Editorial
Carolina BODEA-HAŢEGAN
pdf
DOI:10.26744/rrttlc.2023.9.2.01
Published on line: 10/30/2023
Etichetă: sign language
Limba semnelor: de la elementele de taxonomie la aspecte practice ale limbii semnelor române
Limba semnelor: de la elementele de taxonomie la aspecte practice ale limbii semnelor române
Sign language-from taxonomic elements to practical aspects regarding Romanian sign language
Ioana TUFAR
Abstract
The present paper concerns fundamental aspect of Sign Language, from historical elements at international and national levels to taxonomical elements for a better understanding of pragmatic elements of Sign language. The taxonomy of Sign Language is a difficult task since the analysis isolates the processes which, in fact, may intervene to create a sign. In the application part we will focus on a proposal of Romanian Sign Language taxonomy and in the final part there are examples in the context of the five descriptive parameters: the handshapes, the position of the hand in relation to the body, the orientation of the palm, the movement and the non-manual signs as aspects correlated with facial expressions.
Keywords:sign language, taxonomy, handshape, fundamental parameter, iconicity
pdf
DOI:10.26744/rrttlc.2023.9.1.07
Published on line: 03/31/2023
References
Barbu F., (2006) Surditate şi comunicare , Editura Nelmaco, Bucureşti
Brennan, M. (1990). Word Formation in British Sign Language. Stockholm: University of Stockholm.
Erting, C.J., Johnson, R.C., Smith, D.L., & Snider, B.D. (1994). The Deaf Way: Perspectives from the International Conference on Deaf Culture. Washington: Gallaudet University Press.
Fischer, S. (2015). Sign languages in their Historical Context DOI 10.13140/2.1.2085.5683 (consultat în 16.03.2023)
Gascón Ricao, A. y J.G. Storch de Gracia y Asensio (2004) Historia de la educación de los sordos en España y su influencia en Europa y América. Madrid: Ramon Areces.
Jowett, B. (2022) ”Cratylus de Plato” tradus în the Project Gutenberg Etexts. Disponibil online la: www.gutenberg.net/etext99/ crtls10.tx (consultat în 15.03.2023)
Lane,H. Hoffmeister,R., Bahan, B. (1966) A Journey into Deaf World, DawnSignPress, San Diego, CA.
Liddell, S. (1980). American Sign Language syntax. The Hague: Mouton.
Montgomery, G., Dimmock, A. (1998) ”Venerable legacy: Saint Bede and the Anglo-Celtic contribution to literary, numerical, manual language”. Edinburgh, UK: Scottish Workshop Publications.
Plann, S. (1997) A silent minority: deaf education in Spain, 1550/ 1835. Berkeley, CA: University of California Press.
Popa, M. (2002). Deficienţa de auz : repere psihologice şi metodologice. Târgu Mureş : Editura”Dimitrie Cantemir”
Pufan, C. (1972). Probleme de surdopsihologie, vol.I. Bucureşti: Editura Didactică şi Pedagogică
Pufan, C. (1982). Probleme de surdopsihologie. Vol.II. Bucureşti: Editura Didactică şi Pedagogică
Stanica, I., Popa, M. (1994). Elemente de psihopedagogia deficientilor de auz. Bucuresti: INREIPH
Taub, S. (2001). Language from the body: Iconicity and Metaphor in American Sign Language. Cambridge, MA: Cambridge University Press.
Tufar, I. (2012) Aspecte psiholingvistice ale comunicării prin limbajul semnelor gestuale în cazul persoanelor cu surdocecitate, teza de doctorat, Universitatea Babeș-Bolyai, Cluj-Napoca.
Tufar, I. (2016) ”Educatia bilingvă şi biculturală a persoanelor cu deficienţe de auz şi a celor cu surdocecitate/ Bilingual and bicultural education of person with hearing impairments and deafblindness” în Ed. Vali Ilie, Florentina Mogonea: Educaţie şi spiritualitate, Editura Mitropoliei Olteniei-Craiova.
