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Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

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South Africa has recently made a significant move towards support for deaf learners in inclusive education settings. Educators in inclusive classrooms are considered primary resources for the development of the strengths and competencies of these learners. Successful inclusion of deaf learners often depends on the skills of classroom educators. Nevertheless, educators often have little or no knowledge regarding support for deaf learners in inclusive classrooms. The experiences of deaf learners were investigated in order to understand the unique needs of these learners. The aim of the research was to add bottom-up approaches to the range of curriculum adaptations necessary to support deaf high school learners within inclusive education in South Africa. A mixed methods approach was employed, using both quantitative and qualitative approaches in a triangulation research design. The findings that emanated from the quantitative research served to complement the findings from the qualitative study. The results of the empirical study were supported by the literature review to formulate practical guidelines for assisting educators to accommodate the curriculum in order to support deaf learners. These guidelines might enable educators to respond positively to the needs of deaf learners and ensure that their inclusion in the regular school is successful. / Inclusive Education / D. Ed. (Inclusive Education)

Η παρούσα μελέτη εξετάζει τη σχολική και κοινωνική ενσωμάτωση 5 κωφών & βαρήκοων μαθητών που φοιτούν σε περιβάλλον ενσωμάτωσης σε ένα γενικό δημοτικό σχολείο μιας τοπικής περιοχής. Από τους μαθητές που μελετήθηκαν οι 2 παρακολουθούσαν το περιβάλλον της γενικής τάξης με παράλληλη στήριξη ορισμένες ώρες του σχολικού ωραρίου από ειδική δασκάλα. Οι υπόλοιποι 3 μαθητές του σχολείου παρακολουθούσαν κάποιες ώρες του σχολικού ωραρίου τμήμα ένταξης και τις υπόλοιπες συνεκπαιδεύονταν στη γενική τάξη με τους ακούοντες συμμαθητές τους. Για τη μελέτη της σχολικής και κοινωνικής ενσωμάτωσης των κωφών & βαρήκοων μαθητών χρησιμοποιήθηκαν οι ποιοτικές μέθοδοι της παρατήρησης και των ημιδομημένων συνεντεύξεων από τους δασκάλους των μαθητών και το διευθυντή του σχολείου. Συνολικά, έλαβαν χώρα 5 παρατηρήσεις, μία σχολική ημέρα για κάθε παιδί. Τα αποτελέσματα της μελέτης έδειξαν πως η επιτυχία ή η βελτίωση της ήδη υπάρχουσας σχολικής και κοινωνικής ενσωμάτωσης των κωφών & βαρήκοων παιδιών επηρεάζεται από πολλούς διαφορετικούς παράγοντες όπως είναι: (α) το επίπεδο της απώλειας της ακοής, (β) η ενίσχυση του παιδιού με φροντιστηριακά μαθήματα στο σπίτι, (γ) η πρόβλεψη για στήριξη από ειδικό προσωπικό (όπως λογοθεραπευτή) εντός και εκτός του σχολείου, (δ) η καλύτερη και μεγαλύτερη υλικοτεχνική υποδομή, (ε) η στάση των δασκάλων απέναντι στους κωφούς & βαρήκοους μαθητές & η σχετική γνώση και ενσυναίσθησή τους και (στ) η στάση των μαθητών χωρίς προβλήματα ακοής απέναντι στους κωφούς & βαρήκοους συμμαθητές τους. / The present study examines school (academic progress included) and social integration of 5 deaf and hard of hearing students who are educated in mainstreaming in a general elementary school of a local area. Two students attended general class where special teacher offered her parallel support for some hours of the school day. The rest of the students (that means: 3) were educated for some hours of the school day in the special class for deaf and hard of hearing students and for the rest of the school day the latters were educated parallel with their classmates without hearing disabilities in the general class. We examined school and social integration of deaf and hard of hearing students using the qualitative methods of observation and interviews with the teachers of the students and the head of the school. Five observations took place (observation of a whole school day for each student). Results showed that the success or the improvement of school and social integration of deaf and hard of hearing students depends on different parameters like: (a) the level of hearing loss, (b) additional educational support of the child at home, (c) additional support by special staff (like speech therapist) in and out of the school, (d) better and bigger infrastructure of the general school, (e) the attitudes of the teachers at their students with hearing loss as well as their relative knowledge and self-consciousness and (f) the attitudes of the rest of the schoolmates without hearing disabilities at their deaf and hard of hearing peers.

