Relevant bibliographies by topics / Alabama Institute for Deaf and Blind

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Academic literature on the topic 'Alabama Institute for Deaf and Blind'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Alabama Institute for Deaf and Blind"

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Admiraal, R. J. C., and P. L. M. Huygen. "Changes in the aetiology of hearing impairment in deaf–blind pupils and deaf infant pupils at an institute for the deaf." International Journal of Pediatric Otorhinolaryngology 55, no. 2 (September 2000): 133–42. http://dx.doi.org/10.1016/s0165-5876(00)00395-5.

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García, Beatriz, Javier Maya, Alexis Mancilla, Silvina Pérez Álvarez, Mariela Videla, Diana Yelós, and Angel Cancio. "Touch the sky with your hands: a special Planetarium for blind, deaf, and motor disabled." Proceedings of the International Astronomical Union 10, H16 (August 2012): 554. http://dx.doi.org/10.1017/s1743921314012095.

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The Planetarium for the blind, deaf, and motor disabled is part of the program on Astronomy and Inclusion of the Argentina Pierre Auger Foundation (FOPAA) and the Institute in Technologies and Detection of Astroparticles-Mendoza (ITeDAM).
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Rutkowska, Izabela, Katarzyna Stranowska, Bartosz Molik, Grzegorz Bednarczuk, Krzysztof Koc, and Kalina Kaźmierska. "Comparison of the level of coordination motor abilities in boys with sensory impairments and able-bodied peers." Advances in Rehabilitation 26, no. 4 (December 1, 2012): 55–62. http://dx.doi.org/10.2478/rehab-2013-0050.

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Abstract Introduction: Looking for solutions to improve physical fitness of persons with sensory impairments, both in the context of physiotherapy and the creation of adapted physical activity programs in the physical education and extracurricular activities, it seems important to determine the effect of sensory impairments at the level of coordination motor abilities (CMA). The aim of the study was to compare the coordination motor abilities of blind, deaf and able-bodied boys aged 14-17. Material and methods: The research was carried out on 37 boys: totally blind students (14) from the Education Centre for Blind Children in Laski, deaf students (18) from Deaf Institute in Warsaw and able-bodied peers (15) from School No.51 in Warsaw. The following tests evaluating selected CMA were used in the research: spatial orientation, dynamic balance, high frequency of movement, rhythmicising, kinesthetic differentmiation, connection of movement. Participants performed motor tests such as: walking into goal, turn on a bar of a gym bench, flat tapping, rhythmic drumming of upper and lower limbs, long jump at 50% capacity, transfering a gym stick, skiping with clapping under the knees, The Starosta Global Coordination Test. Measurements and evaluation of basic anthropometric parameters were done as well as Body Mass Index was calculated. Means of results of every tests were evaluated through nonparametric Krauskal-Wallis test. Statistical significance between the groups was determined using the U Mann-Whitney test. Results: Coordination motor abilities differentiated the groups of boys - blind, deaf and able-bodied. The lowest level of the CMA was obtained in a group of blind boys and there were only little differences between the deaf and able-bodied participants. For the blind boys the most difficult test was rotation on the bench gym, which may indirectly indicate low level of dynamic balance. Conclusions: The ability to rhythmic whole body and spatial orientation were the CMA that needed improvement in the group of deaf boys. There is no correlation between the results obtained in tests of CMA and body height, weight, BMI and age of individuals
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Duncan, Jill. "Telepractice Aural Habilitation for School-Age Children." Perspectives on Aural Rehabilitation and Its Instrumentation 15, no. 1 (April 2008): 5–17. http://dx.doi.org/10.1044/arii15.1.5.

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Abstract This paper examines telepractice aural habilitation for school-age children delivered via videoconferencing. It identifies issues, concerns, and successful teaching behaviors and strategies employed in this unique environment. The paper concludes with a description of the Royal Institute for Deaf and Blind Children’s Teleschool and a case study of a 16-year-old cochlear implant user who has received intercontinental auditory-verbal therapy via videoconferencing for 24 months.
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Wright, Barry, Helen Phillips, Ann Le Couteur, Jennifer Sweetman, Rachel Hodkinson, Amelia Ralph-Lewis, Emily Hayward, et al. "Modifying and validating the social responsiveness scale edition 2 for use with deaf children and young people." PLOS ONE 15, no. 12 (December 7, 2020): e0243162. http://dx.doi.org/10.1371/journal.pone.0243162.