*OMS (2023) ” Deafness and hearing loss – key facts” disponibil online la https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss (consultat în 15.03.2023)
*Legea 27/2020 disponibilă online la: https://legislatie.just.ro/Public/DetaliiDocument/224473 (consultată în 18.03.2023)
Particularități fonologice și morfologice ale limbii semnelor – percepția participanților auzitori asupra procesului de învățare
Particularități fonologice și morfologice ale limbii semnelor – percepția participanților auzitori asupra procesului de învățare
Phonological and morphological features of sign language – hearing participants’ perceptions on the learning process
Ioana TUFAR, Ioana Letiția ȘERBAN
Abstract
Based on the investigation of the phonological and morphological characteristics of Sign Language and on past research regarding students’ perception on the learning process, this paper presents the perception of 87 Romanian students on the acquisition process of the Romanian Sign Language. The study involved participants who followed and graduated a basic training course in Romanian Sign Language. Examining the resulting data, recommendations were drawn up regarding the teaching and the learning process of sign language according to the phonological, morphological, and semantical characteristics and explaining the involvement of iconicity in this process.
Keywords: sign language, phonology, morphology, semantics, iconicity
pdf
DOI: 10.26744/rrttlc.2022.8.2.06
References
Aronoff M, Meir I, Sandler W. (2005) The Paradox of Sign Language Morphology in Language (Baltim) vol. Jun;81(2):301-344. doi: 10.1353/lan.2005.0043. (consultat în 15.10.2022)
Baker, S. A., Idsardi, W. J., Golinkoff, R. M., & Petitto, L. A. (2005). The perception ofhandshapes in American Sign Language. Memory & Cognition, 33(5), 887–904
Best, C. T., Mathur, G., Miranda, K. A., & Lillo-Martin, D. (2010). Effects of sign language experience on categorical perception of dynamic ASL pseudosigns. Attention, Perception,& Psychophysics, 72(3), 747–762.
Caselli N.K., Pyers J.E. (2019) Degree and not type of iconicity affects sign language vocabulary acquisition Journal of Experimental Psychology: Learning, Memory, and Cognition., 46 (1) (2019), pp. 127-139, 10.1037/xlm0000713
Caselli, Naomi & Emmorey, Karen & Cohen-Goldberg, Ariel. (2021). The signed mental lexicon: Effects of phonological neighborhood density, iconicity, and childhood language experience. Journal of Memory and Language. 121. 104282. 10.1016/j.jml.2021.104282.
Dye, M. W. G. & Shih, S-I. (2006). Phonological priming in British Sign Language. In L.Goldstein, D. H. Whalen, & C. T. Best (Eds.), Laboratory Phonology 8 (pp. 241–264).Boston, MA: De Gruyter Mouton.
Emmorey K. (2014) Iconicity as structure mapping. Phil. Trans. R. Soc. B 369: 20130301. http://dx.doi.org/10.1098/rstb.2013.0301 (consultat în 14.10.2022)
Emmorey, K., Gertsberg, N., Korpics, F., & Wright, C. E. (2009). The influence of visual feedback and register changes on sign language production: A kinematic study with deafsigners. Applied Psycholinguistics, 30, 187–203
Emmorey, K., McCullough, S., & Brentari, D. (2003). Categorical perception in American Sign Language. Language and Cognitive Processes, 18(1), 21–45.
Hildebrandt, U. & Corina, D. (2002). Phonological similarity in American Sign Language,Language and Cognitive Processes, 17(6), 593–612
Kimmelman Vadim, Imashev Alfarabi, Mukushev Medet, Sandygulova Anara (2020) Eyebrow position in grammatical and emotional expressions in Kazakh-Russian Sign Language: A quantitative study. Disponibil online la https://www.uib.no/en/hf/136874/complex-system-facial-expressions-sign-language (consultat în 15.10.2022)
Morford, J. P., Grieve-Smith, A. B., MacFarlane, J., Staley, J., & Waters, G. (2008). Effectsof sign language experience on the perception of American Sign Language. Cognition,109, 41–53.
