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The question of whether or not an individual suffering from a hearing loss is capable of hearing an auditory alarm or warning is an extremely important industrial safety issue. International standard ISO 773 1—1986(E), Danger Signals for Work Places — Auditory Danger Signals, requires that any auditory alarm or warning be audible to all individuals in the workplace, including those suffering from a hearing loss and/or wearing hearing protection devices (HPDs). Very little research has been conducted to determine how an individual's hearing level affects his/her ability to detect an auditory alarm or warning in a high-noise environment while wearing an HPD. The research effort described herein was undertaken to determine how the ability to detect an alarm or warning signal changed for individuals with normal hearing and two levels of hearing loss as the levels of masking noise and alarm were manipulated. Pink noise was used as the masker since it is a generally-accepted, generic substitute for industrial noise. A heavy-equipment reverse alarm was used as the signal since it is a common alarm in industrial facilities and construction sites. The rating method paradigm of signal detection theory was used as the experimental procedure in order to separate the subjects’ absolute sensitivities to the alarm from their individual criteria for deciding to respond in an affirmative manner. Results indicated that even at a fairly low signal-to-noise ratio (0 dB), individuals with a substantial hearing loss [a pure-tone average (PTA) hearing level on the order of 45-50 dBHL in both ears] are capable of hearing the alarm while wearing a high-attenuation earmuff. Predictive models were developed using nonlinear regression techniques. These models may be used to predict whether or not individuals with known hearing levels will be capable of hearing the alarm under known conditions or to determine the level of alarm presentation in order to be heard reliably by individuals with a specified range of hearing for given noise levels / Ph. D.

The purpose of this study was to determine whether the career development process was the same for hearing-impaired and normally-hearing adolescents. Subjects included 71 deaf and 318 nonhandicapped adolescents and their parents. A literature-based causal model of career maturity (Model 1) was developed that was designed to explain career maturity in terms of background variables, family characteristics, and individual characteristics. The inclusion of these variables was based on family systems theory, social learning theory, and the empirical literature on the career maturity of nonhandicapped adolescents. The regression of career maturity on the eight predictor variables in Model 1 explained about 20% of the variance in career maturity for the hearing group, and 28% for the deaf. Family cohesion was the strongest predictor of career maturity for both groups. Despite several similar patterns of influence among the variables, a number of relationships among the variables differed for the two groups. Furthermore, differences were noted between the groups in terms of the total effects for some of the eight predictor variables such as age and achievement. A second model was developed to describe the career development of the deaf. Model 2 included all of the variables in Model 1 as well as five additional variables specific to the experiences of the deaf. Model 2 explained 31% of the variance in the career maturity of the deaf subjects. The increase in variance explained was not great enough to be considered significant. The degree of the subject's hearing loss and the degree of mother-child communication were influential in describing the career development process for the deaf in Model 2. The results suggest that there are similarities and differences in the development of career maturity for deaf and hearing adolescents. The process is more reliant upon background characteristics, such as age, for the hearing. For the deaf, family variables intervene to influence career maturity to a greater extent than for the hearing. For both groups, higher family cohesion scores were associated with greater career maturity. The inclusion of deaf-specific variables contributed to the explanatory power of the basic model, although not to a significant degree. / Ph. D.

