Relevant bibliographies by topics / Institution for the Education of Deaf and Dumb Children

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Academic literature on the topic 'Institution for the Education of Deaf and Dumb Children'

Author: Grafiati
Published: 23 February 2023
Last updated: 24 February 2023

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Journal articles on the topic "Institution for the Education of Deaf and Dumb Children"

1

FAZAN, V., A. BOIARSKA-KHOMENKO, O. KUZNETSOVA, and L. SHTEFAN. "PREREQUISITES FOR THE ORGANIZATION OF PSYCHOLOGICAL AND PEDAGOGICAL SERVICES FOR CHILDREN IN UKRAINE." Pedagogical Sciences, no. 79 (September 19, 2022): 111–15. http://dx.doi.org/10.33989/2524-2474.2022.79.264604.

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The article analyzes the prerequisites for the organization of psychological and pedagogical services for children in Ukraine. The study has revealed that the content of psychological and pedagogical work with different categories of children is analyzed in the works of Svitlana Bykasova, Olena Karaman, Liudmyla Mishchyk, Yuri Nagorny, Valentyna Orzhekhovska, Vira Polishchuk, Alla Ryzhanova, Iryna Trubavina, Sergiy Kharchenko, Liudmyla Shtefan and others. The study of scientific and pedagogical materials leads to the conclusion that the organization of children’s psychological and pedagogical services in Ukraine dates back to the second half of the XIX century. Various economic and social factors contributed to this process. The works of foreign (P. Bart, A. Disterweg, D. Dewey, M. Richmond and others) and domestic (P. Kapterev, P. Natorp, V. Preobrazhensky and others) educators influenced greatly the opening of children’s psychological and pedagogical services in Ukraine. In the process of scientific research it was established that one of the first attempts to organize the so-called psychological and pedagogical centres, that operated at all state-sponsored educational institutions, was made under the auspices of the Ministry of Public Education. Another prerequisite for the organization of psychological and pedagogical services for children in Ukraine was the role and activities of parent committees (their approval of teachers’ candidacies, peculiarities of organization of leisure time activities for children - excursions, clubs, group visits to theatres and cinemas). It was during this period that children were taught such values as: personal freedom and independence; initiative; critical attitude to manifestations of social injustice; sense of civic responsibility, etc.The research has proved that a significant contribution to the organization of psychological and pedagogical services for children in the late XIX - early XX century was made by non-governmental philanthropic associations engaged in philanthropic activities.The prerequisites for the organization of psychological and pedagogical services for children in Ukraine also include the establishment of schools for children with special needs – the deaf, blind and mentally retarded - and institutions for juvenile offenders, agricultural colonies and craft shelters for young people, setting of orphanages. The founders of these institutions were “zemstvas” and private charitable societies (Society for Labour Assistance to the Deaf and Dumb, All-Russian Guardianship of the Blind, etc.). At the end of the 19th century, similar shelters existed in Kharkiv, Kyiv, Odessa, Simferopol, Chernihiv, and some other cities in Ukraine.
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Szewczenko, Wołodimir. "Felix Movchanovsky (1853–1921) and his innovative approach to education of deaf children in the beginning of 20th century." Special School LXXXIII, no. 3 (June 30, 2022): 221–28. http://dx.doi.org/10.5604/01.3001.0015.9197.

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The article describes the history of a unique educational institution for deaf children established at the beginning of the 20th century in Aleksandrovsk (the Russian Empire at the time, today Zaporozhye, Ukraine) by the Polish nobleman Felix Movchanovsky. The author characterizes his figure, reveals the role and his contribution to the development of Aleksandrovsk, especially his activity for the sake of deaf children. In 1903 he was initiator and co-organizer of a unique educational institution – school-farm for deaf children. The institution was known all over the world because it was an autonomous town with its own urban infrastructure and the teaching of deaf language and crafts was carried out at a high level and on a large scale. At that time, no similar institution in the Russian Empire had such achievements.
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Wan, Shu. "Annetta T. Mills and the Origin of Deaf Education in China." Canadian Journal of Disability Studies 10, no. 1 (March 4, 2021): 84–99. http://dx.doi.org/10.15353/cjds.v10i1.730.

