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This qualitative study investigated the remembered lived experiences of six individuals who were diagnosed with Usher syndrome, the effect that the progressive condition had upon their lives, and their experiences with vocational rehabilitation. Usher syndrome is an autosomal recessive condition that presents as deafness or hearing loss with comorbid retinitis pigmentosa sometimes with vestibular areflexia. The participants recalled details of their own reaction to the diagnoses as well as the reactions of their parents. Themes were identified in their responses that included independent dependence, Usher support, parental reaction, lowered expectations, hope, and ongoing change. The participants, three men and three women, reported periods of adjustment and sadness as well as hopes for their future, career accomplishments, and social interactions.

Šiai dienai ypač didelis dėmesys skiriamas vaikų su įvairiomis negaliomis integracijai į visuomenę. Negalios socialiniai vaizdiniai praėję permainingą raidos kelią atitinkamai suformavo ir šiandien Lietuvos visuomenėje bei tarp specialistų esančius negalios socialinius vaizdinius. Per kelerius pastaruosius metus Lietuvoje plačiai pasklido socialinės integracijos idėjos, kurios Vakarų visuomenėje formavosi beveik pusę amžiaus. Neįgaliųjų plaukimo ugdymas neatsiejama mokymo dalis ir labai svarbi veikla, kuri kartu atlieka ir terapinį pobūdį. Tikslas – įvertinti įgaliųjų ir neįgaliųjų su klausos sutrikimais plaukimo nugara mokymo efektyvumą, taikant individualią pedagoginio stebėjimo schemą. Uždaviniai: Nustatyti plaukimo būdo nugara pedagoginio stebėjimo schemos vertinimą, taikant ekspertų metodą; Ištirti teorinės paskaitos efektyvumą, taikant pedagoginio stebėjimo schemą. Atlikti praktinius plaukimo būdo nugara individualų technikos vertinimą, remiantis pedagoginio stebėjimo schema. Įvertinti individualaus mokymo poveikį įgaliųjų ir neįgaliųjų su klausos sutrikimais plaukimo nugara technikos įsisavinimui. Tiriamieji: Tyrime dalyvavo 27 studentai, 6 turintys klausos sutrikimus, 18 vaikinų ir 9 merginos. Problema: Įgūdžių mokymas vandenyje yra ganėtinai apsunkintas, kadangi atsiranda šalutinis dirgiklis – vanduo. Norint įgūdžių mokymą padaryti kuo efektyvesnį, dirbant su klausos sutrikimus turinčiais žmonėmis, reikia visą dėmesį skirti individualiam mokymosi metodui. ... [toliau žr. visą tekstą] / Many scientists are interested in aspects of integrated physical education for students with special needs. The world‘s experience proofs, that many disables can take part in swimming sport. We couldn‘t find any researches about teaching swimming methods for disables who have problems with hearing, individualizing education process. Aim – to assess efficient of swimming on the back for able and disables who have hearing problems, applying chart of individual educate observe. Propositions: To establish the rate of chart of swimming on the back, applying method of experts; Analyze theory lecture efficient, applying chart of educate observe; According to chart of educate observe to conduct utility rate of swimming on the back technique. To estimate the effect of individual studying for able and disables who have hearing problems technique of swimming on the back assimilation. Participates: 27 students took part in research, 6 of them had problems with hearing. 18 males and 9 females. Problem: Skills teaching in water is more difficult because water is minor annoy.If you want to make skills teaching more effective, you have to give all the attention to individual method of studying, when you work with people who have problems with hearing. Hypothesis: Using the chart of swimming on the back technique it is easier to point particular mistakes and rather assimilate the correct technique, especially for disables who have hearing problems. Applying the chart of educate... [to full text]

This study examines the effects of maternal teaching style on the developing problem-solving abilities of deaf and hearing preschool children. Mothers and children from three matched groups, hearing mother-deaf child, hearing mother-hearing child, and deaf mother-deaf child, were videotaped while the mother taught the child to construct a small pyramid from 21 interlocking blocks and again when the child attempted the task independently. The tapes were coded and analyzed to examine maternal instructional style and subsequent independent child performance. The mothers in the deaf mother-deaf child and hearing mother-hearing child dyads used appropriate scaffolding behavior significantly more often than the other mothers; their children were significantly more adept and independent problem-solvers than the deaf children of hearing mothers. The more contingent the mother's instructions, the more independent and successful child. Scaffolding is discussed in terms of its benefits for instructing deaf children.

