Alfabetul dactil și influența dactilării asupra abilităților de citire a copiilor cu dizabilități auditive

Alfabetul dactil și influența dactilării asupra abilităților de citire a copiilor cu dizabilități auditive

Finger spelling and its influence upon reading skills in the context of hearing disability

Ioana TUFAR
Abstract

This paper assess fingerspelling as a part of Sign Language communication of Deaf persons and the alternative to be a way of increasing reading skills of Deaf children. A short history review is provided together with theories and models that are addressing fingerspelling. It will be underlined that fingerspelling positively correlates with strong reading skills. Strategies and an intervention program for developing fingerspelling skills will be recomended in the last part of this paper.



Keywords: fingerspelling, reading skills, phonological awareness, hearing impairment

pdf
DOI: 10.26744/rrttlc.2018.4.1.03

Published on line: 15/03/2018

References:

Anca, A. (2006) Psihologia deficienţilor de auz. Cluj Napoca: Presa Universitară Clujeană.

Baker, S.(2010). The importance of Fingerspelling for Reading. VL2 Gallaudet University.

Bodea-Hațegan, C. (2013). Procesarea fonologică-delimitări teoretice şi aplicaţii practice, Cartea Albă a Psihopedagogiei Speciale, Departamentul de Psihopedagogie Speciala, disponibil online la: (consultat în 15.02.2017)

Bodea-Haţegan, C. (2015). Dizabilitatea auditivă în Adrian Roşan (coord.) Psihopedagogia Specială-Modele de evaluare şi intervenţie. Iaşi: Polirom.

Chard, D. J.; Dickson, S. V. (1999). Phonological Awareness: Instructional Assessment Guidelines, in Intervention in School and Clinic Volume 34, Number 5 pp. 261-270 PRO-Ed, Inc, disponibil online la: http://www.ldonline.org/article/6254/.  (consultat în 15.02.2017)

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Haptonstall-Nykaza, T. & Schick, B. (2007). The transition from fingerspelling to English print: Facilitating English decoding. Journal of Deaf Studies and Deaf Education. 12, 172 – 183.  Master’s thesis.

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Padden CA (2006) Learning to fingerspell twice: young signing children’s acquisition of fingerspelling In: Schick B, Marschark M, Spencer P, editors. Advances in the sign language development of deaf children. New York NY: Oxford University Press; pp. 189–201.

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Schick, B. (2017). Fingerspelling and Phonological Awareness: An Intervention to Improve Phonological Awareness in Fingerspelling as an Alternative Pathway to Literacy . Victoria Deaf Education Institute. University of Colorado Boulder.

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Stone, A.; Kartheiser,G.; Hauser,P.;  Petitto,L-A.; Allen T. (2015). Fingerspelling as a Novel Gateway into Reading Fluency in Deaf Bilinguals disponibil online la https://doi.org/10.1371/journal.pone.0139610 (consultat în 15.02.2017)

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The impact of acoustic environment on communication in classroom setting

Impactul mediului acustic asupra comunicării în sala de clasă

The impact of acoustic environment on communication in classroom setting

Diana TODIȚĂ SYLVANDER
Abstract

Past investigations demonstrated that the acoustical environment is a critical factor in communication,
regardless whether it refers to adults or children, normally developed or with different types of disabilities.
This study examines several acoustical microbarriers, such as: noise, reverberation and speaker-listener distance, and the impact of these variables on the speech perception abilities of both children with hearing loss and children with normal hearing.
From a practical standpoint, we discussed several methods for eliminating some of these communication barriers, such as improving the acoustical environment in the classroom and managing student’s behavior.
The study also presents some of the effects of the acoustical environment on the children’s academic achievement, as well as behavior when speech perception is compromised, ending with suggestions on using smart technology applications for monitoring the noise level hence the student’s behavior in the classroom.

Keywords: Semantic network, hearing impairment, vocabulary
pdf

DOI: 10.26744/rrttlc.2016.2.1.10

Published on line: 15/03/2016

References:

American National Standard Institute (2000). Classroom Acoustics- A Resource for Creating Learning Environments with Desirable Listening Conditions,http://asa.aip.org/classroom/booklet.html-

American Speech and Hearing Language Association (2016). Classroom-Acoustics,http://www.asha.org/public/hearing/Classroom-Acoustics/2015.

Arsenault, P.J. (2013). Whole System Acoustical Treatments Improving Indoor Environmental Quality, Green Schools, 3.

Chiriacescu, A. (2003). Comunicare interumană. Comunicarea în afaceri. Negociere, București: Editura ASE.

Crandell, C.C., Smaldino, J.J. (2000). Classroom Acoustics for Children with Normal Hearing and with Hearing Impairment, ASHA, Language, Speech and Hearing Services in Schools, Vol. 31, 362-370;

Crandell, C.C., Smaldino, J.J. (2000, a). Assistive Technologies for The Hearing Impaired in Sandlin, R. (2000). Textbook of Hearing Aid Amplification: Technical and Clinical Considerations (2nd ed.), San Diego, CA: Singular Press.

Jones, F. (2000).Tools for Teaching, Hong-Kong: Frederic H. Jones & Associates, Inc., 29-38.

