Deaf and hard of hearing

Complicating the issue even further is the fact that states use a wide variety of terminology to describe hearing loss. Some of these terms include, deaf, hard-of-hearing, fluctuating hearing loss, unilateral hearing loss, hearing handicapped, hearing disorder, aural handicapped, auditorily handicapped, and severely handicapped. The definitions proposed by The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA-04) for deafness and hearing impairment do not use specific measurable degrees of hearing loss (e.g., in decibels) to determine the criteria for the two categories. One of the reasons why state definitions are inconsistent is the lack of a common, federal definition. States may use the federal definitions to determine eligibility for special education, or they can create their own criteria (as long as their standards meet the minimum requirements established in the federal regulations) (Bienenstock & Vernon, 1994).

The necessity of professionals who assess of local norms to determine deaf children Braden, for three different intelligence significance differences between hard-of-hearing sample compa[r]

Regarding the sampling method, there is no accurate census of deaf and hard of hearing in Greece since mem- bers of the subcategories of this population are extremely difficult to be identified, except from the members of the first subcategory who are registered in deaf clubs- Thus, the probability or random sampling was not feasible and therefore a convenience sampling technique was used. In regards to the deaf and hard of hearing participants that communicate via GSL, the recruitment was done by visit- ing the 5 Deaf Clubs-members of the Hellenic Federation of the Deaf which are located in Attica (4 in Athens and one in Korydallos). In addition, the Hellenic Federation of the Deaf embedded a link of an online survey in their website. This helped the wide distribution of the question- naire and to reach the selected population, as deaf and hard of hearing individuals in Greece use this website to get local news and information, even if they do not communicate via sign-language. We also had placed a link on social networks, to provide also quick access to participants with similar demographics that had normal hearing, according to their answers in self-reported hearing difficulties.

Perspectives of Appropriate Educational Support Services for Non-English Speaking Families of Deaf and Hard of Hearing Children: The Ideal and the Real "A Literature Review" Master's Pro[r]

20. Robison, J., Jensema, C. Computer Speech Recognition as an Assistive Device for Deaf and Hard of Hearing People, Challenge of Change: Beyond the Horizon, Proceedings from Seventh Biennial Conference on Postsecondary Education for Persons who are Deaf or Hard of Hearing. April, 1996. (1996) Retrieved November 8, 2005, from http://sun- site.utk.edu/cod/pec/1996/robison.pdf

Currently, many schools find the foundation of providing accommodations and the curriculum for students satisfactory. It took the schools years to develop a system for students with disabilities while satisfying compliance requirements with federal laws. Many experts are now turning to fine-tuning deaf students’ education and curriculum plans (Antia et al., 2002). There are many benefits for deaf students to be educated in the STEM field, from gaining jobs in engineering and research to contributing to a new field of study and adding their own unique perspectives to science. In the United States, deaf and hard of hearing students attend college at almost the same rate as their hearing peers, but have a lower graduation retention rate. 60% of deaf/hard-of-hearing people attend some college compared to 68% of hearing people, but only 24% of deaf/hard-of-hearing students graduate compared to a graduation rate of 40% for hearing students (DeafTec).

However, medical diagnoses can differ from functional diagnoses. Whereas medical diagnoses revolve around numbers (e.g., PTA) and specific anatomical abnormalities, functional diagnoses of deaf or hard-of-hearing are established on the ability to acquire and use oral language. In a functional sense, the distinction between deaf and hard-of-hearing is the ability to comprehend and produce oral speech (with or without amplification) (J.P. Braden, personal communication, September 11, 2006). Hard-of-hearing individuals can generally respond to speech and other auditory stimuli, whereas deaf individuals usually cannot understand speech or other sounds (National Dissemination Center for Children with Disabilities, 2004). There is an imperfect relationship between medical and functional definitions of hearing loss. For example, an individual with a hearing loss of 80 dB is medically diagnosed as deaf; however, with the use of hearing aids the individual is able to primarily communicate through speech, functionally falling within the hard-of-hearing classification.

intimate partner violence by “a partner” over the previous school year. Use of the term “partner” denotes intimate partner violence may exist among heterosexual and same-sex partners. The CTS2 is a commonly used measure of intimate partner violence that measures the frequency with which respondents had experienced psychological and physical abuse from their dating partners. Three items assessed psychological abuse (e.g., insults, and threats) and seven items assessed physical abuse (e.g., slapping, pushing, kicking). Psychometric analyses conducted by Anderson and Leigh (2010) reported sound construct validity between the psychological and physical abuse scales for Deaf and Hard of Hearing college students. CTSPsychIndex was created by combining the self-reported questions: “Partner insulted or swore at you?”, “Partner put you down in front of family and/or friends?”, and “Partner threatened to hit or throw something at you?”