A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) in the Faculty of Humanities at the University of the Witwatersrand, Johannesburg, South Africa. December 2017. / Unilateral hearing loss (UHL), commonly known as 'single-sided deafness,' constitutes an ignored and under-researched population group. The limited existing research has established that persons with UHL tend to experience challenges in various social, emotional, language and academic areas, and thus persons with UHL experience more problems than previously realised. This study aims to address this gap by exploring the socio-emotional experiences of three persons with UHL. In addition, the researcher’s personal narrative as a person with UHL is included to provide another perspective. The participants were interviewed which provided narratives The theoretical framework of Bronfenbrenner's Bioecological model (1977-2009) and Vygotsky's (1962-1998) theories of language were used to interpret the influence of a child's surrounding social and cultural environments, and their interactions. The narrative data were analysed and interpreted using coding and categorising processes. Findings from the personal narratives revealed themes of anger, isolation, frustration as well as, indicated that children with UHL require assistance regarding disclosing their hearing loss. Additionally, topics such as ‘teasing’, ‘disturbing experiences during hearing loss diagnosis’ and ‘feelings of loneliness’ were also revealed. This study established that a child's surrounding social and cultural environments play a significant role in shaping their attitudes and perceptions of their unilateral hearing loss, and not all of the participants experienced disabling social challenges. Those who have intervention opportunities such as counselling, develop more effective communication and coping skills required for persons with UHL. In addition, links between interventions and coping skills were also revealed. Recommendations for future research include investigating the links between a child with UHL, intervention and coping skills, with a particular focus on their quality of life experiences. Significantly, there is a need for intervention programmes that address the social and emotional needs of children with UHL on an individual basis. Keywords Unilateral hearing loss; hearing related quality of life; Coping skills; Expressive Language; Stories; Autoethnography; Narrative Inquiry. / LG2018

Thesis (M.A. (Clinical Psychology)) --University of Limpopo, 2013 / The study is aimed at investigating societal perception towards the hearing impaired and their psychological implications. The study concentrated on how the hearing impaired thought the hearing public perceived them and, also identified the psychological implications of these (perceived) societal perceptions on the hearing impaired. The research design is qualitative in nature, wherein, a convenient and purposive sample of ten hearing-impaired participants was used. Video recorded interviews of open-ended questions and questionnaires were used in combination to gather information. The Interpretative Phenomenological Analysis (IPA) was applied as the method of data analysis. Three super-ordinate themes were identified. These themes primarily indicated that the hearing impaired hold the view that they are negatively perceived by the hearing society. The findings of the study were that negative societal perceptions result in negative self-perceptions and discourage social interactions between the hearing impaired and the hearing communities.

Please read the abstract in the section 00front of this document / Dissertation (MA (Library Science))--University of Pretoria, 2007. / Information Science / unrestricted

The purpose of this investigation was to determine the prevalence of specific learning disabilities in school-aged hearing impaired children based on the proposed theoretical definition of the National Joint Committee for Learning Disabilities (1981) and the theoretical definition constructed by the Canadian Association for Children and Adults with Learning Disabilities (1981). The operationalization of these theoretical definitions, coupled with the current operational definition issued by the Texas Education Agency (1983), formulated the investigative framework.

