Bibliografie tematiche / Deaf and Dumb Institution

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Letteratura scientifica selezionata sul tema "Deaf and Dumb Institution"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 15 febbraio 2022

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Articoli di riviste sul tema "Deaf and Dumb Institution"

1

Gupta, Amit. "Blind, Deaf and Dumb Communicator". International Journal for Research in Applied Science and Engineering Technology 6, n. 6 (30 giugno 2018): 1648–52. http://dx.doi.org/10.22214/ijraset.2018.6242.

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2

Tomar, Niraj Singh. "Virtual Assistant for Deaf and Dumb". International Journal for Research in Applied Science and Engineering Technology 8, n. 4 (30 aprile 2020): 307–10. http://dx.doi.org/10.22214/ijraset.2020.4048.

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3

van Dongen, H. R., e M. C. B. Loonen. "Blind, deaf and dumb after Shigellosis". Clinical Neurology and Neurosurgery 93, n. 1 (gennaio 1991): 84. http://dx.doi.org/10.1016/0303-8467(91)90022-h.

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4

K J, Monika. "Conversation Engine for Deaf and Dumb". International Journal for Research in Applied Science and Engineering Technology 9, n. VII (25 luglio 2021): 2271–75. http://dx.doi.org/10.22214/ijraset.2021.36841.

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Abstract (sommario):
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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Dabade, Akshata, Anish Apte, Aishwarya Kanetkar e Sayali Pisal. "Two Way Communication between Deaf & Dumb". International Journal of Computer Trends and Technology 40, n. 3 (25 ottobre 2016): 114–18. http://dx.doi.org/10.14445/22312803/ijctt-v40p122.

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6

Buvaneswari, B., T. Hemalatha, G. Kalaivani, P. Pavithra e A. R. Preethisree. "Communication among blind, deaf and dumb People". International Journal of Advanced Engineering, Management and Science 6, n. 4 (2020): 173–76. http://dx.doi.org/10.22161/ijaems.64.2.

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7

Shah, Disha. "Sign Language Recognition for Deaf and Dumb". International Journal for Research in Applied Science and Engineering Technology 9, n. 5 (31 maggio 2021): 2087–92. http://dx.doi.org/10.22214/ijraset.2021.34770.

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Kour, Kamal Preet, e Lini Mathew. "Sign Language Recognition Using Image Processing". International Journal of Advanced Research in Computer Science and Software Engineering 7, n. 8 (30 agosto 2017): 142. http://dx.doi.org/10.23956/ijarcsse.v7i8.41.

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One of the major drawback of our society is the barrier that is created between disabled or handicapped persons and the normal person. Communication is the only medium by which we can share our thoughts or convey the message but for a person with disability (deaf and dumb) faces difficulty in communication with normal person. For many deaf and dumb people , sign language is the basic means of communication. Sign language recognition (SLR) aims to interpret sign languages automatically by a computer in order to help the deaf communicate with hearing society conveniently. Our aim is to design a system to help the person who trained the hearing impaired to communicate with the rest of the world using sign language or hand gesture recognition techniques. In this system, feature detection and feature extraction of hand gesture is done with the help of SURF algorithm using image processing. All this work is done using MATLAB software. With the help of this algorithm, a person can easily trained a deaf and dumb.
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Patil, Shweta S. "Sign Language Interpreter for Deaf and Dumb People". International Journal for Research in Applied Science and Engineering Technology 7, n. 9 (30 settembre 2019): 354–59. http://dx.doi.org/10.22214/ijraset.2019.9050.

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Sharma, Deepak, Kenil Vora e Shivam Shukla. "HAND ASSISTIVE DEVICE FOR DEAF AND DUMB PEOPLE." International Journal of Advanced Research 5, n. 10 (31 ottobre 2017): 1042–46. http://dx.doi.org/10.21474/ijar01/5623.

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Tesi sul tema "Deaf and Dumb Institution"

1

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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2

Iozzo, Alessandra. ""Silent Citizens": Citizenship Education, Disability and d/Deafness at the Ontario Institution for the Education of the Deaf, 1870-1914". Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32542.