), the Education for All Policy (2010) and the Draft Inclusive Education Policy (2005; 2008). The implementation of the Education for All Policy (2010) spearheaded the introduction of inclusive education in mainstream schools. Therefore, all teachers in the country’s schools are expected to be competent to teach learners with a wide range of educational needs including deaf and hard-of- hearing. There is an effort by the government of kingdom of Eswatini to promote education as a basic human right through ensuring that males and females receive equal treatment and benefits at all levels (MoET, 2011; MoET, 2012). However, the assimilation of students with disabilities into the mainstream schools of the education system has not been fully realised despite the effort to explicitly define and explain inclusive education in the policy frameworks by the government of the kingdom of Eswatini (Draft Inclusive Education Policy, 2005; 2008). For instance, most students who are deaf and hard- of- hearing attend special needs schools in the country.

Some adolescents are at higher risk for social problems such as bullying, and communication impairments especially pose a risk factor. Deaf or Hard of Hearing (DHH) adolescents are noted in the literature for feeling less socially accepted (van Gent, Goedhart, Knoors, Westenberg, & Treffers, 2012; Wolters, Knoors, Cillessen, & Verhoeven, 2011). There are only a few studies on bullying in DHH adolescents, and these confirm more bullying towards DHH adolescents (Pinquart & Pfeiffer, 2015; Sullivan, 2006; Weiner, Day, & Galvan, 2013). DHH adolescents also show impairments in their emotion regulation and communication (Rieffe, 2012; Zand & Pierce, 2011), which are factors known to be related to bullying and victimization in the hearing population (Garner & Hinton, 2010; Rosen, Milich, & Harris, 2012). Therefore, it is important to examine the extent to which emotional functioning is related to bullying in the DHH population. This will provide a better understanding of the emergence and consequences of bullying in this particular population, as compared to hearing peers.

This study investigated the civic engagement, political participation, and choice of news media of the deaf and hard of hearing (DHH) community at the National Technical Institute for the Deaf (NTID) in Rochester, New York. Socialization factors that contribute to civic engagement and political participation were examined and contrasted with a hearing sample of students at Rochester Institute of Technology. The Activity Orientation Scale combined with the Political Media Gratification Scale were used to measure the likelihood of political engagement among the DHH and understand their media viewing habits. Socialization factors affect where DHH individuals get their news, what media are used, and who they trust regarding political news and information. The Deaf community is bilingual, often using written and sometimes spoken English and American Sign Language (ASL) to communicate. Credibility of news sources among DHH and hearing communities may differ due to use of closed captioning and ASL. Rich media theory is used to explain how political news and information can be better tailored for the DHH. Additional factors such as political party affiliation, social media engagement, and

20 being Very Knowledgeable to 1 being Very Unknowledgeable). At the conclusion of the presentation/demonstration all the participants completed a final questionnaire (Appendix D & E). The students and adults completed separate questionnaires. The questions and the participants responses related to the information they discovered, learned and understood about C-print. Their opinions were given of C-print as a support service for deaf/hard of hearing students in the mainstreamed stetting and which parts of C-Print they felt would be most beneficial from what they learned. The participants had to respond to several questions on a 5 point scale (5 being Strongly Agree to 1 being Strongly Disagree) and answer a few open ended questions and rate the importance of the notes given after class.

In response to these challenges, the number of early intervention (EI) programs serving families of children who Telepractice to deliver remote Part C early intervention (EI) services to families in their home is a rapidly-growing strategy under the Individuals with Disabilities Education Act (IDEA) to meet the needs of infants and toddlers who are deaf or hard of hearing. A survey was completed within a “learning community” comprised of staff from EI programs that were implementing telepractice to learn about their specific implementation strategies and challenges they faced. Twenty- seven individuals representing 11 programs responded. The results showed great variability in hardware and software, with many raising concerns regarding security. Primary challenges reported were internet connectivity and training in skills required to deliver telepractice services. The findings from this survey were valuable in guiding future areas of