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As the first education institution enrolling deaf children in China, the Chefoo School for the Deaf (which will be called “Chefoo School” in the rest of this article) was originally established by the American missionary couple Charles R. Mills and Annetta T. Mills. In the first decade of the twentieth century, the Chefoo School succeeded in attracting students across the country. For investigating Mills’s contributions to the proliferation of Chinese deaf education in a transnational context, this article will consist of the following three sections. The first section primarily discusses the early history of deaf education in China before the establishment of the Chefoo School in 1898. As early as the 1840s, Chinese elites had already gained firsthand knowledge of deaf education in the United States. Around the 1870s, American and French missionaries respectively proposed to establish a specific deaf school, which took care of deaf children in Shanghai but failed to provide special education to them. And then the second section of this article will examine Mills’s efforts to seek financial support from the transnational community of deaf education. The final section of this article will switch to Mills’s agenda of localizing deaf education in China, including training native teachers fostering the proliferation of deaf education in China and providing industrial training to Chinese deaf children.
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Abu Bakar, Ahmad Izzuddin, Norain Hamdani, and Nur Ain Alias. "Challenges Faced by Malaysian Muslims’ Deaf Community in Learning Akidah: Discussions and Suggestions." Journal of Quran Sunnah Education & Special Needs 3, no. 2 (December 3, 2019): 22–27. http://dx.doi.org/10.33102/jqss.vol3no2.45.

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This article discussed on the challenges faced by the deaf in studying Akidah. The methodology used in this study is a qualitative approach where the primary data is gathered through obsevation and interview of several Akidah specialists,special needs education teachers and parents with deaf children. This findings then supported with secondary data obtained from records from relevant institution and past literatures. The results showed that there are many challenges faced by Muslims’ deaf community in Malaysia particulary in learning and understanding knowledge related to Akidah. Several suggestions were also made and it is hopeful that this study will raise awareness of all parties, especially religious institutions, Ministry of Education (MOE), Social Welfare Department (JKM), special education teachers for Islamic education, BIM researchers in an effort to increase understanding and religious practices among the deaf in Malaysia.
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Łapot, Mirosław. "Activities of schools and institutions for deaf and blind children established on the initiative of Lviv Jews from 1871 through 1939." Special School LXXIX, no. 4 (October 31, 2018): 259–71. http://dx.doi.org/10.5604/01.3001.0012.7276.

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The article describes the initiatives of the Jewish community in Lviv in the area of special education taken during the Galician autonomy period (1867–1918) and in independent Poland (1918–1939). It is based on little known references kept in Lviv and Cracow archives. Lviv Jews’ interest in the education of blind and deaf children was awaken by Vienna, where the first schools for the deaf and the blind in Europe had been established. The article presents the functioning of the first Jewish center for deaf children and adolescents on Polish lands – it was established by Izaak Józef Bardach in 1871. The institution functioned as a private school, supporting itself mainly through subsidies from the city of Lviv and from the local Jewish community till 1939 when it was incorporated into the state school for the deaf at Łyczakowskiej street. The Jews from Lviv contributed to the establishment of the first Jewish school for the blind in Poland. It was set up in Bojanowo in 1926 and transferred to Warsaw in 1936. The article expands the current state of research on the history of schooling for people with disabilities on Polish lands, showing the contribution of the Jewish community to the development of schools for the deaf and the blind.
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Asif Siddiqui, Amina. "BILINGUALISM IN CHILDREN HAVING CONGENITAL BILATERAL PROFOUND SENSORI NEURAL HEARING LOSS – CASE REVIEW." Pakistan Journal of Rehabilitation 1, no. 2 (July 5, 2012): 11–16. http://dx.doi.org/10.36283/pjr.zu.1.2/004.

