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Journal articles on the topic 'Communication with the deaf'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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1

Ebert, David A. "Communication With Deaf Patients." JAMA 273, no. 3 (January 18, 1995): 227. http://dx.doi.org/10.1001/jama.1995.03520270061032.

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2

Harris, Margaret, John Clibbens, Ruth Tibbits, and Joan Chasin. "Communication between deaf mothers and their deaf infants." First Language 7, no. 21 (October 1987): 237–38. http://dx.doi.org/10.1177/014272378700702116.

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3

Power, Mary R., and Des Power. "Communicating With Australian Deaf People About Communication Technology." Australian and New Zealand Journal of Audiology 32, no. 1 (May 1, 2010): 31–40. http://dx.doi.org/10.1375/audi.32.1.31.

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4

Sewell-Rutter, Joyce. "Auditory Communication for Deaf Children." Deafness & Education International 16, no. 2 (June 2014): 120–21. http://dx.doi.org/10.1179/1464315414z.00000000062.

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5

Rieffe, Carolien, and Mark Meerum Terwogt. "Anger communication in deaf children." Cognition & Emotion 20, no. 8 (December 2006): 1261–73. http://dx.doi.org/10.1080/02699930500513502.

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6

Grujic, Nikola. "Communication and identities of deaf." CM: Communication and Media 12, no. 39 (2017): 99–122. http://dx.doi.org/10.5937/comman12-13369.

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7

이미선. "Communication Experience of Deaf Couple." Journal of Special Education 22, no. 2 (December 2015): 116–38. http://dx.doi.org/10.34249/jse.2015.22.2.116.

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8

Fenton, Jim. "English in international deaf communication." Language, Culture and Curriculum 22, no. 1 (March 2009): 74–76. http://dx.doi.org/10.1080/07908310902789651.

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9

Wirta, I. Wayan, Ida Bagus Putu Supriadi, and Ida Ayu Kartika Maharani. "Communication Behaviour of Deaf Children in SLB Negeri 1 Tabanan: Ethnographic Communication Perspective." IJDS: Indonesian Journal of Disability Studies 8, no. 01 (May 31, 2021): 295–303. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.18.

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The aim of the research is to identify and interpret field data on subcultures, total communication approaches, communication components forming communication events, patterns and communication skills of deaf children at the research site. Three important things have been identified in this research. First the subculture and overall communication approach of deaf children has been identified as a typical culture of deaf children in SLB Negeri 1 Tabanan. Second, the dominant communication components shaping the communication events of deaf children in SLB Negeri 1 Tabanan are (1) Settings, including the ideal distance to communicate, physical asp. The three patterns and communication skills of deaf children in SLB Negeri Tabanan identified were (1) patterns of communication between deaf children and normal people and (2) patterns of communication between deaf children and deaf children. The patterns of communication with normal people are divided into patterns of communication with older people and patterns of communication with peers.
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10

Ramadhana, Maulana Rezi, and Freddy Yusanto. "Computer-Mediated Communication and Family Communication among Deaf Teenager." IJDS Indonesian Journal of Disability Studies 7, no. 2 (November 30, 2020): 230–38. http://dx.doi.org/10.21776/ub.ijds.2020.007.02.11.

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As a basis for parenting, communication can change patterns of interaction in the family. This study examines how computer-mediated communication (CMC) is related to and influences family communication (including conversation and conformity) in adolescents with disabilities. Participants in this study were 100 adolescents with deafness scattered in Indonesia. Through ANOVA analysis, the results show that CMC is significantly positively related to the conversation, conformity, and interaction between the two. Regression analysis found all four CMC factors as significant predictors affecting 50.4% in the climate of family communication among deaf teenagers. The findings in this study produce an empirical explanation of the CMC motive as a factor in family communication in deaf teens. Suggestions and research for the future are discussed.
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11

Lacerda, Anderson da Costa. "THE COMMUNICATION USED BY THE DEAF AND THE COMMUNICATION USED BETWEEN THE HEARING IMPAIRED THEIR DIFFERENCES." Revista Observatório 6, no. 4 (July 1, 2020): a19en. http://dx.doi.org/10.20873/uft.2447-4266.2020v6n4a19en.

