Showing posts with label Research. Show all posts
Showing posts with label Research. Show all posts
VIDEO: Deaf News - According to the researchers, the cascading impact of hearing loss on access to school communication.
Fragmented Hearing, Effort, Listening, Comprehension, Fatigue and Pace of Learning. Hearing Loss is invisible. Someone observing a student with hearing loss may believe that he or she has an attention problem or a learning disability as hearing loss can also impact perceiving, language processing, processing speed, memory and attention. Unlike ADHD or LD, learning issues caused by hearing loss are not due to a disorder (an issue with brain processes). Instead the learning issues are secondary to delays because the child has incomplete access to speech occurring around him or her, especially soft speech or completely understanding someone talking from a distance further than 3-6 feet.
Fragmented Hearing - Our educational system is based on the assumption that students in the classroom will perceive, and therefore understand, all of what the teacher is saying. When much information received in school is fragmented because of hearing loss, learning consequences are likely. Even with the latest hearing technology, normal hearing ability is not restored by hearing devices. Even aided thresholds of 20 dB HL will cause soft speech, high pitch speech sounds and unemphasized brief words to be undetected or too quiet to process.
It is not unusual for children with hearing loss to have a 20% ‘listening gap’ as compared to class peers who may miss only 5% of information 1. The image shows a story about Fran the frog who has a sore throat. As you can see, comprehending the meaning of the story is impacted when 20% of the information missing. Even if a child is able to perform well in a quiet setting using hearing devices, a classroom setting is typically noisy, with fast-paced peer-to-peer conversations and teachers that move about the classroom, causing significant listening challenges. These conditions typically result in barriers to access.
Increased Effort - Effort refers to the exertion of physical or mental power. Listening effort refers to the attention necessary to understand speech. Ease of listening is the perceive difficulty of the listening situation by the listener. Even low noise in the environment will interact with the fragmented hearing to interfere with their speech understanding. Children with hearing loss work harder than their peers to listen leaving fewer cognitive resources to understand speech in the classroom as compared to class peers.
CSS Movies presents "Alone In A Hearing World" shows true to life scenarios of a young Deaf boy growing up in a hearing world. With family members who can't communicate and continuous misunderstandings by his teachers and coaches, he is forced to live in a world of isolation. However, when he pleas for his Mothers understanding and falls short, he ends up in the only place he seems to find acceptance.
It has been assumed that speechreading will help children to compensate for what is missed due to fragmented hearing. Research results make it clear that speechreading (lipreading) help children to compensate for what was missed...read more: http://successforkidswithhearingloss.com/pdf.
Sources:
http://successforkidswithhearingloss.com/2014/06/Cascading-Impact-of-Hearing-Loss-on-Access-to-School-Communication.
http://successforkidswithhearingloss.com/2014/06/The-Cascading-Impact-of-Hearing-Loss.
Related:
Living In Between The Deaf And Hearing Worlds
Dropout Rate Among Mainstream Deaf Students
Deaf Awareness 'Voiceless' Short Film
Deaf Girl's Bullying In Mainstream School
Deaf Student Bullied At Alexander Graham Bell School
Mainstream School Is Failing Deaf Students
Petition | Stop Moving Deaf To Mainstream Schools
Fragmented Hearing, Effort, Listening, Comprehension, Fatigue and Pace of Learning. Hearing Loss is invisible. Someone observing a student with hearing loss may believe that he or she has an attention problem or a learning disability as hearing loss can also impact perceiving, language processing, processing speed, memory and attention. Unlike ADHD or LD, learning issues caused by hearing loss are not due to a disorder (an issue with brain processes). Instead the learning issues are secondary to delays because the child has incomplete access to speech occurring around him or her, especially soft speech or completely understanding someone talking from a distance further than 3-6 feet.Fragmented Hearing - Our educational system is based on the assumption that students in the classroom will perceive, and therefore understand, all of what the teacher is saying. When much information received in school is fragmented because of hearing loss, learning consequences are likely. Even with the latest hearing technology, normal hearing ability is not restored by hearing devices. Even aided thresholds of 20 dB HL will cause soft speech, high pitch speech sounds and unemphasized brief words to be undetected or too quiet to process.
