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聽障網路使用者之傳播研究 / The communication study of the internet users with hearing-impairment吳宗蓉 Unknown Date (has links)
本研究之研究對象為「聽障網路使用者」。探討之主題為:一、聽障網路使用者之傳播工具使用偏好概況;二、聽障網路使用者使用網路獲取資訊之情形;三、聽障網路使用者以網路與他人互動溝通之情形;四、網路傳播對聽障者社會參與之影響。
研究設計方面,先以質化的參與觀察及深度訪談法進行前導性研究,再以量化的網頁及書面問卷進行調查研究。最後共回收307份有效樣本,進行統計分析。
綜合質化及量化研究的結果,對目前聽障傳播政策有以下建議:
(一)考量不同的聽障特質,選擇適合的傳播方式
(二)電視節目加設字幕
(三)補助聽障者之簡訊及寬頻費用
(四)善用網路服務聽障市民
(五)加強社會教育、宣導「聽障傳播權」概念
(六)落實聽障傳播權法規之執行
關鍵字:聽障、聾、重聽、傳播、網路、手語、社會參與、電視字幕 / This research is to investigate communicational behavior and preference of the people with hearing-impairment, and to investigate how the people with hearing-impairment use Internet to communicate with others and to access information. This research also aims at finding out how the Internet affects social participation of people with hearing-impairment.
In order to gather excessive amount of data, participant observation and in-depth interviews were used as pilot study in this research. After pilot study, a sample data about 307 people with hearing-impairment was collected via web survey and general survey. Based on the findings of this research, there are the following suggestions:
1.In order to achieve better communication effect, the government should use different communication channels when communicating to different type of people with hearing-impairment.
2.Add captions to all television programs.
3.Grant people with hearing-impairment subsidy to purchase SMS services from mobile phone companies and to purchase broadband network services.
4.0ffer services via Internet to people with hearing-impairment.
5.Propagate the communication rights of people with hearing-impairment by social education.
6.Enforce correlative rules to assure the communication rights of people with hearing-impairment.
Key words: hearing-impairment, deaf, hard of hearing, communication. Internet, sign language, social participation, captions
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Perceptions d’élèves québécois présentant une déficience auditive de l’utilisation du langage parlé complété en contexte d’intégration scolaireDupont, Audrey 08 1900 (has links)
Depuis l’adoption de la politique de l’adaptation scolaire en 1999, le ministère de l’Éducation, du Loisir et du Sport a mis en place un plan d’action pour permettre l’intégration des élèves handicapés ou en difficulté d’adaptation ou d’apprentissage. L’intégration des élèves handicapés a fait l’objet de plusieurs études ; toutefois, peu d’entre elles se sont intéressées à l’intégration d’élèves présentant une déficience auditive et utilisant le langage parlé complété. Le but de cette étude est de mettre en lumière les perceptions d’élèves présentant une déficience auditive quant à l’utilisation du langage parlé complété en contexte d’intégration scolaire.
Les concepts exploités dans ce mémoire sont relatifs à la surdité, aux élèves présentant une déficience auditive, aux modes de communication utilisés auprès de ces élèves, et plus particulièrement le langage parlé complété, de même qu’au contexte d’intégration scolaire québécois.
Cette recherche est de type exploratoire et la méthode utilisée est qualitative. Cinq étudiants présentant une déficience auditive et âgés entre 12 et 17 ans ont participé à une entrevue semi-dirigée. Les résultats de ces entretiens montrent que ces élèves ont des perceptions positives et négatives face à l’utilisation du langage parlé complété en contexte d’intégration. Quoique de façon générale cela n’entrave pas leur intégration scolaire, les perceptions négatives se rapportent davantage à l’intégration sociale qu’à l’intégration scolaire. / Since the adoption of the policy on special education in 1999, the Ministère de l’Éducation, du Loisir et du Sport created an action plan to allow the integration of the students with special needs. The integration of pupils with handicaps had been the subject of several studies, however, little of them were interested in integration of hearing impairment students using Cued Speech at school. The objective of this study is to throw a light onto perceptions of pupils presenting hearing impairment regarding the use of Cued Speech in a context of school integration.
The concepts exploited in this memory are related to students with hearing impairment, deafness, modes of communication used with these pupils, and more particularly the Cued Speech, just as the context of Québec school integration.
