The thesis deals with the theme of Quality of life of hearing impaired people during adolescence. It is divided into two parts - a theoretical one and a practical one. The theoretical part consists of three chapters - A person with hearing impairments, Quality of life and Selected factors affecting life of hearing impaired people. In these chapters we consider categorization, classification, etiology of hearing impaired people, and also consequences of hearing impairments. In the next part we deal with the historical view on the quality of life of hearing impaired people, its specification or measurements of the quality of life. In the last chapter of the theoretical part we choose particular factors which affect life of hearing impaired people - communication, upbringing and education, culture, sport, free time. The practical part of the thesis is focused on analysis and evaluation of a questionnaire-based survey in which 41 hearing impaired respondents at the age of 16 - 21 participated. The questionnaire-based survey is aimed at hearing impaired people's attitude to the quality of life - namely education, free time activities, interactions with intact population and doing activities together - including a preferable form of communication with intact people or present satisfaction in their lives....

Orientador: Vera Lúcia Messias Fialho Capellini / Resumo: Sabe-se que a consciência fonológica, uma das estruturas da metalinguística, é preditora de um letramento com sucesso para pessoas com ou sem deficiência e assim o é, para a pessoa com deficiência auditiva/surdez. A pessoa com deficiência auditiva que faz uso da abordagem oral, se fizer acompanhamento adequado, poderá desenvolver a consciência fonológica, tal qual um ouvinte e a pessoa com surdez, por sua vez, que faz uso de uma língua de sinais, se estiver em contato com a mesma desde a mais tenra idade, terá uma percepção fonológica das estruturas mínimas de sua língua visuoespacial. Uma aliada tanto da promoção da consciência fonológica, quanto do letramento, é a contação de histórias. Portanto, este trabalho objetivou, por meio de um livreto composto por narrativas curtas, incentivar o ensino de estruturas da consciência fonológica de forma lúdica, pela contação de histórias ou leitura a ser realizada por professores de alunos com deficiência auditiva/surdez em sua prática docente; também buscou verificar a usabilidade de tal livreto e suas respectivas instruções, pelo viés do professor. As instruções foram elaboradas seguindo a perspectiva vigotskiana, em que o professor ensina e dá feedback ao aluno em seu momento de mediação. Participaram dessa pesquisa, onze professores cursistas do Ambiente Virtual de Aprendizagem AVA, plataforma Moodle Rede de Formação (Redefor), e cinco professores de uma cidade de médio porte do interior do estado de São Paulo; nove alunos com sur... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It is known that phonological awareness, one of the metalingüísticas structures, is a predictor of a successful literacy for people with or without disabilities and so it is, for the person with hearing impairment and deafness. The person with hearing impairment who makes use of the oral approach, if followed properly, can develop phonological awareness, just like a listener and the person with deafness, in turn, who makes use of a sign language, if they are in contact with the sign language from the earliest age, will have a phonological perception of the minimal structures in their language visio-espacional. A big ally of both development of phonological awareness and a literacy, is the storytelling. Therefore, this work aimed to create a reading material composed of short narratives, to encourage the training of structures of phonological awareness by playful form, through storytelling and to be applied by teachers of students with hearing impairments/deafness in their teaching practice; as well as the elaboration of specific instructions for each audiences or students and characterization of them. The instructions were elaborated following the Vigotskian perspective, in which the teacher teaches and gives feedback to the student in his moment of mediation. Participated in this research, 11 teachers of a course of the Virtual Learning Environment (AVA), Moodle platform- Network of Formation Redefor, and five teachers from a medium-sized city of the state of São Paulo, who ... (Complete abstract click electronic access below) / Mestre

