An alternating treatment design was used to systematically evaluate the communication response forms, picture exchange communication system (PECS) or sign language, selection for a child with pervasive developmental disorder-not otherwise specified, profound hearing loss, and cochlear implants. The child had a limited pool of high preference items and very few functional skills. Key factors for this child included a structured environment that created a verbal community and contingent access to high preference items. No preference in communication response form was observed. The child successfully used four response forms to communicate: gestures, PECS, sign language, and vocalization. The results are discussed in terms of decision making factors in the selection of response forms.

No description available.

This study compared verbal and nonverbal residents of Intermediate Care Facilities-Developmental Disabilities-Habilitative type (IFC-DD-H) on self-determination. The residents were compared using an adapted version of the Association for Retarded Citizen's (ARC) Self-determination scale.

Thesis: Elec. E., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 1978 / Bibliography: leaves 57-59. / by Mark Andrew Clements. / Elec. E. / Elec. E. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science

Thesis (PhD)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The conciliatory discourse of the South African Deaf social movement claims a commonality across South Africa's historical divides on the basis of a 'Deaf culture'. This claim in view of South Africa's deeply entrenched 'racial' divisions triggered this study. The study investigates the construction of Deaf identity and emphasizes the crossing of social boundaries in Cape Town, a society with a long history of discriminatory boundaries based on race. The study was carried out among adults who became deaf as children, the group for whom deafness, commonly viewed as both sensory and social deficit, is said to pose considerable linguistic, social and cultural challenges. It focused on strategies that deal with being deaf in a predominantly hearing world. To identify strategies, for this population without a geographical base, the study traced networks of social relationships. Fieldwork was carried out from September 1995 to December 2001. Between September 1995 and December 1997 research included systematic participant observation and informal interviews. Between January 1998 and December 2001 , continuing with participant observation and informal interviews, the study added formal interviews with a sample population of 94 deaf people across Cape Town, collected by the snowball method. The profile of this sample shows a relatively heterogeneous population on the basis of demographic factors and residential area but similarity on the basis of first language, Sign. The study demonstrates that history imposed boundaries. It categorized the Deaf as different from the hearing and in addition, in South Africa, produced further differentiation on the basis of apartheid category, age, Deaf school attended, method of education and spoken language. In this historical context the study identified a key strategy, 'Signing spaces'. A Signing space, identifiable on the basis of Sign-based communication, is a set of networks that extends from the deaf individual to include deaf and hearing people. On analysis it comprises a Sign-hear and a Sign-Q.e.gfspace. In Sign-~ networks, hearing people predominate. Relationships are domestic and near neighbourhood. In Sign-~ networks, deaf people predominate. Relationships are sociable and marked by familiarity. The study found that via the Signing space, the Deaf subvert deafness as deficit to recoup a social identity that is multi-faceted and dispersed across context. Boundaries crossed also vary by context and by networks. Sign-~ networks address the hearing boundary. Limits could be identified in the public arena, when barriers to communication and a poor supply of professional Sign language interpreters again rendered deafness as deficit. The boundaries of the Sign-deaf networks were difficult to determine and suggest the potential, facilitated by Sign language, to transcend South Africa's spoken languages and the related historical divisions. Sign-~ networks also suggest the additional potential, in sociable contexts, to transcend spoken language, trans-nationally. But mutual intelligibility of Sign language and the