Naranjo-Zeledón L, Chacón-Rivas M, Peral J, Ferrández A. (2021). Architecture design of a reinforcement environment for learning sign languages. PeerJ Comput. Sci. 7:e740 DOI 0.7717/peerj-cs.740
Rastgoo, Razieh & Kiani, Kourosh & Escalera, Sergio & Sabokrou, Mohammad. (2021). Sign Language Production: A Review. Disponibil online la https://openaccess.thecvf.com/content/CVPR2021W/ChaLearn/papers/Rastgoo_Sign_Language_Production_A_Review_CVPRW_2021_paper.pdf (consultat în 10.10.2022)
Sakamoto, M., Ueda, Y., Doizaki, R., & Shimizu, Y. (2014). Communication support system between Japanese patients and foreign doctors using onomatopoeia to express pain symptoms. Journal of Advanced Computational Intelligence and Intelligent Informatics, 18(6), 1020–1025
Stokoe, W. C. (1960). Sign language structure: An outline of the visual communication systems of the American Deaf. The Journal of Deaf Studies and Deaf Education, 10(1), 3–37
Șerban, I. L., Tufar I. (2020) „Developing and Implementing a Romanian Sign Language Curriculum ” in Education and Applied Didactics 2:22-39.https://www.ceeol.com/search/article-detail?id=972261
Tyrone, M. (2020). Phonetics of Sign Language. 10.1093/acrefore/9780199384655.013.744.
WFD-World Federation of the Deaf (2022) Our work. Disponibil online la https://wfdeaf.org/our-work/ (consultat în 10.10.2022)
Interpretarea la distanță a limbii semnelor române în context pandemic
Interpretarea la distanță a limbii semnelor române în context pandemic
Remote interpreting of Romanian Sign Language in the pandemic context
Ioana TUFAR, Bogdan ANICESCU
Abstract
Taking into consideration the current context, Sign Language remote interpreting is a topic often encountered in accessibility for Deaf people. Our study explores the aspects of remote Sign Language interpreting in Romania during the Covid-19 pandemic. After a short theoretic framework about remote interpreting and particularities in the context of using Sign Language, we resume the findings of our investigation in which we used survey data from 39 Romanian Sign Language Interpreters active in the pandemic context. We emphasize advantages and disadvantages of this variant of Sign Language interpreting and in the end, we share some findings and recommendations from the field practice.
Keywords: remote interpreting, Sign Language, interpreter experiences, LSR-Romanian Sign Language, Covid-19
pdf
DOI: 10.26744/rrttlc.2022.8.1.05
Published on line: 03/31/2022
Reference
Andronic, G.; Tufar, I. (2020) Interpretarea în limba semnelor în context educațional – o perspectivă teoretică și practică, În Revista Română de Terapia Tulburărilor de Limbaj și Comunicare, DOI: 10.26744/rrttlc.2020.6.2.07
Bontempo, K. (2015). Sign language interpreting. In Mikkelson, H. & Jourdenais, R. (Eds.) Handbook of interpreting. Routledge. 112-128.
Cokely D. (2005) “Shifting positionality: a critical examination of the turning point in the relationship of interpreters and the deaf community”, in M. Marschark / R. Peterson / E. Winston Sign Language Interpreting and Interpreter Education: Directions for Research and Practice, Oxford University Press Inc., 3-28.
De Meulder, M., Pouliot, O., and Gebruers, K. (2021). Remote sign language interpreting in times of COVID-19. University of Applied Sciences Utrecht.