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This article aims to discuss, from a survey, the differences in “Deaf”, deaf and hearing impaired, with emphasis on the date of September 26 - National Day of the Deaf. Despite the fixed date, large parts of the five million Brazilian deaf people are still invisible to society. In this study, we intend to assess the level of interest, knowledge of those involved in the presentation of this topic. Communication between the deaf and the Society is very limited. Despite some advances, capacitism is present in the life of the Deaf. Thus, it is necessary to create, more and more, mechanisms that act in the inclusion of the Deaf, reducing the social, cultural, economic gap that exists between the deaf community and society in general. As a researcher, I conclude by highlighting the need for the entire deaf community to establish themselves, for being present with their culture, building their identity.
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12

Tilano Vega, Luz Magnolia, Andres Mauricio Cardenas Torres, Isabel Cristina Betancur Caro, León Mauricio Rivera Muñoz, Beatriz Liliana Gómez Gómez, Juan Pablo Arango Restrepo, Yadira Moreno Asprilla, and Alexandra Jaramillo Velásquez. "Tools Facilitating Communication for the Deaf." Educación y Educadores 17, no. 3 (December 1, 2014): 468–80. http://dx.doi.org/10.5294/edu.2014.17.3.4.

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13

McGuinness, Dominic. "Communication with deaf adults needs improvement." Nursing Standard 17, no. 35 (May 14, 2003): 30. http://dx.doi.org/10.7748/ns.17.35.30.s45.

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14

Gregory, Susan, and Peter Hindley. "Annotation: Communication Strategies for Deaf Children." Journal of Child Psychology and Psychiatry 37, no. 8 (November 1996): 895–905. http://dx.doi.org/10.1111/j.1469-7610.1996.tb01488.x.

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15

Shuler, Gregory K., Lisa A. Mistler, Kathleen Torrey, and Rayne Depukat. "Bridging communication gaps with the deaf." Nursing 43, no. 11 (November 2013): 24–30. http://dx.doi.org/10.1097/01.nurse.0000435197.65529.cd.

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16

&NA;. "Bridging communication gaps with the deaf." Nursing 43, no. 11 (November 2013): 30–31. http://dx.doi.org/10.1097/01.nurse.0000437466.16948.bc.

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17

F. Lichtert, G. "Assessing Intentional Communication in Deaf Toddlers." Journal of Deaf Studies and Deaf Education 8, no. 1 (January 1, 2003): 43–56. http://dx.doi.org/10.1093/deafed/8.1.43.

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18

Abou-Abdallah, Michel, and Abigail Lamyman. "Exploring communication difficulties with deaf patients." Clinical Medicine 21, no. 4 (June 15, 2021): e380-e383. http://dx.doi.org/10.7861/clinmed.2021-0111.

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19

Thacker, Alice J. "Formal Communication Disorder." British Journal of Psychiatry 165, no. 6 (December 1994): 818–23. http://dx.doi.org/10.1192/bjp.165.6.818.

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BackgroundThis study investigates whether anomalies in the sign language of prelingually deaf schizophrenics can be elicited and described systematically.MethodThirty schizophrenic and seven manic adults were recruited on the basis of a British Sign Language (BSL) version of the Present State Examination. Thirty-seven controls were matched for sex, age and ethnicity. Each participant became deaf before the age of two, and uses BSL as the primary means of communication.ResultsAnalysis reveals: (a) anomalies which are similar to those occurring in the spoken language of hearing schizophrenics; and (b) another series which is closely related to the life experience of deaf subjects and to the visuo-spatial medium itself.ConclusionsThere is evidence that formal communication disorder does occur in sign language. This has implications for more efficient diagnosis and management of deaf persons presenting to psychiatric services, as well as for the mechanisms of schizophrenic symptomatology itself.
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20

Ljubicic, Marija, Sanda Zubcic, and Sonja Sare. "COMMUNICATION BETWEEN NURSES AND DEAF PEOPLE IN HEALTH INSTITUTIONS." CBU International Conference Proceedings 5 (September 24, 2017): 958–65. http://dx.doi.org/10.12955/cbup.v5.1052.

