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Journal articles on the topic 'Subtitle for the deaf and hard of hearing'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Krasavina, Yuliya Vitalevna, Ekaterina Petrovna Ponomarenko, Olga Victorovna Zhuykova, and Yuliya Vadimovna Serebryakova. "Adaptation of Video Materials for Teaching Deaf and Hard of Hearing Students." Siberian Pedagogical Journal, no. 1 (March 3, 2020): 101–7. http://dx.doi.org/10.15293/1813-4718.2101.11.

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Problem and aim. The paper deals with the problem of adapting educational video materials for teaching deaf and hard-of-hearing students. The paper is aimed at identifying and justifying the theoretical bases for adaptation of video materials for teaching students with hearing impairment both during in-class learning and self-study. Methodology. The study was conducted at the Centre for inclusive education of Kalashnikov Izhevsk State Technical University, the experiment involved 11 hearing-impaired students majoring in “Mechanical Engineering”. The participants of the experiment were offered short educational socio-cultural videos of equal complexity, while first video was dubbed with subtitles, and the second one – with a sign language translation. In the first part of the experiment, participants were asked to give a brief summary of the material presented in the video in a free form. In the second part of the experiment, participants were asked to answer test questions on the content of video materials related to some details of the material presented. In conclusion, students were asked to answer questions about their preferences for dubbing video materials and the reasons for their choice. Results and discussion. The results obtained during this experiment demonstrate the preferred use of subtitles when adapting video materials for deaf and hard of hearing students. However, when complex abstract concepts appear in the video, subtitles do not make them easier to understand. In this regard, when developing electronic resources that include video materials, it is possible to provide for the combined use of sign dubbing and subtitles.

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Nakajima, Sawako, Naoyuki Okochi, Naoko Iizumi, Motohiko Tsuru, Kazutaka Mitobe, and Tetsujiro Yamagami. "The Possibility and Challenges for Deaf-Blind Individuals to Enjoy Films in Theater." Journal of Advanced Computational Intelligence and Intelligent Informatics 21, no. 2 (2017): 350–58. http://dx.doi.org/10.20965/jaciii.2017.p0350.

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In recent times, the use of subtitles and audio descriptions in movies for individuals with either hearing or visual impairment and the need to develop systems to provide these have been realized. However, even the need and possibility for deaf-blind individuals to enjoy movies have not been discussed yet. This study created an environment for deaf-blind individuals to “watch” a film, and conducted a screening of feature-length films with subtitles and audio descriptions. Interviews of 26 deaf-blind individuals indicated that 56% had watched films in a theater after becoming deaf-blind and before the screening session. When watching the films, 26.9% of participants used individual monitoring devices, headphones, or other conventional video or audio equipment. Furthermore, 50% were able to use either subtitles or audio descriptions. Regardless of their impairment conditions, participants responded positively towards watching the film in the screening session. Among the deaf-blind, 42.1% of the partially sighted and deaf, blind and hard of hearing, and partially sighted and hard of hearing individuals appreciated a special aspect of the theater, i.e., “sharing an opportunity and communication with others.”

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3

Morettini, Agnese. "Profiling deaf and hard-of-hearing users of subtitles for the deaf and hard-of-hearing in Italy: a questionnaire-based study." MonTI. Monografías de Traducción e Interpretación, no. 4 (2012): 321–48. http://dx.doi.org/10.6035/monti.2012.4.14.

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4

Szarkowska, Agnieszka, Izabela Krejtz, Olga Pilipczuk, Łukasz Dutka, and Jan-Louis Kruger. "The effects of text editing and subtitle presentation rate on the comprehension and reading patterns of interlingual and intralingual subtitles among deaf, hard of hearing and hearing viewers." Across Languages and Cultures 17, no. 2 (2016): 183–204. http://dx.doi.org/10.1556/084.2016.17.2.3.

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5

Talaván, Noa. "Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class:." International Journal of English Studies 19, no. 1 (2019): 21–40. http://dx.doi.org/10.6018/ijes.338671.

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The present article describes a didactic proposal based on the use of an audiovisual translation and accessibility mode as a pedagogical tool: subtitles for the deaf and hard of hearing (SDH). When students create SDH for a pre-selected clip within a well-structured task, they are enhancing integrated skills, especially in the form of written production (of the subtitles), listening comprehension (of the original), and lexical creativity (through the condensation of the original message in the form of subtitles and the description of paralinguistic elements). A project undertaken with online students to assess the potential benefits of SDH has acted as a preliminary study to back up the didactic proposal presented herein. The main data gathered from this experience offers a reference for future practice and research in this field, since it confirms previous assumptions on the validity of subtitling as a pedagogical tool to improve foreign language learning skills.

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Aleksandrowicz, Paweł. "Can subtitles for the deaf and hard-of-hearing convey the emotions of film music? A reception study." Perspectives 28, no. 1 (2019): 58–72. http://dx.doi.org/10.1080/0907676x.2019.1631362.

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7

McIntyre, Dan, and Jane Lugea. "The effects of deaf and hard-of-hearing subtitles on the characterisation process: a cognitive stylistic study ofThe Wire." Perspectives 23, no. 1 (2014): 62–88. http://dx.doi.org/10.1080/0907676x.2014.919008.