familiarity, communality and commonality it offered did not deny an awareness of historical differentiation and discrimination, as a case of leadership succession presented as a 'social drama' shows. However, the process of the 'social drama' also demonstrates that conflict, crises, and a discourse that reflects South Africa's historical divisions need not threaten a broader commonality. / AFRIKAANSE OPSOMMING: Die oorsteek van maatskaplike grense en verbreiding van maatskaplike identiteit: die nagaan van netwerke vir Dowes van Kaapstad Die bemiddelende diskoers van die Suid-Afrikaanse maatskaplike beweging vir Dowes maak op grond van 'n 'Dowe kultuur' aanspraak op 'n algemeenheid wat oor Suid-Afrika se geskiedkundige verdeeldhede heen strek. Hierdie aanspraak het, in die lig van Suid- Afrika se diepgewortelde 'rasseverdelings' , tot hierdie navorsing aanleiding gegee. Die navorsing ondersoek die vorming van 'n Dowe identiteit en beklemtoon die oorsteek van maatskaplike grense in Kaapstad, 'n gemeenskap met 'n lang verlede van diskriminerende grense wat op ras gebaseer is. Die navorsing is gedoen onder volwassenes wat as kinders doof geword het. Vir hierdie groep, waar dit gewoonlik as 'n sensoriese en sosiale gebrek beskou word, hou doofheid aansienlike linguistiese, sosiale en kulturele uitdagings in. Die navorsing fokus op strategieë wat te make het met doof wees in 'n oorheersend horende wêreld. Om vir hierdie bevolking sonder 'n geografiese basis strategieë te identifiseer, het die navorsing maatskaplike verhoudingsnetwerke nagegaan. Veldwerk is tussen September 1995 en Desember 2001 gedoen. Tussen September 1995 en Desember 1997 het die navorsing stelselmatige waarneming van die deelnemers en informele onderhoude met hulle behels. Hierdie waarneming en informele onderhoude is tussen Januarie 1998 en Desember 2001 voortgesit, maar die navorsing het nou ook formele onderhoude met 'n steekproefbevolking van 94 dowe mense van regoor Kaapstad ingesluit. Hiervoor is van die sneeubalmetode gebruik gemaak. Die profiel van hierdie steekproef toon 'n relatief heterogene bevolking op grond van demografiese faktore en woongebied, maar ooreenkoms op grond van eerste taal, naamlik Gebaretaal. Die navorsing toon aan dat grense deur die geskiedenis opgelê is. Dit het Dowes as verskillend van horendes gekategoriseer, en het daardeur in Suid-Afrika tot verdere differensiasie op grond van die apartheidskategorie, ouderdom, watter doweskool bygewoon is, wyse van onderrig en gesproke taal aanleiding gegee. In hierdie geskiedkundige konteks het die navorsing 'n belangrike strategie, 'Gebare-ruimtes', geïdentifiseer. 'n Gebare-ruimte wat uitgeken kan word op grond van Gebaar-gebaseerde kommunikasie, is 'n stel netwerke wat van die dowe individu af uitbrei om dowe en horende mense in te sluit. Uit 'n analise blyk dit dat dit 'n Gebaar-horende en Gebaar-dowe ruimte behels. In Gebaar-horende netwerke oorheers horende mense. Verhoudinge word in die huis en met die naaste bure aangegaan. In Gebaar-dowe netwerke oorheers dowe mense. Verhoudings is gesellig van aard en word deur ongedwongenheid gekenmerk. Die navorsing het bevind dat die Dowe doofheid as gebrek deur middel van die Gebaarruimte omkeer om 'n veelvlakkige maatskaplike identiteit wat dwarsoor die konteks versprei is, te behels. Grense wat oorgesteek word, varieer ook in konteks en ten opsigte van netwerke. Gebaar-horende netwerke fokus op die horende grens. Beperkinge kon in die openbare arena geïdentifiseer word in gevalle waar hindernisse ten opsigte van kommunikasie en gebrekkige voorsiening van Gebaretaal-tolke weer doofheid as 'n gebrek voorgestel het. Dit was moeilik om die grense van die Gebaar- ~ netwerke te bepaal en dit suggereer die potensiaalom, gefasiliteer deur Gebaretaal, Suid-Afrikaanse tale en die gepaardgaande geskiedkundige verdelings te transendeer. Gebaar-dowe netwerke suggereer ook die addisionele potensiaal om gesproke taal, in gesellige kontekste trans-nasionaal te transendeer. Maar onderlinge verstaanbaarheid van Gebaretaal en die ongedwongenheid, gemeenskaplikheid en algemeenheid wat dit gebied het, het nie 'n bewustheid van geskiedkundige differensiasie en diskriminasie ontken nie, soos 'n geval van opvolging van leierskap, wat as 'n 'sosiale drama' aangebied is, getoon het. Die proses van die 'sosiale drama' toon ook dat konflik, krisisse en 'n diskoers wat Suid-Afrika se geskiedkundige verdelings weerspieël, nie 'n wyer algemeenheid hoef te bedreig nie.