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Introduction:: Upon arrival into a health institution, a deaf person is exposed to a higher stress level. They are at risk of receiving inadequate health care and health-related information due to limitations in communication between the deaf person and the health care workers. Despite the awareness of the presence of communication difficulties, research about the ways of communication between nurses and deaf people hasn’t been sufficiently presented. This article focuses on the ways in which nurses and deaf people communicate, the difficulties in communication arising from that; emotional reactions and nurses’ interest in the manual alphabet and sign language, and the perception about the need for an interpreter of sign language in a health institution. Objectives: The primary objective of this cross-sectional study is to examine the difficulties in communication upon a deaf person’s arrival into a health institution.Methods: The original paper-and-pencil questionnaire for nurses includes questions about the communication problems upon the arrival of deaf people into health institutions. Differences between study variables were assessed for significance using the Mann-Whitney U test and Kruskal-Wallis test. The associations between variables were explored using Spearman rank correlation coefficients.Results: The results show that 65% of the nurses think that the communication problem is strongly pronounced as the problem is the inability of deaf people to respond when called (65%) and difficulties in understanding (40%). The interest of nurses for problems of deaf people affects the manifestation of difficulties and the understanding of messages. The most frequent way of communication is showing (95.1%) and writing (62.5%). There is no significant difference in relation to age (p=0.103), sex (p=0.473), level of education (p=0.901) and the length of service (p=0.062).Conclusion: The obtained results show how pronounced the communication difficulties between nurses and deaf people are. An interpreter in a health institution is necessary for effective communication. There is a high priority need for quality education of nurses about the ways of communicating with deaf people.
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21

Mangan, Marie. "Better communication is the key." BMJ 319, Suppl S4 (October 1, 1999): 9910381. http://dx.doi.org/10.1136/sbmj.9910381.

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22

Ferguson, McKenzie C., and Leah Shan. "Survey Evaluation of Pharmacy Practice Involving Deaf Patients." Journal of Pharmacy Practice 29, no. 5 (July 9, 2016): 461–66. http://dx.doi.org/10.1177/0897190014568379.

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Introduction: For a patient who is deaf, providing patient care can be more difficult due to communication barriers. This study was conducted in order to better understand pharmacists’ current means of communicating with deaf patients as well as investigating pharmacists’ knowledge of their legal responsibility to these patients. Methods: Surveys were used to gather information from pharmacists and were distributed in areas with a large population of deaf patients. Results: Of the 73 pharmacists who completed surveys, 50 (68.5%) of them interact with at least 1 to 5 deaf patients monthly. Pharmacists responded that accessibility of interpreters is the most significant barrier to communication and providing written material is the method most used to communicate with deaf patients. None of the 73 pharmacists who completed the survey felt that they have a legal obligation to provide and pay for an interpreter. Conclusion: When interacting with a deaf patient, pharmacists may experience communication barriers. Pharmacists should strive to appropriately communicate with the deaf as well as familiarize themselves with legal obligations to this patient population.
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23

K J, Monika. "Conversation Engine for Deaf and Dumb." International Journal for Research in Applied Science and Engineering Technology 9, no. VII (July 25, 2021): 2271–75. http://dx.doi.org/10.22214/ijraset.2021.36841.