Lozanova, S. (2018). Issues in Bulgarian Sign Language Interpreting. English Studies at NBU, 4(2), 131-144. Retrieved from http://esnbu.org/data/files/2018/2018-2-4-lozanova-pp131-144.pdf (14.10.2021)
Mihalca, L., Irimias, T. & Brendea, G. (2021). „Teleworking During the COVID-19 Pandemic: Determining Factors of Perceived Work Productivity, Job Performance, and Satisfaction,” The AMFITEATRU ECONOMIC journal, Academy of Economic Studies – Bucharest, Romania, vol. 23(58), pages 620-620.
Mihalca, L., Rațiu, L., Brendea, G., Metz, D., Dragan, M. & Dobre, F. (2021). Exhaustion while teleworking during COVID-19: a moderated-mediation model of role clarity, selfefficacy, and task interdependence. Oeconomia Copernicana, 12(2), 269–306. doi: 10.24136/oc.2021.010
Napier, J. (2013). “You get that vibe”: A pragmatic analysis of clarification and communicative accommodation in legal video remote interpreting. In L. Meurant, A. Sinte, M. Van Herreweghe & M. Vermeerbergen (Eds.), Sign language research uses and practices: Crossing views on theoretical and applied sign language linguistics (pp. 85-110). Nijmegen, The Netherlands: De Gruyter Mouton and Ishara Press.
Napier, J., Skinner, R., & Turner, G. H. (2017). “It’s good for them but not so for me”: Inside the sign language interpreting call centre. Translation and Interpreting: the International Journal of Translation and Interpreting Research, 9(2), 1-23. https://doi.org/10.12807/ti.109202.2017.a01
Pöchhacker, F. (2004). Introducing Interpreting Studies. Routledge.
Schein, J., Stewart, D. (2002). Language in Motion: Exploring the Nature of Sign, Gallaudet University Press.
Simon, J., Hollrah, B., Lightfoot, M., Laurion, R., & Johnson, L. (2010). Steps toward identifying effective practices in video remote interpreting. Retrieved from: http://www.interpretereducation.org/wpcontent/uploads/2011/06/VRIStepsReportApril2010_FINAL1.pdf (consultat în 14.10.2021)
Tufar, I, Trâncă, R. (2021) Interpretul de limba semnelor în contextul pandemic: provocări și oportunități în Review of Psychopedagogy, disponibil online la https://psychopedagogy.unibuc.ro/2021/07/23/interpretul-de-limba-semnelor-in-contextul-pandemic-provocari-si-oportunitati/ (11.10.2021)
Tufar, I. (2013) Rolul interpretului de limbaj mimico-gestual în procesul de integrare al persoanelor cu deficiențe de auz și cu surdocecitate. În Adrian Roșan (coord.) Cartea Alba a Psihopedagogiei Speciale, UBB-Cluj, disponibil online la http://psihoped.psiedu.ubbcluj.ro/caPPS/25%20-%20Ioana%20TUFAR.pdf (consultat în 10.10.2020)
Turner, G. H., Napier, J., Skinner, R., & Wheatley, M. (2016). Telecommunication relay services as a tool for deaf political participation and citizenship. Information, Communication & Society, 20(10), 1521-1538.
UNICEF (2001) Evaluarea interacțiunii și a mecanismelor de comunicare dintre autoritățile sanitare și public în contextul pandemiei de COVID-19, disponibil online la https://www.unicef.org/romania/media/6516/file/Evaluarea%20interac%C8%9Biunii%20%C8%99i%20a%20mecanismelor%20de%20comunicare%20dintre%20autorit%C4%83%C8%9Bile%20sanitare%20%C8%99i%20public%20%C3%AEn%20contextul%20pandemiei%20de%20COVID-19.pdf (25.02.2022)
Wessling, D. & Shaw, S. (2014). Persistent emotional extremes and Video Relay Service interpreters. Journal of Interpretation, 23(1), Article 6. Retrieved from: http://digitalcommons.unf.edu/joi/vol23/iss1/6
WFD (2019) Position Paper on Accessibility: Sign Language Interpreting and translation and technological developments Approved by WFD Board on 7 February 2019, disponibil online la https://wfdeaf.org/wp-content/uploads/2019/07/WFD-Postion-Paper-on-Accessbility-12-Feb-2019-Updated.pdf?fbclid=IwAR0JYP4FsQfyhAQm9AIa3z_Yq-oa0auKOOICTOJa0Gqp60w4kyJtfQ8rSY8 (15.10.2021)
Wit, Maya & Sluis, Irma. (2014). Sign language interpreter quality: the perspective of deaf sign language users in the Netherlands. The Interpreters’ Newsletter. 19. 63-85.