<p>Communication tools such as text-based instant messaging, voice and video relay services, real-time video chat and mobile SMS and MMS have successfully been used among Deaf people. Several years of field research with a local Deaf community revealed that disadvantaged South African Deaf&nbsp / people preferred to communicate with both Deaf and hearing peers in South African Sign Language as opposed to text. Synchronous video chat and video&nbsp / relay services provided such opportunities. Both types of services are commonly available in developed regions, but not in developing countries like South&nbsp / Africa. This thesis reports on a workaround approach to design and develop an asynchronous video communication tool that adapted synchronous video&nbsp / &nbsp / codecs to store-and-forward video delivery. This novel asynchronous video tool provided high quality South African Sign Language video chat at the&nbsp / expense of some additional latency. Synchronous video codec adaptation consisted of comparing codecs, and choosing one to optimise in order to&nbsp / minimise latency and preserve video quality. Traditional quality of service metrics only addressed real-time video quality and related services. There was no&nbsp / uch standard for asynchronous video communication. Therefore, we also enhanced traditional objective video quality metrics with subjective&nbsp / assessment metrics conducted with the local Deaf community.</p>

In this investigation three groups of ten subjects each, ages seven to nine, were compared on common object picture span identification tasks to determine if the rehearsal strategies of oral labeling, signing, or total communication significantly effected their visual memory. Thethree groups consisted of a good learner/normal hearing (NH) group, a hearing impaired poor speechreader/learning disabled (LD) group, and a hearing impaired good learner/good speechreader total communication (TC) group.Subjects' picture span identification performances with and without rehearsal were compared by a one way ANOVA for difference scores. The F value of 62.026 was significant at the .01 level which demonstrated a significant difference among the groups' difference scores. Statistical results between groups indicated that the signing rehearsal strategy significantly improved the LD group's scores on the rehearsed picture span taskas compared to the oral labeling and total communication rehearsal strategies of the NH and IC groups whose rehearsal had little effect on their performance.In summary, this study showed that poor learners/poor speechreaders greatly benefitted from overt rehearsal strategies on a visual memory picture identification task.

The major purpose of this study was to determine the effect of two mediational strategies, labeling and rehearsal, on the short-term memory of prelingual deaf children. The research question answered by this investigation examined whether inducing the use of a mediator was affected by age and the serial position of stimulus items presented.The population of prelingual, severely and profoundly deaf children of normal intelligence were screened for overt production of existing mediational techniques. Thirty-three nonproducing subjects were randomly assigned to three treatment groups at four age levels. Two groups were taught memory strategies, and the third group acted as a control. A single null hypothesis was tested using a 3x4x4 analysis of variance with repeated measures on the last factor. The .05 level of significance was predetermined as the critical probability level for rejecting the hypothesis.FINDINGS1. Differences in recall performance of prelingual deaf children who (a) were induced to label, (b) were induced to cumulatively rehearse, and (c) had no induced strategy did not vary as a function of age and serial position.2. Deaf children's performance on short-term, visual sequential memory tasks is a function of the type of preferred memory strategy and age.3. No differences in performance at the serial positions occurred as a function of age.4. The type of memory strategy used by prelingual deaf children did not result in differences in performance as a function of serial position.5. The youngest deaf children who rehearsed and labeled enhanced recall significantly better than those children who were taught no strategy.6. Most older subjects taught to rehearse recalled significantly better than the children taught to label and those who were not taught a memory technique.7. Late intermediate deaf children who rehearsed recalled better than those children taught to label, but not significantly different from those taught no strategy.8. The relationship among serial position levels showed primacy and recency effects on the memory curve.CONCLUSIONS1. The cognitive processes used by deaf children are similar to those used by hearing children.2. Cognitive processes used by deaf children are utilized for similar purposes as those used by hearing children.3. Deaf children appear to display a production deficiency with regard to the use of mediational strategies. / Department of Special Education

The needs and concerns of the siblings of children who are deaf-blind were studied. Subjects included 12 siblings (eight males, four females) whose families are involved in the Utah Intervener Services Program. Information was collected by conducting one-on-one interviews with the siblings. The Siblings' Perceptions of the Intervener Interview (SPII) and Taylor's Siblings' Problems Questionnaire were administered. The results indicated that individual sibling's perspectives were unique, varying from positive to negative. As a group, the siblings made positive comments about the intervener and their life with their deaf-blind brother or sister.