The purpose of this study was to determine the effectiveness of Filial Therapy training in increasing teachers of deaf and hard of hearing preschool students': 1) empathic responsiveness with their students; 2) communication of acceptance to their students; 3) allowance of self-direction by their students. A second purpose was to determine the effectiveness of Filial Therapy training in reducing experimental group students': 1) overall behavior problems; 2) internalizing behaviors; and 3) externalizing behavior problems. Filial Therapy is a didactic/dynamic modality used by play therapists to train parents and teachers to be therapeutic agents with their children and students. Teachers are taught primary child-centered play therapy skills for use with their own students in weekly play sessions with their students. Teachers learn to create a special environment that enhances and strengthens the teacher-student emotional bond by means of which both teacher and child are assisted in personal growth and change. The experimental group (N=24) consisted of 12 teachers, who participated in 11 weekly Filial Therapy training sessions (22 total instructional hours) during the fall semester at the preschool of a center for communications disorders, and 12 students chosen by the teachers as their student of focus. Teachers and students met once a week during the training for 30 minute teacher student play sessions in a room specified for this purpose. The non-treatment comparison group received no training during the 11 weeks. Teacher participants completed two written instruments: the Child Behavior Checklist/Caregiver-Teacher Report Form and the Meadow-Kendall Social-Emotional Assessment Inventory for Deaf and Hearing Impaired Students. Teachers who received Filial Therapy training were videotaped during student teacher play sessions. The videotaped sessions were used for pretest and posttest evaluation for the Measurement of Empathy in Adult-Child Interaction. Analysis of covariance revealed the children in the experimental group significantly decreased overall behavior problems. Teachers in the experimental group increased communication of empathy with their students of focus, significantly increased their attitude of acceptance with their students, and significantly increased in their ability to allow the students appropriate self-direction. This study supports Filial Therapy as an effective method of training teachers of deaf and hard of hearing preschool children to be therapeutic agents of change with their students.

O objetivo desta reflexão é empreender uma análise sobre o processo de constituição da surdez como particularidade étnico-lingüística. Primeiramente, o foco privilegiado é a comparação etnográfica e histórica das práticas de algumas instituições religiosas - Igreja Católica, Igreja Batista e Testemunhas de Jeová que têm se ocupado da atividade missionária com surdos. Como procedimento metodológico, a atenção esteve voltada para a dimensão performativa dos rituais dessas instituições, com a intenção de revelar como elas produzem diferenças entre pessoas surdas e ouvintes em termos de língua e cultura. Compõem também o universo empírico, dicionários religiosos e manuais de evangelismo referentes à surdez. Em um segundo momento, a intenção é revelar a circulação de agentes religiosos em outras instâncias, tais como, movimento social, instituições universitárias e mercado (que emerge relacionado à língua brasileira de sinais libras). As trocas entre esses domínios religiosos e não religiosos foram constitutivas para o engendramento da surdez como particularidade étnico-lingüística traduzida em normatividade jurídica no interior do Estado-nação. / The aim of this study is analyze the process of deaf as ethno-linguistic particularity. First of all we built an ethnographic and historical comparison between the practices of some religious institutions - Catholic Church, Baptist Church and Jehovahs Witnesses - that have engaged in missionary activity with the deaf. As a methodological procedure, attention was focused on the performance of these institutions rituals, with the intention of revealing how they produce differences between deaf and hearing people in terms of language and culture. Also the empirical universe constitutes religious dictionaries and evangelism manuals relative to deaf. In a second moment, the intention is to reveal the movement of religious agents in other instances, such as social movements, academic institutions and markets (that emerge related to the Brazilian Sign Language -LBS). As will be shown, the exchanges between these domains religious and nonreligious were constitutive for the engendering of deaf as ethno-linguistic particularity in legal universe inside the nation-state.

