose of this qualitative research, which utilized a narrative design strategy, was to describe the process of self-regulation of a child who has bilateral cochlear implants within the social environment of school. The study investigated the use of self-regulatory strategies by the cochlear implant recipient. It also examined how the child made modifications and monitored learning during activities within the classroom as related to Vygotsky's activity theory and John Dewey's theory of social control. Through data collection of documents, observations, interviews, and researcher field notes, it was found that the child demonstrated several self-regulatory strategies. / Kristin L. Patton. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Students with mild to moderate hearing losses, and some with severe hearing losses, are mainstreamed in a regular classroom for all or part of the day (Martin, Berstein, Daly & Cody, 1988). While these students may require special education services, the classroom teacher plays a vital role in the overall education and daily management of a child with a hearing impairment (Hass, 1987). Villa (1989) reported that many school employees have not received adequate training to educate these students. Therefore, it becomes the school's responsibility to educate teachers through a comprehensive inservice training program. One format for providing such a program is a self-directed inservice program. This approach can be utilized as a cost-effective means of meeting the professional needs of educators, although little is known regarding its' effectiveness to train teachers about the needs of students with hearing impairments. To address the effectiveness of a self-directed inservice approach, a comprehensive self-directed inservice program which provides information about hearing loss, behavior manifestations of children with hearing impairment, hearing aid maintenance, and mainstreaming was developed. This program was designed to educate teachers about the classroom needs of students with hearing impairment. A group of 20 teachers were randomly assigned to either the experimental group, which received the inservice program or control group, who read a brief article. A post test was administered to both groups, and the experimental group also answered a questionnaire regarding the inservice program. The results revealed a significant difference in the basic knowledge of regular education teachers about the classroom needs of students with hearing impairments for those receiving the program. This suggests that a self-directed inservice program is a viable method of educating teachers about the needs of students with hearing impairments.

published_or_final_version / Education / Master / Master of Education

M. Ed. / By virtue of the nature of the affliction, the auditory world of Chronic Otitis Media (COM) children is likely to be one of frequent insecurity and confusion. Fluctuations of volume, tone and clarity of sound must be very unsettling for young language learners. If the significant others in their lives are not fully informed about the nature, effects and potential impact of the illness on the developmental processes of the sufferer, then psychological, social and scholastic manifestations of the inevitable inner confusion will probably result:In South Africa today, fewer professional resources are available to meet the needs of a greater number of people. One creative solution to this problem could be the growing trend away from a predominantly one-to-one approach towards a consultative function for Educational Psychologists, with relevant psychometric and therapeutic intervention. With this in mind, the purpose of this study is to explore and illuminate the experiential world of the school beginner who suffers from COM to parents and teachers alike. With the growing emphasis on the integrated, whole language approach to teaching and learning in many South African schools, the focus of this study is on how the school beginner with chronic Otitis Media experiences his new learner status. The initial aim of the exercise is to expose this experience and examine it within the context of sound theory. Further, the study is intended to be the first, small step in a process intended ultimately to benefit the wider population of COM afflicted learners by raising new awareness and understanding of their special needs in their teachers. The theoretical foundation that undergirds this study incorporates a multidisciplinary review of the literature encompassing the anatomical structure of the ear, the mechanical, physiological and neuro-sensori process of sound reception and processing (which constitutes hearing), and the normal, integrated developmental stages of the infant. This foundation is established with the aim of providing support and structure for the research questions posed. The nature of the research problem under investigation dictates the type of research design used. The Case Study was sek licted as possessing the most appropriate characteristics and methods of data collection for the planned research process. The samples selected for the study complied with specified criteria relating to the onset, intensity and chronicity of Otitis Media experienced during infa ncy. Cases were to be six to seven years of age and in the beginning stages of their formal learning process. The study falls within the qualitative research paradigm and is presented as a description and discussion of the experiential world of the school beginner with chronic Otitis Media. Where `appropriate, a tentative explanation of outcomes is given and a behavioural profile compiled for discussion with teachers, and with further exploration in mind at some future time

While several authors have indicated specific methods for teaching rhythm, there is no single, comprehensive source available which could serve as a teaching guide in this important area of aural rehabilitation. The current paper represents an initial attempt to fulfill this need. The purpose ot this paper is to provide a survey of the different methods and avenues for teaching the rhythm of language to hearing impaired children.

The problem of this study is to determine the relationship of hearing to school achievement. More specifically, the problem is to compare the hard-of-hearing child with the normal hearing child of approximately the same intelligence quotient and similar home background in their academic progress in the elementary school to determine the educational loss due to this specific defect.

published_or_final_version / Education / Master / Master of Education