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Deaf and hard hearing people use linguistic communication to exchange information between their own community and with others. Sign gesture acquisition and text/speech generation are parts of computer recognition of linguistic communication. Static and dynamic are classified as sign gestures. Both recognition systems are important to the human community but static gesture recognition is less complicated than dynamic gesture recognition. Inability to talk is taken into account to be a disability among people. To speak with others people with disability use different modes, there are number of methods available for his or her communication one such common method of communication is linguistic communication. Development of linguistic communication recognition application for deaf people is vital, as they’ll be able to communicate easily with even people who don’t understand language. Our project aims at taking the fundamental step in removing the communication gap between normal people, deaf and dumb people using language.
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24

Barefoot, Sidney M., Joseph H. Bochner, Barbara Ann Johnson, and Beth Ann vom Eigen. "Rating Deaf Speakers’ Comprehensibility." American Journal of Speech-Language Pathology 2, no. 3 (September 1993): 31–35. http://dx.doi.org/10.1044/1058-0360.0203.31.

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The purpose of this study was to investigate the utility of a measure of communication efficacy, one that explicitly encompasses features of both speech and language. Toward this end the construct of comprehensibility, which has been used in the field of second-language acquisition, was adapted. Comprehensibility, operationally defined as the extent to which a listener understands utterances produced by a speaker in a communication context, was studied in relation to various dimensions of communication efficacy. Four observers evaluated the comprehensibility of utterances produced by 41 deaf young adults, using a nine-point rating scale. The reliability of the comprehensibility ratings was determined, and the ratings were studied in relation to independent assessments of the subjects’ speech intelligibility, English language proficiency, speech recognition, reading comprehension, and hearing loss. The results of this investigation indicate that comprehensibility can be evaluated reliably and that comprehensibility is associated with both speech intelligibility and language proficiency. The implications of these findings for the clinical assessment of speech and language are discussed.
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25

Lederberg, Amy R., and Victoria S. Everhart. "Communication Between Deaf Children and Their Hearing Mothers." Journal of Speech, Language, and Hearing Research 41, no. 4 (August 1998): 887–99. http://dx.doi.org/10.1044/jslhr.4104.887.

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In the present longitudinal study, 20 deaf and 20 hearing children were observed during free play with their hearing mothers when the children were 22 months and 3 years of age. Compared to hearing children, deaf children were severely language delayed, with deaf 3-year-olds using less language (speech or sign) than hearing 22-month-olds. Deaf children communicated primarily through nonlinguistic vocalizations, with increasing use of gesture from 22 months to 3 years of age. Although mothers of deaf children used more visual communication than mothers of hearing children, they still primarily communicated through speech. In addition, deaf children did not visually attend to much of their mothers' communication. Therefore, deaf children received much less communication than hearing children. These results suggest that intervention efforts should be focused on increasing the quantity of perceived linguistic input by the child.
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26

Isenina, E. I. "Preverbal Communication of Deaf and Hearing Children." Soviet Psychology 24, no. 4 (July 1986): 34–44. http://dx.doi.org/10.2753/rpo1061-0405240434.

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27

Halder, Neel. "Effective communication with patients who are deaf." Mental Health Practice 15, no. 5 (February 8, 2012): 18–19. http://dx.doi.org/10.7748/mhp2012.02.15.5.18.c8926.

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28

Isenina, E. I. "Preverbal Communication of Deaf and Hearing Children." Soviet Review 27, no. 4 (December 1986): 98–108. http://dx.doi.org/10.2753/rss1061-1428270498.

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29

Mu-Chun Su, Chia-Yi Chen, Chien-Hsing Chou, Yu-Chine Wang, Shi-Yong Su, and Hsiang-Feng Hsiu. "Portable communication aid for deaf-blind people." Computing & Control Engineering Journal 12, no. 1 (February 1, 2001): 37–43. http://dx.doi.org/10.1049/cce:20010106.

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30

Tait, D. M., and D. J. Wood. "From communication to speech in deaf children." Child Language Teaching and Therapy 3, no. 1 (February 1987): 1–17. http://dx.doi.org/10.1177/026565908700300101.