It is not unusual for children with hearing loss to have a 20% ‘listening gap’ as compared to class peers who may miss only 5% of information 1. The image shows a story about Fran the frog who has a sore throat. As you can see, comprehending the meaning of the story is impacted when 20% of the information missing. Even if a child is able to perform well in a quiet setting using hearing devices, a classroom setting is typically noisy, with fast-paced peer-to-peer conversations and teachers that move about the classroom, causing significant listening challenges. These conditions typically result in barriers to access.
Increased Effort - Effort refers to the exertion of physical or mental power. Listening effort refers to the attention necessary to understand speech. Ease of listening is the perceive difficulty of the listening situation by the listener. Even low noise in the environment will interact with the fragmented hearing to interfere with their speech understanding. Children with hearing loss work harder than their peers to listen leaving fewer cognitive resources to understand speech in the classroom as compared to class peers.
CSS Movies presents "Alone In A Hearing World" shows true to life scenarios of a young Deaf boy growing up in a hearing world. With family members who can't communicate and continuous misunderstandings by his teachers and coaches, he is forced to live in a world of isolation. However, when he pleas for his Mothers understanding and falls short, he ends up in the only place he seems to find acceptance.
It has been assumed that speechreading will help children to compensate for what is missed due to fragmented hearing. Research results make it clear that speechreading (lipreading) help children to compensate for what was missed...read more: http://successforkidswithhearingloss.com/pdf.
Sources:
http://successforkidswithhearingloss.com/2014/06/Cascading-Impact-of-Hearing-Loss-on-Access-to-School-Communication.
http://successforkidswithhearingloss.com/2014/06/The-Cascading-Impact-of-Hearing-Loss.
Related:
Living In Between The Deaf And Hearing Worlds
Dropout Rate Among Mainstream Deaf Students
Deaf Awareness 'Voiceless' Short Film
Deaf Girl's Bullying In Mainstream School
Deaf Student Bullied At Alexander Graham Bell School
Mainstream School Is Failing Deaf Students
Petition | Stop Moving Deaf To Mainstream Schools
ASL VIDEO - Crab Theory in Deaf Community: Gallaudet University.
The "Crab Theory" is used in the Deaf and Hard of Hearing community as a metaphor to describe the tendency of some Deaf people to criticize or put down the successes or achievements of other Deaf people. It may take several different forms: malicious and negative gossip, grudges, social rejection, etc., and is directed against Deaf community leaders, successful Deaf business entrepreneurs or educational administrators, Deaf individuals who go to college while their Deaf peers never get beyond high school, Deaf people who "don't act Deaf enough", even ordinary Deaf individuals who do such positive things as buying a new car or marrying a good person.
The analogy is to a bucket of live crabs: whenever one crab attempts to escape the bucket by climbing out of it, the others reach up and pull it back down. The result, of course, is that no crab succeeds in escaping the bucket. Other groups, especially other minority groups, also use the "crab theory" to describe similar negativity within their own communities, but the "crab theory" is probably more widely mentioned and discussed within the Deaf community than in any other group.
This brief paper cannot attempt an analysis of the sometimes-complex psychological reasons for the practice of the "crab theory". However, certain common elements that tend to contribute to this phenomenon can be identified in the Deaf community.