Yim-Binh, Sze. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 225-235). / Abstracts in English and Chinese. / Acknowledgement / Abstract / Table of Contents / List of Tables / Chapter Chapter 1 --- : Introduction Page / Chapter (1.1) --- Research questions --- p.1 / Chapter (1.1.1) --- Space and spoken languages --- p.1 / Chapter (1.1.2) --- Space and sign languages --- p.4 / Chapter (1.1.3) --- Nominals in Hong Kong Sign Language --- p.8 / Chapter (1.1.4) --- Research focus: interaction of space and nominals --- p.11 / Chapter (1.2) --- Thesis outline --- p.12 / Chapter (1.3) --- A brief note on the transcription convention --- p.13 / Chapter (1.4) --- Sociolinguistic background of Hong Kong Sign Language --- p.15 / Chapter (1.5) --- Documentation of Hong Kong Sign Language and Chinese Sign Language --- p.17 / Chapter Chapter 2: --- Space and Grammatical Relations / Chapter (2.0) --- Introduction --- p.21 / Chapter (2.1) --- On the grammatical relations 'subject' and 'object' --- p.21 / Chapter (2.2) --- Literature review --- p.28 / Chapter (2.2.1) --- Grammatical relations in American Sign Language (ASL) --- p.28 / Chapter (2.2.2) --- Grammatical relations in Chinese Sign Language (CSL) --- p.35 / Chapter (2.3) --- Experiment 1: Picture description and selection task --- p.36 / Chapter (2.4) --- Results: --- p.39 / Chapter (2.4.1) --- Non-reversible sentences --- p.39 / Chapter (2.4.2) --- Reversible sentences --- p.52 / Chapter (2.4.2.1) --- Linear representation: S V O --- p.52 / Chapter (2.4.2.2) --- "Spatial representation: the use of loci, inflecting verbs and classifiers" --- p.54 / Chapter (2.4.2.3) --- Reversible and non-reversible data: a further discussion --- p.64 / Chapter (2.4.3) --- An extension to dative constructions --- p.71 / Chapter (2.5) --- Chapter summary --- p.77 / Chapter Chapter 3: --- Space and NP Referential Properties / Chapter (3.0) --- Introduction --- p.78 / Chapter (3.1) --- On the various referential properties --- p.78 / Chapter (3.2) --- Realization of referential properties in spoken and sign languages --- p.79 / Chapter (3.3) --- Specific NPs: indefinites and definites --- p.89 / Chapter (3.3.1) --- Experiment 2: picture story description and picture reordering --- p.89 / Chapter (3.3.2) --- NPs in subject positions --- p.90 / Chapter (3.3.2.1) --- Specific indefinites --- p.91 / Chapter (3.3.2.2) --- Specific definites --- p.96 / Chapter (3.3.3) --- NPs in object positions: specific indefinites and definites --- p.106 / Chapter (3.4) --- Non-specific indefinites and generics --- p.118 / Chapter (3.5) --- Chapter summary --- p.121 / Chapter Chapter 4: --- Space and Referential Loci --- p.123 / Chapter (4.0) --- Introduction --- p.123 / Chapter (4.1) --- Literature review --- p.1 24 / Chapter (4.1.1) --- Frame of reference in sign languages --- p.1 24 / Chapter (4.1.2) --- Nature of space and loci --- p.129 / Chapter (4.1.3) --- Shift of loci/ frame of reference --- p.133 / Chapter (4.2) --- Observation of Hong Kong Sign Language --- p.138 / Chapter (4.2.1) --- Localization of referents in narrative discourse --- p.138 / Chapter (4.2.2) --- Shift of loci / frame of reference in HKSL --- p.150 / Chapter (4.2.2.1) --- Role-play/ locus shift in HKSL --- p.150 / Chapter (4.2.2.2) --- Three more types of locus shift --- p.153 / Chapter (a) --- Loci contrast exaggeration --- p.153 / Chapter (b) --- Shifted focalization --- p.157 / Chapter (c) --- Token-surrogate alternation --- p.162 / Chapter (4.3) --- Chapter summary --- p.170 / Chapter Chapter 5: --- Suggestions for Future Research --- p.171 / Appendix 1: Notation conventions --- p.176 / Appendix 2: Picture stimuli for experiment1 --- p.179 / "Appendix 3: Topic, Comment and Topicalization in HKSL" --- p.181 / Appendix 4: Picture stimuli for experiment2 --- p.190 / Appendix 5: Illustrations --- p.203 / References --- p.225