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The age old understanding that an individual with a hearing loss is incapable of acquiring verbal communication skills was readily accepted in the past, which led to the inadvertent but unfortunate coining of phrases “deaf and dumb” or “deaf and mute, " and the development of non-verbal or manual communication methodolgies of Sign language. Further, this caused the segregation and isolation of otherwise physically and intellectually competent individuals from mainstream society, unjustifiably denying them opportunities of education and vocation. Studies have proved that in the absence of any organic or inorganic complication, a child with a hearing loss may not only score a high Intelligence Quotient but can also acquire more than one language fluently. Early Intervention with appropriate amplification of residual hearing is underscored as the fundamental prerequisite for children with bilateral congenital profound sensorineural hearing loss, for subsequent acquisition of good listening and normal speech-language skills and plausible bilingualism; that further equips them with scholastic achievements comparable to their hearing peers. The past half century has witnessed stupendous technological enhancements in amplification devices manufactured for children having hearing loss, complemented by steady success in fostering their Inclusive Education. This paper highlights the urgent need in Pakistan to address this issue as well as the importance of early detection, diagnosis, and (re)habilitation along with parent training initiated within the first year of life. An otherwise anticipated disabling condition may be overcome completely if neonatal screening, which is not only inexpensive but also easy to perform; is made mandatory at all hospitals and maternity homes, as practiced in the developed world. This shall ease the challenges faced by the families of children having hearing loss; and enable the professionals working with them to successfully alleviate their communicative, social, educational and vocational difficulties, and ensure that they become successfully contributing members of our verbal society.
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Marasingha, M. N. S., and Nisha Kumari Ojha. "Role of Samvardhana Ghritin the Management of Childhood Disability Disorders: A Review." International Research Journal of Ayurveda & Yoga 05, no. 05 (2022): 156–64. http://dx.doi.org/10.47223/irjay.2022.5526.

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Today development disabilities are emerging as a new problem of society. While disability is discussed particularly in children, about a quarter of chronic childhood problems are neurological in origin. Disability treatment and management in the world is a big challenge. The Ayurveda medicine (like Vatashamakadrug and Medhya drug) and along with Panchkarma procedures will help at possible level for the rehabilitation towards lives with potential of independence. SamvardhanaGhritis mentioned in the Lehadhyayachapter of the Kashyapa Samhita. It is used to promote healthy growth of child without interferencefrom disease, as well as to improve or treat impaired conditions in children who are Pangu(lame), Muka(dumb), Ashruti(deaf), and Jada(idiot). Aim:To evaluate the efficacy of Samvardhanaghritin the management of childhood disability disorders. Materials and Methods:A literature review was conducted with the help of many important Ayurvedic and Modern textbooks, and article published in various journals. Result and discussion:Present review reveals that the ingredients of SamvardhanaGhrithave action on the brain and nervous system. Further, as the formulation is in ghritform, it can easily cross the blood brain barrier and show its effect. Conclusion:SamvardhanaGhritcan be used for the management of childhood disability disorder. However, additional panchakarma and physiotherapy may provide additional benefit to the patients.
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Bustos Rubilar, Mario, Eduardo Fuentes-López, and Patricia Castro Abarca. "Therapeutic approaches for deaf children at intervention centers in Chile’s metropolitan region: access to health and education." Revista CEFAC 20, no. 3 (May 2018): 313–23. http://dx.doi.org/10.1590/1982-0216201820317417.

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ABSTRACT Aim: to characterize the health or education centers that work with deaf children from an early age. Methods: a survey of those in charge of centers for people with hearing loss (N=5), special schools for the deaf (N=3) and hospitals in which therapeutic intervention for people with hearing impairments (N=6) was carried out in Santiago, Chile in 2014. It consulted the characteristics of the people attended, the intervention method used at each center and information about the professionals making up each team of workers. In addition, information was compiled about whether the institution had inclusion programmes for normal or special education. Results: the majority of the institutions indicated that they had an oral focus or a variation on this. Only one used the bilingual intercultural model and another indicated that did not use oral models. The results varied concerning access to education and even to professionals, at centers of the same kind. Conclusion: the majority of the institutions indicated that they worked using the oral intervention methodology, providing fewer options for the early inclusion of bilingual intercultural education or other intervention methodologies.
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Mafrukha, Wahyu Nisawati. "HOMESCHOOLING FOR TWICE EXCEPTIONALITY IN THE FILM THE MIRACLE WORKER IN THE PERSPECTIVE OF ISLAMIC EDUCATION." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 23, no. 2 (February 28, 2019): 225–42. http://dx.doi.org/10.24090/insania.v23i2.2292.

