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PARENTING A HEARING IMPAIRED CHILD: AN ADLERIAN APPROACH (ARIZONA).Perry, Deola January 1986 (has links)
The target population for this research is parents of hearing impaired children under the approximate age of ten in Arizona. Twenty-one subjects were selected from parents of children attending the Arizona State School for the Deaf and Blind and Phoenix Day School for the Deaf. Numbers of available subjects precluded the use of random selection or random assignments to groups. Assignment to groups was made according to parents' ability to attend group meetings on specific nights of the week. The twelve subjects in the treatment group participated in an eight-session parent study group using the researcher's handbook (Healthy Emotional Development For Hearing Impaired Children: A Guide For Parents) as a study manual. The nine subjects in the control group participated in eight lecture sessions designed to provide information on the medical and educational aspects of hearing loss. Prior to the initial group sessions each subject completed the Adlerian Parental Assessment of Child Behavior Scale (APACBS). This evaluation procedure was again repeated at the conclusion of the eighth session. The results of these two evaluations were statistically compared to determine the effect of the use of the handbook as a manual in a parent study group on the behavior problems of hearing impaired children as perceived by the parents. No statistically significant differences were found between the treatment group and the control group although the treatment group did improve along more dimensions than did the control group.
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The play patterns of young hearing-impaired children with their hearing and hearing-impaired peers.Levine, Linda Mae January 1993 (has links)
An observational study was conducted examining the social and cognitive play of young children with hearing-impairment playing in small groups composed of both hearing and hearing-impaired peers. The questions addressed the effects of the hearing status of the play partner upon the social/cognitive play patterns of children with hearing-impairment, and the relationship between their play patterns and their communicative competence, social competence and speech intelligibility. Forty-eight hearing-impaired subjects ranging in age from 3-6 to 6-1 were observed playing with partners of same and different hearing status during integrated play sessions at 13 school sites. The social play categories included solitary, parallel and group play, while the cognitive play categories included functional, constructive and dramatic play. Results of the study showed that the play patterns of the hearing-impaired children differed significantly for each group of partners. When playing with hearing-impaired partners, subjects engaged in group functional and constructive play more frequently than parallel functional and constructive play, and with equal frequency in parallel dramatic and group dramatic play. When playing with hearing partners, subjects engaged with equal frequency in group and parallel play. When playing with mixed groups of hearing and hearing-impaired partners, subjects engaged in group dramatic play more frequently than parallel dramatic play, and with equal frequency in group functional and constructive play, and parallel functional and constructive play. Communicative competence was negatively correlated to functional play. A positive correlation was found between social competence and constructive play, and between speech intelligibility and dramatic play. These correlations remained significant when age was partialed out. The hearing-impaired subjects spent similar percentages of time in social/cognitive play as those reported for hearing children. The study supports the premise that the play of young hearing-impaired children varies according to the hearing status of the play partner and is neither delayed nor deficient.
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The inclusive education of students with a hearing impairment : a case study inquiryCarson, Kerrie, University of Western Sydney, College of Arts, Education and Social Sciences, School of Education and Early Childhood Studies January 2001 (has links)
Inclusion is the practice of serving the needs of all students, with a full range of abilities and disabilities, in the general classroom with appropriate in-class support. Using qualitative case studies, this thesis explores the inclusive placement of three students with a hearing impairment. The students came from non-English speaking backgrounds, used hearing technology to access the class program and were eager to attend their local primary school. They had different types of hearing losses and were the only hearing-impaired students enrolled at their school. Five variables were examined which influenced the success of the inclusive placement. These included the student's academic, social and physical performance, the school environment and parental/family support. The constant comparative method was used to analyse data collected in each case study. Findings from the case studies identified strengths and weaknesses in the students' inclusive placement, and also provided data for future research and discussion on inclusive education / Doctor of Philosophy (PhD)
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The effect of socializing with hard-of-hearing peers on the self-advocacy of hard-of-hearing school-aged children /Waters, Lee Alison, January 2006 (has links)
Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 76-83). Also available for download via the World Wide Web; free to University of Oregon users.
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An educational audiology service delivery model needs of teachers of children with hearing loss /Van Dijk, Catherine-Anne. January 2003 (has links)
Thesis (D. Phil. Communication Pathology)--University of Pretoria, 2003. / Summary in English and Afrikaans. Includes bibliographical references.
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Discourse comprehension in the hearing impaired : story comprehension and recallMicallef, Maria. January 1982 (has links)
No description available.
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Unilateral hearing impairment and the effects of FM auditory trainers on auditory discriminationEley, Cynthia S. January 1988 (has links)
The purpose of this study was to determine the effects of using an FM auditory trainer on the speech intelligibility with unilateral hearing loss. Half lists of the NU-6 was administered to 20 normal hearing adults under the following conditions: binaurally (quiet and noise), one ear occluded without and FM auditory trainer (quiet and noise), and one ear occluded with an FM auditory trainer (quiet and noise). The occlusion of the right and left ears was performed in order to control for the dominance of the right ear in speech discrimination under noise.The results indicated a significant improvement in speech discrimination when an FM auditory trainer is used with the unilaterally hearing impaired. / Department of Speech Pathology & Audiology
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Die invloed van meerdere avontuur-gerigte ervaringsleerprogramme (AEL) op die retensie van indiwiduele [sic] gedragsveranderings 'n gevallestudie /Coetzer, Izak Stefanus. January 2006 (has links)
Thesis (M.A.(Biokinetics, Sport and Leisure Sciences))--University of Pretoria, 2007. / Summary in English and Afrikaans. Includes bibliographical references.
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An experimental analysis of opportunity and communication response form in a child with autism and hearing impairmentsDempsey, Donna Jean. Ala'i-Rosales, Shahla S., January 2007 (has links)
Thesis (M.S.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.
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Phonological abilities of Cantonese-speaking hearing-impaired children with cochlear implants or hearing aidsLaw, Wing-yu, Zoe. January 2003 (has links)
Thesis (B.Sc.)--University of Hong Kong, 2003. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 29-32) Also available in print.
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