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Dissertations / Theses on the topic 'Communication with the deaf'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Summet, Valerie Henderson. "Facilitating communication for deaf individuals with mobile technologies." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33878.

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Communication between deaf individuals and hearing individuals can be very difficult. For people who are born deaf, English is often a second language with the first language being American Sign Language (ASL). Very few hearing people in the United States sign or are aware of Deafness, Deaf culture, or how to appropriately communicate with people with hearing loss. In this thesis, I concentrate on the role that mobile technologies can play in ameliorating some of these issues. In formative work with Deaf teenagers in the metro-Atlanta area, I investigate the role that communication technologies play in the lives of many Deaf individuals and examine how these devices have effected their communication patterns and social circles. Specifically, the teens identified problems communicating with hearing individuals such as close friends and family in face-to-face situations. Having identified sign language use at home as one of the earliest interventions for Deaf children, I investigated the use of mobile phones for learning survival-level ASL. I created a prototype software application which presented short ASL lessons via either a mobile phone or desktop web-browser. The software presented the lessons via one of two different scheduling methods designed to take advantage of the spacing effect during learning. I designed and conducted a study of forty individuals with no prior ASL knowledge which compared the effects of both scheduling algorithm and platform. My results show that individuals who used a mobile phone platform and received a group of lessons at one time performed better on post-test receptive and generative ASL metrics than did participants in the three other conditions.

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Kemp, William M. "A comparison of the simultaneous communication evaluation with the sign communication proficiency interview." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/77904.

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There is a need to identify a specific test to assess one's Simultaneous Communication skills (a combination of Sign Language with the use of spoken English). The Simultaneous Communication Evaluation and the Sign Communication Proficiency Interview were examined to compare and to determine the reliability and validity for the latter. The Illinois Course Evaluation Questionnaire was used as an independent variable. Multitrait-multimethod methodology (Campbell and Fiske, 1959) was used to examine construct validity of the two methods of assessing the twenty-eight subjects' communication skills, as well as to show their reliability. The Illinois Course Evaluation Questionnaire was used as an observation tool to obtain dichotomized scores used to measure subjects' performance in the classroom as compared with the two methods of assessing the subjects' signing skills. Based on the findings of this research, the following conclusions seem justified. A. The Receptive portion of the Simultaneous Communication Evaluation generally showed a weak relationship to the other tests with the exception of the Sign Communication Proficiency Interview's retest, with which it showed only a moderate relationship. This indicates that the Receptive portion may not be a valid way of assessing Sign Language competency. B. Since the Sign Communication Proficiency Interview's test-retest and the inter-rater reliability indicators are moderately high, with their levels of significance being lower than .05, this method of testing may be regarded as an at least moderately reliable means of assessing the faculty members' skills in the use of Simultaneous Communication. C. The correlations for the Simultaneous Communication Evaluation and the Sign Communication Proficiency Interview's test and retest are .8058 and .5477 respectively. The Illinois Course Evaluation Questionnaire, in general, showed negative correlations with the first two tests with the probability of error being higher than the acceptable .05. One may conclude from this that there is no relationship between the ability to teach and the ability to use Simultaneous Communication. It is anticipated that the outcome of this study will have an impact on various programs and agencies that provide educational and/or social services to the hearing impaired in the United States. At present there is no established, standardized method of evaluating professionals Sign Language skills and this study may well set a precedent in this area.
Ed. D.

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3

Robinshaw, Helen Mary. "Communication and language development in deaf and hearing infants." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282934.

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4

Moore, Michele Patricia. "Opportunities for communication in integrated settings : young deaf children." Thesis, University of Greenwich, 1993. http://gala.gre.ac.uk/8747/.

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The integration of deaf children into mainstream schools was heralded by the 1981 Education Act, but has been dogged by conflict about the appropriateness of two dominant approaches to communication. The oral/aural approach, most often followed, is concerned with teaching deaf children to learn to listen and listen to learn. The emphasis has been on the need to 'normalize' deaf children in order to promote their learning and development. The manual/visual approach has focused on sign usage to promote a child's development as a communicator and learner and can be tailored to the child's prospective membership of Deaf/deaf and hearing cultures. The aim of this study is to explore both the oral/aural and the manual/visual approach in relation to young deaf children's experiences of integration. Rather than focusing on modality specific aspects of communication, this study examines the wide range of both resources and strategies deaf children have for interaction in a variety of educational environments, using modality independent tools. This permits a broader examination of deaf children's opportunities for communication in integrated settings than has previously been undertaken. The research involved detailed analysis of direct observation data collected in nursery and reception classes over a period of eighteen months, during which time the experiences of a group of deaf children and matched hearing peers were compared and contrasted. It is argued that the preoccupations of professionals, and their purposes in promoting particular approaches to language and communication need to be challenged if deaf children are not to be disabled by oppressive practices in the name of integration. It is recommended that further research should aim to advance inclusive and empowering education for deaf children through more adequately recognizing the contribution of Deaf/deaf people to processes of enquiry.

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Moorthy, D. M. "Low bit rate visual communication using binary sketches for deaf sign language communication." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0033/MQ47465.pdf.

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6

Alfano, Alliete Rodriguez. "Communication and Culture: Implications for Hispanic Mothers with Deaf Children." Scholarly Repository, 2007. http://scholarlyrepository.miami.edu/oa_dissertations/61.

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The majority of deaf children are born to hearing parents. The fact that many of these children use sign language as their primary form of communication poses a unique language barrier between them and their hearing families. In addition, for children who are born into Hispanic families, these children have limited access to Hispanic and Deaf cultures unless their families actively pursue involvement with those communities. Data were collected through ethnographic interviews and limited participant observation and analyzed by means of grounded theory methodology. The study investigated how Hispanic mothers communicate with their deaf children who use ASL as their primary language, as well as how these mothers view Deafness as a culture.