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This thesis focuses on citizenship education, disability and d/Deafness at the Ontario Institution for the Education of the Deaf (OIED), 1870-1914. It employs a critical reading of school related documents, including the school newspaper, The Canadian Mute, to examine how citizenship education evolved at the OIED and contributed to a (re)construction of the d/Deaf citizenship ideal. This (re)construction took place over two distinct periods: 1870 to1906, the “new” d/Deaf citizenship; and, 1907 to 1914, the “spoken” d/Deaf citizenship. During this timeframe, the OIED undertook a deliberate, structured program to rescue the educated d/Deaf student out from under an expansive disability label that characterized “disabled” persons as lazy, immoral, criminal, insane, unintelligent, and financial burdens. Through the OIED’s three pronged education program – d/Deaf pedagogy (teaching communication), academic and vocational curricula – the “good” d/Deaf citizen evolved as an intelligent, active, financially independent person who was cognisant of how her/his d/Deafness reflected on the broader d/Deaf community.
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Akach, Philemon, e Jacobus A. Naude. "Empowering marganalised culture : the institution of South African sign language at the University of the Free State". Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/510.

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Published Article
This paper aims to describe the state of South African Sign Language (SASL) at the University of the Free State (UFS). It provides background to the development of SASL, the development of Deaf education, the teaching of sign language and sign language interpreting at the UFS, research and community development. SASL is one of the languages offered at the UFS. The University has been involved with ground-breaking research to implement a training course on all levels of tertiary education. Students can complete a degree in sign language and also do postgraduate studies in sign language and sign language interpreting. This article aims to indicate how teaching of SASLas an official language empowers marginalised culture.
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Slife, Nathan. "Exploring leadership among deaf college students a comparative study at a population serving institution and predominantly hearing institutions /". College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7374.

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Thesis (M.A.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Adell, Edna Amaral de Andrade. "A linguagem e os signos nas teorias do conhecimento no século das luzes". Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-10022017-104826/.