Submitted by MARIA CAROLINA CABESTRE GAMBA YOSHIDA (carolcabestre@yahoo.com.br) on 2017-05-23T18:44:00Z No. of bitstreams: 1 ATIVIDADESDEESTIMULAÇÃODACONSCIÊNCIAFONOLÓGICA.pdf: 2001586 bytes, checksum: 27b6c0b012b0e2c1129f5b8c2d89fc8c (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-23T18:48:37Z (GMT) No. of bitstreams: 1 yoshida_mccg_me_bauru.pdf: 2001586 bytes, checksum: 27b6c0b012b0e2c1129f5b8c2d89fc8c (MD5) / Made available in DSpace on 2017-05-23T18:48:37Z (GMT). No. of bitstreams: 1 yoshida_mccg_me_bauru.pdf: 2001586 bytes, checksum: 27b6c0b012b0e2c1129f5b8c2d89fc8c (MD5) Previous issue date: 2017-02-27 / Sabe-se que a consciência fonológica, uma das estruturas da metalinguística, é preditora de um letramento com sucesso para pessoas com ou sem deficiência e assim o é, para a pessoa com deficiência auditiva/surdez. A pessoa com deficiência auditiva que faz uso da abordagem oral, se fizer acompanhamento adequado, poderá desenvolver a consciência fonológica, tal qual um ouvinte e a pessoa com surdez, por sua vez, que faz uso de uma língua de sinais, se estiver em contato com a mesma desde a mais tenra idade, terá uma percepção fonológica das estruturas mínimas de sua língua visuoespacial. Uma aliada tanto da promoção da consciência fonológica, quanto do letramento, é a contação de histórias. Portanto, este trabalho objetivou, por meio de um livreto composto por narrativas curtas, incentivar o ensino de estruturas da consciência fonológica de forma lúdica, pela contação de histórias ou leitura a ser realizada por professores de alunos com deficiência auditiva/surdez em sua prática docente; também buscou verificar a usabilidade de tal livreto e suas respectivas instruções, pelo viés do professor. As instruções foram elaboradas seguindo a perspectiva vigotskiana, em que o professor ensina e dá feedback ao aluno em seu momento de mediação. Participaram dessa pesquisa, onze professores cursistas do Ambiente Virtual de Aprendizagem AVA, plataforma Moodle Rede de Formação (Redefor), e cinco professores de uma cidade de médio porte do interior do estado de São Paulo; nove alunos com surdez e sete com deficiência auditiva. Os professores, após receberem o livreto e confirmarem a participação, responderam a um questionário por meio do “drive - formulários do google” sobre a usabilidade do livreto, e três instruções I, II e III de atividades de detecção de estruturas da consciência fonológica, destinadas aos alunos com deficiência auditiva/surdez, bem como procurou caracterizar esses alunos. Pelas análises das respostas constatou-se como resultado, que 100% dos professores consideraram o livreto “útil” e possível de ser aplicado aos alunos indistintamente; quanto às Instruções I, 54% dos alunos atentaram para a sonoridade das palavras e em relação às Instruções II e III, 36% dos alunos com surdez perceberam a repetição de sinais semelhantes.As respostas também revelaram que dos 67% dos alunos que apresentaram maiores dificuldades na leitura e escrita eram em sua maioria alunos com surdez; 59% precisaram de “auxílio” para responder questões referentes às narrativas; 51% dos alunos com deficiência auditiva estavam no Ensino Fundamental I e dos com surdez, 38% no Fundamental II e 50% no Ensino Médio, apontando certa discrepância nesses últimos dois grupos, por ainda se encontrarem em fase de letramento,segundo os professores; constatando-se a necessidade de se alertar profissionais das áreas de Educação, saúde e familiares sobre a urgência de procedimentos de ensino e de reabilitações no que se refere à aquisição de linguagem, seja ela a língua de sinais ou a língua oral, bem como a utilização de atividades que envolvam “consciência fonológica” no letramento. / It is known that phonological awareness, one of the metalingüísticas structures, is a predictor of a successful literacy for people with or without disabilities and so it is, for the person with hearing impairment and deafness. The person with hearing impairment who makes use of the oral approach, if followed properly, can develop phonological awareness, just like a listener and the person with deafness, in turn, who makes use of a sign language, if they are in contact with the sign language from the earliest age, will have a phonological perception of the minimal structures in their language visio-espacional. A big ally of both development of phonological awareness and a literacy, is the storytelling. Therefore, this work aimed to create a reading material composed of short narratives, to encourage the training of structures of phonological awareness by playful form, through storytelling and to be applied by teachers of students with hearing impairments/deafness in their teaching practice; as well as the elaboration of specific instructions for each audiences or students and characterization of them. The instructions were elaborated following the Vigotskian perspective, in which the teacher teaches and gives feedback to the student in his moment of mediation. Participated in this research, 11 teachers of a course of the Virtual Learning Environment (AVA), Moodle platform- Network of Formation Redefor, and five teachers from a medium-sized city of the state of São Paulo, who are received the material and confirmed the participation, and responded to a questionnaire through the "drive - google forms" about the "applicability of the material" and three types of intructions I, II, III with searching for activities of phonological awareness as well as the characterizations, designed for students with hearing impairments/deafness. The answer also revealed that the 67% of students with deafness had greater difficulties in reading and writing; 59% of them needed a help to answer questions regarding narratives by teachers. 51% of students with hearing impairments were in Elementary School, and 38% of the students with deafness were in Middle School, and 50% of the students with deafness were in High School. This result pointed out the discrepancy existes in the last two groups due to the process of literacy according to teachers, which means that the professionals in the areas of education, health and family need to be aweared of the urgency of educational and rehabilitational procedures regarding to the acquisition of language whether the sign language or oral language, as well as activities involving "phonological awareness" in literacy.