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7

Wang, Yuanyuan. "Browser-based and mobile video communication alternatives for Deaf people." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5753_1319028741.

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This thesis o ers some prototypes to provide browser-based and mobile video communication services for Deaf people and evaluates these prototypes. The aim of this research is to identify an acceptable video communication technology for Deaf people by designing and evaluating several prototypes. The goal is to nd one that Deaf people would like to use in their day-to-day life. The thesis focuses on two technologies | browser-based systems and mobile applications. Several challenges emerged, for example, speci c Deaf user requirements are di cult to obtain, the technical details must be hidden from end users, and evaluation of prototypes includes both technical and social aspects. This thesis describes work to provide South African Sign Language communication for Deaf users in a disadvantaged Deaf community in Cape Town. We posit an experimental design to evaluate browser-based and mobile technologies in order to learn what constitutes acceptable video communication for Deaf users. Two browser-based prototypes and two mobile prototypes were built to this e ect. Both qualitative data and quantitative data are collected with user tests to evaluate the prototypes. The video quality of Android satis es Deaf people, and the portable asynchronous communication is convenient for Deaf users. The server performance is low on bandwidth, and will therefore cost less than other alternatives, although Deaf people feel the handset is costly.

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8

Mutemwa, Muyowa. "A Mobile Deaf-to-hearing communication aid for medical diagnosis." University of the Western Cape, 2011. http://hdl.handle.net/11394/2964.

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>Magister Scientiae - MSc
Many South African Deaf people use their mobile phones for communication with SMSs yet they would prefer to converse in South African Sign Language. Deaf people with a capital `D' are different from deaf or hard of hearing as they primarily use sign language to communicate. This study explores how to design and evaluate a prototype that will allow a Deaf person using SASL to tell a hearing doctor how s/he is feeling and provide a way for the doctor to respond. A computer{based prototype was designed and evaluated with the Deaf people in a previous study. Results from the user trial of the computer{based mock{up indicated that Deaf users would like to see the prototype on a cell phone. Those user trial results, combined with our own user survey results conducted with Deaf people, are used as requirements. We built a prototype for a mobile phone browser by embedding SASL videos inside XHTML pages using Adobe Flash. The prototype asks medical questions using SASL videos. These questions are arranged in an organized way that helps in identifying a medical problem. The answers to the questions are then displayed in English and shown to the doctor on the phone. A content authoring tool was also designed and implemented. The content authoring tool is used for populating the prototype in a context free manner allowing for plug and play scenarios such as a doctor's office, Department of Home A airs or police station. A focus group consisting of Deaf people was conducted to help in the design and pilot trial of the system. A final user trial was conducted with more than thirty Deaf people and the results are presented and analyzed. Data is collected with questionnaires, semi-structured interviews and video recordings. The results indicate that most of the Deaf people found the system easy to learn, easy to navigate through, did not get lost and understood the sign language in the videos on the mobile phone. The hand gestures and facial expressions on the sign language videos were clear. Most of them indicated they would like to use the system for free, and that the system did not ask too many questions. Most of them were happy with the quality of the sign language videos on the mobile phone and would consider using the system in real life. Finally they felt their private information was safe while using the system. Many South African Deaf people use their mobile phones for communication with SMSs yet they would prefer to converse in South African Sign Language. Deaf people with a capital `D' are different from deaf or hard of hearing as they primarily use sign language to communicate. This study explores how to design and evaluate a prototype that will allow a Deaf person using SASL to tell a hearing doctor how s/he is feeling and provide a way for the doctor to respond. A computer{based prototype was designed and evaluated with the Deaf people in a previous study. Results from the user trial of the computer{based mock{up indicated that Deaf users would like to see the prototype on a cell phone. Those user trial results, combined with our own user survey results conducted with Deaf people, are used as requirements. We built a prototype for a mobile phone browser by embedding SASL videos inside XHTML pages using Adobe Flash. The prototype asks medical questions using SASL videos. These questions are arranged in an organized way that helps in identifying a medical problem. The answers to the questions are then displayed in English and shown to the doctor on the phone. A content authoring tool was also designed and implemented. The content authoring tool is used for populating the prototype in a context free manner allowing for plug and play scenarios such as a doctor's office, Department of Home A airs or police station. A focus group consisting of Deaf people was conducted to help in the design and pilot trial of the system. A final user trial was conducted with more than thirty Deaf people and the results are presented and analyzed. Data is collected with questionnaires, semi-structured interviews and video recordings. The results indicate that most of the Deaf people found the system easy to learn, easy to navigate through, did not get lost and understood the sign language in the videos on the mobile phone. The hand gestures and facial expressions on the sign language videos were clear. Most of them indicated they would like to use the system for free, and that the system did not ask too many questions. Most of them were happy with the quality of the sign language videos on the mobile phone and would consider using the system in real life. Finally they felt their private information was safe while using the system.
South Africa

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9

Ko, Young-Jun. "The electronic interpreter for the deaf /." Online version of thesis, 1991. http://hdl.handle.net/1850/10904.

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10

Doble, Maree. "Development of oral communication in infants with a profound hearing loss pre- and post-cochlear implantation /." Connect to full text, 2006. http://hdl.handle.net/2123/1220.

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Thesis (Ph. D.)--University of Sydney, 2006.
Title from title screen (viewed 19 Dec. 2006). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Communication Sciences and Disorders, Faculty of Health Sciences. Includes bibliographical references. Also issued in print.

