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The impact of dialogical reading program on hearing impaired kindergarten and early primary students in Hong Kong.January 2002 (has links)
Fung Pan-Chung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 46-54). / Abstracts in English and Chinese ; questionnaire in Chinese. / Acknowledgement --- p.i / Table of Contents --- p.ii / Abstract (English) --- p.iv / Abstract (Chinese) --- p.v / Chapter Chapter One --- Introduction --- p.1 / Language Development and Hearing Impairment / Positive Home Literacy Environment / Dialogical Reading Intervention for Hearing-Impaired / Children with Hearing Impairment and Their Use of Chinese Language / Objectives of the Present Study / Chapter Chapter Two --- Method --- p.17 / Participants / Design / Materials / Design / Procedures / Chapter Chapter Three --- Results --- p.27 / Demographics / Preschool and Primary Chinese Literacy Scale / Peabody Picture Vocabulary Test ´ؤ Third Edition / Feedback Questionnaire / Chapter Chapter Four --- Discussion --- p.35 / Discussion of the Effectiveness of Dialogical Reading Intervention / Reasons for the Success of Dialogical Reading on Hearing-Impaired / Importance of the Result from the Present Study / Recommendations to Parents and Educators / Limitations and Further Studies / Conclusion / References --- p.46 / Appendixes --- p.55 / Chapter A. --- Guideline for the Dialogical Reading Group / Chapter B. --- Example of Picture Cards for the Dialogical Group / Chapter C. --- Calendar Checklist for Dialogical and Normal Reading Group / Chapter D. --- Demographic Information Questionnaire / Chapter E. --- Follow-up Questionnaire for the Dialogical Reading Group / Chapter F. --- Follow-up Questionnaire for the Normal Reading Group
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Policy and practice on special education: a comparison of education for the hearing impaired in Hong Kong andMacauYuen, Siu-wah., 阮兆華. January 1998 (has links)
published_or_final_version / Education / Master / Master of Education
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Factors influencing grade 1 school placement and subsequent changes in school placement of learners with cochlear implantsBardien, Faeza 12 1900 (has links)
Thesis (MAud (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy)--Stellenbosch University, 2008. / Over the past decade an increasing number of learners with cochlear implants have been
placed in mainstream settings in South Africa (Müller & Wagenfeld, 2003). The aim of
the present study was to describe possible factors that influence the initial grade 1 school
placement as well as subsequent changes in placement of learners with cochlear implants.
Data collection consisted of a retrospective record review of the children implanted at the
Tygerberg Hospital-University of Stellenbosch Cochlear Implant Unit and a
questionnaire aimed at assessing parental perceptions regarding the basis of grade 1
school placement for their children. The record review incorporated children implanted in
1988, the year of inception of the unit and included the most recently implanted children
who have already started grade 1. Results of the 47 participants indicated that multiple
factors influenced the selection of grade 1 school placement. Recommendations by
professionals and parental preference were the most important determinants in the
selection process. The mainstreamed learners were implanted at a much younger age than
the learners placed in special school settings and therefore had a longer duration of
implant use at the start of grade 1. Subsequent to grade 1 placement, the number of
learners in mainstream placement, increased from 55% to 70%. The aspects identified in
the study could be utilised when counselling parents during the school placement
decision making process. Long term monitoring of the academic achievement of these learners needs to be an aim of future research.
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Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool ChildrenSmith, David Michael 05 1900 (has links)
The purpose of this study was to determine the effectiveness of Filial Therapy training in increasing teachers of deaf and hard of hearing preschool students': 1) empathic responsiveness with their students; 2) communication of acceptance to their students; 3) allowance of self-direction by their students. A second purpose was to determine the effectiveness of Filial Therapy training in reducing experimental group students': 1) overall behavior problems; 2) internalizing behaviors; and 3) externalizing behavior problems. Filial Therapy is a didactic/dynamic modality used by play therapists to train parents and teachers to be therapeutic agents with their children and students. Teachers are taught primary child-centered play therapy skills for use with their own students in weekly play sessions with their students. Teachers learn to create a special environment that enhances and strengthens the teacher-student emotional bond by means of which both teacher and child are assisted in personal growth and change. The experimental group (N=24) consisted of 12 teachers, who participated in 11 weekly Filial Therapy training sessions (22 total instructional hours) during the fall semester at the preschool of a center for communications disorders, and 12 students chosen by the teachers as their student of focus. Teachers and students met once a week during the training for 30 minute teacher student play sessions in a room specified for this purpose. The non-treatment comparison group received no training during the 11 weeks. Teacher participants completed two written instruments: the Child Behavior Checklist/Caregiver-Teacher Report Form and the Meadow-Kendall Social-Emotional Assessment Inventory for Deaf and Hearing Impaired Students. Teachers who received Filial Therapy training were videotaped during student teacher play sessions. The videotaped sessions were used for pretest and posttest evaluation for the Measurement of Empathy in Adult-Child Interaction. Analysis of covariance revealed the children in the experimental group significantly decreased overall behavior problems. Teachers in the experimental group increased communication of empathy with their students of focus, significantly increased their attitude of acceptance with their students, and significantly increased in their ability to allow the students appropriate self-direction. This study supports Filial Therapy as an effective method of training teachers of deaf and hard of hearing preschool children to be therapeutic agents of change with their students.
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To study the hearing impaired children's academic and social adjustment in ordinary schools and the supportive services theyrequired方玉英, Fong, Yuk-ying, Theresa. January 1993 (has links)
published_or_final_version / Social Work / Master / Master of Social Sciences
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'n Evaluasie van die Du-Toit-groeptoets vir dowes vir gebruik met Bruin gehoorgestremde leerlinge tussen die ouderdomme 6 en 16 jaar [Microfiche]Roux, Valerie January 1988 (has links)
Bibliography / Thesis (M.A.) -- Stellenbosch University, 1988.
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Perceptions of students, parents and professionals towards supportive remedial services and integrationTsang, Lai-yuen, Lance., 曾麗婉. January 1997 (has links)
published_or_final_version / Education / Master / Master of Education
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