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The ability to communicate effectively requires individuals to possess knowledge in a number of areas as well as the skill to apply this knowledge in a wide range of practical communication contexts. Understanding the syntactic and semantic systems, and the ability to put this knowledge into practice are necessary, but not sufficient, to be a competent communicator. In order to be considered a competent communicator it is necessary also to be able to apply pragmatic rules appropriately in the variety of interactional contexts which occur in person to person interaction. / It has been shown (e.g., Bench, 1992; Luetke-Stahlman & Luckner, 1991) that profoundly deaf children have difficulty in understanding and applying syntactic and semantic rules at the same levels of proficiency as their normally hearing peers. Major causes underlying this difference are the greatly reduced amount of linguistic input typically received by profoundly deaf children and the imperfect quality of that input, even when appropriate amplification is used. These conditions, in association with greatly reduced opportunity for profoundly deaf children to interact with more mature communicators, negatively affect the acquisition and application of syntactic and semantic rules. / The hypotheses of this study are: (a) that these same conditions also result in difficulties for profoundly deaf children in understanding and applying pragmatic rules and strategies in various interactional contexts, and, (b)that the nature and extent of this difficulty has a negative impact on profoundly deaf children’s face-to-face interactions through the use of inappropriate or unproductive responses to the demands of the communicative context, to the demands of the listener, and to the demands of the interaction process. / A referential communication task paradigm was employed to elicit face-to-face interactions between pairs of normally hearing students and profoundly deaf students, both from oral educational settings and educational settings in which sign is used. The tasks employed to elicit these interactions were designed to necessitate the use of pragmatic skills in order for the interactions to be completed successfully. Transcripts of the interactions were analysed for their effectiveness. A number of pragmatic skills were considered; these included the appropriateness and effectiveness of speakers’ responses to the contextual requirements of the different communication tasks, the appropriateness and effectiveness of speakers’ responses to the requirements of their listener, and the appropriateness and effectiveness of speaker and listener responses of the interactional process. / Since the participants’ performances are an overt expression of the speakers’ and listeners’ conceptions of their role in face-to-face interaction, the interactions provide insights into the metacommunication knowledge of profoundly deaf children and normally hearing children. It is predicted that because of the reduction in the quantity and quality of interactions in which profoundly deaf children are involved, their capacity to apply pragmatic rules appropriately in face-to-face interactions will be less effective than that of their normally hearing peers. / Other areas considered were the degree to which there was improvement with age in the use of pragmatic skills, and the degree to which the communicative performance of the students from oral settings resembled that of the normally hearing students, given that all the orally educated students were enrolled in integrated educational settings and, thus, had daily interaction with normally hearing students. It is predicted that there will be improvement with age in the skills being considered. It is further predicted that because of the day to day contact the oral students have with normally hearing and normally communicating peers, the performance of the oral students will more closely resemble the performance of the normally hearing group than the profoundly deaf group who sign. / The results of the study showed there were significant differences between the normally hearing group and the profoundly deaf group in the overall effectiveness of the interactions, with the normally hearing group being more effective than either the oral group or the sign group. Similarly, there were significant differences between the normally hearing students and the two groups of profoundly deaf students in their ability to apply appropriately pragmatic knowledge to their interactions, suggesting that there are also differences between the normally hearing and the profoundly deaf groups in metacommunication knowledge. Some differences in pragmatic use between the oral group and the sign group were also found. / Reasons for the difference in metacommunication knowledge and poor pragmatic performance, which are likely to originate in the early communicative environment and the early educational management of the profoundly deaf children, are suggested. The implications these findings have on current pragmatic acquisition theory for both normally hearing and profoundly deaf children are discussed, as is the significance of the findings on current practice in the education of profoundly deaf children. Areas for subsequent research arising from this study are suggested.

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Dissertation Submitted in fulfilment of the requirements for a M Ed Degree in the School of Education Faculty of Humanities, University of the Witwatersrand, Johannesburg, 2016 / South African Sign Language (SASL) is officially recognised as a formal Home Language school subject within the National Curriculum Statement Policy of South Africa. However, this long awaited roll-out of the CAPS SASL raises a number of issues within the context of each school for the Deaf regarding implementation and school leadership. Hence, a case study was undertaken at a public school for the Deaf located within Johannesburg District to draw attention to these issues. Using Freire’s concepts of Dialogue, Conscientization and Praxis (Freire, 1972) as a means to bring about transformational changes within the school for the implementation year of SASL, 2015, the study explored the dialogue between School Management Team (SMT) and staff members who teach the Deaf learners. The models of school leadership investigated were: transactional, transformational and transformative leadership (Shields, 2010) as a framework for the changing roles as demonstrated by the SMT and the said staff members. Qualitative data provided insight into different strategies employed by them as well as class assistants to implement SASL; and further revealed the changes experienced within the school and by several staff members, where members were becoming more aware of their SASL abilities and how they would want to improve. Emergent themes included the ‘SASL curriculum’, ‘leadership and change’, ‘bilingual education and quality of education’ for Deaf learners. Change was evident between the positional authority of SMT members and the language authority of the Deaf staff members and revealed how this transformation in respect for different roles of the SMT assisted the SASL implementation. Findings revealed that SMT members and Deaf staff need to engage in extensive dialogue and implement strategies to facilitate the SASL implementation if there is to be meaningful transformation within the school / XL2018

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This paper provides a brief history of attitudes toward the deaf and the evolution of teaching and instruction of the deaf. It then discusses a pilot study that probed the acquisition of lip reading skills and the influence of mothers in the process.

"September, 2002" / Bibliography: p. 175-190. / 190 p. : ill. (some col.), plates (some col.) ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / In this thesis, a methodology is devised for the segmentation of the face and hands in sign language video sequences. As well as an improved coding performance, the content-based representation of video data would allow other functionalities, such as improved error-robustness and scalability. / Thesis (Ph.D.)--University of Adelaide, School of Electrical and Electronic Engineering, 2002

Taking an anthropological perspective, this dissertation focuses on a small segment of the American deaf community that uses Cued Speech by examining the nature of the cuers' linguistic repertoire. Multimodality is at issue for this dissertation. It can affect the ways of speaking or more appropriately, ways of communicating (specifically, signing or cueing). Speech and Cued Speech rely on different modalities by using different sets of articulators. Hearing adults do not learn Cued Speech the same way deaf children do. English-speaking, hearing adult learners can base their articulation of Cued Speech on existing knowledge of their spoken language. However, because deaf children do not have natural access to spoken language phonology aurally, they tend to learn Cued Speech communicatively through day-to-day interactions with family members and deaf cueing peers. I am interested in examining the construct of cuers' linguistic repertoire. Which parts of their linguistic repertoire model after signed languages? Which parts of their linguistic repertoire model after spoken languages? Cuers' phonological, syntactal and lexical repertoire largely depends on several factors including social class, geography, and the repertoire of hearing cuers whom they interacted with on a daily basis. For most deaf cuers, hearing cuers including parents, transliterators and educators serve as a model for the English language. Hearing cuers play a role as unwitting gatekeepers for the maintenance of 'proper' cueing among deaf users. For this dissertation, I seek to study the effects of modality on how cuers manage their linguistic repertoire. The statement of the problem is this: Cued Speech is visual and made with the hands like ASL but is ultimately a code for the English language. The research questions to be examined in this dissertation include how cuers adapt an invented system for their purposes, what adjustments they make to Cued Speech, how Cued Speech interacts with gesture, and what language play in Cued Speech looks like. / text