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O objetivo da presente dissertação é mostrar a necessidade dos signos e da linguagem nas teorias de conhecimento na França no século XVIII. Embora muitos outros filósofos tenham investigado a questão da importância e da necessidade da linguagem, tais como Rousseau e Du Marsais, analisamos os textos de Condillac e Diderot, nos quais os signos e a linguagem são considerados essenciais para a aquisição de conhecimento. Tal escolha foi feita, pois tanto Condillac quanto Diderot tomaram o surdo e mudo de nascença como exemplo para corroborarem suas teses sobre a origem da linguagem. A primeira obra apresentada é o Essai sur lorigine des connaissances humaines (Ensaio sobre a origem dos conhecimentos humanos) de Condillac, que baseou seu trabalho no empirismo de John Locke no An Essay Concerning Human Understanding (Ensaio Acerca do Entenimento Humano). Na Primeira Parte do Ensaio, Condillac discute a origem e o desenvolvimento das faculdades da mente e do conhecimento humano. Para ele, a única fonte de todos os nossos conhecimentos encontra-se na sensação e todas as outras operações da mente são derivadas daí. Porém, para que essas operações se desenvolvam o uso dos signos e a linugagem se fazem absolutamente necessários. A Segunda Parte da obra descreve a origem e o progresso da linguagem cujos signos naturais são gradualmente substituídos por signos instituídos e sons articulados, formando-se a linugagem fonética articulada. A segunda obra analisada é o Tratado das Sensações, na qual Condillac demostra como as ideias se originam da sensação. Ele acredita que é necessário estudar os sentidos separadamente para poder distinguir quais ideias devem ser atribuídas a cada sentido. Dessa forma, pode-se observar como os sentidos são treinados e como um sentido pode auxiliar o outro. Em seguida, estudamos a Carta sobre os surdos e mudos de Diderot, texto no qual o autor francês investiga diversos tópicos estéticos, linguísticos e epistemológicos. Ele inicia a Carta com uma discussão sobre as inversões linguísticas e observa que o assunto somente pode ser tratado se primeiramente considerarmos como as linguagens foram formadas, o que conduz o enciclopedista a analisar a ordem natural das ideias e expressões. Para ele, a ordem natural só pode ser verificada por meio de um estduo da linguagem de gestos, visto que, os gestos exprimem melhor que as palavras. Para comprovar sua tese sobre a linguagem de gestos, ele utiliza exemplos da lingugaem gestual de surdos e mudos. Ele então desenvolve uma teoria sobre os hieróglifos, na qual a imagem hieroglífica reúne em uma única expressão todo um conjunto de sensações e ideias, passando pela linguagem de gestos, pantomima, prosódia, música e pintura. Baseado na teoria dos hieróglifos, ele mostra o conflito existente entre a ordem simultânea das ideias formadas em nosso pensamento e a ordem sucessiva do discurso. No final do texto, ele retoma os principais argumentos do debate precedente sobre a ordem das palavras.
The objective of this thesis is to show the necessity of signs and language in the theories of knowledge in France in the 18th century. Although several philosophers investigated the question of the importance and necessity of language, such as Rousseau and Du Marsais, we analysed texts of Condillac and Diderot, in which signs and language are considered to be essential for knowledge acquisition. Such choice was made since Condillac and Diderot considered the deaf-mute from birth as an example to corroborate their theses about the origin of language. The first book presented is the Essai sur lorigine des connaissances humanines by Condillac that based his work in the empiricism in the An Essay Concerning Human Understanding by John Locke. In Part I of the Essay, Condillac discuss the origin and development of the faculties of the mind and human knowledge. According to him, the only source for all knowledge is the sensation and the other operations are derived from this. However, for these operations to be developed the usage of signs and language are absolutely necessary. Part II of the Essay describes the origin and progress of the language which natural signs are gradually replaced by instituted signs and articulate sounds, what turn them into articulate phonetic language. The second text analysed is the Treatise on Sensations in which Condillac demonstrates how ideas come from sensation. He believes that it is necessary to study the senses separately to be able to distinguish which ideas should be assigned to each sense. In this way, it is possible to observe how the senses are trained and how a sense can aid another one. After that, we studied the Letter on the deaf and dumb by Diderot in which the French author investigates several aesthetics, linguistics and epistemological topics. He stars the Letter with a discussion about linguistic inversions and observes that the subject can only be dealt with if first we take into account how languages were formed. This leads the encyclopaedist to analyse the natural order of ideas and expressions. To corroborate his theses about gestural language, he uses examples of the deaf and dumb gestural language. Then, he develops a theory about hieroglyphs, in which the hieroglyphic image joins in one simple expression a whole set of sensations and ideas, going through pantomime, prosody, music and painting. Based on the theory of hieroglyphs, he shows the conflict that exists between the simultaneous order of formed ideas in our thought and the successive order of speech. At the endo of the text, he returns to the main arguments of the previous debate about the order of the words.
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Emami, Azita. ""We are deaf, though we hear; we are dumb, though we talk; we are blind, though we see" : understanding Iranian late-in-life immigrants' perceptions and experiences of health, illness and culturally appropriate care /". Stockholm, 2000. http://diss.kib.ki.se/2000/91-628-4361-3/.

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Wolff, Sylvia. "Elementarunterricht und Sprachbildung unter besonderer Berücksichtigung der Unterrichtspraxis am Berliner Königlichen Taubstummeninstitut zwischen Aufklärung und Frühmoderne". Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2013. http://dx.doi.org/10.18452/16801.