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MacDougall, Jennifer Paige. "Being deaf in a Yucatec Maya community: communication and identity negotiation." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114162.

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My dissertation sheds light on multilayered experiences of identity in an indigenous, Yucatec Maya community where both deaf and hearing persons use sign language. Owing to the history of Spanish colonialism in this region, and as a result of state approaches which see deafness as pathology, the peoples of Chican acquiesce to assumptions about their identity without necessarily emulating these assertions within community life. At the time I carried out fieldwork, identity assertions in Chican appeared to be reactive, therefore ephemeral, rather than based on some inherent essentialized quality. This was the case for deaf members of the community, and also for the community at large, both of whom negotiate identity labels strategically and continually in a passive form of resistance to hierarchical traditions of social labeling. I consider subjective, collective, and imposed identities in light of local and global assumptions about what it means to be Deaf, or to be Maya.Methodologically, I use ethnographic inquiry to explore the nature of communication in my field site by engaging passively with my interlocutors in their daily life activities. Allowing local people to carve out my role in the community, I became engaged in educational and recreational workshops facilitating my observance of integrated sign language use. Becoming aware of disjuncture between local perspectives and state approaches, especially toward deafness, gave rise to my founding a non-profit organization called YUCAN Make a Difference A.C. The activities of YUCAN suggest the utility of ethnography as a means to bridge local initiatives with state efforts at facilitating community wellbeing.
Ma thèse explore les diverses expériences identitaires au sein d'une communauté indigèn Maya Yucatec où les personnes sourdes aussi bien que les personnes entendantes se servent du langage des signes. De par l'histoire coloniale de la région, autrefois sous domination espagnole, ainsi qu'en raison de l'approche étatique qui médicalise la surdité, la population de Chican ne s'oppose pas aux suppositions faites quant à leur identité, sans pour autant émuler ces affirmations au sein de la vie communautaire. Lors de mon travail de terrain dans la région de Chican, les affirmations identitaires semblaient émerger en réaction à des circonstances spécifiques et étaient donc plus éphémères que fondées sur des caractérisitques essentialistes. Ceci était le cas à la fois pour les membres sourds de la communauté et l'ensemble de la communauté en général. Ces deux groupes négocient leurs dénominations identitaires de façon stratégique et continuelle, par une forme de résistance passive aux traditions hiérarchiques de l'étiquetage social. Dans ma thèse, je me penche sur les identités subjectives, collectives et imposées en les mettant en lien avec des hypothèses locales et globales erronées portant sur ce qu'il signifie véritablement d'être «Sourd» ou «Maya». Pour ce qui a trait à la méthodologie, j'ai mené une enquête ethnographique, en interagissant passivement avec mes interlocuteurs dans leurs activités quotidiennes, pour explorer la nature de la communication sur mon site de terrain. Laissant aux habitants de la communauté le soin d'y définir mon rôle, j'ai pris part à des sessions éducatives et récréatives; ceci a facilité mes observations de l'utilisation du langage des signes. Ma prise de conscience graduelle des différences entre les perspectives locales et les approches de l'état, surtout par rapport à la surdité, m'a encouragée à fonder une organisation à but non lucratif nommée YUCAN Make a Difference A.C. Les activités de YUCAN soulignent l'efficacité de la méthode ethnographique comme moyen d'établir une collaboration entre les initiatives locales et les efforts de l'état visant à promouvoir le bien-être de la communauté.

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Schwartz, Michael Adam. "Communication in the doctor's office deaf patients talk about their physicians /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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13

Lai, Shun-keung, and 黎信強. "Deaf parents having hearing children: issues of communication and child-rearing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31250221.

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Lai, Shun-keung. "Deaf parents having hearing children : issues of communication and child-rearing /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470824.

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Van, der Linde Steven Mark. "The voiceless telephone." Thesis, Cape Technikon, 1991. http://hdl.handle.net/20.500.11838/1167.

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Thesis (Masters Diploma (Electrical Engineering) -- Cape Technikon, Cape Town,1991
Communication in all its various forms, has always played an important role in both the business and social environments. The conventional telephone, taken more often than not for granted, is responsible for keeping over five million people in South Africa alone, in daily contact. For the deaf and mute society, of which their are approximately 300 000 in South Africa, the telephone, on its own, has remained a useless gadget. Without the aid of a personal computer or terminal and a modem, communication for the deaf via the PSTN (Public Switched Telephone Network) has been impossible. Use of computers may be one way of overcoming this obvious problem, but expense now becomes the more important issue. To analyse the situation, two issues had to be taken into consideration. The first is, what makes the above solution so expensive, and the secondly, is thi!t expensive equipment necessary to complete the relatively simple task of interactive communication. The technology built into todays personal computers is continuously changing and in order to keep up with these changes, regular upgrades to the computer are necessary if one intends being able to recover ones investment at a later stage. The cost of a modem, with its sophisticated error-eorrection routines and auto-dial software, can also increase the initial outlay considerably. Bearing these costs in mind, it must now be investigated how one can achieve the objective of communicating with only the bear essential. By replacing the PC's monitor with a Liquid Crystal Display, the powerful processor with a relatively simple one, eliminating the disk storage entirely, reducing the on-board ROM!RAM memory, and finally, substituting a single-chip low speed modem for the free standing modem, the cost can be drastically reduced. By combining all these components together and developing a program to control them, the result is the 'Voiceless Telephone".

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Gross, H. "Social interaction and play in the deaf nursery school." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380087.

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Schiller, James A. "The Relationship Between Computer-mediated Communication and the Employment of Deaf People." WALDEN UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3481826.

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18

Watkins, Lydia J. "Improving nonverbal communication beween nurses and deaf and hard of hearing children." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1520.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Nursing
Nursing

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Phoenix, Susan. "Family intervention in the developmental process for deaf children using total communication." Thesis, University of Ulster, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239030.