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8

Utray, Francisco, Ana María Pereira, and Pilar Orero. "The Present and Future of Audio Description and Subtitling for the Deaf and Hard of Hearing in Spain." Meta 54, no. 2 (2009): 248–63. http://dx.doi.org/10.7202/037679ar.

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Abstract The aim of this article is to describe the state of the art in Spain of the two most popular media accessible modalities: audio description and subtitling for the deaf and hard of hearing. The article traces their origin and development up to the present time. It also examines standards and laws and analyses the economic and operative implications of media accessibility, which does not follow traditional economic parameters. The article aims to define the profile of future describers and subtitlers in Spain, who are currently being trained in the field of Audiovisual Translation. It concludes by proposing a wide variety of measures to be taken in order to reach full media accessibility and raise popular awareness of these services which are available now and will be increasingly so in the future with the change from analogous to digital broadcasting.

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Gernsbacher, Morton Ann. "Video Captions Benefit Everyone." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (2015): 195–202. http://dx.doi.org/10.1177/2372732215602130.

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Video captions, also known as same-language subtitles, benefit everyone who watches videos (children, adolescents, college students, and adults). More than 100 empirical studies document that captioning a video improves comprehension of, attention to, and memory for the video. Captions are particularly beneficial for persons watching videos in their non-native language, for children and adults learning to read, and for persons who are D/deaf or hard of hearing. However, despite U.S. laws, which require captioning in most workplace and educational contexts, many video audiences and video creators are naïve about the legal mandate to caption, much less the empirical benefit of captions.

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Costal, Tomás. "Why is that creature grunting?" Translation and Translanguaging in Multilingual Contexts 4, no. 1 (2018): 151–77. http://dx.doi.org/10.1075/ttmc.00008.cos.

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Abstract Video games today are highly complex audiovisual products. Their nature is not only multisemiotic but also interactive. Their potential audience has certain expectations and, especially in the case of digital blockbusters, final users need the advantage of knowledge and the force of numbers. A faux pas in design, continuity or playability will most likely be conducive to social media outrage, and will see official apologies be released presently. Conversely, accessibility shortcomings rarely or never have the same impact. The present study puts forward the advantages of including Subtitles for the Deaf and Hard of Hearing (SDH) in popular video games and offers an in-depth analysis of a selection of recent multimedia titles. Drawing on the work of Bernal Merino (2015), O’Hagan and Mangiron (2013) and Trabattoni (2014) on the special characteristics of video games, the main elements around which they are structured and the aspects that determine their success or failure, the author will endeavour to advance a convincing argument in favour of the introduction of SDH subtitling conventions.

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Berti, Margherita. "Captioned Media in Foreign Language Learning and Teaching: Subtitles for the Deaf and Hard-of-Hearing as Tools for Language Learning. Edited by Robert Vanderplank." CALICO Journal 35, no. 3 (2017): 316–19. http://dx.doi.org/10.1558/cj.34309.

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Caimi, Annamaria. "Captioned Media in Foreign Language Learning and Teaching: Subtitles for the Deaf and Hard-of-Hearing as Tools for Language Learning RobertVanderplank. London, England: Palgrave Macmillan, 2016. Pp. xiii + 269." TESOL Quarterly 51, no. 4 (2017): 991–93. http://dx.doi.org/10.1002/tesq.407.

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Herrero, Carmen, Karina Valverde, Tomás Costal, and Alicia Sánchez-Requena. "The "Film and Creative Engagement Project": Audiovisual Accessibility and Telecollaboration." Research in Education and Learning Innovation Archives, no. 24 (June 24, 2020): 89. http://dx.doi.org/10.7203/realia.24.16744.

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Globalisation and the advancement of ICTs invite the development of learners’ strategies and communication skills in higher education to participate fully in digitally networked societies. This paper analyses the results of a pilot study which is part of Film and Creative Engagement (FaCE), a collaborative research project between Manchester Metropolitan University (MMU), UK, and Instituto Tecnológico de Estudios Superiores de Monterrey (ITESM), Campus Laguna in Torreón, Mexico. There were two main aims: (1) to create a short project that was inspiring, stimulating and enjoyable that could be transferable to other high education institutions; and (2) to provide a training that could help students shape their future, fulfill their academic potential and develop strong, social, international and professional relationships. Secondary goals included bringing Mexican and British university learners into contact via telecommunication to create contexts for interactivity and task-based collaboration. In the context of foreign language learning, the tasks were intended to develop participants’ skills on film analysis (such as cultural and intercultural awareness), and also, audiovisual accessibility (subtitles for the deaf and hard of hearing and audio description). This is a mixed study with 44 participants and the data was collected through pre- and post-questionnaires, student self-reflection reports and task evaluations. Particularly, the FaCE project helped students, regardless of their career path or specialisation, to enhance their language competence, collaborative work, critical thinking, innovation and creativity, management of information and communication technologies, and international collaboration in virtual environments.

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CHMIEL, AGNIESZKA, AGNIESZKA SZARKOWSKA, DANIJEL KORŽINEK, et al. "Ear–voice span and pauses in intra- and interlingual respeaking: An exploratory study into temporal aspects of the respeaking process." Applied Psycholinguistics 38, no. 5 (2017): 1201–27. http://dx.doi.org/10.1017/s0142716417000108.