Thesis (PhD)--Stellenbosch University, 2013. / Bibliography / Includes Guidelines for teaching hearing impaired students (35 p.) / ENGLISH ABSTRACT: Globally, hearing impairment remains the most common congenital anomaly diagnosed in infants, and hearing impairment is the single largest disability grouping in South Africa. Growing numbers of students with hearing impairment are being granted access into higher education in South Africa. However, they still remain under-represented in comparison to students with other impairments, and their needs in the teaching and learning environment in terms of human and technical support as well as communication and access to information remain under-supported. This study came into being because of the absence of research on the academic experiences of students with hearing impairment in higher education in South Africa. The intention of the study was to analyse and describe the teaching and learning (academic) experiences of students with hearing impairment at the case study university. This inquiry focused specifically on educational barriers, coping strategies, assistive technologies, curriculum accessibility as well as support services. Using a qualitative case study design, informed by an interpretive (constructivist) paradigm, purposeful sampling led to the selection of information-rich cases in order to gain insight from the authentic experiences of the students. The context of the case study was a South African university with a relatively large number of registered students with hearing impairment who use the oral method of communication. Data were generated by means of semi-structured interviews with participating students, university lecturers and a staff member from the disability unit. ATLAS.ti was used to code and analyse the data using grounded theory methods, allowing for the discovery of recurring themes. Six major findings emerged from this study, namely that all of the participants identified as belonging to the hearing rather than Deaf identity cultural paradigm, that limited curriculum transformation had taken place, existing support services were largely inadequate, a large number of barriers related to teaching and assessment were experienced, a variety of academic and personal coping strategies were used by the students to support their needs, and some critical factors for success were advocated for by the participants. From the findings and data interpretation and by making use of Bronfenbrenner’s bio-ecological model of human development as a tool, I constructed both an academic learning support framework as well as a set of practical guidelines for teaching students with hearing impairment. Thereafter conclusions were drawn and practical recommendations were made to various stakeholders in the education of students with hearing impairment. Further areas for research are also suggested. The academic learning support framework (as a model of best practice) forms part of my personal contribution to the field of research. / AFRIKAANSE OPSOMMING: Gehoorgestremdheid is wêreldwyd steeds die algemeenste kongenitale afwyking wat by babas gediagnoseer word, en in Suid-Afrika is die meeste mense met gestremdhede dié met gehoorgestremdhede. Alhoewel ’n toenemende aantal studente met gehoorverlies toegang tot hoër onderwys in Suid-Afrika verkry, is hulle steeds onderverteenwoordig in vergelyking met studente met ander gestremdhede en ontvang hulle steeds min ondersteuning, hetsy menslik of tegnies. Hierdie studie het ontstaan as gevolg van die afwesigheid van navorsing oor die persoonlike ervarings van studente met gehoorgestremdheid in hoër onderwys in Suid-Afrika. Die hoofdoel van hierdie gevallestudie was om vas te stel hoe om hierdie studente akademies te ondersteun ten einde hul tersiêre opvoeding en hul kanse om sukses te behaal en grade te verwerf, te verbeter. Die studie het veral gekyk na die opvoedkundige struikelblokke, hanteringstrategieë, ondersteunende tegnologieë, leerplantoeganklikheid, sowel as onder-steuningsdienste. Die metodologie wat vir hierdie studie gebruik is, was kwalitatief van aard. Die gebruik van doelgerigte steekproefneming het gelei tot die keuse van inligtingryke gevalle ten einde insig in die alledaagse ervarings van die studente te verkry. Die agtergrond van die studie was ʼn universiteit met 'n groot aantal geregistreerde gehoorgestremde studente wat van mondelinge/ouditiewe kommunikasiemetodes gebruik maak. Data is deur middel van semi-gestruktureerde onderhoude met hierdie studente, dosente en 'n personeellid van die eenheid vir gestremdhede gegenereer. Die data is met behulp van ATLAS.ti gekodeer en geanaliseer om die herhalendende temas te bepaal. Die ses belangrikste bevindings uit hierdie studie was dat al die deelnemers hulself met horende studente eerder as met gehoorgestremdes in die samelewing geïdentifiseer het, dat beperkte kurrikulum-transformasie plaasgevind het, dat bestaande ondersteuningsdienste grootliks onvoldoende was, dat die deelnemers ʼn groot aantal struikelblokke met betrekking tot onderrig en assessering ervaar het, dat hulle ʼn verskeidenheid akademiese en persoonlike hanteringstrategieë gebruik het om aan hulle behoeftes te voldoen en dat die kritiese faktore vir sukses deur die deelnemers self bepleit moes word. Uit die bevindinge van hierdie navorsing het die navorser 'n holistiese raamwerk, geïnspireer deur Bronfenbrenner se bio-ekologiese model vir menslike ontwikkeling, vir studente met gehoorgestremdheid in hoër onderwys ontwerp. Gevolgtrekkings is gemaak en praktiese aanbevelings is aan verskeie belanghebbendes wat by die onderrig van studente met gehoorgestremdheid betrokke is, voorgelê. Verdere terreine vir navorsing word ook voorgestel. Die akademiese leerondersteuningsraamwerk (as ’n model van beste praktyk) maak deel uit van my persoonlike bydrae tot die navorsingsveld.

published_or_final_version / Education / Master / Master of Education

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