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Schiller, James A. "The Relationship Between Computer-mediated Communication and the Employment of Deaf People." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/953.

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Job satisfaction results from a workplace meeting individual needs for income, belonging, and professional growth. Accordingly, core factors contributing to satisfaction vary across individuals and groups. Deaf people have traditionally located satisfying employment among enclaves of other deaf people working within the predominantly manufacturing oriented economy of the 20th Century. With the current shift toward more spatially distributed service industries in the 21 stcentury, there is little research on factors that contribute to job satisfaction among deaf people engaged in this new workforce. Operating from a theoretical perspective of worker/environment fit proposed by Alderfer, the exploratory correlational study investigated relationships linking the degree of hearing impairment, use of computer mediated communication (CMC), choice of employment sector, and level of job with job satisfaction. A web survey was used to gather 343 questionnaires from deaf workers; questionnaires included items related to degree of hearing impairment, demographics, use of specific CMC technologies in the workplace, and job satisfaction. The relationships linking individual differences, types of CMC to elements of job satisfaction were analyzed using stepwise multiple regressions. Results were used to document that email and video relay services specific to customers and supervisors were significant predictors of job satisfaction. The implications for social change include informing specific guidelines related to the education, and program needs to prepare deaf people to be competitive in securing satisfying employment in the 21st century.

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Stewart, David Alan. "Effects of differing sign languages and communication modes on the comprehension of stories by deaf students." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26045.

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The purpose of this study was to examine comprehension by deaf students of stories presented in Signed English (SE) and American Sign Language (ASL), under three modal conditions manual-only, manual plus oral, and manual plus oral plus aural. It was predicted that: (1) an increase in comprehension would correspond to an increase in the number of modes used in presenting the stories; (2) ASL would be a more efficient method of communication than SE; (3) there would be an interaction effect between language and mode of presentation; and (4) in unbalanced bilinguals a translation to the dominant language would occur when a story was presented in the subordinate language. Thirty-six deaf subjects from the British Columbia provincial School for the Deaf participated in the study; their mean age was 16 years 7 months, and their average hearing threshold level in the better ear was 99.8 decibels with a range of 83 decibels to 113 decibels. All subjects had a minimum of five years. experience as students in total communication programs using SE. Three ghost stories (mean readability level = Grade 2.7) were videotaped under all modal conditions for each of the languages. In the experimental task, subjects were shown a different story under each of the three modal conditions; but each subject was given stories in only one language. After each viewing the subject's retelling was videotaped. Data analyses showed that: there was no significant treatment effect for mode of presentation; subjects reproduced stories presented in ASL better than SE stories; there was an interaction between language and modes, where adding speechreading to the manual-only modality led to higher comprehension scores in the SE presentations; and a majority of subjects retold ASL and SE stories in ASL. The results support ASL as being the more effective method of communication for signing deaf students who have extensive training in total communication and Signed English. It is suggested that total communication classes adopt an ASL-English bilingual program to enhance classroom communication and assist in the development of oral and aural skills, and that speech always accompany the use of SE. Suggestions were made for future research activities.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Yeratziotis, George. "Guidelines for the design of a mobile phone application for deaf people." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007925.

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Deaf people in South Africa are no longer a minority group and their needs regarding communication and interaction must therefore be taken into consideration. This demographic does not communicate and interact in the same way as hearing people, which means that any existing usability or accessibility guidelines do not apply. As a result, Deaf people do not have access to information in the same way that a hearing person does. Providing proper access to Information and Communications Technology services, which meet their particular needs, will help the hearing impaired to better integrate into society. The importance of demolishing the communication barrier between the hearing and the hearing impaired is very important. Many people assume that sign language is somehow based on oral language. However, this is not the case. Sign languages are natural visual-spatial languages, and form a contrast with spoken languages which are auditory-vocal based. Acknowledging this fact in 2008, the South African Sign Language Policy Implementation Conference together with several governmental bodies suggested that South African Sign Language should become recognized as the 12th official language of South Africa. Due to the fact that cell phone technology continues to evolve, it will remain a tool of communication upon which Deaf people heavily rely on. The cell phone fulfils a basic need for everyone, but especially for the Deaf demographic as they rely on the short message system to communicate. Deaf people are currently faced with a lack of appropriate mobile phone applications, which would allow them to communicate with hearing as well as deaf people. The primary objective of this research was therefore to make mobile technology equally accessible meaning usable to members of the Deaf demographic. The focus of the research was to investigate the communication barrier and a range of variables that can influence the deaf user’s experience. Topics such as user interface design, usability and interaction were investigated. The outcome of this research was to propose a set of guidelines that, when applied to the design of a website or to phone application accessibility, would ensure communication and interaction from a deaf user. The proposed set of guidelines was then applied to the design of the high fidelity prototype of a mobile phone application. The specific application is a messaging phone application that allows deaf users to communicate with other deaf and hearing users via short message system. A mobile phone application that allows Deaf people to send and receive messages based on the sign language alphabet. The application was named Signchat. Purpose of this was to visibly display how the guidelines were implemented in Signchat. While Signchat’s main purpose is to accommodate the needs of Deaf people, it is also a learning tool and an application that bridges the gap by allowing deaf and hearing users to communicate.

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Lash, Brittany Nicole. "DEAF OR HEARING: A HEARING IMPAIRED INDIVIDUAL’S NAVIGATION BETWEEN TWO WORLDS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/149.