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ABSTRACTRespeaking involves producing subtitles in real time to make live television programs accessible to deaf and hard of hearing viewers. In this study we investigated how the type of material to be respoken affects temporal aspects of respeaking, such as ear–voice span and pauses. Given the similarities between respeaking and interpreting (time constraints) and between interlingual respeaking and translation (interlingual processing), we also tested whether previous interpreting and translation experience leads to a smaller delay or lesser cognitive load in respeaking, as manifested by a smaller number of pauses. We tested 22 interpreters, 23 translators, and a control group of 12 bilingual controls, who performed interlingual (English to Polish) and intralingual (Polish to Polish) respeaking of five video clips with different characteristics (speech rate, number of speakers, and scriptedness). Interlingual respeaking was found to be more challenging than the intralingual one. The temporal aspects of respeaking were affected by clip type (especially in interpreters). We found no clear interpreter or translator advantage over the bilingual controls across the respeaking tasks. However, interlingual respeaking turned out to be too difficult for many bilinguals to perform at all. To the best of our knowledge, this is the first study to examine temporal aspects of respeaking as modulated by the type of materials and previous interpreting/translation experience. The results develop our understanding of temporal aspects of respeaking and are directly applicable to respeaker training.

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Vanderplank, Robert. "‘Effects of’ and ‘effects with’ captions: How exactly does watching a TV programme with same-language subtitles make a difference to language learners?" Language Teaching 49, no. 2 (2013): 235–50. http://dx.doi.org/10.1017/s0261444813000207.

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Ever since Karen Price's ground-breaking work in 1983, we have known that same-language subtitles (captions) primarily intended for the deaf and hearing-impaired can provide access to foreign language films and TV programmes which would otherwise be virtually incomprehensible to non-native-speaker viewers. Since then, researchers have steadily built up our knowledge of how learners may make use of these when watching.The question remains, however, whether, and to what extent, watching subtitled programmes over time helps develop learners’ language skills in various ways. Perhaps surprisingly, this question of long-term language development has still not been fully addressed in the research literature and we appear to be in a largely ‘confirmatory’ cycle. At an informal level, on the other hand, there are countless stories of learners who have been assisted in learning a foreign language by watching subtitled or captioned films and television.I shall review the contributions of key research studies to build up a picture of the current state of our knowledge and go on to outline, first, the current gaps in research and, second, some encouraging new approaches to learning by autonomous ‘users’ of foreign-language Internet media and same-language subtitles across languages, now more widely available.

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Widner-Kolberg, By Margaret. "Hard of Hearing Is Not Deaf." AJN, American Journal of Nursing 114, no. 2 (2014): 11. http://dx.doi.org/10.1097/01.naj.0000443750.46453.ea.

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17

Powers, Ann R., Raymond N. Elliott, Debra Patterson, Sharon Shaw, and Carmen Taylor. "Family Environment and Deaf and Hard-Of-Hearing Students with Mild Additional Disabilities." Journal of Childhool Communication Disorders 17, no. 1 (1995): 15–19. http://dx.doi.org/10.1177/152574019501700103.

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A national survey of teachers of deaf and hard-of-hearing students was conducted to determine the incidence and characteristics of dysfunctional family background among deaf and hard-of-hearing students with mild additional disabilities. The results of the survey indicated that there is a higher incidence of dysfunctional family environment among deaf and hard-of-hearing students with mild additional disabilities than among deaf and hard-of-hearing students in general. The results of the survey suggest several challenges with regard to teacher preparation and service delivery for deaf and hard-of-hearing students with mild additional disabilities who come from dysfunctional families.

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Ariapooran, Saeed. "Mathematics Motivation, Anxiety, and Performance in Female Deaf/Hard-of-Hearing and Hearing Students." Communication Disorders Quarterly 38, no. 3 (2016): 172–78. http://dx.doi.org/10.1177/1525740116681271.

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Hearing loss can be a major detriment to academic achievement among students. The present comparative study examines the differences in mathematics motivation, anxiety, and performance in female students with hearing loss and their hearing peers. A total of 63 female students with hearing loss (deaf and hard-of-hearing) and 63 hearing female students were selected to participate in the study. The two groups of students were matched in terms of the city of residence, academic year, academic grade, and age. The Mathematics Motivation Scale and the Mathematics Anxiety Survey were used for data collection. The students’ mathematics scores in the first and second semesters of school were used as indicators of their mathematics performance. The data obtained were analyzed using the MANOVA. The results of the study showed a higher intrinsic goal orientation in both hard-of-hearing and hearing students than in the deaf students; extrinsic goal orientation was higher in the deaf and hard-of-hearing students than in the hearing students; and task value, control belief, and mathematics self-efficacy were lower in the deaf and hard-of-hearing students than in the hearing students. The findings of the study also showed that mathematics test anxiety and mathematics anxiety were higher in the hard-of-hearing and deaf students than in their hearing peers. Moreover, mathematics performance was higher in the hearing students than in their deaf and hard-of-hearing peers.

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Tin, Win, Zaw Lin, Swe, and Nang Khin Mya. "Deaf mute or Deaf." Asian Journal of Medical and Biological Research 3, no. 1 (2017): 10–19. http://dx.doi.org/10.3329/ajmbr.v3i1.32031.