*ANPDPD, Norme deontologice ale ocupației de interpret al limbajului mimico-gestual și ale ocupației de interpret al limbajului specific persoanei cu surdocecitate, disponibil online la http://andpdca.gov.ro/w/interpreti-ai-limbajului-mimico-gestual/ (11.03.2022)
*Fundația ORANGE (2018) ”Voci pentru Mâini Interpretare Video la Distanță” disponibil online la https://www.fundatiaorange.ro/programe/lumea-prin-culoare-si-sunet/voci-pentru-maini-interpretare-video-la-distanta (21.03.2022)
*Spotmedia (2021) ”Prima bancă din România care are aplicație pentru clienții cu deficiențe de auz” disponibil online la https://spotmedia.ro/stiri/economie/prima-banca-din-romania-care-are-aplicatie-pentru-clientii-cu-deficiente-de-auz (21.03.2022)
Interpretarea în limba semnelor în context educațional – o perspectivă teoretică și practică
Interpretarea în limba semnelor în context educațional – o perspectivă teoretică și practică
Sign language interpreting in the educational context-a theoretical and pragmatic perspective
Ioana TUFAR, George ANDRONIC
Abstract
Taking into consideration that the Sign Language interpreting field is a vivid and useful one, the present paper tries to draw the profile of the educational interpreter starting with a theoretical frame and continuing with pragmatic issues. The study undertaken involved 30 Sign Language interpreters from Great Britain and Romania and the analyzed data provided information on qualifications needed to assure the quality of interpretation, challenges that can appear on the way of interpreting, the role of the professional development programs, the importance of the code of ethics and some practical advices were included.
Keywords: Sign Language, educational interpreter, code of ethics, Deaf students, RSL, BSL
DOI: 10.26744/rrttlc.2020.6.2.07
Published on line: 30/10/2020
References:
Băban, A. (2002). Metodologia cercetării calitative. Cluj: Presa Universitară Clujeană.
Barbu, F. (2010). Limbaj gestual. Iaşi: Lumen.
Bontempo, K. (2015). Sign language interpreting. In Mikkelson, H. & Jourdenais, R. (Eds.) Handbook of interpreting. Routledge. 112-128.
Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. London: Sage.
Gutman, V., (2002) Ethics in Mental Health and Deafness, Gallaudet University Press.
Hébert, L. (2019). The Functions of Language. An Introduction to Applied Semiotics. Routledge
Hintermair M. (2007) Self-esteem and satisfaction with life of deaf and hard-of-hearing people–a resource-oriented approach to identity work. J Deaf Stud Deaf Educ. 2008 Spring;13(2):278-300. doi: 10.1093/deafed/enm054. Epub 2007 Oct 29. PMID: 17971343.
Jones, B.E. (2005) Competencies of K-12 educational interpreters: What we need versus what we have, disponibil online la: https://www.researchgate.net/publication/290278456_Competencies_of_K-12_educational_interpreters_What_we_need_versus_what_we_have (consultat în 17.10.2020)
Marschark, M., Sapere, P., Convertino, C., Seewagen, R. (2005). In Marschark, M., Peterson, R., & Winston, E.A., (Eds.), Interpreting and interpreter education: Directions for research and practice. New York: Oxford University Press.
Pochhaker, F. (2016) Introducing Interpreting Studies, Routledge.