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identity play an important role in how they communicate and interact with other individuals. One group in which identity construction and navigation is a difficult process is the hearing impaired population. In an effort to understand how these individuals construct their identity and navigate their hearing impairment, this study utilizes Communication Theory of Identity. Through the use of interactive interviews, the researcher was able to examine how 11 participants manage their identity as hearing impaired individuals. The interviews provided insight into the four layers of identity proposed by CTI – personal, relational, enacted, and communal – in the hearing impaired individual. The author discusses the themes within each of the four layers and the gaps present between the layers that emerged as the hearing impaired participants discussed how they navigate their hearing impairment. Furthermore, the implications of these themes and gaps within the hearing impaired individual’s identity, such as feeling disconnected from both the Deaf and hearing communities, are examined.

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Trembath, Inger Marie. "Hand in hand : the role of gesture in the spoken French of deaf children." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55415.

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This thesis investigated the nature of gesture and its relation to speech in deaf and hearing French-speaking children between the ages of four and six. Although the spoken language of the two groups was not different, significant differences were found in the amount and kinds of gestures produced. The deaf children produced significantly more gestures, and a higher proportion of iconics, than the hearing controls. The deaf children were systematic in their use of speech in conjunction with gesture in that they combined iconic gestures with verb phrases and points with noun phrases. This systematicity was not displayed by the hearing children. The deaf children were also found to gesture more frequently during partially intelligible than during intelligible utterances. The implications of this data for the speech-gesture relation are discussed.

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Sukharukava, Yauheniya. ""The Three Amigos": Subtitling Health Communication for the Deaf and Hard of Hearing." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31115.

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Contemporary scholars have been studying audiovisual translation for the past twenty years. However, health communication has never yet been included as a part of the audiovisual material under discussion. The goal of this thesis is to create Russian subtitles for the deaf and hard of hearing from the original English version of The Three Amigos, a series of PSAs (Public service announcements) regarding the prevention of HIV/AIDS, and to analyse and discuss the theoretical and practical aspects of this work. After analysing the current situation on HIV/AIDS in Russia and Belarus, I use this series entitled The Three Amigos as an example of health communication that works, and therefore, should be accessible to more viewers. The thesis is organised into three chapters. Following a general introduction, Chapter 1 discusses health communication, presents statistics on HIV/AIDS in Russia and Belarus, and provides an example of health communication that fulfills its functions – public service announcements on HIV/AIDS prevention in the form of The Three Amigos. Chapter 2 discusses the necessity of subtitling for the target audience, and emphasises the fact that people with hearing impairment need special subtitles that differ from the ones that are suitable for viewers without hearing impairment. Chapter 3 contains the analysis of the subtitles for the deaf and hard of hearing that I created for this project. Finally, the conclusion summarises the findings of this research, and addresses possible directions for future projects on this topic.

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Ramuhaheli, Tshifhiwa. "Gesture based interface for asynchronous video communication for deaf people in South Africa." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14623.

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Includes bibliographical references (p. 123-128).
The preferred method of communication amongst Deaf people is that of sign language. There are problems with the video quality when using the real-time video communication available on mobile phones. The alternative is to use text-based communication on mobile phones, however findings from other research studies show that Deaf people prefer using sign language to communicate with each other rather than text. This dissertation looks at implementing a gesture-based interface for an asynchronous video communication for Deaf people. The gesture interface was implemented on a store and forward video architecture since this preserves the video quality even when there is low bandwidth.

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Brum, Christopher. "Literacy Supporting Communication Development for Children with Congenital Deafblindness." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107176.

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Thesis advisor: Susan M. Bruce
The effects of deafblindness are much greater than simply combining the effects of the individual’s vision loss with the effects of their hearing loss, because these senses strongly support one another (Silberman, Bruce, & Nelson, 2004). Even though most individuals have some residual vision and hearing, deafblindness limits access to the environment, resulting in a distorted perception of the immediate surroundings (van Dijk, Janssen, & Nelson, 2001). The implications greatly limit the individual’s opportunities for incidental learning and significantly impact the individual’s language and communication development (Bruce, 2005; Miles & Riggio, 1999). For children with deafblindness, there is a strong connection between literacy and communication, since engaging in accessible literacy activities can support learning and communication development (Downing, 2005b). When understood as exchanging information with others in a variety of ways based on personal experiences, literacy has inherent communicative and social components (Bruce et al., 2004). This qualitative research study investigated how teachers were implementing read alouds for children with congenital deafblindness, as well as teacher’s understandings regarding the relationship between communication and literacy for individuals with deafblindness. Three case studies were conducted, followed a cross-case analysis to determine prominent themes that emerged from the observation, interview and field note data. Results included the emergence of themes related to teacher beliefs, instructional strategies and the learning environment across cases. The major theme that emerged for teacher beliefs was a shared understanding of the connection between communication and literacy for children with deafblindness, and the minor theme was comprehensive understanding of deafblindness. Major themes that emerged for instructional strategies were the use of total communication with different levels of representation, communication modeling, and positive reinforcement, as well as the minor theme of formative assessment. Finally, for the learning environment, a major theme of adapted materials emerged, as well as a minor theme of technology
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Stemela, Unati. "Assessing communication challenges between clerks and deaf patients at Nelson Mandela Academic Hospital in Mthatha." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006597.