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31

De Marco, Ivan, Livia Colle, and Monica Bucciarelli. "Linguistic and extralinguistic communication in deaf children." Journal of Pragmatics 39, no. 1 (January 2007): 134–56. http://dx.doi.org/10.1016/j.pragma.2006.08.009.

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32

The Lancet. "The health of deaf people: communication breakdown." Lancet 379, no. 9820 (March 2012): 977. http://dx.doi.org/10.1016/s0140-6736(12)60411-5.

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33

Dabade, Akshata, Anish Apte, Aishwarya Kanetkar, and Sayali Pisal. "Two Way Communication between Deaf & Dumb." International Journal of Computer Trends and Technology 40, no. 3 (October 25, 2016): 114–18. http://dx.doi.org/10.14445/22312803/ijctt-v40p122.

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34

Wright, David. "Deaf people's perceptions of communication with nurses." British Journal of Nursing 2, no. 11 (June 10, 1993): 567–71. http://dx.doi.org/10.12968/bjon.1993.2.11.567.

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35

Buvaneswari, B., T. Hemalatha, G. Kalaivani, P. Pavithra, and A. R. Preethisree. "Communication among blind, deaf and dumb People." International Journal of Advanced Engineering, Management and Science 6, no. 4 (2020): 173–76. http://dx.doi.org/10.22161/ijaems.64.2.

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36

Grady, Michael S., Alice B. Younce, Joseph Farmer, Alison B. Rudd, and Ellen B. Buckner. "Enhancing Communication With the Deaf Through Simulation." Nurse Educator 43, no. 3 (2018): 121–22. http://dx.doi.org/10.1097/nne.0000000000000442.

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37

Mallory, Barbara L., Harvey W. Zingle, and Jerome D. Schein. "Intergenerational Communication Modes in Deaf—Parented Families." Sign Language Studies 1078, no. 1 (1993): 73–92. http://dx.doi.org/10.1353/sls.1993.0005.

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38

Benedict, Beth S., and Marilyn Sass-Lehrer. "Deaf Hearing Partnerships: Ethical and Communication Considerations." American Annals of the Deaf 152, no. 3 (2007): 275–82. http://dx.doi.org/10.1353/aad.2007.0023.

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39

Beatrijs, Wille, Van Lierde Kristiane, and Van Herreweghe Mieke. "Parental strategies used in communication with their deaf infants." Child Language Teaching and Therapy 35, no. 2 (June 2019): 165–83. http://dx.doi.org/10.1177/0265659019852664.

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One way of increasing caregivers’ language accessibility when interacting with a deaf child is through visual communication strategies. By using both a longitudinal and cross-sectional approach, this study will reveal which strategies deaf and hearing parents prefer and implement in their daily communication with their deaf children. First, the interactions of one deaf and two hearing mothers with their deaf children were recorded over the course of 18 months starting when their children were 6 months of age. Second, interactions of 5 mothers and 5 fathers (i.e. each two deaf and three hearing) with their deaf children (24 months old) were analysed for implicit and explicit strategy-use. It indicated gender related differences and confirmed caregivers’ tendencies to rely on strategies closely related to the modality of their mother tongue. Finally, deaf parents outperformed the hearing parents in the duration of successful interaction moments with their deaf children.
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40

Sari, Ferra Puspito, and Mochammad Sinung Restendy. "Implementation of Total Communication in Islamic Religion Learning in Deaf Children in Spirit Dakwah Indonesia Foundation." Jurnal Kopis: Kajian Penelitian dan Pemikiran Komunikasi Penyiaran Islam 2, no. 2 (April 30, 2020): 59–65. http://dx.doi.org/10.33367/kpi.v2i2.1118.