Tufar, I. (2013) Rolul interpretului de limbaj mimico-gestual în procesul de integrare al persoanelor cu deficiențe de auz și cu surdocecitate. În Adrian Roșan (coord.) Cartea Alba a Psihopedagogiei Speciale, UBB-Cluj, disponibil online la http://psihoped.psiedu.ubbcluj.ro/caPPS/25%20-%20Ioana%20TUFAR.pdf (consultat în 10.10.2020)
Tufar, I. (2020) Dezvoltarea abilităților de comunicare printr-un program de intervenție bazat pe LSR (Limba Semnelor Române) și simboluri grafice. Revista Română de Terapia Tulburărilor de Limbaj și Comunicare. DOI: 10.26744/rrttlc.2020.6.1.04
Wit, M. de (2011). A Sign Language Interpreter in Inclusive Education: The View of Deaf Persons on their Quality of Life, MA Thesis, Edinburgh, Heriot Watt University.
Adeptuk (2014) CSW Code of Practice [Online]. Available from: http://adeptuk.co.uk/GalleryEntries/Adept_Documents/Documents/CSW_Code_of_Practice.pdf. (consultat în 15.10.2020)
Ailg (2020). Codul etic. Dlmg.ro. [Online]. [Accessed 19 October 2020]. Available from: http://ailg.ro/codul-etic/.(consultat in 19.10.2020)
ANSRCN (2012) Despre noi. Asociatia Nationala a Surzilor din Romania. [Online]. [Accessed 20 October 2020]. Available from: https://ansrcn.wordpress.com/about/.
ANSRCN (2012) Interpretare. Asociatia Nationala a Surzilor din Romania. [Online]. [Accessed 20 October 2020]. Available from: https://ansrcn.wordpress.com/interpretare/.
CPD 2020. CPD Explained. CPD – The CPD Certification Service. [Online]. [Accessed 20 October 2020]. Available from: https://cpduk.co.uk/explained.
Kwintessential. (2017) Quality Assurance (QA): Process and Management, [Online] URL: http://www.kwintessential.co.uk/about-us/quality-assurance/
Legea 27/2000 https://legalup.ro/legea-nr-27-2020/ (consultat în 17.10.2020)
NRCPD | Standards. Nrcpd.org.uk. [Online]. [Accessed 19 October 2020]. Available from: https://www.nrcpd.org.uk/standards.
NRCPD 2010. Code of Conduct for Communication Professionals [Online]. Available from: https://www.nrcpd.org.uk/documents/misc/code_of_conduct_for_communication_professionals.pdf.
NRCPD 2020. NRCPD | News | The New CPD Handbook. Nrcpd.org.uk. [Online]. [Accessed 20 October 2020]. Available from: https://www.nrcpd.org.uk/news.php?article=220.
Remark! 2019. The difference between a Registered Sign Language Interpreter (RSLI) and Trainee Sign Language Interpreter (TSLI) – Remark!. Remark.uk.com. [Online]. [Accessed 19 October 2020]. Available from: https://remark.uk.com/the-difference-between-a-registered-sign-language-interpreter-rsli-and-trainee-sign-language-interpreter-tsli/#:~:text=Trainee%20Sign%20Language%20Interpreter%20(TSLI),-Trainee%20Sign%20Language&text=TSLIs%20are%20assessed%20against%20the%20National%20Occupational%20Standards%20for%20Trainee%20Interpreters.&text=The%20NRCPD%20also%20requires%20TSLIs,reflect%20on%20their%20interpreting%20practice.
