This study was an investigation of the relationship between rapid automatized naming (RAN) and reading in a sample of deaf and hard of hearing (DHH) students who use American Sign Language (ASL). Thirty DHH students, 10 to 18 years old, were given a series of assessments including measures of RAN, reading decoding, reading fluency, reading comprehension, expressive vocabulary, receptive vocabulary, and visual-motor integration. Significant correlations were found between RAN colors and reading decoding; RAN colors and reading comprehension; and RAN colors, numbers, and letters and reading fluency. A significant difference was found between symbolic (letters, numbers) and non-symbolic (objects, colors) RAN in this sample, with better performance noted on tasks of symbolic RAN. Hierarchical regression models were created for each type of RAN. Each model as a whole was significant. The proposed model for RAN objects accounted for 26.6% of the variance in RAN performance. The model for RAN colors accounted for 54.1% of the variance in RAN performance. The proposed model for RAN numbers accounted for 53% of the variance in RAN. The model for RAN letters accounted for 32.6% of the variance in RAN. Across all models, reading fluency and vocabulary were unique and statistically significant contributors in the model predicting RAN. Visual-motor integration performance was not a unique contributor to the model.

The Swedish Bildtelefoni.net is a service that people who use Swedish Sign Language (SSL) through a video phone can call in order to get in touch with people who speak through a telephone, or vice versa. In relayed calls via the Swedish video relay service (FBT), the interlocutors have different access to the visual arena and the auditive space. They are also physically separated from each other. An interpreter, working in a studio, enables the interaction across the different media, and the interpreter is the only person who has direct contact with both users of the service. FBT has been provided in Sweden since 1996, and is administrated by The Swedish Post and Telecom Authority (PTS). The overall aim of the dissertation is to describe, analyse and discuss participants’ interaction and their joint construction of meaning within FBT. The theoretical and methodological frameworks for the dissertation are dialogism and Conversation Analysis (CA). The dissertation is based on twenty-five authentic calls from FBT, recorded during two periods of time: in the years 2009–2010, and in 2013. One stimulated recall is also made with one interpreter, concerning a call from the second collection. The project has been ethically approved by the Swedish Ethical Review Board. The interaction within FBT is dynamic and dependent on different media, modalities, resources, and also related to several conventions specific for the setting. All this influences the interlocutors, their actions as well as the entire activity. This kind of complexity has not previously been studied in the regular service. Analysis of the recordings focuses on the actions and activities of the participants who interact in the FBT, on a moment-to-moment basis. As results of the research, four phenomena are addressed, and presented as papers: I: the organisation of turns; II: the headset as an interactional resource; III: positioning and bimodal mediation with a focus on the interpreter; IV: the co-creation of communicative projects among the interlocutors. A main conclusion of the results is that the interaction is a joint construction of meaning among all of the interlocutors, although, the interpreter has a key function. Further research of interaction within FBT needs to be conducted, since investigations on this institutional interaction are rare despite the fact that this kind of service is widespread all over the world.

Research has shown that theory of mind tends to develop in typically-developing children at about the age of 4 years. However, language appears to play a great role in this, particularly as deaf children, particularly those born to hearing parents, display extreme delays in theory of mind development, while bilinguals have been found to develop at a somewhat faster rate than monolinguals. Additionally, effects of culture on theory of mind development remain somewhat unclear, as there have been mixed results in past research. Theory of mind has also been correlated with metalinguistic ability and executive functioning skills, leading to multiple hypotheses regarding what drives theory of mind development. The aim of this doctoral thesis was to examine the relationships between theory of mind, metalinguistic awareness, and executive functioning, as well as to evaluate how language and culture play a role in these relationships. Four studies were conducted in an attempt to seek answers to six research questions surrounding this aim. Study1 evaluated theory of mind, metalinguistic awareness, and executive functioning among hearing nursery children in Central Scotland. Study 2 was aimed at evaluating these same skills among deaf children in the U.S. and U.K., as well as developing a scaling of theory of mind abilities among deaf children. Study 3 assessed these skills among deaf Ghanaian children, as well as evaluating theory of mind abilities among a group of hearing Ghanaian children. Finally, Study 4 compared monolingual and bilingual children on theory of mind, metalinguistic awareness, and executive functioning. Results show that there is a strong link between theory of mind and metalinguistic awareness among hearing children that is not explained by executive functioning skills. This relationship was not apparent among deaf children, who struggle more with theory of mind than metalinguistic awareness. The deaf children in Ghana were delayed compared to their Western peers; hearing Ghanaian children were delayed compared to their Western peers as well, but only slightly. Bilingual children and monolingual children performed similarly on false belief and set-shifting tasks; however, monolingual children outperformed bilinguals on metalinguistic awareness and inhibition tasks, possibly due to low verbal mental age among the monolinguals. Results of the four studies suggest that language does play a part in the relationship between theory of mind and metalinguistic awareness. Due to limited data, cultural effects remain unclear. It is proposed that deaf children’s struggle with theory of mind stems from their difficulty with abstract concepts.