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Aktuelle Debatten in der Hörgeschädigtenpädagogik beschäftigen sich vor allem mit den Fragen der Sprachbildung hörgeschädigter Kinder im Rahmen der schulischen Inklusion. Übersehen wird dabei oft, dass dieser Diskurs nicht neu ist, sondern bereits historische Vorläufer hat. Ziel dieser Untersuchung ist deshalb, Veränderungsprozesse von Elementarbildung und Sprachbildung hörgeschädigter Kinder im 18. und 19. Jahrhundert vor dem Hintergrund einer sich etablierenden Volksschulbildung zu analysieren, um den schulstrukturellen Wandel und seine Auswirkungen nachzuzeichnen. Auf der Grundlage einer quellenkritischen Rekonstruktion wurden dafür ideen-, sozial- und institutions-geschichtliche Ereignisse und Diskurse im Sinne des kritisch-konstruktiven Ansatzes von Klafki (1971) analysiert. Im Fokus standen dabei die konkreten Auswirkungen (national-) sprachlicher und bildungspolitischer Konzepte auf den Unterricht am Berliner Königlichen Taubstummeninstitut und auf die ländliche Schulpraxis in der Provinz Brandenburg. Die Analysen zeigen, dass die sprachphilosophischen Diskurse in dieser Zeit Fehlannahmen über die Funktion und Bedeutung von Laut- und Gebärdensprachen enthielten, die die Sprachbildungskonzepte für gehörlose Menschen maßgeblich prägten. Außerdem führte die Verallgemeinerungsbewegung, in deren Rahmen zunehmend gehörlose Menschen auch in Volksschulen unterrichtet wurden, dazu dass die ausschließliche Förderung der Lautsprache propagiert wurde. Zweisprachige Bildungskonzepte, mit der Gebärdensprache als festem Bestandteil, wurden aufgegeben. Die besonderen Bedürfnisse gehörloser Menschen wurden weder an allgemeinen Schulen noch an Taubstummeninstituten berücksichtigt und der Zugang zu Bildung setzte damit in der Folgezeit eine einseitige Anpassungsleistung gehörloser Menschen voraus.
Current debates in deaf education are primarily concerned with questions of language education of hearing impaired children as part of school inclusion. It is often overlooked in this context that this discourse is not new, but already has historical antecedents. The aim of this study is therefore to analyse the changing processes of elementary education and language education of hearing impaired children in the 18th and 19th centuries against the background of the on-going establishment of elementary education, in order to reconstruct the structural change of the culture of schooling and its impact. To this end, historical ideas, social and institutional discourses and events were analysed in terms of the critical and constructive approach of Klafki (1971) on the basis of a source-critical reconstruction. The focus was on the specific impact of (national) linguistic and educational approaches to teaching at the Berlin Royal Institute of Deaf and Dumb and the rural school practice in the province of Brandenburg. The analyses show that the discourses on linguistic philosophy at this time contained misperceptions concerning the function and meaning of spoken and signed languages that significantly shaped approaches to language education for deaf people. Furthermore, the movement towards generalisation, in the framework of which deaf people were increasingly also taught in elementary schools, led to the exclusive propagation of the promotion of oral language. Bilingual education concepts, with sign language as an integral part, were abandoned. The special needs of deaf people were not taken into consideration in either public schools or in deaf and dumb institutions, and access to education in the subsequent period thus presupposed a successful unilateral adaptation of deaf people.
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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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Hendrix, Scott. "God's deaf and dumb instruments Albert the Great's Speculum astronomiae and four centuries of readers /". 2007. http://etd.utk.edu/2007/HendrixScott.pdf.

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Hendrix, Scott Edward. "God’s Deaf and Dumb Instruments: Albert the Great’s Speculum astronomiae and Four Centuries of Readers". 2007. http://trace.tennessee.edu/utk_graddiss/186.