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A study on assessing communication challenges between clerks and deaf patients at Nelson Mandela Academic Hospital was conducted in 2010. The aim was to assess the existence of communication challenges, possible reasons and solutions to these. The literature reviewed identified a gap in the knowledge of communication between staff and deaf patients. A health systems’ study was conducted using a descriptive, cross sectional survey. The study population was made up of 33 clerks who worked at the registration and records area and deaf patients who stayed at Efata and received health services from the hospital. All clerks were interviewed and a random sample of 106 deaf patients was estimated using Epidat statistical software. Self administered questionnaires were used for data collection. Results confirmed the existence of communication challenges between the two groups. A majority of clerks were not trained in Sign Language. They used a combination of methods to communicate with deaf patients, and few clerks could use Sign Language. The patients also used a combination of methods due to the frustration of not having a common method of communication with clerks. The findings clearly showed that there are communication challenges between the two groups and Sign Language needed to be introduced to clerks in order to accommodate deaf patients. Further research may be done on all healthcare providers and to all deaf patients in the region served by Nelson Mandela Academic Hospital, and this could have a positive impact on the quality of service offered by the hospital to the deaf community.

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Muir, Laura J. "Content-prioritised video coding for British Sign Language communication." Thesis, Robert Gordon University, 2007. http://hdl.handle.net/10059/177.

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Video communication of British Sign Language (BSL) is important for remote interpersonal communication and for the equal provision of services for deaf people. However, the use of video telephony and video conferencing applications for BSL communication is limited by inadequate video quality. BSL is a highly structured, linguistically complete, natural language system that expresses vocabulary and grammar visually and spatially using a complex combination of facial expressions (such as eyebrow movements, eye blinks and mouth/lip shapes), hand gestures, body movements and finger-spelling that change in space and time. Accurate natural BSL communication places specific demands on visual media applications which must compress video image data for efficient transmission. Current video compression schemes apply methods to reduce statistical redundancy and perceptual irrelevance in video image data based on a general model of Human Visual System (HVS) sensitivities. This thesis presents novel video image coding methods developed to achieve the conflicting requirements for high image quality and efficient coding. Novel methods of prioritising visually important video image content for optimised video coding are developed to exploit the HVS spatial and temporal response mechanisms of BSL users (determined by Eye Movement Tracking) and the characteristics of BSL video image content. The methods implement an accurate model of HVS foveation, applied in the spatial and temporal domains, at the pre-processing stage of a current standard-based system (H.264). Comparison of the performance of the developed and standard coding systems, using methods of video quality evaluation developed for this thesis, demonstrates improved perceived quality at low bit rates. BSL users, broadcasters and service providers benefit from the perception of high quality video over a range of available transmission bandwidths. The research community benefits from a new approach to video coding optimisation and better understanding of the communication needs of deaf people.

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Stern, Jeffrey D. "Analog observation of parent-child communication with children who are deaf or hard of hearing." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765959741&SrchMode=1&sid=10&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208478767&clientId=23440.

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Cook, Sheri Sophie. "Past, Present and Future Communication Technology and Its Effect on the Linguistic Minority Deaf People." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967963281&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Cruz, Ivette. "Identification of Effective Strategies to Promote Language in Deaf Children with Cochlear Implants." Diss., NSUWorks, 2010. https://nsuworks.nova.edu/cps_stuetd/23.

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A great deal of evidence suggests that parental communication and involvement are essential for the development of language in young children. However, hearing parents of deaf children face unique challenges in providing appropriate stimulation and language input to their deaf children. To date, few studies have determined which types of input are best. This study utilized data collected from the largest, youngest, nationally representative sample of deaf children receiving cochlear implants. The purpose of this study was to identify the facilitative language techniques that are most effective in facilitating receptive and expressive language development in young deaf children. Ninety-three deaf children, ages 2 years and under were enrolled at six implant centers. Deaf children were assessed prior to implantation and then followed for three years post-implantation. At each assessment, parent-child interactions were videotaped in an unstructured Free Play and structured Art Gallery task. All parent and child speech, vocalizations, and sign language were transcribed from the 10 minute videotaped parent-child interactions and coded using the Parenting Strategies for Communication coding system. Results revealed that the most frequently used lower-level strategies used by parents were directives, comments, and close-ended questions. The most frequently used higher-level strategies were parallel talk, open-ended questions, and recast. In addition, the Art Gallery task facilitated more parent utterances and longer mean length of utterances compared to Free Play, but the frequency of facilitative language techniques was not different. Using bivariate latent difference score modeling, higher-level strategies predicted growth in expressive language scores across three years post-implantation. Further, higher-level strategies had a delayed effect on receptive language, with techniques used at 24 months post-implantation predicting growth in receptive language at 36 months post-implantation. These results suggested that parent's play an active role in facilitating their child's language development. Interventions for parents should be developed using a coaching model, where parents receive hands-on training and practice using these effective facilitative language techniques. Future studies should evaluate the effectiveness of this intervention, as well as the effectives of these language techniques in children implanted after 2 years of age.

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Limbrick, Elizabeth Anne. "The reading and language development of severely and profoundly deaf children in a total communication environment." Thesis, University of Auckland, 1988. http://hdl.handle.net/2292/1995.