Esta tese de doutorado deriva do programa de Pesquisa e Desenvolvimento em Geração de Dicionários da Língua de Sinais Brasileira (Libras) conduzido pelo Professor Capovilla no último quarto de século. A tese pertence aos campos da lexicologia, lexicografia e metalexicografia. A tese foca na pesquisa lexicográfica que a autora conduziu como coautora do Dic-Brasil: Dicionário da Língua de Sinas do Brasil (Capovilla, Raphael, Temoteo, & Martins, 2017a, 2017b, 20917c) nos estados do Rio Grande do Sul, Santa Catarina, Paraná e no Distrito Federal . Ela descreve as estratégias usadas para estudar o léxico de Libras, e compara as estratégias lexicográficas usadas em seis dicionários clássicos, três dos quais d e Libras e os outros três da Língua de Sinais Americana. A tese analisa o papel que a iconicidade do sinal desempenha nos dicionários de sinais, e compara diferentes modos com que a iconicidade é tratada nesses seis dicionários clássicos de língua de sinai s. De modo a aumentar a eficácia pragmática com que os dicionários representam sinais, esta tese analisa o papel desempenhado pelas ilustrações e descrições, tanto da forma do sinal quanto de seu significado; bem como da iconicidade, etimologia e morfologi a do sinal. A tese descreve um estudo sobre a iconicidade dos sinais, e analisa a relação entre o grau em que a forma de um sinal pode ser considerada admissível para representar um dado significado e o grau em que esse significado pode ser efetivamente ad ivinhado. Sinais icônicos têm significado admissível e adivinhável. O paradoxo na bibliografia é que sinais não adivinháveis são considerados admissíveis. No estudo analisando relação entre admissibilidade e adivinhabilidade, 70 sujeitos ingênuos (Grupos 1 e 2) observaram 201 sinais (Conjuntos A e B). Sujeitos do Grupo 1 julgavam a admissibilidade dos sinais do Conjunto A (atribuindo nota numa escala Likert: - 2, - 1, +1, +2) e adivinhavam o significado dos sinais do Conjunto B. Sujeitos do Grupo 2 faziam o o posto: julgavam a admissibilidade dos sinais do Conjunto B e adivinhavam significado dos sinais do Conjunto A. Resultados revelaram que s ujeitos julgaram 28 sinais como inadmissíveis (Adm M - 1), 77 como admissíveis (+1 Adm M ), e 96 como neutros ( - 1,00< Adm M <+1,00). Dos 201 sinais, adivinharam somente 24 (+1 Adv M ), todos os quais haviam sido previamente considerados admissíveis pelo outro grupo. Nenhum sinal que foi considerado inadmissíve l por um grupo chegou a ser adivinhado pelo outro. Logo, a admissibilidade de um sinal parece ser condição necessária para a adivinhabilidade desse sinal, e correlacionada positivamente com essa adivinhabilidade. O estudo sugere que, aparentemente, a admis sibilidade só passa a predizer fortemente a adivinhabilidade quando essa admissibilidade ultrapassar certo limiar de forte admissibilidade, que está localizado em algum ponto entre 1,50 e 1,75 (i.e., 1,50 Adm M 1,75) na escala Likert / This doctoral dissertation springs from the Research and Development Program on Brazilian Sign Language (Libras) Dictionaries conducted by Professor Capovilla and students at the University of Sao Paulo over the last 25 years. The dissertation pertains to Libras lexicology, lexicography, and metalexicography. The dissertation centers on the lexicographic research that the author has conducted as coauthor of the Dic-Brasil: Libras Dictionary (Capovilla, Raphael, Temoteo, & Martins, 2017a, 2017b, 20917c). It describes the strategies used for studying Libras lexicon, and compares lexicographic strategies used in six classic dictionaries, three of which on Libras, and the other three on American Sign Language. The dissertation analyzes the role of sign iconicity in sign dictionaries. It compares different ways in which iconicity is dealt with in six classic sign language dictionaries. In order to increase the pragmatic efficacy with which dictionaries represent signs, the present dissertation analyzes the role played by both illustration and description of both sign form and sign meaning, as well as by descriptions of sign iconicity, etymology and morphology. The dissertation describes a study on sign iconicity that analyzes the relationship between sign admissibility and sign guessability. Signs are iconic when their meaning is admissible and can be guessed. Paradoxically, while only 10% of sign meaning can be guessed, the remaining 90% of signs that cannot be guessed are considered admissible, once the observer is informed about what they mean. In the study, 70 naive subjects (Groups 1 and 2) examined 201 signs (Sets A and B). Group 1 subjects rated the admissibility of Set A signs (using a Likert scale: -2, -1, +1, +2) and guessed the meaning of Set B signs. Group 2 did the opposite. Results showed that: Subjects rated 28 signs as inadmissible (average rating -1), 77 signs as admissible (average rating +1), and 96 signs as neutral (-.99 average rating +.99). Only 24 of 201 signs were effectively guessed (average rating +1), all of which had been regarded as being admissible by the other group subjects. No sign that had been regarded as inadmissible ended up being guessed. Therefore, admissibility seemed necessary for guessability and positively correlated with it. Yet it seemed insufficient for guessability. The data suggests that, apparently, sign admissibility can only predict sign guessability when admissibility surpasses a given threshold of strong admissibility, which is located somewhere in between 1.5 and 1.75 point (1,50 average rating 1,75) in the Likert scale