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Hearing loss is a common disorder and can be conductive, sensorineural or mixed types. It can be congenital or acquired. In pediatric population more than 50% of deafness is genetic in origin. The patients may present as Deaf, mute or hard of hearing. Literature review was carried out on the pathophysiology including genetics, clinical presentation, etiology, diagnosis and various management, using internet Google, search PubMed. Additional information was obtained by cross referencing, using text and journals in the medical libraries.Asian J. Med. Biol. Res. March 2017, 3(1): 10-19

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Terry, Julia. "Examining interventions to improve young deaf people's mental health: a search for evidence." British Journal of Child Health 2, no. 2 (2021): 78–84. http://dx.doi.org/10.12968/chhe.2021.2.2.78.

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Background Young deaf and hard of hearing people have a higher prevalence of mental health problems than their hearing peers. Little is known about mental health interventions that promote positive mental health in this population group. Aim To evaluate evidence of mental health interventions with young deaf and hard of hearing people. Methods A literature review was performed over four databases: CINAHL, Medline, Web of Science and Proquest, for peer reviewed articles written in English that focused on interventions to improve young Deaf people's mental health. Results The search yielded 62 papers, with none eligible for inclusion. Information did not relate directly to mental health interventions that improve young deaf and hard of hearing people's mental health or that support social and emotional behavioural issues. Conclusions Practitioners and researchers need to work closely with deaf and hard of hearing communities and explore what improves young deaf and hard of hearing people's mental health.

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Stiles, Holly. "Accommodating Deaf and Hard-of-Hearing Employees." North Carolina Medical Journal 78, no. 2 (2017): 101–3. http://dx.doi.org/10.18043/ncm.78.2.101.

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Weisel, A. "Hearing, Deaf, and Hard-of-Hearing Israeli Adolescents' Evaluations of Deaf Men and Deaf Women's Occupational Competence." Journal of Deaf Studies and Deaf Education 10, no. 4 (2005): 376–89. http://dx.doi.org/10.1093/deafed/eni045.

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23

Carpenter, Elisabeth A. Counselman, Ariel Meltzer, and Matthea Marquart. "Best Practices for Inclusivity of Deaf/deaf/Hard of Hearing Students in the Synchronous Online Classroom." World Journal of Education 10, no. 4 (2020): 26. http://dx.doi.org/10.5430/wje.v10n4p26.

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This case study discusses the current gap in knowledge of how to best support Deaf/deaf/Hard of Hearing learners in online classrooms in higher education and shares important recommendations for instructors, course designers and program administrators. Written from both the student and instructor perspective, this case study explores current trends in online higher education, data on the experience of Deaf/deaf/Hard of Hearing students and current options for improving inclusivity in the online classroom as well as specific issues related to content delivery are examined. Best practices and implications for practice that address meeting the needs and improving accessibility for Deaf/deaf/Hard-of-Hearing learners are reviewed.

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Porter, Judy L., and LaVerne McQuiller Williams. "Auditory Status and Experiences of Abuse Among College Students." Violence and Victims 26, no. 6 (2011): 788–98. http://dx.doi.org/10.1891/0886-6708.26.6.788.

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Studies that explore experiences of abuse among deaf or hard of hearing college students are sparse and usually focus on lifetime experiences rather than the college years. A random sample of more than 1,000 college students at a campus in Upstate New York provided the data for this study. An institute for the deaf or hard of hearing was one of the colleges at the university and provided a unique opportunity to explore experiences among this demographic. Victimization rates and experiences by auditory status—deaf and hard of hearing or hearing—were examined. Binomial regression analyses were employed and findings indicated a significant association with being deaf or hard of hearing and physical and psychological abuse at the hands of a partner. Implications for policy and future research are discussed.

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Shahin, Nada, and Mohamed Watfa. "Deaf and hard of hearing in the United Arab Emirates interacting with Alexa, an intelligent personal assistant." Technology and Disability 32, no. 4 (2020): 255–69. http://dx.doi.org/10.3233/tad-200286.

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BACKGROUND: Intelligent Personal Assistants have been booming around the world since 2014, allowing millions of users to interact with different cloud-based software via speech. Unfortunately, the Deaf and Hard of Hearing individuals have been left out without recognizable accessibility to such technologies, although it might be used to make their daily life routine easier. OBJECTIVE: In this research, the researcher studies the interaction and perception of Amazon’s Alexa among the Deaf and Hard of Hearing in the United Arab Emirates in its current set up (Tap-to-Alexa accessibility option) in addition to Sign Language as an input method. The researcher expands on the Technology Acceptance Model to study the acceptance of Alexa as an assistive technology for the Deaf and Hard of Hearing. Additionally, the researcher discusses more suitable input methods and solutions to allow Alexa, and other Intelligent Personal Assistants, be more accessible for the Deaf and Hard of Hearing. METHODS: The mixed method is used in this research in terms of collecting primary data through hands-on experiments, surveys, and interviews with the Deaf and Hard of Hearing participants. RESULTS: The researcher found that the Deaf and Hard of Hearing in the United Arab Emirates perceive that Sign Language combined with a Live interpreter is better than the accessibility option “Tap-to-Alexa”, which is a solution provided by Amazon. The researcher also found that Sign Language combined with a Live interpreter is the most suitable input method to make the device accessible for the Deaf and Hard of Hearing, in addition to translating the “Tap-to-Alexa” to different languages. Finally, the researcher proposes a modification to the Technology Acceptance Model to suit the research study of the Deaf and Hard of Hearing perception of Alexa. CONCLUSIONS: The researcher concludes that the ideal scenario for the Deaf and Hard of Hearing to interact and benefit the most from Amazon’s Alexa, and IPAs in general, is to include Sign Language as an embedded input method in the device and provide live interpreters; this sheds light on the importance of the interpreters’ jobs around the world. Additionally, “Tap-to-Alexa” must be translated into different languages for a better perception of the input method.