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.

Teachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it impractical to use in a classroom setting on a regular basis. Direct Instruction (DI) appears in the literature as a promising intervention for students with developmental disabilities. One benefit of DI is that, unlike DTT and similar interventions, it can be implemented in a group format. This group format provides a practical alternative for classroom teachers to use with their students with ASD. This study utilized a multiple probe across behaviors design to further investigate the use of DI to teach high school students with ASD how to answer “wh-” questions. The researcher used the Science Research Associates (SRA) Reading Mastery language program, which is a DI program designed to develop language skills. Three participants between the ages of 15 and 17 participated in 20-25 minute instructional sessions four times a week for eight weeks. Data were collected on each participant’s accuracy in answering “wh-” questions during baseline, acquisition (teaching), and maintenance conditions. The results indicate that DI was effective in helping participants acquire the language skills necessary to accurately respond to “what,” “where," and “who” questions. Implications for small group language instruction for students with ASD and recommendations for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-02T12:30:19Z No. of bitstreams: 1 Aline Martins de Almeida.pdf: 5380028 bytes, checksum: 767612e7e5ac03375c8be03ec453ba6e (MD5) / Made available in DSpace on 2018-04-02T12:30:19Z (GMT). No. of bitstreams: 1 Aline Martins de Almeida.pdf: 5380028 bytes, checksum: 767612e7e5ac03375c8be03ec453ba6e (MD5) Previous issue date: 2018-02-22 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study was aimed at analyzing the processes of implementation, appropriation and adaptation of the intuitive method on the schooling of blind and deaf students from the late 1850s to the mid-20th century by performing a social, historical and cultural contextualization of the implementation of the National Institute for the Education of the Deaf (INES), the Benjamin Constant Institute (IBC) and the intellectuals who led this movement on a national and international level, locating these institutions within two political moments and positions: the imperial regime and the liberal republican movement - begun at the end of the nineteenth century - which elected the school as a privileged place to create the ideal citizen. The school, intended to meet the current control, vigilance and hygiene standards at the time, was designed to shape normal or abnormal children under the sign of modernity, technology and medical-pedagogical-disciplinary knowledge from new methods and materials presented at Congresses and International Expositions as a mechanism of "concert of nations" and instrument of science, cooperation, specialization, order, rationality and efficiency, promoting the foundation of morality and the good customs of peoples. Thus, children – and above all the impaired - schooling began to conceive different pedagogical practices: for the education of the blind, the learning of reading and writing through the Braille system and for the deaf, the learning of communication through sign language or oralization. With different systems of reading, writing and communication acquisition, the intuitive method, the lessons of things and the education of the senses permeated the practices, speeches and teaching methodologies inside these institutes, which promoted the object and central question of this study: how to educate the senses in the absence of one of them? For the answer, this research was based on school material culture, seeking to understand the daily life of these institutes through their languages, methods and practices collected from a documentary corpus that involved legislation of the period, textbooks, compendia, inspection reports, congress minutes, tuition books, class journals, teaching artifacts, and photographs. By implementing new techniques, such as the use of