Traditionally, the curriculum for deaf learners mainly involved language acquisition. The emphasis on academic subjects, such as science was marginal. In South Africa, the National Curriculum Statements (NCS) was introduced to redress the inequalities of the past education system. This research report is an investigation of science education for deaf learners. The study involved, firstly, exploring the experiences of educators that teach science to deaf learners and secondly, the identification of possible barriers that deaf learners experience in acquiring scientific knowledge, values and skills. Methodologically, this research project is located in the qualitative paradigm. The research participants comprised of five educators that teach science to deaf learners. The research sites were schools that cater for deaf learners, and are located in a province of South Africa. To gather data from the participants, the qualitative tools of interviews, field observations and artifact collection were utilized. Findings from the research indicate that there are intrinsic factors, such as literacy, sign language, cognition and motivation, and extrinsic factors, such as policy implementation, instructional strategies and resources that create barriers for deaf learners in science education. The participants’ suggestions that have emerged are also mentioned. Data obtained from the research provides valuable insight for deaf learners, educators that teach science to deaf learners and educational policy makers. The research report concludes with recommendations that could have implications for further research in the context of science education for deaf learners in South Africa.

Este estudo tem como objetivo traçar o perfil da fluência verbal de surdos oralizados em Português Brasileiro, usuários de Língua Brasileira de Sinais, em relação aos aspectos de velocidade da fala, tipologia das disfluências da fala, e freqüência de rupturas da fala, tanto na produção oral quanto na produção multimodal. O perfil da fluência foi investigado através da análise perceptual de amostras de fala de 12 indivíduos adultos surdos profundos congênitos. A metodologia de coleta e a análise da fluência foi baseada em protocolo brasileiro de avaliação da fluência. Os dados obtidos foram comparados intra-grupo, ou seja, a produção oral dos surdos com sua produção multimodal, e inter-grupos, a produção dos surdos com os parâmetros de fluência de ouvintes falantes de Português Brasileiro. Os resultados indicam que a fluência da fala dos surdos, tanto na produção multimodal quanto na produção oral são diferentes da fluência dos ouvintes. A velocidade da fala dos surdos é mais lenta que a dos ouvintes. Quanto à tipologia das disfluências da fala, os surdos apresentam resultados diferentes dos ouvintes (exceto na produção oral, para disfluências comuns). A freqüência de rupturas da fala dos surdos é superior à dos ouvintes (exceto na produção multimodal, para a porcentagem de descontinuidade de fala). Este estudo evidencia a necessidade de novas pesquisas sobre a fluência verbal dos surdos. / This research aimed to determine the verbal fluency profile of deaf individuals with oral Brazilian Portuguese language and users of the Brazilian Sign Language, in relation to speech rate, type of disfluencies and frequency of speech disruptions, in the oral and multimodal production. The fluency profile was investigated through the perceptual analyses of the speech samples of 12 deaf adults with severe congenital hearing loss. The adopted methodology and the fluency analyses were based on the Brazilian protocol of fluency analyses. The obtained data was analysed within the group, that is, comparing the oral production of the deaf individuals to their multimodal production, and between groups, that is, comparing the oral production of the deaf individuals to the oral production of hearing individuals speakers of the Brazilian Portuguese. The results indicate that the fluency of speech of deaf individuals, in the multimodal and in the oral production, are different than hearing individuals. The speech rate of deaf individuals is slower than that presented by hearing individuals. In relation to the type of disfluencies presented, the deaf individuals present different results than that observed in hearing individuals (except in the oral roduction for the common disfluencies category). The frequency of the speech disruptions presented by the deaf individuals is superior to that of the hearing group (except for the multimodal production for the percentage of speech discontinuity category). This study emphasizes the need of more research about the verbal fluency of deaf individuals.