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Miller, Kevin J. "Thinking Anew: Trends in the Education of Students Who Are Deaf or Hard of Hearing and Their Implications." Perspectives on Hearing and Hearing Disorders in Childhood 25, no. 1 (2015): 37–44. http://dx.doi.org/10.1044/hhdc25.1.37.

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In this article, the author describes three trends currently impacting the education of students who are deaf or hard-of-hearing, including service delivery, students who are deaf or hard of hearing with additional disabilities, and evidence-based practice. Implications of these trends are discussed as they relate primarily to teachers of students who are deaf or hard-of-hearing, but speech-language pathologists as well. The article concludes with recommendations for improving practices used with this population.

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Roksandić, Ivana, Ivana Pavković, and Jasmina Kovačević. "THE CHARACTERISTICS OF BEHAVIOR OF DEAF AND HARD-OF-HEARING LEARNERS IN DIFFERENT TYPES OF SCHOOL ENVIRONMENT." Journal Human Research in Rehabilitation 8, no. 1 (2018): 27–34. http://dx.doi.org/10.21554/hrr.041804.

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The school environment is a context that provides students with the opportunity to acquire certain skills during regular teaching, extracurricular and other activities, as well as to manage social relationships, adapting their behavior to specific social demands and interactions. The results of a large number of surveys indicate the specificities and shortcomings in social adaptation, communication, education, problems in the behavior of deaf and hard-of-hearing learners that result from primary damage. This paper analyzes the behavior of deaf and hard-of-hearing students who are educated in regular schools and schools for deaf and hard-of-hearing students, especially aspects of behavior during the class, at the break time, towards friends as well as their emotional attitude. The similarities and the differences in the behavior of deaf and hard-of-hearing learners in different types of school environment are highlighted. Finally, some general guidelines for the approaches to the development of individual educational models of support for deaf and hard-of-hearing students are given. The pointed out fact is the importance of the participation of defectologists in the inclusive school environments in order to provide the expert guidance to the teachers, the teaching staff and theparents in order to create an incentive environment for the development of positive interactions and forms of behavior for deaf and hard-of-hearing students.

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Danan, Martine. "RobertVanderplank (2016). Captioned media in foreign language learning: Subtitles for the deaf and hard-of-hearing as tools for language learning. London: Palgrave Macmillan UK. XIII, 269 pages, Hbk ISBN: 978-1-137-50044-1, e-Book: 978-1-137-50045-8." International Journal of Applied Linguistics 27, no. 3 (2017): 716–19. http://dx.doi.org/10.1111/ijal.12192.

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Möhr Nemčić, Renata, and Sandra Bradarić-Jončić. "Relacije kulturnog identiteta i nekih demografskih obilježja gluhih i nagluhih osoba." Hrvatska revija za rehabilitacijska istraživanja 52, no. 1 (2016): 63–77. http://dx.doi.org/10.31299/hrri.52.1.6.

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The aim of this research was to examine the frequency of a particular identity type, as well as the relationships between cultural identification and demographic variables related to the hearing, educational and marital status of deaf and hard of hearing persons. The research sample consisted of 443 hearing-impaired persons of both sexes (274 deaf and 169 hard of hearing), aged between 18 and 87 years, from 17 Croatian cities. For the purpose of collecting demographic data, a questionnaire was constructed. Cultural identity was examined using the DAS (Deaf Acculturation Scale, Maxwell-McCow and Zea, 2011). Although 58% of the respondents were attending oral schools for the deaf and regular elementary and secondary schools, with only 12% of them having deaf parents, 80% of them showed either deaf acculturation (48%) or bicultural identifi cation (32%); 12% were hearing acculturated, while 8% had marginal identity, which is in accordance with previous research results. Statistical analyses showed significant relations between cultural identity and the degree of hearing loss (hard of hearing persons more often than deaf persons were hearing-acculturated, biculturally, or marginally acculturated), the age of hearing loss onset (being significantly lower in deaf acculturated persons than in biculturally acculturated and hearing-acculturated ones), the age at which respondents started learning Croatian Sign Language (deaf acculturated started significantly earlier than biculturally acculturated and hearing acculturated persons); educational level (the highest levels are achieved by hearing and biculturally acculturated persons); the type of elementary school (those from schools for the deaf tend toward deaf or bicultural identity; those from regular schools more frequently have hearing identity; those from oral schools for the deaf more often have marginal identity) and secondary school (those who had attended regular schools more often had a hearing identity, whereas those who attended school for the deaf more often had a deaf identity), marital status (more single persons were found among hearing and marginally acculturated persons), as well as their partner’s hearing status (hearing acculturated persons preferred hearing partners, and deaf acculturated persons preferred deaf ones). The relationship between cultural identity and the respondents’ parents’ hearing status didn’t prove to be significant. The practical implications of the obtained results are being considered.

