Impact Of Deafness Research Articles

SOSIALISASI DAN PENYULUHAN ANAK TUNARUNGU DI DESA AIR LATAK

This study aims to see an overview of the socialization of deaf children at home, school, and in the surrounding environment. This study uses a case study approach. A qualitative approach is used to obtain more complete and accurate data about the socialization of deaf children, which is very limited, and because of the limitations of the research subjects.The results of the study concluded that there were several assumptions about the deaf background of the respondents that could be identified, namely due to genetic factors, consuming too many drugs since childhood, or because of step. The impact of deafness is that the respondent is unable to use spoken language, the respondent is only able to use language cues in communicating with other people, the respondent's parents can accept the respondent's condition as it is, the respondent's parents remain optimistic so that. The respondent's friends regard the respondent as other normal friends, the difference is only the way of communicating with them, but there is no treatment of the respondent. The educators experienced difficulties in interacting with the respondents. The educators experienced difficulties in providing an assessment of the respondents' achievements.

Fenomena Pembelajaran Bahasa Indonesia untuk ABK Tunarungu di SLB Aisyiyah Krian dan SLB Harmoni Gedangan, Surabaya

Deaf children are children with hearing loss which are classified into deaf and hard of hearing. The impact of deafness is the disruption of verbal/oral communication, both expressively (speaking) and receptively (understanding other people's speech), making it difficult to communicate with people in the environment. Learning Indonesian is one of the lessons that must be implemented in education in Indonesia. Indonesian is a science that has an important role in human life and for mastering science and technology. SLB Aisyiyah Krian uses an oral method where the teacher requires students to be trained in speaking orally assisted by sign language slowly from word to word to sentence. Harmoni Gedangan SLB uses role-play learning methods, one of which is language learning by prioritizing social interaction which aims to improve language skills for deaf children. This study uses qualitative research, namely about the characteristics of SLB Aisyiyah Krian and SLB in Sidoarjo District, namely Harmoni Gedangan SLB. For Aisyiyah Krian SLB, the authors made direct observations, while for Harmoni Gedangan SLB, the authors collected data from internet sources. The data collection technique at Aisyiyah Krian SLB is through direct observation by interviewing the principal and homeroom teacher for class VIII. The author asks several questions to the homeroom teacher of class VIII at Aisyiyah Krian SLB.

The Impact of Deafness on the Use of Information During Facial Emotion Discrimination

The Impact of Deafness on the Use of Information During Facial Emotion Discrimination

Development of visual sustained selective attention and response inhibition in deaf children.

Studies of deaf and hard-of-hearing (henceforth, deaf) children tend to make comparisons with typically hearing children for the purpose of either identifying deficits to be remediated or understanding the impact of auditory deprivation on visual or domain general processing. Here, we eschew these clinical and theoretical aims, seeking instead to understand factors that explain variability in cognitive function within deaf children. A total of 108 bilingual deaf children ages 7-13 years who use both English and American Sign Language (ASL) participated in a longitudinal study of executive function (EF) development. We report longitudinal data from a visual continuous performance task that measured sustained selective attention and response inhibition. Results show that the impact of deafness on these processes is negligible, but that language skills have a positive relationship with both: better English abilities were associated with better selective sustained attention, and better ASL abilities with better response inhibition. The relationship between sustained selective attention and English abilities may reflect the cognitive demands of spoken language acquisition for deaf children, whereas better ASL abilities may promote an "inner voice," associated with improved response inhibition. The current study cannot conclusively demonstrate causality or directionality of effects. However, these data highlight the importance of studies that focus on atypical individuals, for whom the relationships between language and cognition may be different from those observed in typically developing populations.

Impact of deafness on numerical tasks implying visuospatial and verbal processes

The literature suggests that deaf individuals lag behind their hearing peers in terms of mathematical abilities. However, it is still unknown how unique sensorimotor experiences, like deafness, might shape number-space interactions. We still do not know either the spatial frame of reference deaf individuals use to map numbers onto space in different numerical tasks. To examine these issues, deaf, hearing signer and hearing control adults were asked to perform a number comparison and a parity judgment task with the hands uncrossed and crossed over the body midline. Deafness appears to selectively affect the performance of the numerical task relying on verbal processes while keeping intact the task relying on visuospatial processes. Indeed, while a classic SNARC effect was found in all groups and in both hand postures of the number comparison task, deaf adults did not show the SNARC effect in both hand postures of the parity judgment task. These results are discussed in light of the spatial component characterizing the counting system used in sign language.