O tema Educação de Surdos vem ganhando destaque na última década, sobretudo com o reconhecimento da Língua Brasileira de Sinais, Libras, como a primeira língua do surdo pela Lei 10.436/02, regulamentada pelo Decreto 5.626/05. O presente estudo, que se desenvolve tendo como base a perspectiva discursiva e enunciativa de Bakhtin, se debruça sobre a constituição do ser professor surdo, utilizando-se, para isso, de conceitos como língua, palavra e dialogismo, dentre outros desenvolvidos pelo autor. Nosso objetivo foi conhecer a trajetória escolar, profissional e de participação social deste sujeito que atua como educador e buscar, a partir disso e do que os professores narram sobre o ser professor, analisar, indagar e refletir sobre os reflexos e refrações dos elementos de sua vida/história na constituição deste papel. Para isto, foi conduzido um estudo sob o viés qualitativo mediante entrevistas realizadas em língua de sinais. Foram entrevistados três docentes surdos que atuam em escolas de educação básica no Estado de São Paulo com alunos surdos. Durante os encontros, registrados em vídeo, foi utilizado um roteiro semiestruturado construído a partir de cinco temas: História de vida, Participação Social e Cultura Surda, Trajetória escolar, Trajetória Profissional, O papel do professor surdo Práticas e Concepções sobre Educação de Surdos. A análise dos resultados demonstrou que existem diversas aproximações entre as primeiras experiências escolares e de formação dos nossos sujeitos, que se traduzem por um passado de exclusão e de dificuldades relacionadas à questão da língua. Essas aproximações nos sugerem a existência de outros elementos constitutivos do ser professor surdo como, por exemplo: a configuração do ambiente de trabalho e as relações estabelecidas; a participação, dentro do ambiente de trabalho, nos espaços e momentos de discussão, debate, e enfrentamento de ideias e concepções; a presença de pares surdos; a presença de um grupo que se empenhe no desenvolvimento de um trabalho pedagógico coletivo e compartilhado, aberto às trocas e discussões; a clareza na distinção dos papéis de professor de Libras e de professor de surdos; o lugar que a Libras ocupa na escola; o que a Libras representa para os professores surdos; o posicionamento político e ideológico dos professores com relação à Libras e à Educação Bilíngue; entre outros. Tais elementos acabam por contribuir para o delineamento das práticas pedagógicas desenvolvidas pelos professores e constituem-se enquanto fatores determinantes para que estes professores venham a reproduzir ou não as práticas e discursos com os quais tiveram contato. / The Deaf Education theme has been getting prominence over the past decade, especially with the recognition of the Brazilian Sign Language, Libras, as the first language of deaf people by Law 10.436/02, regulated by Decree 5.626/05. This study, developed based on Bakhtins discursive and enunciative perspective, focuses on the constitution of the deaf teacher, using, for that, concepts such as language, word and dialogism, among others developed by the author. Our goal was to know about the educational and professional path and the social participation of this individual who acts as an educator and seek to, based on this and what these teachers narrate about being a teacher, analyze, investigate and think about the reflections and refractions of the elements of their life/history in the constitution of this role. For this purpose, a qualitative study was held through interviews conducted in sign language. Three deaf teachers who work in Basic Education schools in the state of São Paulo with deaf students were interviewed. During the meetings, recorded on video, a semi-structured script which was built from five themes was used: Life History, Social Participation and Deaf Culture, Professional and Educational Paths, The Role of the Deaf Teacher Practices and Conceptions about Deaf Education. The results showed that there are several similarities among our interviewees first school and graduation experiences, which can be translated into a history of exclusion and difficulties related to the language issue. These similarities suggest the existence of other constitutive elements of being a deaf teacher, for example: the working environment structure and the established relations; the participation, within the work environment, in spaces and moments of discussion, debate, and confrontation of ideas and concepts; the presence of deaf partners; the presence of a group that strives to develop a collective and shared pedagogical work, open to exchanges and discussions; the clarity in distinguishing the roles of the Libras teacher and the teacher of deaf students; the position that Libras occupies in school; what Libras means for the deaf teachers; the political and ideological positioning of teachers about Libras and Bilingual Education; among others. These elements end up contributing to the designing of pedagogical practices developed by teachers and constitute as determinants for these teachers to come to reproduce or not the practices and discourses with which they had contact.