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Ntinda, Kayi, S’lungile K. Thwala, and Bonginkhosi Tfusi. "Experiences of Teachers of Deaf and Hard- of- Hearing Students’ in a Special Needs School: An Exploratory Study." Journal of Education and Training Studies 7, no. 7 (2019): 79. http://dx.doi.org/10.11114/jets.v7i7.4274.

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This study reports on the experiences of teachers of the deaf and hard-of- hearing students in a special needs high school for the deaf in Eswatini. The study adopted a qualitative approach and was exploratory in nature. Participants comprised of eighteen (n =18) purposively sampled teachers of deaf and hard-of-hearing students. They participated in individual in-depth and focus group discussion interviews on the teaching and communication aspects with deaf and hard- of- hearing students. Data were also collected through documents review. Credibility and trustworthiness of data were established through member checks. Data were thematically analysed for important meanings. Teachers reported to experience gaps in professional competencies to teach the mainstream curriculum for which they needed further education. Variation in sign language impacting learner engagement hindered teachers’ communication with the deaf and hard-of-hearing students and their parents. Teachers reported to have in service professional training needs which included collaboration, consultation, assessment instruments and language skills. The findings have important implications for policy and practice in educating the deaf and hard- of- hearing students and for interpreting previous research. There is urgent need for the country to consider having a standardized sign language which could enhance positive teaching and learning outcomes as well as social integration for the future lives of these students. Understanding experiences of these teachers from the lived cultural milieu are important for the design and implementation of programmes for supporting the deaf and hard- of hearing learners, their teachers and parents.

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Scott, Jessica A., and Hannah M. Dostal. "Language Development and Deaf/Hard of Hearing Children." Education Sciences 9, no. 2 (2019): 135. http://dx.doi.org/10.3390/educsci9020135.

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This article explores the available research literature on language development and language interventions among deaf and hard of hearing (d/hh) children. This literature is divided into two broad categories: Research on natural languages (specifically American Sign Language and spoken English) and research on communication systems (specifically iterations of signed English and cued speech). These bodies of literature are summarized, with special attention paid to intervention research and research exploring the impacts of language skills on literacy development. Findings indicate that there is generally a stronger research base on natural languages as compared to communication systems, though more studies in both categories are necessary. Additionally, there are very few intervention studies and even fewer that aim to intervene upon language with the explicit goal of impacting literacy; therefore, there is little known about whether and how interventions that aim to support language development may have direct or indirect impacts on literacy within this population. Further research on this topic, as well as replication studies and research with larger sample sizes, is strongly recommended.

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Vernon, McCay, and Sheldon F. Greenberg. "Violence in deaf and hard-of-hearing people." Aggression and Violent Behavior 4, no. 3 (1999): 259–72. http://dx.doi.org/10.1016/s1359-1789(97)00058-x.

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Cohen, Carol B. "Psychotherapy with Deaf and Hard of Hearing Individuals." Journal of Social Work in Disability & Rehabilitation 2, no. 2-3 (2003): 23–46. http://dx.doi.org/10.1300/j198v02n02_03.

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Barnett, Steven. "Communication with Deaf and Hard-of-hearing People." Academic Medicine 77, no. 7 (2002): 694–700. http://dx.doi.org/10.1097/00001888-200207000-00009.

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Stinson, Michael S., and Kathleen A. Whitmire. "Adolescents Who Are Deaf or Hard of Hearing." Topics in Language Disorders 20, no. 2 (2000): 58–72. http://dx.doi.org/10.1097/00011363-200020020-00006.

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Sebald, Ann. "Teachers of the Deaf and Hard of Hearing." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 36, no. 2 (2013): 145–59. http://dx.doi.org/10.1177/0888406413484158.

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Schneider *, N. R., and B. D. Sales. "Deaf or hard of hearing inmates in prison." Disability & Society 19, no. 1 (2004): 77–89. http://dx.doi.org/10.1080/0968759032000155631.

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McKittrick, Diana. "Communicating With Deaf and Hard of Hearing Patients." Home Healthcare Now 37, no. 5 (2019): 303. http://dx.doi.org/10.1097/nhh.0000000000000794.

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Dreyzehner, Jana, and Karen A. Goldberg. "Depression in Deaf and Hard of Hearing Youth." Child and Adolescent Psychiatric Clinics of North America 28, no. 3 (2019): 411–19. http://dx.doi.org/10.1016/j.chc.2019.02.011.

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Hasanbegović, Husnija. "EFFECTS ABILITIES MOTION IN SPACE OF CHILDREN WHO ARE DEAF OR HARD-OF-HEARING, WITHOUT USE OF EYESIGHT." Journal Human Research in Rehabilitation 4, no. 3 (2014): 4–10. http://dx.doi.org/10.21554/hrr.091402.

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This study investigates knowledge on use of body extremities and body in space by children who are deaf or hard-ofhearing. A random sample of 60 participants was used in the study, with chronological age of 6 to 8 years. Experimental group of 30 participants involved pupils who are deaf or hard-of-hearing both male and female who attend school in Sarajevo (Bosnia and Herzegovina). Control group of 30 participants involved pupils who are typically hearing both male and female who were chronologically matched to the participants in the experimental group. Measuring instruments were created for the purpose of extracting quantitative data analysis, scaled from 1 to 5 units of measurement. The results are showed significant differences between children who are deaf or hard-of-hearing and children who are typically hearing (F=23, 08 p=0.00). The children who are deaf or hard-of-hearing showed significantly weaker knowledge of perception of body movements.