This research is of the exploratory kind, and the method used is qualitative. Five students with hearing impairment and between 12 and 17 years old took part in semi-directed interview. The results of these research sessions show that these pupils have positive and negative perceptions vis-a-vis the use of Cued Speech in an integration context. Though, in a general way, it does not seem to hinder their school integration, negative perceptions more refer to social integration than school integration.
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Modélisation des conséquences pédagogiques induites par des incapacités intellectuelles et auditives chez l'élèveNoël, Marie-Josée January 2008 (has links)
Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.
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Identifikace emočního výrazu se zaměřením na porovnávání slyšících, neslyšících a nedoslýchavých / Identification of emotional expression with a focus on the comparison of deaf, hearing and hearing-impairedDoubková, Alžběta January 2014 (has links)
This thesis is focused on the identification of emotional expressions in the human face. The theoretical part includes an introduction to the issue of emotions, the history research on the identification of emotional expressions, the description of the various expressions of basic emotions and their recognition followed with the characteristics of the group of hearing-impaired. In the empirical part the research on the recognition identification of emotions in the face from the portraits is described. The aim of this thesis is to compare the accuracy of identification of emotional expressions among the groups of hearing, deaf and hard of hearing, and their development across all age categories. In my research I focus on the seven basic emotions (fear, anger, sadness, surprise, hapiness, disgust and contempt) and one social emotions (shame). The research did not confirm my assumptions. No statistically significant difference among the three groups in the overall identification of emotional expression was proved. The only difference was in the recognition of disgust which resulted in favor of the hearing. In the general comparison of ages between the hearing impaired (the deaf and the hard of hearing together) any significant differences were not discovered, either. Nevertheless, within each age...
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Logopedická intervence u dětí v mladším školnílm věku s kochleárním implantátem / Speech therapy for children of early school age with a cochlear implantLomberská, Ivana January 2016 (has links)
This thesis deals with the issue of speech therapy for children of early school age with the cochlear implant. General knowledge about hearing impairment and the possibility of compensation, different types of cochlear implants and especially about the specifics and methodology of following speech therapy are summarized in the theoretical part of the thesis. The practical part consists of research, realized through questionnaires. The research deals with the current situation of speech therapy for children of early school age with a cochlear implant, with a special focus on post-implantation rehabilitation and its complexity. The result of the research demonstrates the complexity of speech therapy only in some speech therapy workplaces. The result of the research also demonstrates that speech therapy is highly individual and depends completely on specific situation and personality and communication skills of each child with a cochlear implant. KEYWORDS Hearing impairment, cochlear implant, cochlear implantation, child with a cochlear implant, early school age, rehabilitation, hearing and speech developement, speech therapy.
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Čtení knih u žáků se sluchovým postižením / Reading books in pupils with hearing impairmentGötzová, Tereza January 2019 (has links)
This diploma thesis deals with the reading of pupils with hearing impairment, popularity of reading books at the 2nd level of primary school for the hearing impaired based on their specifics, which arise from their disability. Firstly, the thesis is devoted to reading literacy and reading in general, its anchoring in education and the view of hearing impairment in two disciplines. The thesis also describes the best-known research on reading literacy and reading. After that, reading and reading literacy topics are closely focused on pupils with hearing impairment, which is also closely related to the issue of acquiring the language of the majority among people with hearing impairment also due to the differences between Czech language and Czech sign language. Furthermore, the analysis of data and interpretation of the results of the research carried out at primary schools for the hearing impaired by means of questionnaires for pupils and their teachers is included. Some of the specifics typical for deaf pupils in relation to reading can be deduced from the outcomes of the research, but also the same elements that were found when compared with the research of reading by the hearing pupils in the Czech Republic.
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Prosodisk förmåga hos svenska grundskolebarn med cochleaimplantatFandén, Anna, McTaggart, Julia, Hellstadius, Åsa January 2008 (has links)
Prosody can be characterized as the rhythm and the melody of speech. Prosodic features convey emotions, thoughts and geographic origins of each individual. Spoken language without prosody would be monotonous, without variations in loudness and rate. Children with cochlear implants perceive speech in a different way than children with normal hearing. Consequently the speech produced by a child with cochlear implants may sound different. The purpose of this study was to examine prosodic skills in Swedish children with cochlear implants and to compare them with the prosodic skills in Swedish children with normal hearing. The purpose of the study was also to examine differences between these two groups and to characterize those differences. Eight children with cochlear implants and eight controls matched to age, sex and regional accent were included in the study. The children’s production and perception of prosody was tested. The results show that there are differences in prosodic skills between the children with cochlear implants and their matched controls at word, phrase and discourse levels. The differences were significant in production but not in perception. Observed differences in the speech of the children with cochlear implants included omission of unstressed syllables and function words, difficulties producing contrast of tonal word accents and pro-longed maintenance of phonological processes. The study contributes to the knowledge about prosodic and linguistic skills in Swedish children with cochlear implants.