Advancements in videoconferencing equipment and Internet-based tools for sharing information have resulted in widespread use of tele- medicine for providing health care to people who live in remote areas. Given the limited supply of people trained to provide early-intervention services to infants and young children who are deaf or hard-of-hearing, and the fact that many families who need such services live significant distances from each other and from metropolitan areas, such “telein- tervention” strategies hold promise for providing early-intervention services to children who are deaf or hard-of-hearing. Unfortunately, little is known about the cost-effectiveness of such teleintervention services. In this article we outline the rationale for using teleinterven- tion services for children who are deaf or hard-of-hearing, describe a teleintervention program that has been serving relatively large num- bers of children in Australia since 2002, and summarize what we know about the cost-effectiveness of such an approach. We conclude by sum- marizing the type of research needed to decide whether teleinterven- tion should be used more frequently with children who are deaf or hard-of-hearing and the potential relevance of the teleintervention ap- proach for the development of intervention systems in the United States. Pediatrics 2010;126:S52–S58

It is also important to consider that the majority of children in this study were not identified through newborn-hearing screening mechanisms. The aver- age age of identification was 18 months and the average age of enrollment in services was a discour- aging 22 months. Furthermore, only 24 of 112 sub- jects in this study were identified before 11 months of age and of those, only 20 were identified before 6 months of age. This study needs to be replicated with a population including a larger cohort of children identified through newborn-screening programs. It is possible that the influence of age of identification will be found to be even greater as more children gain access to early intervention through universal newborn-hearing screening programs. The findings of this study also support the argument that high- risk-screening approaches are ineffective in identify- ing the full population of children needing early intervention services. In summary, there is need for proactive management. Children will benefit from early identification that is paired with comprehen- sive interventions that actively involve family mem- bers.

Different existing ready frameworks and advances have been assessed. This paper portrays performance of a minimal effort IOT based ready framework for deaf and hearing weakened individuals for their security purposes. The message is additionally gotten on client's telephone through GSM and furthermore the information is refreshed on the server. The future work incorporates retrieving the caught image put away on server and youngster crying identifier for the Deaf individuals.

It is the perfect time for many young adults to start their American dream by buying their first home or investing in real estate during this housing depression where property prices are falling. This is an opportunity for them to take advantage of purchasing a house that they want with the utmost confidence. The majority of the Generation –Y’s grandparents were born into the depression-era or experienced the Great Depression. Through that experience, they learned the hard way how to save money, budget and be wise with what they were purchasing or considering where to invest their money. Their children however, are known as “Baby- Boomers”, were the ones that did not experience such great financial upset, so they found themselves to be short of funds as they got older. This comes to the point where Generation –Y children are struggling because like their parents “the Baby-Boomers”, they have not

comprehension are also important for DHH children. Tobey et al. (2003) report that phonological coding ability and linguistic competence were both predictive skills for reading and Spencer & Oleson (2008) found that speech production and comprehension skills 48 months after implantation accounted for 59% of the variance in written word comprehension three years later. However, detailed assessment of phonological skills in DHH children has shown that they are still lower than those of hearing peers (Herman et al., 2014; Spencer & Tomblin, 2009); and that the benefits of implant technology are greater for language than for phonological skills (Nittrouer, Sansom, Low, Rice, & Caldwell-Tarr, 2014). Nittrouer et al. argue that the signal quality available to CI users makes the acquisition of phonological structure problematic for children in comparison to the learning of grammar and vocabulary.

these two types of tests are relatively simple to explain: one test involves tests that can be answered by pointing or signalling while the other test requires the participant to manipulate materials (for example Block Design involves using blocks to copy a shape shown on a page which is timed while Matrix Reasoning involves watching for a pattern in a sample and pointing out the answer). The mean for the samples used in Braden’s meta-analysis indicated Average I.Q’s for Performance tests (Mean= 99.95) and a lower Average I.Q for motor-free performance tests (Mean=94.57). This is compared to a mean of 100 for Hearing peers. Braden reports that “the mean (and standard deviation) of D/HOH people’s PIQ (Performance I.Q) are virtually identical to the distribution of PIQ’s in normal-hearing people (Braden, 1994, p83). Braden has proposed elsewhere (Braden, 1985a and 1987) that the use and exposure to sign language enables D/HOH individuals to perform faster on tests of motor skills used on Performance I.Q testing. This concept has implications for the present research in that the WISC IV U.K includes one motor subtest within the Performance

Research Question: The main question being addressed through this thesis research is "What are the qualities and characteristics of effective teachers of deaf students?" This study will [r]