RID (2010) An Overview of K-12 Educational Interpreting, disponibil online la https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view (consultat în 20.10.2020)
WASLI 2020. Code of Ethics – WASLI. WASLI. [Online]. [Accessed 20 October 2020]. Available from: https://wasli.org/your-wasli/code-of-ethics
Dezvoltarea abilităţilor de comunicare printr-un program de intervenţie bazat pe LSR (Limba Semnelor Române) şi simboluri grafice
Dezvoltarea abilităţilor de comunicare printr-un program de intervenţie bazat pe LSR (Limba Semnelor Române) şi simboluri grafice
Developing the communication skills through an intervention program based on LSR (Romanian Sign Language) and graphic symbols
Ioana TUFAR
Abstract
The aim of this study is to create and to assess the efficiency of an intervention program based on Sign language and graphic symbols. The research had a comparative design pre-post-follow-up intervention. The participants to the program were deafblind/MSI students and the data proved there were significant differences between the pre-intervention, post-intervention and follow-up stage at the sign language level and at the graphic symbols acquired by the students.
Keywords:communication skills, Sign Language, graphic symbols, deafblind/multisensorial impairement, intervention program
pdf
DOI: 10.26744/rrttlc.2020.6.1.04
Published on line: 15/03/2020
References:
Ashton, G., Cagle, K., Kurz, K., Newell, W., Peterson, R., & Zinza, J. (2011).Standards for Learning American Sign Language (ASL) in the 21st Century. In Standards for Foreign Language Learning in the 21st Century. Yonkers, NY, disponibil online la http://www.interpretereducation.org/wp-content/uploads/2011/06/ASL-Standards-March-2011-draft-pub.pdf (consultat în 25.02.2020)
Anca, A. (2006). Psihologia deficienţilor de auz. Cluj Napoca: Presa Universitară Clujeană.
Birkett, E. (1984). A comparative Study of the Effects of makaton Vocabulary and a Language Stimulation Programme on the Communication Abilities of Mentally Handicapped Adults. Glasgow: Department of English Language, University of Glasgow.
Bodea Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Presa Universitară Clujeană.
Boulet, L. (1999). Effectiveness of Pictures Communication Symbols in the Acquisition of Specific American Sign Language Vocabulary by Deaf Students with Intellectual Disabilities. The University of British Columbia.
Brown, D (1997) Trends in the population of children with multi-sensory impairment. Talking Sense, 43, 2.
Conaghan, B.P.; Singh, N.N.; Moe, T.J. & Ellis, C.R. (1992). Acquisition and Generalization of Manual Signs by Hearing Impaired Adults with Mental Retardation. Journal of Behavioral Education, 2, 175-203.
Fărcaş, I. (2012) Aspecte psiholingvistice ale comunicării prin limbajul semnelor gestuale în cazul persoanelor cu surdocecitate, Teza de doctorat, UBB Cluj.
Griffith, P.; Panagos J. & Robinson, J.H. (1990). Tactile Iconicity: Signs Rated for Use with Deafblind Children. În: H. Bornstein (Ed.): Manual Communication: Implications for Education.Washinton: Gallaudet University Press.
Griffith, P.L. & Robinson, J. H. (1980). A comparative and normative study of iconicity of signs rated by three groups. American Annals of the Deaf, 126, 440-449.
Hathazi, A. (2014). Dezvoltarea abilităţilor de comunicare la copiii cu surdocecitate. Colecţia: Educarea persoanelor cu dizabilităţi multiple. Editura: Presa Universitară Clujeană.
Jameel, H. T. & Bibi, S. (2016). Benefits of sign language for the deaf students in classroom learning. International Journal of Advanced and Applied Sciences. 3. 24-26.
Malloy, T.V.(2003) Sign Language Use for Deaf, Hard of Hearing, and Hearing Babies: The Evidence Supports It, American Society for Deaf Children, disponibil online la https://www.gallaudet.edu/Images/Clerc/pdf/Full%20Document%20of%20ASDC%20Sign%20Language%20for%20All-English.pdf (consultat în 25.02.2020)
Mann, W; Haug, T.; Kollien, S.; Quinto-Pozos, D. (2015). Teaching Signed Languages. DOI:10.1002/9781405198431.wbeal1436(consultat în 25.02.2020).