Suffering from a hearing impairment or deafness has major consequences on the individual's social life. Today, there exist various aids, but there are some challenges with these, like availability, reliability and high cognitive load when the user trying to focus on both the aid and the surrounding context. To overcome these challenges, one potential solution could make use of a combination of Augmented Reality (AR) and speech-to-text systems, where speech is converted into text that is then presented in AR glasses. However, in AR, one crucial problem is the legibility and readability of text under different environmental conditions. Moreover, different types of AR-glasses have different usage characteristics, which implies that a certain type of glasses might be more suitable for the proposed system than others. For speech-to-text systems, it is necessary to consider factors such as accuracy, latency and robustness when used in different acoustic environments and with different speech audio.  In this master thesis, two different AR-glasses are being evaluated based on the different characteristics of the glasses, such as optical, visual and ergonomic. Moreover, user tests are conducted with 23 normal hearing individuals to evaluate the legibility and readability of text under different environmental contexts. Due to the pandemic, it was not possible to conduct the tests with hearing impaired individuals. Finally, a literature review is performed on speech-to-text systems available on the Swedish market.   The results indicate that the legibility and readability are affected by several factors, such as ambient illuminance, background properties and also how the text is presented with respect to polarity, opacity, size and number of lines. Moreover, the characteristics of the glasses impact the user experience, but which glasses are preferable depends on the individual's preferences.   For the choice of a speech-to-text system, four speech-to-text APIs available on the Swedish market were identified. Based on our research, Google Cloud Speech API is recommended for the proposed system. However, a more extensive evaluation of these systems would be required to determine this. / Speech-to-Text System using Augmented Reality for People with Hearing Deficits

The diploma thesis focuses on the employment of persons with hearing impairments. In the theoretical part, the introductory chapters pay attention to the terminological definition from the perspective of surdopaedia, classification of hearing impairments and the possibility of communication of persons with hearing impairments. Furthermore, the theoretical part is devoted to approaches to education and education systems for persons with hearing impairments. The thesis also describes the situation of employing persons with hearing impairment not only in the Czech Republic, but also in Germany, Slovakia and Great Britain. In the practical part, the situation of work of persons with hearing impairments is analyzed by means of a research survey, which has the character of mixed research. A structured interview for clients of the organization Silent world and a semi-structured questionnaire were used for the research investigation. The main aim of this thesis is to analyze the situation of work of persons with hearing impairment and possibilities of work of persons with hearing impairments in the Czech Republic, this goal is achieved by research investigation. KEYWORDS Job opportunities, persons with hearing impairments, deaf, Silent world, professional counseling