A partir da etimologia grecorromana, esta tese propõe terminologia para descrever estrutura SematosÊmica (de SematoLogia: , sêma, sinal; - -logía, estudo) de sinais da Língua de Sinais Brasileira (Libras) em 535 unidades linguísticas (SematosEmas) distribuídas em 27 parâmetros, cada qual devidamente em termos compostos de lexemas gregos e latinos. Análise computadorizada da distribuição dessas unidades no corpus de 13.500 sinais de Libras do Dicionário da Língua de Sinais do Brasil computou ocorrência dos 535 SematosEmas nos 13.500 sinais e identificou, para cada parâmetro, os SematosEmas canônicos com incidência acima da média. Tal caracterização insere Libras na Linguística Comparativa de línguas de sinais, e é relevante ao balanceamento SematosÊmico de futuros materiais de avaliação e de desenvolvimento de competência linguística em sinais. Resultados revelaram os seguintes SematosEmas canônicos: 1) articulações de mão direita (DexiQuiriFormEmas-DestraManusFormÍculos): aberta, S, 8, 1, D, A, L, 2, V, 2) articulações de mão esquerda (AristeroQuiriFormEmas-SinistraManusFormículos): aberta, fechada, S, 8, 1, D, curvada, C, A, L, 5, 3) Orientações palma direita (DexiQuiriTroposEmas-DestroManusDirectÍculos): para esquerda, para trás, para baixo, para frente. 4) Orientações palma esquerda (AristeroQuiriTroposEmas- SinistraManusDirectÍculos: para direita, baixo, trás. 5) Orientações mão direita (DexiQuiriDeixisEmas-DestroManusDirectÍculos): para cima, frente, esquerda; 6) Orientações mão esquerda (AristeroQuiriDeixisEmas-SinistraManusDirectÍculos): para direita, frente, cima. 7) Relações entre mãos (QuiriEsquetEmas- ManusRelativÍculos): tocando palma, dedos, lado a lado, direita sobre esquerda, laterais, dorso. 8) Dedos direitos (DexiDactiloTiposEmas-DestroDigitiTiposÍculos): indicador, polegar, polegar e indicador, médio. 9) Dedos esquerdos (AristeroDactiloTiposEmas-SinisterumDigitiTiposÍculos): indicador, polegar, polegar e indicador, mínimo. 10) Articulações dedos direitos (DexiDactiloFormEmas- DestroDigitiModusÍculos): curvado, distendido, pontas unidas. 11) Articulações dedos esquerdos (AristeroDactiloFormEmas-SinisterumDigitiModusÍculos): curvado, separados. 12) Locais do rosto e face (MascaraPerifericoSematosEmas- FacieCircumSignumÍculos): boca, testa, queixo, têmporas, nariz, bochecha; 13) Locais da cabeça (CefaloPerifericoSematosEmas-CapitisCircumSignumÍculos): ante rosto, laterais da cabeça. 14) Locais de tórax e abdome (ToraxicoPerifericoSematosEmas-TroncusCircumSignumÍculos): tocando peito, ombro, distante do corpo, lateral do corpo. 15) Locais de membros (MeliPerifericoSematosEmas-MembriCircumSignumÍculo): braço dobrado horizontal e vertical, tocando antebraço ou cotovelo. 16) Movimentos mão direita (DexiQuiriCinesEmas-DestroManusMotusÍculos): para baixo, frente, direita, girar pelo pulso, esquerda, cima, sentido horário, trás, em círculos, afastar e aproximar. 17) Movimentos mão esquerda (AristeroQuiriCinesEmas-SinistraManusMotusÍculos): para esquerda, frente, baixo, afastar, direita, girar pelo pulso, cima, aproximar. 18) Tipo movimento mão direita (DexiQuiriCineTiposEmas- DestroManusMotumTipusÍculos): ondular, tremular. 19) Tipo movimento mão 14 esquerda (AristeroQuiriCineTiposEmas-SinistraManusMotumTipusÍculos): tremular, ondular. 20) Movimento dedo direito (DexiDactilosCinesEmas- DestroDigitiMotusÍculos): abrir, curvar, unir pelas pontas, oscilar, aproximar e afastar, pinçar. 21) Movimento dedo esquerdo (AristeroDactilosCinesEmas- SinisteraDigitiMotusÍculos): abrir, oscilar, unir pelas pontas, curvar, aproximar e afastar, esfregar. 22) Frequência de movimento (CineMetronEmas- MotumQuantusÍculos): repetir várias vezes, ligeiramente, alternadamente. 23) Movimento do corpo (SomaCinesEmas-CorporisMotusÍculos): inclinar cabeça para baixo, lado, frente, trás. 24) Expressões faciais positivas (CaliMascarEmas- BellusPersonalÍculos): sorridente, alegre, contente. 25) Expressões faciais negativas (CacoMascarEmas-DeformisPersonalÍculos): contraído, aborrecido, irritado, desconfortável, tenso, indignado, descontente, bravo, raivoso, aflito. 26) Expressões faciais neutras (MascarasCinesEmas-PersonaMotusÍculos): boca aberta, bochechas infladas, testa franzida, bochechas sugadas, olhos fechados, boca semi-aberta, dirigir olhar, expirar, dentes cerrados, sobrancelhas arqueadas. Tal caracterização da estrutura da Libras é de suma relevância pois, como previsto pela teoria do pandemônio, quanto mais canônico o SematosEma, maior o número de sinais aos quais se aplica, e menor seu poder de resolução para permitir o resgate lexical de sinais via sistema de busca de sinais BuscaSigno / Based on the etymology of Greek and Latin, the present doctoral dissertation describes the SematosEmic structure (from SematoLogy: sêma, mark, sign; - -logía,-logy, branch of study) of Brazilian Sign Language (Libras). That structure is described using 535 sign language units (SematosEmes) distributed in 27 parameters, each of which made of Greek and Latin