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“God’s Deaf and Dumb Instruments: Albert the Great’s Speculum Astronomiae and Four Centuries of Readers” is a study of the reception and influence of what is perhaps the most important work dealing with astrology to be produced in the Latin West during the middle ages. In order to determine the impact and importance of the Speculum I have dealt with questions relating to its authorship and dating, while studying its contents in the context of Albert’s larger body of work as well as the readers who found it useful and how they approached the Speculum. I have studied these readers both directly, through a study of thirty-five of the fifty-nine surviving manuscripts, as well as indirectly through a consideration of the way that other writers used the Speculum through the end of the fifteenth century. In the course of my research I travelled to archives in England, Italy, Switzerland, Germany, and the United States to study codices containing the Speculum, as well as examining microfilm copies of volumes housed in the Ambrosiana collection of Notre Dame University and in the Pope Pius XII Vatican Film Library at St. Louis University. My focus was upon the works that came to be bound with the Speculum and the marginalia readers left behind, as well as the accuracy of individual copies of the text. Furthermore, I have studied the writings of an array of authors, from the thirteenthcentury physician Peter d’Abano, to the fifteenth-century humanist Pico della Mirandola, to determine how these scholars viewed astrology and the place of the Speculum in their writings. In this way I have been able to demonstrate that astrology was central to the medieval worldview of intellectual elites. The Speculum astronomiae, which I demonstrate was indeed written by Albert the Great around the year 1260, served as an important component of the preservation of the study and practice of astrology as a discipline permissible to Christians. Standing as a semi-canonical defense of the science, physicians, astrologers, natural philosophers, and those interested in doctrinal purity read it with profit, while both defenders and detractors of astrology found it important to address the Speculum in their own work.
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Libri sul tema "Deaf and Dumb Institution"

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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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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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Institution, Deaf and Dumb. A last appeal to county councils for pecuniary aid, to mitigate the deprivation of the deaf and dumb and the blind. [S.l: s.n., 1985.

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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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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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Québec, Institution des sourdes-muettes de la province de. L'Institution des sourdes-muettes à Montréal: Tenue par les Soeurs de la providence. [Montréal?: s.n.], 1987.

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Ryerson, Egerton. Report on institutions for the deaf and dumb and the blind in Europe and in the United States of America: With appendices and suggestions for their establishment in the province of Ontario. [Toronto?: s.n.], 1987.

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Williamson, R. J. London transport numerical-stage (deaf & dumb) punch tickets. Luton: Transport Ticket Society, 1996.

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Society, Transport Ticket, a cura di. London Transport numerical-stage (deaf & dumb) punch tickets. Sevenoaks: The Transport Ticket Society, 1997.

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D/deaf and d/dumb: A portrait of a deaf kid as a young superhero. New York: Peter Lang, 2011.

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Capitoli di libri sul tema "Deaf and Dumb Institution"

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Dieudonné, Yoann, Shlomi Dolev, Franck Petit e Michael Segal. "Deaf, Dumb, and Chatting Asynchronous Robots". In Lecture Notes in Computer Science, 71–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-10877-8_8.

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Kumar, Vikash, Sanjeev Kumar Raghuwanshi e Ankit Kumar. "Hand Talk System for Deaf and Dumb Person". In Mathematical Modelling and Scientific Computing with Applications, 347–57. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1338-1_26.

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Mani Pratap, Yalamati, Modukuri Sunil, G. Rama Mohan Reddy e K. Lakshmi Priya. "A Novel Approach for Communication Among Deaf and Dumb People". In Advances in Power Systems and Energy Management, 481–89. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-7504-4_47.

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Ghule, Supriya, e Mrunalini Chavaan. "RETRACTED CHAPTER: Implementation of Hand Gesture Recognition System to Aid Deaf-Dumb People". In Lecture Notes in Electrical Engineering, 183–94. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8391-9_14.

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Wazalwar, Sampada S., e 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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Ghule, Supriya, e Mrunalini Chavaan. "Retraction Note to: Implementation of Hand Gesture Recognition System to Aid Deaf-Dumb People". In Lecture Notes in Electrical Engineering, C1. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8391-9_49.

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Zambelli, Paola. "Are “Deaf and Dumb” Stars and Their Movers at the Origins of Modern Science? Another Historiographical Case-Study". In The Speculum Astronomiae and Its Enigma, 75–81. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-017-3467-7_8.

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Citri, Ami, Kochupurakkal Bose Skaria e Yosef Yarden. "The deaf and the dumb". In The EGF Receptor Family, 57–68. Elsevier, 2003. http://dx.doi.org/10.1016/b978-012160281-9/50005-0.