Rendering Tone and Mood in Creactive Subtitles for Deaf and Hard-of-hearing

This article introduces the concept of creactivity – the process of making creative solutions to provide emotional accessibility, especially in subtitling for the d/Deaf and the hard-of-hearing. It is based on the findings of the PhD thesis Creactive Subtitles: Subtitling for All, defended by the author in 2016. To understand the need for a new way of providing accessibility, a review of digital communication is presented. It illustrates the pivotal role of digitization at present, after the pandemic has increased digital inequality for those who lack digital skills or access due to their sociodemographic background or sensory impairment. The impact of deafness is discussed, particularly, how early hearing loss influences the cognitive, communicative, linguistic, and social development of children and affects not only their language choice, but also the way they communicate, understand, and perceive the world we live in. Thus, to transmit what is perceived by means of hearing to make the audiovisual message complete for everyone, Sala [2016] designed the creactive subtitles. Targeted at younger (deaf) audiences, they are visual tailor-made subtitles designed ad hoc to be adapted to the unique features of each audiovisual product and its audiences’ abilities. Now that creactive subtitles are a reality, creactivity becomes the new goal: to spread the attitude to create new solutions in favor of accessibility.

Cortical Activity Linked to Clocking in Deaf Adults: fNIRS Insights with Static and Animated Stimuli Presentation.

The question of the possible impact of deafness on temporal processing remains unanswered. Different findings, based on behavioral measures, show contradictory results. The goal of the present study is to analyze the brain activity underlying time estimation by using functional near infrared spectroscopy (fNIRS) techniques, which allow examination of the frontal, central and occipital cortical areas. A total of 37 participants (19 deaf) were recruited. The experimental task involved processing a road scene to determine whether the driver had time to safely execute a driving task, such as overtaking. The road scenes were presented in animated format, or in sequences of 3 static images showing the beginning, mid-point, and end of a situation. The latter presentation required a clocking mechanism to estimate the time between the samples to evaluate vehicle speed. The results show greater frontal region activity in deaf people, which suggests that more cognitive effort is needed to process these scenes. The central region, which is involved in clocking according to several studies, is particularly activated by the static presentation in deaf people during the estimation of time lapses. Exploration of the occipital region yielded no conclusive results. Our results on the frontal and central regions encourage further study of the neural basis of time processing and its links with auditory capacity.

What is the Impact of Deafness on Face Perception and Peripheral Visual Field Sensitivity?

What is the Impact of Deafness on Face Perception and Peripheral Visual Field Sensitivity?

The impact of deafness; theory of mind and child development

This paper adopts a wider conception of language which goes beyond viewing language as being limited to speech. The concept of language in this paper includes all forms of socially agreed systems of exchanging and communicating ideas and information which include sign language as a formal language of interaction for the deaf. Thus the paper is premised on the cultural model of deafness which designates sign language as the primary medium of communication for the deaf while at the same time the paper is cognizant of the impact of deafness on child development with regards to aural-oral environments. In these regards, the paper links the impact of deafness to the concept of theory of mind development in order to seduce parents, educators and other stakeholders to strongly consider the need for deaf children to be fully exposed to sign language and deaf culture as a way of promoting their overall development. The paper concludes that; while deafness does impact on child development, quality exposure to and fluency in sign language can facilitate theory of mind development hence mitigate the impact. In the same vein, the impact of deafness becomes an even more critical phenomenon with regards to theory of mind development discourses.

Assessment of telephone speech perception in individuals who received cochlear implant in the period 1993-2003

To evaluate telephone speech perception in individuals who received cochlear implant in the period 1993-2003. Twenty seven CI users were divided into pre and post-lingual groups, being the speech perception assessed in two stages: first by a list of sentences imposed on speakerphone with the same mapping used to evaluate the phone and, in a second stage, using the landline, landline phone adapter with CI and cell phone. In the group of pre-lingual hearing loss, 75% of subjects were able to maintain a dialogue with the interlocutor and 19% did so with difficulty. In the post-lingual group, 89% were able to maintain the dialogue with the interlocutor and 11% did so with difficulty. Both groups of subjects pre and post-lingual use the phone as a media, and most have satisfactory performance without the need for aid or CI accessories. One of the benefits of the CI is to introduce the life of the hearing impaired phone use regardless of their technology and accessories, as well as with the phone adapter and cell phone. In this study, most individuals CI users showed satisfactory performance in the comprehension of sentence and questions by the telephone, with better performance, although discrete, for the group post-lingual. Thus, there is the importance of careful indication of the IC and auditory rehabilitation program that minimize the impact of deafness in the communication, especially via telephone, regardless of the time when the hearing was acquired. So, this fact improves the conditions for CI users to maintain their daily activities, following the dynamism of contemporary life.