lexemes. The Brazilian Sign Language Dictionary is made of a corpus of 13,500 signs. The distribution of 535 SematosEmes was computed in that corpus. Canonic SematosEmes (those with above average incidence) were identified, so as to characterize Libras for Comparative Linguistics purposes, and to allow for SematosEmic balancing of assessment and intervention instruments and materials. Results revealed the following canonical SematosEmes: 1) right hand shape (DexiQuiriFormEmas- DestraManusFormÍculos): open, S, 8, 1, D, A, L, 2, V, 2) left hand shape (AristeroQuiriFormEmas-SinistraManusFormículos): open, closed, S, 8, 1, D, curved, C, A, L, 5, 3) right palm facing (DexiQuiriTroposEmas-DestroManusDirectÍculos): left, back, down, forward; 4) left palm facing (AristeroQuiriTroposEmas- SinistraManusDirectÍculos: right, down, back. 5) right palm facing (DexiQuiriDeixisEmas-DestroManusDirectÍculos): up, forward, left; 6) left palm facing (AristeroQuiriDeixisEmas-SinistraManusDirectÍculos): right, front, up. 7) Hands interrelations (QuiriEsquetEmas-ManusRelativÍculos): touching palm, finger(s), side by side, right over left. 8) Right finger(s) (DexiDactiloTiposEmas- DestroDigitiTiposÍculos): index, thumb, thumb and index, middle. 9) Left finger(s) (AristeroDactiloTiposEmas-SinisterumDigitiTiposÍculos): index, thumb, thumb and index, little. 10) Right finger shape (DexiDactiloFormEmas-DestroDigitiModusÍculos): curved, straight, fingertips united. 11) Left finger shape (AristeroDactiloFormEmas- SinisterumDigitiModusÍculos): curved, separate. 12) Articulation place relative to face (MascaraPerifericoSematosEmas-FacieCircumSignumÍculos): mouth, forehead, chin, temple, nose, cheeks. 13) Articulation place relative to head (CefaloPerifericoSematosEmas-CapitisCircumSignumÍculos): around face, around head. 14) Articulation place relative to trunk (ToraxicoPerifericoSematosEmas- TroncusCircumSignumÍculos): touching chest, shoulder, distant from body, body side. 15) Articulation place relative to limbs (MeliPerifericoSematosEmas- MembriCircumSignumÍculo): bent horizontal arm, bent vertical arm, touching arm, touchin elbow. 16) Right hand movement (DexiQuiriCinesEmas- DestroManusMotusÍculos): down, forward, right, wrist turn, left, up, clockwise, backward, in circles, away from and towards. 17) Left hand movement (AristeroQuiriCinesEmas-SinistraManusMotusÍculos): left, forward, down, away from, right, wrist turn, up, towards. 18) Right hand movement type (DexiQuiriCineTiposEmas-DestroManusMotumTipusÍculos): waving, shaking. 19) Left hand movement type (AristeroQuiriCineTiposEmas-SinistraManusMotumTipusÍculos): shaking, waving. 20) Right finger(s) movement (DexiDactilosCinesEmas- DestroDigitiMotusÍculos): open, bend, join fingertips together, oscillate, move close, move away, pinch. 21) Left finger(s) movement (AristeroDactilosCinesEmas16 SinistraDigitiMotusÍculos): open, oscillate, join fingertips together, bend, move close, move away, rub. 22) Movement frequency (CineMetronEmas-MotumQuantusÍculos): repeat, slightly, alternately. 23) Body movement (SomaCinesEmas- CorporisMotusÍculos): tilting head down, tilting head sideway, tilting head forward, tilting head backward. 24) Pleasant facial expressions (CaliMascarEmas- BellusPersonalÍculos): smiling, happy, satisfied; 25) Unpleasant facial expressions (CacoMascarEmas-DeformisPersonalÍculos): frowning, annoyed, irritated, unconfortable, tense, indignant, disatisfied, angry, furious, anxious. 26) Neutral facial expressions (MascarasCinesEmas-PersonaMotusÍculos): open mouth, inflate cheek, frown, suck cheek, close eye, semi-open mouth, look toward, exhale, clench teeth, raise eyebrows. Such a characterization of Libras structure is relevant to understanding lexical retrieval processes. As predicted by the Pandemonium Theory, the more canonic the SematosEme, the greater the number of signs to which it applies, and the lower its resolution power to afford sign lexical retrieval via SignTracking

INTRODUÇÃO: Estudos apontam para a importância da aquisição da Língua de Sinais por crianças Surdas o mais cedo possível para o desenvolvimento de linguagem, cognitivo, social e emocional. Porém, poucas dentre estas crianças têm acesso a esta língua em seu ambiente familiar, pois 95% das crianças Surdas são filhas de pais ouvintes. Um programa de intervenção Bilíngue para crianças Surdas, que proporcione o uso da Língua de Sinais como primeira língua (L1) e o português escrito e oral como segunda língua (L2), pode prover à criança um ambiente favorável ao seu desenvolvimento. Esta pesquisa teve o objetivo de analisar um programa de intervenção Bilíngue para crianças Surdas, na ótica de seus pais ouvintes, com referência ao apoio que receberam dos profissionais envolvidos neste e nas mudanças ocorridas na comunicação com seus filhos depois da participação no programa. MÉTODOS: Foi elaborado um roteiro de entrevista semi-estruturado, que compreendeu os seguintes aspectos: trajetória da família desde o momento da suspeita