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Prosodisk förmåga hos svenska grundskolebarn med cochleaimplantatFandén, Anna, McTaggart, Julia, Hellstadius, Åsa January 2008 (has links)
<p>Prosody can be characterized as the rhythm and the melody of speech. Prosodic features convey emotions, thoughts and geographic origins of each individual. Spoken language without prosody would be monotonous, without variations in loudness and rate. Children with cochlear implants perceive speech in a different way than children with normal hearing. Consequently the speech produced by a child with cochlear implants may sound different.</p><p>The purpose of this study was to examine prosodic skills in Swedish children with cochlear implants and to compare them with the prosodic skills in Swedish children with normal hearing. The purpose of the study was also to examine differences between these two groups and to characterize those differences.</p><p>Eight children with cochlear implants and eight controls matched to age, sex and regional accent were included in the study. The children’s production and perception of prosody was tested.</p><p>The results show that there are differences in prosodic skills between the children with cochlear implants and their matched controls at word, phrase and discourse levels. The differences were significant in production but not in perception. Observed differences in the speech of the children with cochlear implants included omission of unstressed syllables and function words, difficulties producing contrast of tonal word accents and pro-longed maintenance of phonological processes.</p><p>The study contributes to the knowledge about prosodic and linguistic skills in Swedish children with cochlear implants.</p>
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Perceptions d’élèves québécois présentant une déficience auditive de l’utilisation du langage parlé complété en contexte d’intégration scolaireDupont, Audrey 08 1900 (has links)
Depuis l’adoption de la politique de l’adaptation scolaire en 1999, le ministère de l’Éducation, du Loisir et du Sport a mis en place un plan d’action pour permettre l’intégration des élèves handicapés ou en difficulté d’adaptation ou d’apprentissage. L’intégration des élèves handicapés a fait l’objet de plusieurs études ; toutefois, peu d’entre elles se sont intéressées à l’intégration d’élèves présentant une déficience auditive et utilisant le langage parlé complété. Le but de cette étude est de mettre en lumière les perceptions d’élèves présentant une déficience auditive quant à l’utilisation du langage parlé complété en contexte d’intégration scolaire.
Les concepts exploités dans ce mémoire sont relatifs à la surdité, aux élèves présentant une déficience auditive, aux modes de communication utilisés auprès de ces élèves, et plus particulièrement le langage parlé complété, de même qu’au contexte d’intégration scolaire québécois.
Cette recherche est de type exploratoire et la méthode utilisée est qualitative. Cinq étudiants présentant une déficience auditive et âgés entre 12 et 17 ans ont participé à une entrevue semi-dirigée. Les résultats de ces entretiens montrent que ces élèves ont des perceptions positives et négatives face à l’utilisation du langage parlé complété en contexte d’intégration. Quoique de façon générale cela n’entrave pas leur intégration scolaire, les perceptions négatives se rapportent davantage à l’intégration sociale qu’à l’intégration scolaire. / Since the adoption of the policy on special education in 1999, the Ministère de l’Éducation, du Loisir et du Sport created an action plan to allow the integration of the students with special needs. The integration of pupils with handicaps had been the subject of several studies, however, little of them were interested in integration of hearing impairment students using Cued Speech at school. The objective of this study is to throw a light onto perceptions of pupils presenting hearing impairment regarding the use of Cued Speech in a context of school integration.
The concepts exploited in this memory are related to students with hearing impairment, deafness, modes of communication used with these pupils, and more particularly the Cued Speech, just as the context of Québec school integration.
This research is of the exploratory kind, and the method used is qualitative. Five students with hearing impairment and between 12 and 17 years old took part in semi-directed interview. The results of these research sessions show that these pupils have positive and negative perceptions vis-a-vis the use of Cued Speech in an integration context. Though, in a general way, it does not seem to hinder their school integration, negative perceptions more refer to social integration than school integration.
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Modélisation des conséquences pédagogiques induites par des incapacités intellectuelles et auditives chez l'élèveNoël, Marie-Josée January 2008 (has links)
Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal
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