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The purpose of this two year cross-sectional and longitudinal study was to examine the reading and language of severely and profoundly deaf children over two years. The focus was on reading and language achievement, measured by standardized tests and the process of reading demonstrated when engaged in reading prose. The children were the entire population of severely and profoundly deaf, aged from 5 to 10 years at the commencement of the study, who had no other educational handicaps. They were being educated within a Total Communication programme at the Kelston School for Deaf and associated unit classrooms. Reading achievement was assessed by the Gates-MacGinitie Reading Assessment Test on three occasions, each one year apart. Reading achievement was also assessed by documenting accuracy and comprehension (retelling) when reading natural language texts. Language achievement was measured using the Grammatical Analysis of Elicited Language (Moog and Geers, 1979, 1980). The relationship between reading and language achievement was established. The reading of natural language stories was analyzed to establish the pattern of errors (miscues) on text at two levels of difficulty for the reader. Categories of semantically appropriate, syntactically appropriate, grammatically similar, the omission of inflectional morphemes, fingerspelt miscues and signing errors were established. Comparisons were made between age groups, proficiency groups(High and Low) and across developmental levels. Cloze passages were also analysed to assess the use of contextual information by these readers. Analyses of Variance (ANOVA) were undertaken for each miscue category in the signed reading, classified by age and proficiency of the reader, and difficulty of the text. Analyses of variance (ANOVA) were undertaken for the miscue categories classified by reading level, and the cloze exercise substitution classified by age and proficiency of the reader. Observations of classroom reading instructions were included to document the environment within which the children were being educated. Six individual case studies, three high progress and three low progress, were also analyzed. The findings suggest that reading achievement of these severely and profoundly deaf readers is still low. This is consistent with previous studies but achievement in comparison with earlier New Zealand data and data from surveys in the U.S. was slightly higher. This study supported previous research that suggested that standardized tests of reading do not adequately measure the reading achievement of deaf readers. High positive correlations (r ≥.90) between reading and language achievement were interpreted to be bi-directional and suggestive that higher rates of engaged time in reading could facilitate greater reading and language development. An integrated/interactive model most appropriately described the process of reading for these deaf readers as for hearing readers. Like hearing readers these deaf readers, at all ages and both high and low progress, were able to utilize contextual cues, and textual cues as they interacted with text. However, several unique differences in the process of reading have important implications for instruction. Low levels of syntactic cues during signed reading, it was suggested, reflect the readers use of their language in use and sensitivity to task factors. Fingerspelling was demonstrated to be a potentially useful strategy that was used at a significantly higher rate by High Progress readers. High Progress readers were more able than Low progress readers to use strategies ensuring fluency in order to construct meaning from texts Observations of classroom reading indicated that the rate of engaged time in reading was not high and that although the teachers espoused a meaning-emphasis some practices in the classroom did not foster independent problem solving readers. The educational implications of the data were discussed.

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Chang, C. M. "Influences of new media communication on the deaf/hard of hearing as reflected in interaction design." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/29138/.

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In recent years different forms of media communication have increased in popularity and brought new technology into our daily lives, such as social media and smartphones. It has brought new opportunities for communication. However, there has traditionally been a communication gap between the deaf/hard of hearing (D/HoH) and hearing people. The question therefore arises: Are the new communication opportunities able to bridge this communication gap? This research aims to explore new communication opportunities for D/HoH people by the use of social networking services (SNS) and the new communication applications (apps). It will provide an innovative communication solution, via interaction design, for bridging the aforementioned communication gap between D/HoH and hearing people. This study is divided into two parts: a. Preliminary study; b. Primary research and creative practice. The preliminary study shows that new media communication technologies (SNS and communication apps) can open new communication opportunities and bridge the communication gap between D/HoH and hearing people. This study argues it is possible because there are three specific features provided by SNS and communication apps. However, it also shows there is a further communication gap in face-to-face (FTF) communication even when using SNS and communication apps. This is because the physical interaction with nonverbal messages is absent in the use of SNS and communication apps. The primary research provides a communication solution (a smartphone app 'Talk2Me') that has been developed through interaction design creative practice and specifically a user-centred design (UCD) development process. The resulting app can be used to bridge the FTF communication gap between D/HoH and hearing people. This innovative communication solution provides a specific way to communicate between D/HoH and hearing people in FTF communication. This study contributes new knowledge in the understanding of SNS and communication apps as used by the D/HoH, which are not studied in detail in existing literature. In addition, this research contributes an innovative communication solution for the D/HoH that has been specifically developed from an interaction design perspective.

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Clubb, Orville Leverne. "The use of IT in enhancing the literacy and communication skills of deaf Chinese school pupils." Thesis, University of Sunderland, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391919.

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Reynolds, Gillian. "Accessibility and consumer knowledge of services for deaf adolescents." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1977.

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The percentage of deaf and hard of hearing people who need mental health crisis services is similar to the percentage of the general population needing such services. Yet, coordinated mental services for deaf and hard of hearing individuals are virtually nonexistent. People who are deaf and hard of hearing, like everyone else, find themselves, from time to time, in need of mental health services.

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Murray, Joseph John. ""One touch of nature makes the whole world kin" the transnational lives of deaf Americans, 1870-1924 /." Diss., University of Iowa, 2007. http://ir.uiowa.edu/etd/132.

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Zangara, Darlene Goncz. "Sustaining Voice Through Leadership: How Do Deaf Leaders Sustain Voice in Challenging Dominant Systems." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1326242897.

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Ngwenya, Nobukhosi. "Deafhood and exclusion: a study of deaf adolescents perceptions of Love Life's HIV and AIDS communication campaigns." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11966.

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Includes abstract.
Includes bibliographical references.
In particular, the research conducted focused on participants’ perceptions around issues of access to Love Life’s HIV and AIDS campaigns. Data was collected through a questionnaire survey, a focus group, individual interviews and a HIV and AIDS campaign design task. The findings reveal that, firstly, the participants are aware of what Love Life is and what they aim to do, and; secondly, participants have very limited access to Love Life’s print and television campaigns.

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Ma, Zhenyu. "Semi-synchronous video for Deaf Telephony with an adapted synchronous codec." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2950_1370593938.

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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
people preferred to communicate with both Deaf and hearing peers in South African Sign Language as opposed to text. Synchronous video chat and video
relay services provided such opportunities. Both types of services are commonly available in developed regions, but not in developing countries like South
Africa. This thesis reports on a workaround approach to design and develop an asynchronous video communication tool that adapted synchronous video

codecs to store-and-forward video delivery. This novel asynchronous video tool provided high quality South African Sign Language video chat at the
expense of some additional latency. Synchronous video codec adaptation consisted of comparing codecs, and choosing one to optimise in order to
minimise latency and preserve video quality. Traditional quality of service metrics only addressed real-time video quality and related services. There was no
uch standard for asynchronous video communication. Therefore, we also enhanced traditional objective video quality metrics with subjective
assessment metrics conducted with the local Deaf community.