da Surdez até a entrada no programa Bilíngue; meios e qualidade da comunicação dos familiares com as crianças Surdas; concepção sobre a Surdez e relacionamento familiar. As entrevistas foram realizadas com 17 mães e 1 pai ouvintes, de crianças Surdas com idade entre 5 e 7 anos, que participaram do programa por pelo menos dois anos. A metodologia compreendeu análises quantitativa e qualitativa dos dados coletados nas entrevistas. Foi traduzida e adaptada uma escala de 0 a 10 em que os pais atribuíram nota a seus filhos em situações comunicativas antes e depois da participação no programa Bilíngue. Os resultados das avaliações foram submetidos a tratamento estatístico. As entrevistas foram analisadas qualitativamente com o Discurso do Sujeito Coletivo, selecionando-se as expressões-chave e as ideias centrais dos discursos individuais de todos os pais participantes. RESULTADOS: Com relação à suspeita da Surdez, os resultados indicaram que as mães foram responsáveis em 38,9%, seguida pelos pais por 22,2% e o restante por médicos e outros familiares. A idade das crianças, em média, era de 12,3 meses no momento da suspeita da Surdez e 19,91 meses no momento do diagnóstico. Para a maioria dos pais, tanto o primeiro contato com um Surdo adulto como o aprendizado da Língua de Sinais foram propiciados pelo programa Bilíngue. Houve melhoras significativas, na opinião dos pais, com relação à comunicação e ao relacionamento com os filhos Surdos. Os resultados também mostraram 100% de aceitação da Língua de Sinais pelos pais. Com relação à fluência dos pais no uso da Língua de Sinais, 77,8% destes se autoavaliaram com nota acima de 7. Também ocorreram mudanças positivas para todos os pais na dinâmica da vida familiar e quanto à expectativa de futuro dos filhos Surdos. Os Discursos do Sujeito Coletivo dos pais revelaram o impacto que sofreram ao receber o diagnóstico da Surdez dos filhos, as melhoras observadas por eles na comunicação com seus filhos e destes com outros familiares. Os resultados também mostraram a importância da interação destes pais com Surdos adultos e as mudanças positivas ocorridas em suas vidas e de seus filhos decorrentes de sua participação no programa. CONCLUSÕES: O programa Bilíngue promoveu melhora na comunicação entre as crianças Surdas e seus familiares ouvintes, no comportamento geral das crianças, no relacionamento intrafamiliar, na expectativa de futuro dos pais com relação a seus filhos Surdos e na qualidade de vida destas famílias . / INTRODUCTION: Studies indicate the importance of Deaf children acquiring Sign Language as early as possible for purposes of language, cognitive, social and emotional development. However, few children have access to this in the family environment, since 95% of Deaf children have hearing parents. A program of bilíngual intervention for Deaf children that offers the use of Sign Language as a first language (L1) and written and spoken Portuguese as a second language (L2) can provide children with a favorable environment for their development. This research aimed to analyze a program of Bilíngual intervention for Deaf children from the viewpoint of their hearing parents, with reference to the support they received from the professionals involved and the communication with their children before and after participation in the program. METHODS: A semi-structured interview was designed, covering the following aspects: family trajectory from the moment when it suspected the deafness to the moment when it entered the Bilíngual program; means and quality of communication between family members and the Deaf children; conception of Deafness; and family relationship. Interviews were conducted with 17 hearing mothers and 1 hearing father of Deaf children aged between 5 and 7 years old, who participated in the program for at least two years. The methodology included quantitative and qualitative analyses of the data gathered during the interviews. A 0 to 10 scale was translated and adapted for the parents to grade their children in communicative situations before and after participation in the bilíngual program. The results of the evaluations underwent statistical treatment. The interviews were qualitatively analyzed using the Discourse of the Collective Subject, selecting the key expressions and central ideas of the individual discourses of all participating parents. RESULTS: With regard to the suspicion of Deafness, the results indicated that mothers were responsible in 38.9% of cases, followed by fathers (22.2%) and doctors and other family members in the remaining cases. Children were aged 12.3 months on average at the moment of the suspicion of Deafness, and 19.91 months on average at the moment of the diagnosis. For most parents the first contact with Deaf adults and the learning of Sign Language were provided by the Bilíngual program. There was significant improvement in parents opinion in relation to the communication and relationship with their Deaf children. The results also showed an