laboratories, the recognition of sensoriality, work and citizenship training in favor of a "civilized and educated man", great learning community areas were generated, extensive to abnormal sensorial childhood, providing the primacy of the School through specific pedagogical investments – those are some examples of the circulation, appropriation, transnationalization and internationalization of ideas present in this period / Este estudo tem como objetivo analisar os processos de implantação, apropriação e adaptação do método intuitivo sobre a escolarização dos alunos cegos e surdos desde o final da década de cinquenta do século XIX até meados do século XX, realizando uma contextualização sócio, histórica e cultural da implantação do Instituto Nacional para a Educação dos Surdos (INES), do Instituto Benjamin Constant (IBC) e dos intelectuais que lideraram este movimento em âmbito nacional e internacional, localizando estas instituições dentro de dois momentos e posições políticas: o regime imperial e o movimento liberal republicano, iniciado no final do século XIX, que elegia a escola como um local privilegiado para que fosse criado o ideal cidadão. A escola, que visava o atendimento às normas de controle, vigilância e higiene vigentes na época, era destinada a formar crianças normais ou anormais sob o signo da modernidade, tecnologia e saberes médico-pedagógicos-disciplinadores a partir de novos métodos e materiais apresentados em Congressos e Exposições Internacionais como mecanismo de “concerto das nações” e instrumento de ciência, cooperação, especialização, ordem, racionalidade e eficiência, promovendo o alicerce da moral e dos bons costumes dos povos. Destarte, a escolarização da infância e, sobretudo, dos anormais sensoriais passaram a conceber distintas práticas pedagógicas: para a educação dos cegos, a aprendizagem da leitura e da escrita por meio do sistema braille e para os surdos, a aprendizagem da comunicação por meio da linguagem de sinais ou da oralização. Com distintos sistemas de aquisição da leitura, escrita e comunicação, o método intuitivo, as lições de coisas e a educação dos sentidos permearam as práticas, discursos e metodologias de ensino no interior destes institutos, o que promoveram o objeto e a questão central deste estudo: como educar os sentidos na ausência de um deles? Para tal resposta, esta pesquisa teve como base a cultura material escolar, buscando compreender o cotidiano destes institutos por meio de suas linguagens, métodos e práticas por meio do intermédio de um corpus documental que envolveu legislações do período, manuais de ensino, compêndios, relatórios de inspeção, atas de congressos, jornais, livros de matrículas, diários de classe, artefatos de ensino e fotografias. Com a introdução de novas técnicas, como o uso de laboratórios, o reconhecimento da sensorialidade, a formação para o trabalho e para a cidadania em prol de um “homem civilizado e educado”, geraram zonas de grande comunidade aprendente, extensiva à infância anormal sensorial, proporcionando o primado da Escola por meio de investimentos pedagógicos específicos – são alguns exemplos da circulação, apropriação, transnacionalização e internacionalização de ideias presentes neste período

Made available in DSpace on 2016-03-15T19:48:47Z (GMT). No. of bitstreams: 1 Jose Helio de Lima.pdf: 920531 bytes, checksum: 6859d2925cf3b9f9fc0d63099c204a2d (MD5) Previous issue date: 2008-08-06 / Fundo Mackenzie de Pesquisa / This work present analyses the use of the radio as a mean of communication by the missionary Manoel de Mello, who promoted changes in some of the religious paradigm of the brazilian pentecostalists, turning the church O Brasil para Cristo into the main point between 1950 and 1970. His daily presence at radio programes, that were transmited by radio stations from São Paulo, specially radio Tupi which reached lots of Brazilian cities and some South American countries that have their frontiers with Brazil, made Mello a popular evangelist. On the program A Voz do Brasil Para Cristo he preached for the divine cure, analyzed daily-facts, prayed for the listeners cure