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Disability is a separate difficulty in the learning process, especially in religious learning. Being very complete when a deaf child accepts religious learning both theory and practice, so that the right way of communicating is needed by the teacher in dealing with deaf children. Not only that, there are still many regions that lack awareness of religious education for children with disabilities especially those who are deaf. Deaf children are actually still capable and deserving of religious learning, because they can still use the rest of the hearing (aural), use gestures and finger spelling (manual) that are visualized, and read utterances and speech (oral) that sound even though sometimes unclear, where these three things are communication media. This is where deaf children can learn by using a total communication system which involves receptive components (reading writing, utterances, gestures, finger and gesture / mimic spelling) and expressive components (speaking, gesturing, finger spelling, writing and gesture / expression) both are interactive. Observations were carried out at the Indonesian Spirit Da'wah Foundation by applying total communication to its students in Qurani Informal Education (TPQLB) Indonesian Spirit Dakwah Foundation as a communication system in religious learning both theory and practice. From the evaluation results, it was concluded that the application of total communication had a positive influence on learning Islamic religion in deaf children at the Spirit Dakwah Indonesia Foundation, children who were deaf in focus and interested in learning, they could re-explain the material taught simply either orally and sign language.
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41

Salkić, Naim. "RELATION OF DEAF PERSONS TOWARDS BILINGUALISM AS COMMUNICATION MODE." Journal Human Research in Rehabilitation 3, no. 1 (February 2013): 47–52. http://dx.doi.org/10.21554/hrr.021303.

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Bilingualism of a deaf child implies concurrent cognition and usage of sign language, as community language and oral-voice language as language of greater community in which deaf persons live. Today, most authors consider that deaf persons should know both of these languages and that deaf persons need to be educated in both languages, because of their general communication and complete psycho-social development. Through research on sample of 80 deaf examinees, we affirmed the kind of relation that deaf persons have towards bilingualism, bilingual way of education and communication. The research results have shown that bilingualism and bilingual way of education and communication is acceptable to deaf persons and that there is no statistically significant difference between the sub-samples of examinees.
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42

Rahmah, Cipta Rizqi, and Abdul Kholiq. "AN ANALYSIS OF COMMUNICATION TYPES OF DEAF STUDENTS WITH ENVIRONMENT." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 5, no. 2 (December 30, 2018): 75. http://dx.doi.org/10.33394/jo-elt.v5i2.2304.

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The research aimed to analysis (1) the deaf student communicate with the deaf student; (2) with other disability; and (3) with normal people. This research used a qualitative approach. The sources of data are focusing on the communication types of deaf students by three deaf people SMALB Banjarmendalan Lamongan academic year 2016/2017. Data Collection Techniques are interview; observation; and documentation. Research Instruments in this study are a notebook to write about the interview; checklist paper; and field note. Analyzing technique in this study are organizing, coding and reducing, interpreting and representing. The result of this study are Deaf children's communication with deaf children is more dominant using nonverbal rather than verbal. Use of continuous verbal communication such as Kinect (facial expression, eye contact, sign language), haptics, paralanguage, and proxemict. Deaf children communicate with other disability (down syndrome) is Deaf children's communication with dominant down syndrome children using nonverbal communication types. The use of intense verbal communication such as kinestict (facial expressions, eye contact, sign language) and haptics are two very important aspects of their communication. Deaf children's communication with normal people uses a combination of verbal (oral and writing) and nonverbal (kinect, haptic, and proxemic). Teachers will use a clear combination of sign language and oral. While researchers use oral, written and sign language to make it easier for deaf students to understand the conversation.
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43

Rina, Nofha. "PANTOMIM SEBAGAI EKSPRESI DIRI SISWA TUNARUNGU." Widya Komunika 9, no. 2 (December 25, 2019): 1. http://dx.doi.org/10.20884/1.wk.2019.9.2.1925.