Lai Wing Sze. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2001-2002, design report." / Includes bibliographical references (leaves [49]). / PROLOGUE --- p.1 / THESIS STATEMENT --- p.2 / METHODOLOGY --- p.3 / PERCEPTION & PHENOMENON --- p.4 / INTENTION / RELATION / INTENTION & RELATION / GESTURE IN OUR VISUAL EXPERIENCE --- p.9 / MATERIAL / SURFACE / ENVELOPE / FORM / STRUCTURE / LANDSCAPE / DYNAMICS IN VISUAL EXPERIENCE --- p.15 / MOVING OBJECT / CHANGING PERSPECTIVE / LIGHT / HUMAN ACTIVITY / PROGRAM --- p.19 / DEAF COMMUNITY / THEATRE OF SILENCE / SITE --- p.23 / LOCATION / SITE PHOTO / SOLAR STUDY / EXISTING BUILDINGS / DESIGN STRATEGY --- p.32 / THEATRE-IN-THE-ROUND / WORKING MODEL / FINAL DESIGN --- p.37 / FINAL MODEL / DRAWING / VARYING COMPOSITION

Made available in DSpace on 2015-03-05T18:11:58Z (GMT). No. of bitstreams: 0 Previous issue date: 26 / Nenhuma / O presente trabalho investiga como os alunos de uma escola para surdos coconstroem experiências de língua portuguesa no contexto de sala de aula, e é inspirado no trabalho de Richard Donato, publicado em 1994, que buscou identificar a presença da prática do andaimento nas interações entre pares em sala de aula de língua francesa como segunda língua. Também tenta descobrir como o desenvolvimento desta L2 é trazido para o plano social, partindo da hipótese de que os aprendizes podem, de certa maneira, em algumas circunstâncias, prover o mesmo tipo de suporte e orientação uns aos outros, assim como os adultos fazem com as crianças, segundo o conceito de scaffolding investigado por Wood, Bruner e Ross (1976). Para isto, foram gerados dados mediante observação participante de aulas e aplicações de oficinas didáticas elaboradas especialmente para este fim em uma turma de 6ª série do Ensino Fundamental de uma escola estadual especial para surdos da região metropolitana de Porto Alegre. Essas aulas foram gravadas em / The present work investigates how the students from a school for deaf co-construct experiences of Portuguese language (PL) in the classroom context, and is inspired by Richard Donato's work, published in 1994, that that aimed to identify the presence of the practice of scaffolding in the interactions between peers in lessons of French as a second language. The research also intends to discover how the development of this L2 is brought to the social plan, starting from the hypothesis that learners can, somehow, in some circumstances, provide the same kind of support and orientation to each others, like adults do with children, according to scaffolding concept researched by Wood, Bruner and Ross (1976). In order to do that, data were generated through participant observation of lessons and applications of didactic workshops especially elaborated for this purpose in a sixth grade Middle School group of a public special school for the deaf of the Porto Alegre metropolitan region. These lessons were videotaped,