Executive functioning and the impact of a hearing loss: Performance-based measures and the Behavior Rating Inventory of Executive Function (BRIEF)

The impact of deafness on a child's rated executive functioning behaviors and performance capabilities on neurological, cognitive, and achievement domains were examined in a sample of 22 deaf students (ages 5 to 18). The parent and teacher ratings on the Behavior Rating Inventory of Executive Function (BRIEF) showed significant positive correlations (p < .01) on six of the eight clinical scales. There were significant correlations between the BRIEF reports and the students' scores on the Wisconsin Card Sorting Test, the (Children's) Color Trails Test, and the Woodcock-Johnson: Writing Fluency subtest. The Wisconsin Card Sorting Test: Total Errors scale and the Writing Fluency subtest accounted for 70% variance of the parent BRIEF Global Executive Composite and 65% of the variance for the teacher report on this same composite scale. Students with genetic deafness were rated with significantly less challenges with executive functioning (p < .05) on BRIEF scales and performed significantly better on select student measures than students with other causes of deafness.

Performance analysis of directional CSMA/CA in the presence of deafness

Although directional antennas can increase the spatial reuse in wireless ad hoc networks, the directional carrier sense multiple access/collision avoidance (CSMA/CA) protocols encounter unprecedented challenges that can offset this potential benefit. One critical problem is known as deafness that occurs when a transmitter repeatedly fails to communicate with its intended receiver because the receiver is beamformed towards another direction. The deafness problem has not yet been analytically studied since existing analytical models for directional CSMA/CA ignore the effect of deafness. In this study, the authors develop an analytical framework for directional CSMA/CA, which is the first analytical model to consider the problem of deafness as a source of transmission failures in multi-hop wireless networks with directional antennas. They also propose a deafness index to quantify the negative impact of deafness. Using their framework, the authors study the tradeoff between spatial reuse and deafness when a directional CSMA/CA protocol is employed. Their results demonstrate that decreasing the antenna beamwidth increases the saturation throughput up to a certain limit corresponding to an optimum beamwidth. However, by further lowering the beamwidth, the negative impact of deafness offsets the benefits of spatial reuse and results in a steep decrease in the saturation throughput. These results prove analytically that deafness is a critical problem if left unaddressed.

The Inner World of Adolescent Girls with Hearing Impairment

This article explores how young females with hearing impairment respond to the developmental tasks of adolescence. Using a case study approach, the author explores Radha and Hasina's understanding and attitudes towards issues such as bodily changes, peer relationships, autonomy, economic independence, marriage and family, and personal identity. The limitations imposed by the impairment, combined with the environment to which they are exposed, may not be conducive to normal development. So, while on the one hand adolescents with hearing impairment face the same developmental needs and tasks that confront hearing adolescents, yet their passage through normal developmental stages may become more complicated. This is because the basic deprivation due to deafness is not just the sensory one of sound, but also the acquisition of communication skills. Nonetheless, instead of submitting meekly to their disability and the authority of their families, both Radha and Hasina emerge as self-assertive, individualistic and high-spirited persons who contest popular negative stereotypes of persons with disabilities. The article does not claim that the ideas contained in the two accounts are in any way representative of and equally applicable to all deaf adolescents. It is only an exploratory study, an attempt to throw light on the impact of deafness on the developmental tasks of adolescents with hearing impairment.

Parents' Experiences With Childhood Deafness

In response to the need for family-centered follow-up, this study examined parents' experiences with deafness after early identification. Qualitative inquiry methods were used to explore and describe the perceptions and experiences of nine parents of children identified with severe to profound deafness. Parents participated in face-to-face conversations and interviews by phone and e-mail. Naturalistic inquiry methods were used to identify themes in family experiences including reactions to diagnosis; decision making; impact of deafness on family interactions, family time, and the child; positive experiences in early intervention; and desired support services. Implications and recommendations for early intervention programs are discussed.

Impact of Deafness on Family Life

The presence of deafness in a family has the potential to affect all areas of family life. An understanding of the impact on family life is critical to addressing all components of the family system in early intervention. This review synthesizes the literature on deafness as it relates to four domains of family quality of life, including family interaction, family resources, parenting, and support for the child who is deaf. Implications for future research are discussed.

Approaches to studying in deaf and hearing students in higher education.

We conducted a survey to compare the responses of 149 deaf students and 121 hearing students taking the same courses to a shortened and adapted version of the Approaches to Studying Inventory. In general, the impact of deafness on approaches to studying was relatively slight, and deaf students appeared to be at least as capable as hearing students of engaging with the underlying meaning of the materials to be learned. We used factor analysis to identify eight scales, and differences between the two groups were statistically significant on four of these scales. Discriminant analysis indicated that deaf students found it more difficult to relate ideas on different topics and that this was more marked in those who preferred to communicate using sign. However, deaf students were more likely than hearing students to adopt a critical approach and to analyze the internal structure of the topics studied.