Lieu, J.E. (2004). Speech-Language and Educational Consequences of Unilateral Hearing Loss in Children, Archives Otolaryngology Head Neck Surgery, 13, 524-530;

National Education Association (2016). Virtual Classroom Management, http://www.nea.org/tools/virtual-classroom-management.html.

Nelson, P. et al. (2004). Classroom Noise and Children Learning Through a Second Language, ASHA, Language, Speech and Hearing Services in Schools, Vol. 26, 219-229.

Neveanu, P.P., Zlate, M., Creţu, T. (1990). Psihologie, București: Editura Didactică și Pedagogică, p. 64.

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Sabo, L. (2015). Bariere in comunicare, http://documents.tips/documents/bariere-de-comunicare.html.

Shield, B.M., Dockrell, J.E. (2003). The Effects of Noise on Children at School: A Review, J. Building Acoustics 10(2), 97-106.

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World Health Organization (1999). Guidelines for Community Noise, (http://www.who.int/peh/).

http://www.ursa.ro/ro-ro/arhitecti/Documents/Standarde%20si%20Normative/06%20normativ_privind_protectia_la_zgomot.pdf

Speech intelligibility in the context of hearing impairments

Aspecte ale inteligibilităţii vorbirii la copiii cu dizabilități auditive

Speech intelligibility in the context of hearing impairments

Liana Angela (ROȘCA) MUŞUŢAN
Abstract

Speech intelligibility of people with hearing disability, who are using a conventional or digital hearing aid or a cochlear implant, is an essential factor that interferes in the communication process with people with normal hearing. Without being understood oral language cannot be an efficient and safe way in the communication process, and in this case, the language cannot exercise its primary function of communication.
The current study aims to highlight the degree of development of speech intelligibility for students with hearing disability who are using digital hearing aids and those with cochlear implants. Recordings were made with students reading lists of words and sentences, witch played to three inexperienced listeners that had to write down (transcription) the words correctly perceived from the students reading. To establish the speech intelligibility, has been applied The Speech Intelligibility Rating Scale (SIR).
The main reason for the selection of this topic is to show that speech intelligibility of children with digital hearing aids and cochlear implant is influenced by many factors that have an impact on oral language development. Among them there are: the type of hearing aid used, the degree of hearing loss, the communication mode used, the beginning of intervention for recovery. Speech intelligibility of students with hearing disability can be improved by applying appropriate strategies and individualized recovery.

Keywords: hearing impairment, speech intelligibility, cochlear implant, hearing aids, speech and language, auditory-verbal therapy
pdf

DOI: 10.26744/rrttlc.2016.2.1.11

Published on line: 15/03/2016

References:

 

Anca, M.(2000). Intervenţii psihopedagogice în antrenarea funcţilor auditiv verbale, Cluj-Napoca: Presa Universitară Clujeană.

Anca, M.  (2001). Psihologia deficienţilor de auz,  Cluj-Napoca: Presa Universitară Clujeană, Cluj-Napoca.

Anca, M. (2010). Criterii și metode utilizate în evaluarea copiilor cu implant cohlear  în Dinamica educaţiei speciale, Cluj-Napoca: Presa Universitară Clujeană.

Bernstein, L.E.,Goldstein, M.H., Mahshie, J. J. (1988). Speech training aids for hearing-impaired individuals, Journal of Rehabilitation Research and Development, Vol . 25,  No .4.

Bodea Hațegan, C. (2015). Dizabilitățile auditive, în Roșan, A. (2015). Psihopedagogia specială. Modele de evaluare și intervenție, Iași: Polirom, p. 124-151.

Bodea Haţegan, C. (2013). Tulburări de voce și vorbire. Evaluare și intervenţie. Presa Universitară Clujeană, Cluj-Napoca.

Haţegan, C. (2010). Repere psihopedagogice ale terapiei auditiv-verbale în condiţiile implantării cohleare, în Dinamica educaţiei  speciale,  Cluj-Napoca: Presa Universitară Clujeană.

Hodge, M., Whitehill, T. (2010). Intelligibility Impairments,  The Handbook of Language and Speech Disorders,  United Kingdom: Wiley – Blackwell Publishing, disponibil pe: http://books.google.ro/books

Markides, A. (1983),  The Speech of hearing-impaired children, Manchester: Manchester University Press disponibil pe: http://books.google.ro/books

Osberger, M. J. (1992), Speech Intelligibility in the hearing-impaired: research and clinical implication, în Raymond D. K (1992). Intelligibility in Speech Disorder, Amsterdam: John Benjamin Publishing.

Semantic networks visually adapted for children with hearing impairments

Reţelele semantice adaptate vizual pentru elevii cu dizabilitate auditivă

Semantic networks visually adapted for children with hearing impairments

Ioana ȘERBAN
Abstract

Semantic networks are used in enhancing verbal and cognitive development for students, before engaging in the study of a certain topic. They can also be used as a way to summarize the content of a lesson, as a technique of making new associations or of representing new meanings. When teaching literacy to hearing impaired students the most difficult aspects are the understanding the meaning of the words, building sentences and enriching the vocabulary.

Keywords: Semantic network, hearing impairment, vocabulary
pdf

DOI:10.26744/rrttlc.2015.1.1.11

Published on line: 15/10/2015

References:

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Schirmer, B. R. & McGough, S. M. (2005). Teaching reading to children who are deaf. Review of Educational Reasearch, 75, 83-117.