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Chong, Elizabeth Y., Sabrina A. Jacob, Amutha Ramadas, Pei H. Goh, and Uma D. Palanisamy. "Assessment of community pharmacists’ communication and comfort levels when interacting with Deaf and hard of hearing patients." Pharmacy Practice 19, no. 2 (2021): 2274. http://dx.doi.org/10.18549/pharmpract.2021.2.2274.

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Background: Deaf and hard of hearing patients who use sign language face considerable communication barriers while accessing pharmacy services. Low comfort-levels between community pharmacists and Deaf and hard of hearing patients result in poor interactions and increase patient safety risks. Objective: 1) To examine the way community pharmacists interact with Deaf and hard of hearing patients in Malaysia, and their level of comfort in such interactions. 2) To examine how comfort-levels vary by the preferred communication methods, resources and employer support. Methods: This cross-sectional study was conducted among registered community pharmacists practicing in Malaysia. Questionnaire items included comfort-levels of community pharmacists when interacting with Deaf and hard of hearing patients, used and preferred communication methods, necessary resources, and perceived employer’s level of support. Based on the list of registered pharmacies, the questionnaire with a pre-paid return envelope was mailed out while pharmacies close to the university were approached in person. This questionnaire was distributed online using Google Form. Comparisons between comfort-levels and study parameters were analyzed using independent t-tests and ANOVA. Results: A total of 297 community pharmacists responded (response rate 29.2%). Higher comfort-levels were reported in those who had received between 1 to 5 prescriptions as compared to those who did not receive prescriptions from Deaf and hard of hearing patients (MD= -0.257, SD=0.104, p=0.042). More than 80% used written information and only 3.4% had used the services of a qualified sign language interpreter throughout their community pharmacist career. Significantly lower comfort-levels (p=0.0004) were reported in community pharmacists who perceived training in sign language as a necessity to interact with Deaf and hard of hearing patients (M=3.6, SD=0.9) versus those who were not interested in sign language training (M=3.8, SD=0.6). Conclusions: The results suggest that community pharmacists were neither extremely comfortable nor averse when interacting with Deaf and hard of hearing patients. The lack of significant findings in terms of comfort-levels may indicate other potential drivers for their choice of communication method when interacting with Deaf and hard of hearing patients.

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Cheng, S., and L. f. Zhang. "Thinking Style Changes Among Deaf, Hard-of-Hearing, and Hearing Students." Journal of Deaf Studies and Deaf Education 20, no. 1 (2014): 16–26. http://dx.doi.org/10.1093/deafed/enu038.

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Mekonnen, Mulat, Savolainen Hannu, Lehtomäki Elina, and Kuorelahti Matti. "The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students." Journal of Deaf Studies and Deaf Education 21, no. 4 (2016): 345–51. http://dx.doi.org/10.1093/deafed/enw041.

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Pavković, Ivana, Ivana Roksandić, and Jasmina Kovačević. "FAMILY AS AN INDICATOR OF ACHIEVEMENT OF DEAF AND HARD OF HEARING STUDENTS." Journal Human Research in Rehabilitation 8, no. 1 (2018): 4–9. http://dx.doi.org/10.21554/hrr.041801.

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The formation of an educated and a successful personality depends on a number of pedagogical, sociological and social factors. In the process of socialization and education, both contemporary school system and family share responsibility and make an important role in the success, not only of individuals, but of society as a whole. The influence of the family environment on achievement can be seen from different aspects. The aim of the research was to examine the connection between achievement of deaf and hard-of-hearing students and factors of the family environment seen through their socioeconomic status. The survey sample comprised 59 parents of deaf and hard-of-hearing children attending the school for deaf and hard-of-hearing students in the territory of the Republic of Serbia. In the process of relevant literature research and determining the theoretical facts relevant for the research problem, the method of theoretical analysis and synthesis was used. In relation to research techniques, survey and content analysis were used. Family questionnaire was used to analyze the link between the socioeconomic status of families and achievement of deaf and hard-of-hearing students. The results have shown that there was no correlation between the socioeconomic status of the families and the school achievements of deaf and hard-of-hearing students.

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Susilo, Alysha Paxia. "MEMAHAMI KOMUNIKASI PENYESUAIAN DIRI ANAK TUNARUNGU DI SEKOLAH INKLUSI." Interaksi: Jurnal Ilmu Komunikasi 6, no. 2 (2017): 1. http://dx.doi.org/10.14710/interaksi.6.2.1-10.