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A Delphi consensus methodology was used to adapt a screening tool, the Social Responsiveness Scale– 2 (SRS-2), for use with deaf children including those whose preferred communication method is sign language. Using this approach; 27 international experts (The Delphi International Expert Panel), on the topic of autism spectrum disorder (ASD) in deaf people, contributed to the review of item content. A criterion for agreement was set at 80% of experts on each item (with 75% acceptable in the final fourth round). The agreed modifications are discussed. The modified SRS-2 research adaptation for deaf people (referred to here as the “SRS-2 Deaf adaptation”) was then translated into British Sign Language using a robust translation methodology and validated in England in a sample of 198 deaf children, 76 with Autism Spectrum Disorders (ASD) and 122 without ASD. The SRS-2 Deaf adaptation was compared blind to a NICE (National Institute for Health and Care Excellence) guideline standard clinical assessment. The area under the Receiver Operating (ROC) curve was 0.811 (95% CI: 0.753, 0.869), with an optimal cut-off value of 73, which gave a sensitivity of 82% and a specificity of 67%. The Cronbach Alpha coefficient was 0.968 suggesting high internal consistency. The Intraclass Correlation Coefficient was 0.897, supporting test-retest reliability. This performance is equivalent to similar instruments used for screening ASD in the hearing population.
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McCarthy, Melissa. "The RIDBC Telepractice Training Protocol: A Model for Meeting ASHA Roles and Responsibilities." Perspectives on Telepractice 3, no. 2 (September 2013): 49–60. http://dx.doi.org/10.1044/teles3.2.49.

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Telepractice continues to emerge as an acceptable alternative to the provision of in-person services in the fields of speech-language pathology and audiology. In Australia, the Royal Institute for Deaf and Blind Children (RIDBC) has been using telepractice for more than 10 years to meet the needs of children who are deaf and hard of hearing. In order to ensure that the quality of services provided via telepractice is equivalent to that of services provided in-person, RIDBC designed a comprehensive telepractice training protocol. The four-module program corresponds to the roles and responsibilities outlined by the American Speech-Language-Hearing Association (ASHA), and include topics related to the technology, methodology, and pedagogy of working in a telepractice model. The RIDBC training protocol demonstrates one method of supporting practitioners to develop the necessary skills to effectively deliver services via telepractice.
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Affuso, Olivia. "SBM Mid-Career Leadership Institute." Translational Behavioral Medicine 10, no. 4 (August 2020): 884–85. http://dx.doi.org/10.1093/tbm/ibaa066.

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Abstract My purpose for participating in the 2017 Society for Behavior Medicine (SBM) Leadership Institute was to redefine my career goals in an effort to do more work that mattered. I felt overwhelmed by the numerous tasks as a mid-level researcher, including leadership roles outside of my university to fill a desire to pursue activities that were purposeful but not valued by the academy. For example, I served on the Board of Girls on the Run (GOTR) where I was chair, leading a team of about 12 board members to provide a running-based life skills program for girls in Grades 3–5. After stepping down from the Board, I chose to develop a partnership between GOTR and the University of Alabama at Birmingham’s Center for Exercise Medicine (UCEM) that would provide an opportunity for me to lead an outreach effort extending the GOTR program into Birmingham City Schools. The goal was not only to reach more girls from disadvantaged backgrounds but also to also reach their family members. We used survey results to assess parent/family preferences for receiving physical activity training resources to be able to support their girls at the end-of-the program 5K celebration. The resources were made available via the UCEM website and a link was sent by GOTR to all families of participants in the program. Overall, the partnership allowed us to reach more girls and their families and I know that the SBM Leadership program contributed to my delegation and organizational skills coupled with coaching to reveal my strengths and blind spots.
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León Corredor, Olga Lucía. "Referentes curriculares con incorporación tecnológica para la formación de profesores de matemática en y para la diversidad." Ciencia e Interculturalidad 18, no. 1 (December 16, 2016): 34–47. http://dx.doi.org/10.5377/rci.v18i1.3048.

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El proyecto ALTER-NATIVA es el contexto de producción del libro “Referentes Curriculares con Incorporación de Tecnologías para la Formación del Profesorado de Matemáticas en y para la Diversidad”. La Comunidad ALTER-NATIVA de Matemáticas (CAM), fue conformada por profesores, estudiantes para profesor, investigadores y poblaciones sordas y ciegas, pertenecientes a la Universidades de: Regiones Autónomas de la Costa Caribe Nicaragüense URACCAN de Nicaragua, Pedagógica Nacional de México UPN, “Distrital Francisco José de Caldas” UDFJC de Colombia y al Instituto Nacional para Sordos INSOR.SummaryThe ALTER-NATIVA project is based on the context of the production of the book entitled "Curricular reference with the incorporation of technology for mathematics teachers training in/and for diversity”. The ALTER-NATIVA Community of Mathematics (CAM), was made up of teachers, student teachers, researchers and deaf and blind populations belonging to: the University of the Autonomous Regions of the Caribbean Coast of Nicaragua (URACCAN), the National Pedagogical of Mexico-UPN, the Francisco Jose de Caldas District-UDFJC of Colombia and the National Institute for the Deaf-INSOR.
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Cano, Sandra, Leandro Flórez-Aristizábal, César Collazos, Habib Fardaoun, and Daniyal Alghazzawi. "Designing Interactive Experiences for Children with Cochlear Implant." Sensors 18, no. 7 (July 4, 2018): 2154. http://dx.doi.org/10.3390/s18072154.