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Rayman, Jennifer Kaye. "Instabilities of place and visions of equality : the case of a deaf congregation in Los Angeles /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3153703.

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Ecker, Katelyn D. "Mobile phones as a social medium for the deaf : a uses and gratifications study /." Online version of thesis, 2008. http://hdl.handle.net/1850/7098.

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Motlhabi, Michael B. "Usability and content verification of a mobile tool to help a deaf person with pharmaceutical instruction." Thesis, University of Western Cape, 2014. http://hdl.handle.net/11394/3346.

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>Magister Scientiae - MSc
This thesis describes a multi-disciplinary collaboration towards iterative development of a mobile communication tool to support a Deaf person in understanding usage directions for medication dispensed at a pharmacy. We are improving usability and correctness of the user interface. The tool translates medicine instruction given in English text to South African Sign Language videos, which are relayed to a Deaf user on a mobile phone. Communication between pharmacists and Deaf patients were studied to extract relevant exchanges between the two users. We incorporated the common elements of these dialogues to represent content in a veri able manner to ensure that the mobile tool relays the correct information to the Deaf user. Instructions are made available for a Deaf patient in sign language videos on a mobile device. A pharmacy setup was created to conduct trials of the tool with groups of end users, in order to collect usability data with recorded participant observation, questionnaires and focus group discussions. Subsequently, pre-recorded sign language videos, stored on a phone's memory card, were tested for correctness. Lastly we discuss the results and implications of the study and provide a conclusion to our research.

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Ashwood, Daniel. "Pediatrician Personality Factors and Communication with Non-normative Hearing Children." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1509983864359956.

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Ganiso, Mirriam Nosiphiwo. "Sign language in South Africa language planning and policy challenges." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002163.

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This thesis sets out to undertake research into the very important topic of sign language and its usage, particularly in the Western Cape Province of South Africa. Three schools are used in this study. Interviews and questionnaires were used to conduct research with teachers, students and deaf teacher assistants within this context. The analysis of this data is presented in Chapter five of this thesis.

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Lash, Brittany Nicole. "I Can't Hear You But I'm Not Sure I'm Going to Tell You: Perceptions of Stigma and Disclosure for Individuals who are Deaf or Hard of Hearing." UKnowledge, 2014. http://uknowledge.uky.edu/comm_etds/21.

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Communication processes can be affected by stigma – a negative evaluation of an individual’s attributes that discredits or identifies the individual as not normal (Goffman, 1963). One such communicative process that is affected by stigma is disclosure. Disclosure is when individuals share personal information that reveals something not previously known (Charmaz, 1991). One such group of individuals who may be forced to choose between disclosing (to get accommodations or social support) and avoiding stigma (by not disclosing) is individuals with disabilities (Braithwaite, 1991; Charmaz, 1991). This study focuses on one particular population of individuals with disabilities – those with a hearing loss. Through the use of interactive interviewing and Communication Privacy Management (CPM) theory, this study examines hard of hearing and deaf individuals’ perceptions of both the disclosure process and stigma. CPM examines how and why people conceal or reveal private information, such as hearing loss (Petronio, 1991, 2002). Using CPM, this study poses research questions surrounding how hard of hearing individuals disclose and manage turbulence surrounding their hearing loss. Further, participants’ perceptions and responses to stigma surrounding hearing loss are also examined. Based on the participants’ responses, managing the boundaries surrounding their hearing loss includes considerations of identity, the other person/people in the interaction, risks of not disclosing, timing, and how much to disclose. Further, participants viewed boundary turbulence as positive only when it was helpful; otherwise, they reported a feeling of a loss of control. In examining stigma and other consequences of disclosure, participants talked about being labeled, not being worth others’ time, and being seen as incapable. Finally, participants reported a wide variety of responses to stigma surrounding their hearing loss. In this study, I also discuss the implications of these findings, both theoretical and practical implications, and how they reflect the lives of the deaf and hard of hearing. Finally, I address the directions for future research on this topic as well as the limitations to this study.

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Okon, Martis R. (Martis Rebecca). "Early Communicative Behaviors in a Two Year Old Child with a Cochlear Implant in an Auditory-Verbal Program." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277854/.

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The communicative interchanges of a congenitally deaf child who received a cochlear implant at 24 months of age were videotaped in fifteen hourly sessions over a nine month period while she participated in auditory-verbal therapy prior to and following implantation. The present study examined selected early communicative behaviors. Using Tait's (1993) protocol for charting communicative adult-child interaction, gestures, eye-gaze, and sound uttered either by the child or an adult during communicative interchanges were transcribed from the videotapes. Results corresponded with Tait's, revealing growth in the child's communicative interaction across sessions. In less than three months following implantation phonemic measures rose dramatically. Almost all phonemic measure correlations were significant, high, and positive.

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Brooks, Becky A. "It is Still a Hearing World: A Phenomenological Case Study of Deaf College Students' Experiences of Academia." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303932231.

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Nebesny, Cheralynn L. "COMMUNICATIONS BETWEEN DEAF PATIENTS AND HEARING HEALTH CARE PROVIDERS: BEST PRACTICE RECOMMENDATIONS." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192555.

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Sirinkraporn, Supavee. "Jewellery making as an aid to communicating with deaf children in Thailand." Thesis, Birmingham City University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399548.

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