Rowland, C., & Stremel-Campbell, K. (1987). Share and share alike: conventional gestures to emergent language for learners with sensory impairments. În: L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with dual sensory impairments. Baltimore: Paul H. Brookes.
Stillman, R.D. & Battle, C.W. (1986). Developmental assessment of communicative abilities in the deaf-blind. În: Sensory Impairment in Mentally Handicapped People. Ellis, D. (Ed.). London: Croom Helm.
Stillman, R.D. (1978). The Callier-Azusa Scale – G. Dallas: The Callier Center for Communication Disorders, University of Texas.
Tufar, I. (2015) Sisteme de comunicare alternative şi augmentative, în Adrian Roşan (coord.): Psihopedagogie specială: Modele de evaluare și intervenție, Iași: Polirom.
Dezvoltarea competențelor socio-afective ale adolescenților cu dizabilități de auz în contextul provocărilor determinate de mediul de comunicare
Dezvoltarea competențelor socio-afective ale adolescenților cu dizabilități de auz în contextul provocărilor determinate de mediul de comunicare
Developing the socio-affective competences of adolescents with hearing disabilities in the context of the challenges determined by the communication environment
Ioana-Letiția ȘERBAN; Sonia Antonela LUPU
Abstract
This article presents a study of quality of life for hearing impaired and deaf adolescents and emphasizes the impact of the type of communication that they employ on different aspects of their cognitive, linguistic and social development. In the first part, the paper presents the theoretical framework, as well as a literature review of previous studies regarding quality of life for hearing impaired and deaf youth. The second part presents the study, describing the instrument used, the method and the results. The findings of this investigation reveal that hearing impaired and deaf students that learn in a boarding school setting in the special education system are more inclined to use sign language and to interact with their hearing impaired and deaf peers, and less willing to engage in activities with hearing people that involve verbal communication, thus diminishing their linguistic and social development.
Keywords:hearing impaired adolescents, quality of life, verbal communication, sign language
pdf
DOI: 10.26744/rrttlc.2019.5.2.05
References
Brice, P. J., & Strauss, G. (2016). Deaf adolescents in a hearing world: a review of factors affecting psychosocial adaptation. Medicine and Therapeutics.
Fitzpatrick EM, Stevens A, Garritty C, Moher D. (2013). The effects of sign language on spoken language acquisition in children with hearing loss: a systematic review protocol. Systematic Reviews; 2:108, pmid:24314335
Hintermair, M. (2011). Health-related quality of life and classroom participation of deaf and hard-of-hearing students in general schools. Deaf Stud Deaf Edu, 254–271.
Huang, C.-H., Wang, T.-F., Tang, F.-I., Chen, I.-J., & Yu, S. (2017). Development and validation of a Quality of Life Scale for elementary school students. International Journal of Clinical and Health Psychology.
Lupu, S.A. (2017). Calitatea vieții elevilor adolescenți cu dizabilități de auz școlarizați în regim de internat. Lucrare de licență; Specializarea Psihopedagogie specială, Facultatea de Psihologie și Științe ale Educației, Universitatea Babeș-Bolyai, Cluj-Napoca.
Meyer, A., Sie, K., Skalicky, A., & al., e. (2013). Quality of life in youth with severe to profound sensorineural hearing loss. JAMA Otolaryngol Head Neck Surg, 294–300.
Șerban, I. (2018). Limbajul mimico-gestual. Suport de curs în tehnologia ID, Cluj-Napoca: Presa Universitară Clujeană
Streufert, A. M. (2010). Quality of life measure for adolescents and children with hearing loss. Independent Studies and Capstones, 2-38.
Trovato, S. (2013). A stronger reason for the right to sign languages, Sign Language Studies, 13(3), pp. 401-422.
Van Gent, T., Goedhart, A., & Treffers, P. (2011). Self-concept and psychopathology in deaf adolescents: preliminary support for moderating effects of deafness-related characteristics and peer problems. Child Psychol Psychiatry, 720–728.
https://www.who.int/