Principles and practices of literacy development for deaf learners: a historical overview.

Since the very beginning of formal approaches to deaf education, the development of literacy has been a priority issue. The history of educational initiatives in this area is entwined with the history of prevailing attitudes and practices toward the impact of deafness on the development of deaf children more generally. In particular, arguments about whether a visual input (reading) can take the place of a diminished auditory input and whether educators should accommodate or seek to ameliorate the effects of the special linguistic characteristics of deaf learner-readers have resulted in a wide variety of practices and perspectives. These varied practices and perspectives continue to have impacts on current educational debate and practice. This article provides a brief historical overview of these educational endeavors, noting the enduring questions and issues that remain for the field to address.

Learning Disability, Neuropsychology, and Deaf Youth: Theory, Research, and Practice

Historically, there have been a variety of perspectives regarding the impact of deafness on the development of intellect, learning, and brain organization in prelingually deaf children. In 1960, for example, Myklebust proposed that auditory or any odier sensory deprivation leads to limitations on deaf people's experience and thus deprives them of information critical for normal psychological functioning. In his view, the absence of sensation alters the integration of information and the functioning of other abilities, thus leading to a differently constituted experience. Such alterations' were seen as occurring naturally and unknowingly, affecting deaf people's perception, conception, imagination, and thought. Myklebust's perspective unfortunately was linked to a broader view of deaf people as not only different but also cognitively deficient relative to hearing people. In a large number of studies, deaf and hearing subjects were compared on measures designed for and normed on hearing populations without consideration of communication needs or the possible effects of early language deprivation in hearing households. While deaf people as a group often did score lower on such measures, there were multiple confounding factors that could have explained the differences without having to assume any inherent deficiencies in the deaf populations' intellectual or cognitive functioning (Greenberg & Kusche, 1989). Deaf people, in fact, have been

Support services for parents and their children who are deaf or hard of hearing. A national survey.

In the spring and summer of 1996, 404 parents of children who are deaf or hard of hearing and were born in 1989 or 1990 completed questionnaires about early services received and the current status of their children's development. The children were enrolled in 137 different programs in 39 states; about one quarter of the programs participating in Gallaudet's Annual Survey of Deaf and Hard-of-Hearing Children and Youth. Children who are deaf comprised 46% of the group for whom responses were provided; those who are hard of hearing comprised 54%. Hearing loss was confirmed at the mean age of 14.5 months for the deaf group, and at the mean age of 28.6 months for the hard of hearing group. Additional conditions place 32% at risk for educational or developmental difficulties. One or both parents are deaf in 13% of responding families. Almost 40% of mothers have some training beyond high school; one third of the children came from non-White or mixed-race backgrounds. (These characteristics of children and families are used in analyzing other data collected from responding parents). Communication approaches used in children's initial programs included: speech alone (24%), sign + speech (66%), sign alone (5%), cues (3%), and sign + cues (3%). Parents gave highly favorable evaluations to intervention programs, and placed teachers at the top of a "sources of help" list. Parents from minority groups and those with no college training reported that their children showed more behavior problems and less language progress, and gave more negative responses to questions regarding the impact of deafness on their families. This suggests that program personnel may need to increase their intervention efforts for these subgroups of special education consumers.

Acquired deafness: a multi-dimensional experience.

The aim of this study was to investigate the subjective experience of acquired deafness using quantitative (questionnaire) and qualitative (interview) methods. This paper presents findings from the questionnaire data. Eighty-seven people (of whom 38 had acquired a profound loss) participated in the study. The questionnaire contained items designed to examine both audiological and non-audiological aspects of deafened people's experiences. It also sought to measure the extent to which those aspects affect their quality of life. The questionnaire included three variables (i.e. reported frequency and impact of depression, and overall effect of deafness on one's life) as broad indicators of adjustment. Seventy-three respondents (including all but one of the profound group) completed the questionnaire. Factor analysis of the questionnaire data identified six major themes (with variance > 10%) underlying the personal experience of acquired deafness. Three themes--communicative deprivation, restriction, and malinteraction by hearing people--dealt with observable aspects of respondents' experience. Multiple regression found that these factor themes associated with biomedical variables. The remaining three themes dealt with less tangible aspects of the deafness experience. These themes--feelings of distress in interaction, feelings of abandonment and benefit from positive experiences--did not associate with biomedical variables. Finally, multiple regression indicates that respondents' factor scores predict the impact of deafness at least as strongly as their audiological and social characteristics.