Denna artikel undersöker hur man kan skapa ökad förståelse för hörselskador i vardagliga ljudmiljöer med hjälp av en realtidssimulation. Den producerade simulationen är binaural, och innefattar olika element av hörselskador såsom hörselnedsättning och tinnitus, samt sköter uppspelning av producerade ljudmiljöer i ett 4.0-surroundformat. Artikeln tar avstamp i tidigare forskning, beskrivningar av hörselskador i vetenskaplig litteratur, samt självbedriven etnografi med hörselskadade individer. Processen för framtagningen av simulationen beskrivs, och de olika steg som tagits för att anlända vid en fullständig slutprodukt redogörs. Upplevelsen utvärderas med hjälp av kvalitativa användartester med 13 deltagande studenter, där resultatet pekar på att simulationen har bidragit till en ökad förståelse för hörselskador i vardagliga ljudmiljöer. / This article explores how a real-time simulation can contribute to better understanding regarding hearing impairments in everyday sound environments. The produced simulation is binaural, and includes different elements of hearing impairment such as hearing loss and tinnitus, and handles playback of produced sound environments in a 4.0-surround format. The article is built upon previous research, descriptions of hearing impairments in scientific literature, as well as self-executed ethnography with hearing impaired individuals. The process of designing the simulation is described, as well as the different steps taken in order to arrive at a final product. The experience is evaluated through qualitative user testing with 13 participating students, where the results indicate that the simulation has contributed to a better understanding of hearing impairments in everyday sound environments.

This thesis deals with deafblind people and their lives. The work investigates how the system of care for these people works in the Czech Republic and how the clients themselves are satisfied with this care. The introductory theoretical part provides basic information about dual sensory impairment, it explains the concept of "deafblindness", describes its classification, etiology and diagnosis. Attention is also given to several fundamental pillars of care of people with deafblindness, such as communication, education, social services, career success, socialization, aids, etc. Second part of this thesis consists of research that has been done using questionnaires with aim to determine how the care of the deafblind is implemented in the Czech Republic and how it is evaluated by particular clients. Survey results have provided personal reference of deafblind individuals about services, organizations and aids, about their frequency and availability. Keywords Dual sensory impairment, deafblindness, sheltered housing, communication systems, organization, people with visual and hearing impairments, aids, employment, social welfare, education.