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The uniqueness of communication ways for the Deaf is different from other people. On communicating they use sign language to bridge communication process. However, not everyone can understand their message so that is difficult to express theirselves. The purpose of this research was to determine the meaning of pantomim by Deaf students and knowing how to self-expressing and meaning by using key informants helped deaf students at SLB Negeri Cicendo Bandung. This research use qualitative method with phenomenological approach. Types of data used are primary data through observation and interview. The results obtained through this research show that the meaning of pantomim by deaf students from five informants are important in his life. Pantomim is entertaining for deaf student, because it is funny and can make them laugh. Pantomim is a hobby that become their favorite thing. So pantomim makes deaf student to be brave, having many friends, and the achievments and make their parents be happy and proud. Through pantomim they can express themselves maximumly with facial expressions, so they can entertain themselves.niqueness of communication ways for the Deaf is different from other people. On communicating they use sign language to bridge communication process. However, not everyone can understand their message so that is difficult to express theirselves. The purpose of this research was to determine the meaning of pantomim by Deaf students and knowing how to self-expressing and meaning by using key informants helped deaf students at SLB Negeri Cicendo Bandung. This research use qualitative method with phenomenological approach. Types of data used are primary data through observation and interview. The results obtained through this research show that the meaning of pantomim by deaf students from five informants are important in his life. Pantomim is entertaining for deaf student, because it is funny and can make them laugh. Pantomim is a hobby that become their favorite thing. So pantomim makes deaf student to be brave, having many friends, and the achievments and make their parents be happy and proud. Through pantomim they can express themselves maximumly with facial expressions, so they can entertain themselves.
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44

Rina, Nofha. "PANTOMIM SEBAGAI EKSPRESI DIRI SISWA TUNARUNGU." Widya Komunika 9, no. 2 (December 25, 2019): 1. http://dx.doi.org/10.20884/wk.v9i2.1925.

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The uniqueness of communication ways for the Deaf is different from other people. On communicating they use sign language to bridge communication process. However, not everyone can understand their message so that is difficult to express theirselves. The purpose of this research was to determine the meaning of pantomim by Deaf students and knowing how to self-expressing and meaning by using key informants helped deaf students at SLB Negeri Cicendo Bandung. This research use qualitative method with phenomenological approach. Types of data used are primary data through observation and interview. The results obtained through this research show that the meaning of pantomim by deaf students from five informants are important in his life. Pantomim is entertaining for deaf student, because it is funny and can make them laugh. Pantomim is a hobby that become their favorite thing. So pantomim makes deaf student to be brave, having many friends, and the achievments and make their parents be happy and proud. Through pantomim they can express themselves maximumly with facial expressions, so they can entertain themselves.niqueness of communication ways for the Deaf is different from other people. On communicating they use sign language to bridge communication process. However, not everyone can understand their message so that is difficult to express theirselves. The purpose of this research was to determine the meaning of pantomim by Deaf students and knowing how to self-expressing and meaning by using key informants helped deaf students at SLB Negeri Cicendo Bandung. This research use qualitative method with phenomenological approach. Types of data used are primary data through observation and interview. The results obtained through this research show that the meaning of pantomim by deaf students from five informants are important in his life. Pantomim is entertaining for deaf student, because it is funny and can make them laugh. Pantomim is a hobby that become their favorite thing. So pantomim makes deaf student to be brave, having many friends, and the achievments and make their parents be happy and proud. Through pantomim they can express themselves maximumly with facial expressions, so they can entertain themselves.
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45

Adam, Robert, Breda Carty, and Christopher Stone. "Ghostwriting: Deaf translators within the Deaf community." Babel. Revue internationale de la traduction / International Journal of Translation 57, no. 4 (December 31, 2011): 375–93. http://dx.doi.org/10.1075/babel.57.4.01ada.

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46

Rose, Heidi M. "Apprehending deaf culture." Journal of Applied Communication Research 23, no. 2 (May 1995): 156–62. http://dx.doi.org/10.1080/00909889509365421.

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47

Stewart, David A., Donald McCarthy, and Jo-Anne Robinson. "Participation in Deaf Sport: Characteristics of Deaf Sport Directors." Adapted Physical Activity Quarterly 5, no. 3 (July 1988): 233–44. http://dx.doi.org/10.1123/apaq.5.3.233.