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"An appendix concerning persons deaf and dumb". In John Wallis: Teaching Language to a Boy Born Deaf: The Popham Notebook and Associated Texts. Oxford University Press, 2017. http://dx.doi.org/10.1093/oseo/instance.00250633.

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"Petersburg and the Deaf and Dumb Spirit". In Dostoevsky and the Epileptic Mode of Being, 48–70. Routledge, 2017. http://dx.doi.org/10.4324/9781315094830-3.

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Atti di convegni sul tema "Deaf and Dumb Institution"

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Suresh, Yeresime, J. Vaishnavi, M. Vindhya, Mohammed Sadiq Afreed Meeran e Supritha Vemala. "MUDRAKSHARA - A Voice for Deaf/Dumb People". In 2020 11th International Conference on Computing, Communication and Networking Technologies (ICCCNT). IEEE, 2020. http://dx.doi.org/10.1109/icccnt49239.2020.9225656.

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Boppana, Lakshmi, Rasheed Ahamed, Harshali Rane e Ravi Kishore Kodali. "Assistive Sign Language Converter for Deaf and Dumb". In 2019 International Conference on Internet of Things (iThings) and IEEE Green Computing and Communications (GreenCom) and IEEE Cyber, Physical and Social Computing (CPSCom) and IEEE Smart Data (SmartData). IEEE, 2019. http://dx.doi.org/10.1109/ithings/greencom/cpscom/smartdata.2019.00071.

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Dash, Girija Sankar, Swetalima Rout e Omprakash Singh. "WiBeD2: A communication aid for deaf and dumb". In 2016 International Conference on Information Communication and Embedded Systems (ICICES). IEEE, 2016. http://dx.doi.org/10.1109/icices.2016.7518846.

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Sood, Anchal, e Anju Mishra. "AAWAAZ: A communication system for deaf and dumb". In 2016 5th International Conference on Reliability, Infocom Technologies and Optimization (Trends and Future Directions) (ICRITO). IEEE, 2016. http://dx.doi.org/10.1109/icrito.2016.7785029.

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Gupta, Pooja, e Shahnaz Fatima. "Massive Online Course for Deaf and Dumb People". In WCCCE '16: Western Canadian Conference on Computing Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2910925.2910945.

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Upendran, Sruthi, e A. Thamizharasi. "American Sign Language interpreter system for deaf and dumb individuals". In 2014 International Conference on Control, Instrumentation, Communication and Computational Technologies (ICCICCT). IEEE, 2014. http://dx.doi.org/10.1109/iccicct.2014.6993193.

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Rajam, P. Subha, e G. Balakrishnan. "Indian sign language recognition system to aid deaf-dumb people". In 2010 International Conference on Computing, Communication and Networking Technologies (ICCCNT'10). IEEE, 2010. http://dx.doi.org/10.1109/icccnt.2010.5591877.

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Soni, Nitesh S., M. S. Nagmode e R. D. Komati. "Online hand gesture recognition & classification for deaf & dumb". In 2016 International Conference on Inventive Computation Technologies (ICICT). IEEE, 2016. http://dx.doi.org/10.1109/inventive.2016.7830112.

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Nath, Geethu G., e V. S. Anu. "Embedded sign language interpreter system for deaf and dumb people". In 2017 4th International Conference on Innovations in Information, Embedded and Communication Systems (ICIIECS). IEEE, 2017. http://dx.doi.org/10.1109/iciiecs.2017.8275907.

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Vanaja, S., R. Preetha e S. Sudha. "Hand Gesture Recognition for Deaf and Dumb Using CNN Technique". In 2021 6th International Conference on Communication and Electronics Systems (ICCES). IEEE, 2021. http://dx.doi.org/10.1109/icces51350.2021.9489209.

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Rapporti di organizzazioni sul tema "Deaf and Dumb Institution"

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Linkov, V. V., e I. A. Katashev. DIRECTIONS OF DEVELOPING PROFESSIONAL EDUCATION IN DEAF AND DUMB PEDAGOGY. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-20111.

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