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Information and Communication Technologies (ICTs) have grown exponentially in the education context and the use of digital products by children is increasing. As a result, teachers are taking advantage of ICTs to include mobile devices such as Tablets or Smartphones inside the classroom as playful support material to motivate children during their learning. Designing an interactive experience for a child with a special need such as a hearing impairment is a great challenge. In this article, two interactive systems are depicted, using a non-traditional interaction, by the following stages: analysis, design and implementation, with the participation of children with cochlear implant in the Institute of Blind and Deaf Children of Valle del Cauca, Colombia and the ASPAS Institute, Mallorca, Spain, who evaluated both interactive systems, PHONOMAGIC and CASETO. Positive results were obtained, showing that the use of real objects can greatly influence the environment in which children interact with the game, allowing them to explore and manipulate the objects supporting their teaching-learning processes.
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Hamid, Abdul, Muhammad Saleem Mohsin, and Muhammad Noman Khalid. "Effectiveness of Urdu reading braille characters with the help of tactile and visual clues." Journal of Research in Psychology 1, no. 1 (April 29, 2019): 16–20. http://dx.doi.org/10.31580/jrp.v1i1.853.

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This study shows that most sighted can learn whole-word Braille reading. To this knowledge, this is the first demonstration that adults with an intact visual system can learn such a complex tactile task, given the right motivation and method. Five objectives were formulated for this study. To identify the effects of tactile training on the children was the fourth objective. To explain the effects of training based visual clues on the children was the fifth objective. This study was experimental in nature. Two experimental groups were designed. It was seen that some senses enhanced in case of the deprivation of a sights sense. In the visually impaired personal the tactile sense is clear due to the visual impairment. Similarly visual sense became more tactile tasks in deaf students. Reading and penning Braille has been a priority for Hadley Institute for the Blind and Visually Impaired since its introduction in 1920. The day of Braille course is our democratic course. The modification is associated with potentially adaptive neural reorganization.
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Book chapters on the topic "Alabama Institute for Deaf and Blind"

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"The Establishment of the Institute for the Deaf, Dumb, and Blind (1791–1794)." In The Blind in French Society from the Middle Ages to the Century of Louis Braille, 121–35. Stanford University Press, 2009. http://dx.doi.org/10.11126/stanford/9780804757683.003.0008.

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"The Establishment of the Institute for the Deaf, Dumb, and Blind (1791–1794)." In The Blind in French Society from the Middle Ages to the Century of Louis Braille, 121–35. Stanford University Press, 2009. http://dx.doi.org/10.2307/j.ctvqsdxb3.13.

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"Chapter 7. The Establishment of the Institute for the Deaf, Dumb, and Blind (1791–1794)." In The Blind in French Society from the Middle Ages to the Century of Louis Braille, 121–35. Stanford University Press, 2020. http://dx.doi.org/10.1515/9780804772389-011.

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Dichek, Natalia. "The First Steps in the State Systematization of Special Education: Ukrainian Experience." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 349–62. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch021.

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The paper will substantiate the author’s version of the retrospective analysis of the organizing in Ukraine in the 1920s-1930s the first state education system for the special children (the disabled), that is, children with physical or mental problems – blind, deaf, persons with mental or psychoneurotic problems. It is substantiated that for the first time in the history of national education, the state approach to the examination and selection, training, education, socialization or care of such children were legalized. In addition to specialized classes and boarding schools, the system of institutions for special children also included sanatorium schools, clinic schools, and speech therapy courses. During this period of time, a network of research institutions was also created – medical and pedagogical offices (1922), departments at the Ukrainian Research Institute of Pedagogy (1926) and the Ukrainian Psychoneurological Institute (1922), whose researches were engaged in the study of the special children and the development of methods for their rehabilitation training and possible correction of the health state. From the very beginning, the problem of the special children was considered in the unity of the pedagogical and medical aspects.
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Reports on the topic "Alabama Institute for Deaf and Blind"

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Edmiston, Jessica L. Alabama Institute for Deaf and Blind Biodiesel Project Green. Office of Scientific and Technical Information (OSTI), September 2012. http://dx.doi.org/10.2172/1051406.

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