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Twenty-one deaf sport directors were surveyed to provide preliminary information of the characteristics of those involved in deaf sport and the socialization processes that lead to their involvement. Communication-related factors provided incentives for deaf individuals to participate in deaf sport. Schools for the deaf as well as deaf acquaintances were the dominant factors for socializing deaf individuals into deaf sport. More research on such sport is needed so that the nature of individuals who participate in it and the general implications that it has for them can be fully understood.
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48

Indah, Rohmani Nur, and Chanastalia Chanastalia. "The Communication Methods in English Classroom for Indonesian Deaf Students." Theory and Practice in Language Studies 8, no. 1 (January 1, 2018): 9. http://dx.doi.org/10.17507/tpls.0801.02.

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Deaf students can only use their visual to acquire their first language namely sign language. Mostly hearing people do not understand sign language therefore deaf students use lip-reading to communicate with them. However, lip-reading especially in foreign language not always works because some phonemes are not visible in the lips. This study investigates the communication method of deaf students in learning English as foreign language. It observes the classroom interaction in an Indonesian special school for deaf students. The result shows that deaf students use four communication methods such as sign language, lip-reading, finger-spelling, and Tadoma. The result also shows that deaf students understand words or utterances which are familiar for them. However, deaf students find difficulties in pronouncing words or utterances. They tend to pronounce in Bahasa Indonesia. Therefore, it is recommended that teacher and hearing parents of deaf child must update with the latest technology or material for deaf students learning.
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Mulyadi, Eko, Nelyta Oktavianisya, and Ulva Puspaningrum. "COMMUNICATION AND SELF-CONCEPT OF CHILDREN WITH DEAF AND SPEECH IMPAIRED." Journal of Vocational Nursing 1, no. 2 (October 29, 2020): 105. http://dx.doi.org/10.20473/jovin.v1i2.23555.

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Introduction: The communication and interaction is the essence of every human as a social being. But, normal communications is not realyzed by the deaf speaking children. Deaf and speech impaired children affect self-concepts that affect communication. Where it will caused them to become inferior or have less confident. The confidence is begins through the formation of self-concept which formed from the experiences in their social interactions. This study aims to find the description of the communication and self-concept of the deaf and speech impaired children in SLB Darma Wanita Sumenep. Methods: This study used qualitative as a research methode with phenomenology approach. Respondents in this study are students of SLB Darma Wanita Sumenep who deaf and speech impaired start on birth. The sampling technique is used purposive sampling counted 10 respondents. The data collected by observation and in-depth interviews of respondents. The data were analyze with triagulation of the interview , key person, and observation. Results: Based on the results of this study, known that between the deaf speaking children and the normal people have problems in terms of understanding the symbols and sentences that there not regularly, so they often occur discommunication. The self-concept of deaf speaking children is tend to be shy with the opposite gender, less open with new people, but they have a high spirits for they futures. They need encouragement to socialize with new people and other normal people. It can make their self-concept and self-confidence can be better. Conclusion: The communication deaf and speech impaired children experience obstacles in sending or receiving messages due to interference in understanding the symbols and writing that are given.
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Newton, Laurie. "Linguistic Environment of the Deaf Child." Journal of Speech, Language, and Hearing Research 28, no. 3 (September 1985): 336–44. http://dx.doi.org/10.1044/jshr.2803.336.

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Teachers' communication with deaf and hearing children was compared to identify differences in the teachers' use of two types of nonliteral language: idiomatic language and indirect requests. Two groups of teachers of the deaf were observed, one using oral language only and the other using Total Communication. A third group consisted of teachers of normally hearing children. No differences were found in teachers' use of nonliteral language when talking to hearing children as compared to teachers talking to oral deaf children. Reduced use of idiomatic language occurred, in both the oral and signed portions of communication, only when Total Communication was used. No differences were observed in the oral portion of the three groups' use of indirect requests. However, only 55% of these requests were encoded nonliterally in the signed portion of utterances.
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