acceptance level of Sign Language by parents of 100%. As for parents fluency in Sign Language, 77.8% self-evaluated with a score above 7. There also occurred positive changes for all parents in the dynamics of family life and as to the expectation of their Deaf childrens future. Parents Discourses of the Collective Subject revealed the impact they suffered upon receiving the diagnosis of their childrens Deafness, the improvement observed by them in the communication with their children, and between their children and other relatives. The results equally demonstrated the importance of contact with Deaf adults and the positive changes that took place in their lives and in their childrens lives as a result of their participation in the program. CONCLUSIONS: The Bilíngual program promoted improvements in communication between Deaf children and their hearing family members, in childrens behavior, in the intra-family relationship, in hearing parents expectation of their Deaf childrens future and in families quality of life

A confirmação da surdez de uma criança é muito traumatizante para os pais ouvintes e causa grande impacto no sistema familiar, rompendo-se as expectativas e alterando o relacionamento afetivo, social e a comunicação da família com essa criança. A criança surda, devido ao déficit auditivo, terá dificuldades em ouvir os sons da fala e do meio ambiente impossibilitando-a de uma aquisição espontânea e efetiva da língua oral, mas sua comunicação poderá ser efetiva através da língua de sinais. Por se tratar de famílias ouvintes com crianças surdas nas quais há uma barreira na comunicação e conseqüentemente uma diminuição na interlocução entre os familiares e nas oportunidades sociais e de escolarização dessas crianças, o Programa do Laboratório de Investigação Fonoaudiológica em Audiologia Educacional (LIFAE) do Curso de Fonoaudiologia da Faculdade de Medicina da Universidade de São Paulo oferece as seguintes atividades: terapia fonoaudiológica individual, oficinas de língua de sinais e de língua oral para as crianças surdas, oficinas de língua de sinais para os familiares ouvintes, grupo de suporte aos pais e/ou familiares ouvintes. Este estudo tem como objetivo verificar se a participação de um familiar ouvinte no Programa gera mudanças no comportamento comunicativo das famílias atendidas. Para isso foram entrevistadas 10 famílias sendo que seus membros foram divididos em dois grupos: participantes diretos e participantes indiretos do Programa. Os dados foram tratados quantitativamente através da análise percentual e qualitativamente, através da transcrição e textualização das entrevistas e da elaboração do discurso do Sujeito Coletivo. Os resultados indicaram que os participantes diretos do Programa demonstraram ter um envolvimento maior e uma melhor percepção da vida da criança surda. As mudanças relatadas nos depoimentos mostraram alterações na dinâmica familiar, ou seja, a comunicação e a interação familiar se modificaram, gerando uma melhora no relacionamento entre os seus membros e na aceitação da surdez, indicando que o Programa é eficaz na intervenção fonoaudiológica a crianças surdas e seus familiares ouvintes / The confirmation of a child\'s deafness is very traumatic for hearing parents and it causes a great impact on the family system, breaking the expectation and altering the affective, social and communication relationship between the deaf child and his family. The deaf child due to the hearing impairment will have difficulties to hear speech and environmental sounds depriving him of a spontaneous and effective oral language acquisition. However his communication might be effective by using sign language. There is a communication barrier which reduces family\'s interactions, social and educational opportunities in hearing families with deaf children. Based on these facts the Educational Audiology Service (EAS) of University of São Paulo offers an intervention program which comprises: speech therapy, sign and oral language workshops for deaf children, sign language workshops for hearing parents and a parental support group. The aim of this study is to verify whether the participation of a hearing member in the EAS Program generates communication changes in the hearing families who attend the Program. Ten families were interviewed and their members were divided in two groups: direct and indirect participants in the Program. The data was treated quantitatively by percentage analysis and qualitatively through transcription, textualization and the elaboration of \"Discurso do Sujeito Coletivo\". The data showed that direct participants had a better relationship and perception on deaf child\'s life. The reported changes indicate alterations in the families\' dynamics, i.e, familiar communication and interaction were changed leading to an improvement in members relationship and acceptance of deafness, showing that the Program is efficient as a speech and hearing intervention for deaf children and their hearing families