Made available in DSpace on 2016-06-02T19:46:12Z (GMT). No. of bitstreams: 1 2976.pdf: 1024257 bytes, checksum: 6e0a06d059f29cb147e3849c559ecd9e (MD5) Previous issue date: 2008-03-07 / Universidade Federal de Minas Gerais / Children with hearing impairments which study into the regular school can be isolated andrejected by their peer group and can exhibit more learning disability, emotional andbehavior problems than children that don't have deficiencies. Theoretical field of socialskills has been dedicated to the study of these questions. However the literature don tindicate which performances from the children could contribute or hinder the inclusion ofchildren with hearing impairments on their interpersonal relations, just as there a few dataon the relations between these performances and the social isolation and rejection by thepeer group, academic competence and behavior problems. This work was divided into tworesearches. The purpose of the research I consists in identify the inclusive social skills,by categorizing the pro-included performances and from the anti-included performances.Participated in this research I eight children with hearing impairments and 128 childrenwithout deficiency of eight classes of 1ª the 4ª grades of regular schools. By means offilming from the classes in the classroom and classes of the physical education, have beenidentified and categorized 30 pro-included performances and 20 anti-includedperformances from the children. The objective of the research II was observe the relationamong the pro-included performances and the anti-included performances and: a) the socialskills; b) the behavior problems; c) the academic competence; d) the sociometric statusfrom the children. Participated in this research II eight children with hearing impairmentsand eight children without deficiency of eight classes of 1ª the 4ª grades of regular schools.The statistically descriptive analysis suggested the relation among these performances andthe repertory of social skills and the academic competence from the children. The datarelative to the behavior problems and the sociometric status from the children don t suggestthe relation among these variables and the pro-inclusive performances and anti-inclusiveperformances. / Crianças com deficiência auditiva que estudam no ensino regular podem ser isoladas erejeitadas pelo grupo de pares e podem apresentar mais dificuldades de aprendizagem,comportamentos problemáticos e problemas emocionais do que as crianças que nãoapresentam deficiência. O campo teórico das habilidades sociais tem se dedicado ao estudodestas questões. Porém, a literatura não tem apontado quais os desempenhos das criançasque poderiam contribuir e/ou dificultar a inclusão da criança com deficiência auditiva nassuas relações interpessoais, assim como há poucos dados sobre as relações entre estesdesempenhos e o isolamento social e rejeição pelo grupo de pares, competência acadêmicae ocorrência de comportamentos problemáticos. Este trabalho foi dividido em dois estudos.O Estudo I teve como objetivo identificar classes de habilidades sociais inclusivas, pormeio da categorização dos desempenhos pró-inclusivos e dos desempenhos anti-inclusivos.Participaram do Estudo I, oito crianças com deficiência auditiva e 128 crianças semdeficiência de oito classes de 1ª a 4ª séries de escolas regulares. Por meio de filmagens dasaulas em sala e de aulas de educação física, foram identificados e categorizados 30desempenhos pró-inclusivos e 20 desempenhos anti-inclusivos das crianças com e semdeficiência auditiva. O Estudo II teve o objetivo de observar a relação entre desempenhospró-inclusivos e desempenhos anti-inclusivos e: a) as habilidades sociais; b) a ocorrência decomportamentos problemáticos; c) a competência acadêmica; d) o status sociométrico dascrianças com e sem deficiência auditiva. Participaram do Estudo II, oito crianças comdeficiência auditiva e oito crianças sem deficiência de oito classes de 1ª a 4ª séries deescolas regulares. A análise estatística descritiva sugeriu a relação entre estes desempenhose o repertório de habilidades sociais e a competência acadêmica das crianças. Os dadosrelativos à ocorrência de comportamentos problemáticos e ao status sociométrico dascrianças não sugeriram a relação entre estas variáveis e a freqüência dos desempenhos próinclusivose anti-inclusivos.

The thesis called Česká unie neslyšících (Czech Union of the Deaf) - the importance of organization for the quality of life of people with hearing disabilities brings knowledge of special educational care for adults with hearing loss. The theoretical part of the thesis deals with a complex presentation of hearing impairment in a person's life. The emphasis is mainly focused on the factors influencing the quality of life of these people. The great importance of institutions - schools, associations and clubs in the lives of people with hearing impairments is also introduced. Main attention is given to the organization named Česká unie neslyšících. It describes its history and current situation. Research survey indicated in the practical part of this thesis is also focused on organization Česká unie neslyšících. The research was realized by questionnaire survey among the clients of the organization. The aim of the research is to evaluate the benefits of the organization for the people with hearing impairments. The research survey focuses mainly on describing the frequency and reasons for using the services and activities of this organization by its clients. The results of the research survey refer to significant contribution of this organization in a lot of points. These results also contribute to...

Deaf individuals experience significant obstacles to participating in behavioral health research when careful consideration is not given to accessibility in the design of study methodology. To inform such considerations, we conducted a secondary analysis of a mixed-methods study that explored 16 Deaf trauma survivors’ help-seeking experiences. Our objective was to identify key findings and qualitative themes from consumers' own words that can be applied to the design of behavioral clinical trials methodology. In many ways, the themes that emerged are what we would expect of any research participant, Deaf or hearing – a need for communication access, empathy, respect, strict confidentiality procedures, trust, and transparency of the research process. However, additional considerations must be made to better recruit, retain, and engage Deaf trauma survivors. We summarize our findings in a “Checklist for Designing Deaf Behavioral Clinical Trials” to operationalize the steps researchers should take to apply Deaf-friendly approaches in their empirical work.