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Deaf and hard-hearing children that goes to inclusive school often find difficulties in adjusting themselves in inclusive school environment. this several factors are affecting this condition including psychosocial, communication, and behavioral factors that they get from the school environment. Communication of anxiety and uncertainty reduction is the early stage of how deaf and hard hearing children can adapt themselves in inclusive school environment. the aim of this research is to understand the narrative of deaf and hard-hearing children of their selfadjustment in inclusive school through their strategy of anxiety and uncertainty reduction. The type of this research is qualitative research. this research analyze and interpret some written text about deaf and hard-hearing children’s experience of adjustment in inclusive school. this research is using Mishler’s narrative analysis. Result of this research shows different narratives of deaf and hard-hearing children’s self adjustment in inclusive school. those narratives are complete withdrawal from school environment, passive observation and only focusing on school subjects. only close with their deaf and hardhearing friendsa, finding close friends that diesnt require any special needs, and the last one which is getting external support from teachers and friends in the inclusive school environment. moreover, they use passive and interactive technique in information-seeking to reduce their uncertainty. they are most likely use multiple modal of communication and highly dependent on the usage of social media as tools to seek information and communicate. in addition, the role of social support from their close relatives is highly affecting their initiatives in reducing anxiety and uncertainty that they experience based on the results, researcher suggests that people that involves in inclusive school settings including parents, teachers, and friends to always support and help children with deaf and hearing-impaired condition physically and psychologically to adapt in inclusive school environments. without significant support and help, initiatives of reducing anxiety and uncertainty will not be effective thus can worsen their self adjustment in inclusive school.Keywords : Deaf and Hard-hearing children, uncertainty and anxiety reduction communication, self adjustment

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Karic, Jasmina, Sinisa Ristic, Snezana Medenica, Vaska Tadic, and Svetlana Slavnic. "Reading characteristics of deaf and hard-of-hearing pupils." Vojnosanitetski pregled 69, no. 10 (2012): 846–51. http://dx.doi.org/10.2298/vsp1210846k.

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Background/Aim. Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of spech production movements leading to speech formation (socalled kinesthesia in speach). The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Methods. Kostic and Vladisavljevic test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. Results. The triage-articulation test for assessing reading speed (Kostic and Vladisavljevic?s test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the threedimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, ie, if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. Conclusion. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard of-hearing children. It is essential that in deaf and heard-of hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

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Bergeron, François, Aurore Berland, Dominique Demers, and Suzie Gobeil. "Contemporary Speech and Oral Language Care for Deaf and Hard-of-Hearing Children Using Hearing Devices." Journal of Clinical Medicine 9, no. 2 (2020): 378. http://dx.doi.org/10.3390/jcm9020378.

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Contemporary speech and language interventions are not limited to disabilities but embrace the pragmatics of communication behaviors from the perspective of functional social participation. Accordingly, current speech and language therapies for deaf and hard-of-hearing children include a broad spectrum of approaches and techniques. This paper explores contemporary approaches and techniques for speech and oral language interventions for deaf and hard-of-hearing children using hearing devices, evidence of efficacy and how they are implemented in diverse clinical practices.

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Alharbi, Rabab. "Assessment on the perceived self-esteem of Saudi adults with deafness and hard of hearing." International Journal Of Community Medicine And Public Health 7, no. 4 (2020): 1276. http://dx.doi.org/10.18203/2394-6040.ijcmph20201432.

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Background: Hearing is an important sense that individuals depend on in their day-to-day activities. However, labeling and stigmatization can disturb the perceived self-esteem of a deaf person, particularly in a predominantly hearing environment. As such, this study explored the of deaf Saudi people’s perceived self-esteem.Methods: One hundred and one participants took part in the study and answered the questionnaire sent to each participant online. The data was analyzed using IBM SPSS version 23.Results: This study showed that about half of them felt proud to belong in the deaf community. In terms of their perceived self-esteem, they wish to have more self-respect although half of them strongly disagreed that they feel useless at times. Likewise, 50% of the study group felt the sense of belongingness as they interact with the hearing community. Statistical analysis revealed no significant difference between perceived self-esteem and age, gender, and having hearing loss at birth, regardless whether with oneself, or with deaf or hearing community. On the other hand, there is a significant difference in the degree of hearing when using hearing aid upon interaction with the deaf community and in the mode of communication with their parents.Conclusions: The use of hearing aid plays a great role in improving the communication skills of deaf people. Likewise, increased communication with their family, whether deaf or not, can potentially increase their self-worth. Introduction of deaf or hard of hearing role models and the use of other senses, such as sight and sensation, can be utilized to improve positive self-esteem.

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Miller, Kevin J. "Closing a Resource Room for Students Who Are Deaf or Hard of Hearing." Communication Disorders Quarterly 29, no. 4 (2008): 211–18. http://dx.doi.org/10.1177/1525740108321218.

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Self-contained classrooms and resource rooms have been an important component of the continuum of placements available to students who are deaf or hard of hearing. However, these specialized classrooms have been closing in recent years. A variety of factors are contributing to this, most notably the impact of cochlear implants. This article describes the factors leading to the closure of an elementary school resource room for students who are deaf or hard of hearing and the process of transitioning these students back to their home school districts. Implications of closing specialized classrooms for students who are deaf or hard of hearing are discussed.

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Miller, Bryan D. "Utility of Curriculum-Based Approaches for Students With Hearing Loss." Communication Disorders Quarterly 41, no. 2 (2018): 123–32. http://dx.doi.org/10.1177/1525740118766477.

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Data collection procedures using adapted Curriculum-Based Assessment (CBA) and Curriculum-Based Measurement (CBM) were developed for deaf and hard of hearing students. Results from statistical analyses through linear regression indicated that reading fluency scores using CBA and CBM materials adapted for deaf and hard of hearing students significantly predicted total reading standard scores from the Group Reading Assessment and Diagnostic Evaluation or GRADE across a 10-year (2005–2008 and 2012–2014) time span. The purpose of the present article is to review these procedures and significant results, which help to provide a foundation to demonstrate the utility of curriculum-based approaches with deaf and hard of hearing students.

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