who did their requests by calls and letters, and announced the Evangelistic Campaign that was taken place at the whole country. At the beginning of the 50 s the two biggest Brazilian Pentecostal churches were against the radio program, by considering it the devil s instrument. Manoel de Mello innovated the religious section that resulted on lots of retaliations. With his popularity he took his followers and admires from different evangelic associations to choose, by vote, the first pentecostal church congressman. Mello had success when he joined his religious proposal, that faced specially the suburb needy population, with the radio which was the most available mean of communication in Brazil, at that time. These successful undertaking was used as a model for the other Brazilian groups to start on the radio media and sequentially the TV media. / Esse trabalho apresenta uma análise sobre o uso do rádio pelo Missionário Manoel de Mello, que promoveu mudanças de alguns construtos religiosos dos pentecostais brasileiros, tornando a Igreja O Brasil Para Cristo o centro das atenções entre os anos de 1950 a 1970. Sua presença diária em programas radiofônicos, que foram transmitidos a partir de emissoras paulistanas - principalmente pela Rádio Tupi que alcançava diversos Estados brasileiros e alguns países sul-americanos que fazem fronteira com o Brasil - fez de Mello um evangelista popular. No programa A voz do Brasil para Cristo , ele pregava sobre a cura divina, analisava os fatos do cotidiano, orava por cura dos ouvintes que faziam seus pedidos por cartas e ligações telefônicas e anunciava as Campanhas Evangelísticas que empreendia em todo o território nacional. Como no início dos anos 50, as duas maiores igrejas pentecostais brasileiras eram contra o uso do rádio, por considerá-lo um instrumento do diabo, Manoel de Mello inovou este segmento religioso que deu origem a uma nova igreja, mas também em uma série de retaliações. Com a sua popularidade, ele atuou como cabo eleitoral e levou seus seguidores e admiradores, das mais diversas agremiações evangélicas, a eleger o primeiro Deputado Federal de uma igreja pentecostal. Mello conseguiu com êxito juntar sua proposta religiosa, que ia ao encontro, sobretudo, da população carente da periferia paulista, com o rádio, que era, até então, o meio de comunicação de massas mais popular disponível no Brasil. O bem sucedido empreendimento serviu de modelo para que outros grupos religiosos brasileiros entrassem para a mídia radiofônica e consecutivamente a televisiva.

From Introduction: Gehoor speel 'n belangrike rol in die leerproses, in aanpassing by die omgewing asook in aanpassing by sosiale omstandighede. Gehoorverlies plaas die individu in 'n situasie van vereensaming, veroorsaak deur 'n beperktheid in kommunikasievermoë. (Roux, 1979:1) Dr Roux, Direkteur van Gesondheidsdienste van die Departement van Gesondheid, Welsyn en Pensioene, het tydens die Goue Jubileum-Kongres van die Suid-Afrikaanse Nasionale Raad vir Dowes daarop gewys dat gehoorverlies vandag meer Amerikaners affekteer as hartsiektes, kanker, blindheid, tuberkulose, veneriese siektes, sklerose en niersiektes tesame. (Roux, 1979:1) In Suid-Afrika word beraam dat 0,06% van aIle babas totaal doof gebore word en dat die aantal persone met ernstige gehoorprobleme, volgens die skatting van die Departement van Gesondheid, Welsyn en Pensioene, 65 000 beloop. Hierdie getal sluit Swartes uit. (Roux, 1979:1) ... Die probleem van doofheid is kompleks en soms so ingewikkeld dat dit te betwyfel is of die horende individu die omvang daarvan begryp en insig in die situasie van die dowe kan ontwikkel. Empatie met die dowe en begrip vir sy leefwêreld is vir die horende persoon problematies. 'n Wêreld sonder klank is moeilik om te visualiseer en 'n wêreld sonder taal lê buite die begripsvermoë van die horende. Daar bestaan op velerlei gebiede verwarring ten opsigte van die dowe. Die horende persoon besef gewoonlik dat daar 'n eiesoortige wêreld van ervaring en denke vir die dowe is anders as die van die horende, maar begrip vir die omvang van die andersheid van die dowe ontbreek.