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Abstract: The Miracle Worker has described about the life story of Hellen Keler. A little girl that hasa special needs because of deaf, dumb and blind, but she is smart.Individuals who are talented but alsoat the same time identified as children who have special needs due to disability children with twice exceptionality. The educational program for children with twice exceptionality there are many. One of those isthrough the homeschooling program. Based on the background that have been described above, the author formulates the problem "How Homeschooling For Twice Exceptionality in The Film The Miracle Worker in The Perspective of Islamic Education?". The purpose of this research is to find out and describe clearly about the method in the Homeschooling which are contained in The film The Miracle Worker based on slamic Educational Perspective. The type of research that the author use is a library research. Because the author's materials are from books, scientific magazines, documents and other material that can be a source of reference in this research.The method of thinking which authors use in this research are inductive and deductive methods. The objects in this research is Homeschooling in Islamic educational perspective which are contained in The film The Miracle Worker. Based on allthe above presentation, it can be concluded by the results of the analysis that in the film The Miracle Worker, learning methods that used in the homeschooling is using approach to the teories of human development; cognitive, behavioraltheory (behavioristic) and social learning theory. In educating Helen, Mrs. Sullivan managed to approach using all three theories. In Islamic education, the human development theories such as cognitive, behavioristic and social learning theories are correlated with Islamic education methods. Keyword:. Homeschooling, Exceptional Twice, Pendidikan Islam.
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Nestertsova-Sobakar, Oleksandra. "Participants in the procedure and evidence in the civil judicial proceedings." Naukovyy Visnyk Dnipropetrovs'kogo Derzhavnogo Universytetu Vnutrishnikh Sprav 2, no. 2 (June 30, 2021): 36–41. http://dx.doi.org/10.31733/2078-3566-2021-2-36-41.

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The study deals with the peculiarities of the status of participants in civil proceedings in the Ukrainian Cossack state, as well as the main groups of evidence used in Ukrainian courts in accordance with contemporary sources of law, which contained procedural rules and were used by courts. It is noted that due to the historical political situation in the Hetmanate, sources of Polish and Lithuanian law (for example, Lithuanian statutes), hetman's powers, Russian law were used on its lands, and traditionally for a long time customary law, Cossack customary law. Characteristic features of the civil process, which began orally or in writing, were considered. The parties could be men from 18 and women from 14. In the Hetmanate there was an institution of representation of the party as a defender and lawyer, as well as parents or relatives. It is stated that procedural legal capacity did not extend to slaves, persons deprived of honor, excommunicated, exiles, and procedural legal capacity was not possessed by children, mentally ill, deaf or dumb, women who did not have a husband or guardian, and minors (men up to 18 years and women up to 14 years). The norms of the Lithuanian Statute of 1588 concerning the status of the party's representative, his role in the process, the grounds on which a person could not become a party's representative (court employee, clergyman's representative) are revealed. The main groups of evidence are covered, namely the personal testimony of the parties (in which the testimony of a person who had a higher legal status than the other party in court was considered more reliable), the testimony of witnesses, the conditions under which a person cannot be a witness, categories of witnesses ordinary and official), features of the use of religious oath as evidence, the involvement of written documents.
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Dissertations / Theses on the topic "Institution for the Education of Deaf and Dumb Children"

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Mantin, Michael Roman. "Educational experiences of deaf children in Wales : the Cambrian Institution for the deaf and dumb, 1847-1914." Thesis, Swansea University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606848.

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This thesis is an extensive analysis of the records of the Cambrian Institution for the Deaf and Dumb, Wales' first institution for boarding and educating deaf children, from 1847 to 1914. The Institution opened in Aberystwyth in 1847, moving to Swansea in 1850. The study explores the institutional sources, asking what can they can show the historian about public attitudes to disability and deafness, and what can be learned about the everyday lives of those who attended the Institution. The thesis will examine the major discourses in special education such as the rise of oralism and the increasing role of the state through the 1893 Elementary Education (Blind and Deaf Children) Act, arguing that the Institution's response illustrates the complexity of their application in Wales and Britain. However, equal emphasis will be played on the routines, backgrounds and leisure lives of the pupils themselves. It will be suggested that the melodramatic and tragic imagery projected in public by the Institution differed greatly from daily life. The work is placed firmly in its historical and social context. It challenges historical frameworks which rightly explain the construction of attitudes to disability and deafness, but leave little room for individual variation between pupils and institutions. Likewise, the problematic notion of experience will be explored, questioning the extent to which the voice of the pupils can be found using sources almost exclusively written by the Institution's staff. Finally, the thesis will argue that wider contemporary issues are reflected in the Institution's records, not those exclusive to deaf children. These include the spread of Victorian philanthropy, the changing social role of education, and the impact of family lives and leisure time for children. It is argued that disabled and deaf children in institutions were not passive victims but active agents, participating in all of these discourses.
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Wakefield, Christina L. "Talking on their fingers: a study of the Ontario deaf according to the 1891 Canadian Census." Thesis, 2009. http://hdl.handle.net/1828/1606.

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This thesis examines the lives of the deaf in late nineteenth century Ontario through a statistical analysis of a dataset from the 1891 Canadian Census. I examine the characteristics of the deaf as compared to the hearing population of Ontario in terms of age, sex, marital status, occupation and geographical distribution. Though there are many statistical differences between the deaf and hearing populations, I am able to show how the availability of a formal education for the deaf in the form of the Ontario Institution for the Deaf and Dumb in Belleville, Ont, had begun to minimize the effects of these differences. Education also allowed for the creation of a socially active Ontario deaf community, held together by the Ontario Deaf-Mute Association and the Ontario Mission for the Deaf.
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Books on the topic "Institution for the Education of Deaf and Dumb Children"

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Memoirs of my youth. Feltham: British Deaf History Society Publications, 2001.

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2

Hutton, J. Scott. Elementary course of religious instruction for the use of the pupils of the Institution for the Deaf and Dumb, Halifax, Nova Scotia. [Halifax, N.S.?: s.n.], 1987.

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Dumb, Ontario Institution for the Education of the Deaf and. By-laws of the Ontario Institution for the Education of the Deaf and Dumb, Belleville. [Toronto?: s.n.], 1986.

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The Avenue: A history of the Claremont Institution. Dublin: Denzille Press, 2006.

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Halifax, Institution for the Deaf and Dumb at. Rules and regulations for the domestic management of the Deaf and Dumb Institution at Halifax, Nova Scotia. [Halifax, N.S.?: s.n.], 1987.

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6

Boles, James M. Dr. Skinner's remarkable school for "colored deaf, dumb, and blind children," 1857-1860. Buffalo, N.Y: People Ink Press in association with Museum of disABILITY Museum, 2010.

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Institution des sourdes-muettes de la province de Québec. Institution des sourdes-muettes de la province de Québec: Dirigée par les Sœurs de charité de la Providence, 595, rue St. Denis, Montréal. [S.l: s.n., 1986.

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Reply to Rev. Dr. Ryerson's report on institutions for the deaf and dumb in Europe and in the United States of America: With an appendix containing the accounts of the treasurer of the Hamilton Deaf and Dumb Institution for the year ending 31st December, 1868. [Hamilton, Ont.?: s.n.], 1987.

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The Halifax Institution for the Deaf and Dumb, Halifax, Nova Scotia, 1857-1893. [S.l: s.n., 1986.

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10

Wisconsin Institute for the Education of. Annual Report of the Wisconsin Institution for the Education of the Deaf and Dumb. Creative Media Partners, LLC, 2018.

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Book chapters on the topic "Institution for the Education of Deaf and Dumb Children"

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Wazalwar, Sampada S., and Urmila Shrawankar. "Distributed Education System for Deaf and Dumb Children and Educator: A Today’s Need." In Algorithms for Intelligent Systems, 339–46. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6307-6_35.

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