Jealousy is often involved, of course: one Deaf person sees another Deaf person become successful while s/he still is not, so the first Deaf person tries to minimize feelings of "inferiority" by putting down the other Deaf person's success. This likely arises out of the low self-esteem frequently seen among Deaf people, often brought on from low expectations set for them by hearing parents and hearing educators, as well as from oppression by those same hearing persons (see related Deaf FAQ on Audism). This attitude by hearing authorities and parents that "Deaf people can't" gets internalized by many Deaf persons during their formative years and carries into adulthood. Self-oppression and internecine strife is a common result of low self-esteem in the Deaf community. To learn more about crab theory in the Deaf community - http://libguides.gallaudet.edu/content_mobile.php?pid=351730&sid=2877347
The "Crab Theory" is used in the Deaf and Hard of Hearing community as a metaphor to describe the tendency of some Deaf people to criticize or put down the successes or achievements of other Deaf people. It may take several different forms: malicious and negative gossip, grudges, social rejection, etc., and is directed against Deaf community leaders, successful Deaf business entrepreneurs or educational administrators, Deaf individuals who go to college while their Deaf peers never get beyond high school, Deaf people who "don't act Deaf enough", even ordinary Deaf individuals who do such positive things as buying a new car or marrying a good person.The analogy is to a bucket of live crabs: whenever one crab attempts to escape the bucket by climbing out of it, the others reach up and pull it back down. The result, of course, is that no crab succeeds in escaping the bucket. Other groups, especially other minority groups, also use the "crab theory" to describe similar negativity within their own communities, but the "crab theory" is probably more widely mentioned and discussed within the Deaf community than in any other group.
This brief paper cannot attempt an analysis of the sometimes-complex psychological reasons for the practice of the "crab theory". However, certain common elements that tend to contribute to this phenomenon can be identified in the Deaf community.
Jealousy is often involved, of course: one Deaf person sees another Deaf person become successful while s/he still is not, so the first Deaf person tries to minimize feelings of "inferiority" by putting down the other Deaf person's success. This likely arises out of the low self-esteem frequently seen among Deaf people, often brought on from low expectations set for them by hearing parents and hearing educators, as well as from oppression by those same hearing persons (see related Deaf FAQ on Audism). This attitude by hearing authorities and parents that "Deaf people can't" gets internalized by many Deaf persons during their formative years and carries into adulthood. Self-oppression and internecine strife is a common result of low self-esteem in the Deaf community. To learn more about crab theory in the Deaf community - http://libguides.gallaudet.edu/content_mobile.php?pid=351730&sid=2877347
VIDEO: Captions - Professor Marc Marschark, Editor Journal of Deaf Studies and Deaf Education helps Oxford University Press to changing research of Deaf education.
Marc Marschark, Ph.D., is a Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, Editor of the Journal of Deaf Studies and Deaf Education, reflects on how a partnership with Oxford University Press has helped the journal to fundamentally change research in the field of Deaf studies, language, and education.
Professor Marschark is the founding Editor of the Journal of Deaf Studies and Deaf Education and Series Editor for Perspectives on Deafness , both published by Oxford University Press.
Professor Marc Marschark's primary research and teaching interests focus on language and cognition among Deaf and Hearing Adults; interactions of language, cognitive, and social development of Deaf children; and links between cognitive processes (e.g., memory, problem solving) and literacy among Deaf students. He is now developing a research program concerning several aspects of sign language interpreting.
Video by Oxford Academic (Oxford University Press)
Read full article - http://jdsde.oxfordjournals.org/
Subscribe Oxford Academic
(c) Oxford University Press
Marc Marschark, Ph.D., is a Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, Editor of the Journal of Deaf Studies and Deaf Education, reflects on how a partnership with Oxford University Press has helped the journal to fundamentally change research in the field of Deaf studies, language, and education.Professor Marschark is the founding Editor of the Journal of Deaf Studies and Deaf Education and Series Editor for Perspectives on Deafness , both published by Oxford University Press.
Professor Marc Marschark's primary research and teaching interests focus on language and cognition among Deaf and Hearing Adults; interactions of language, cognitive, and social development of Deaf children; and links between cognitive processes (e.g., memory, problem solving) and literacy among Deaf students. He is now developing a research program concerning several aspects of sign language interpreting.
Read full article - http://jdsde.oxfordjournals.org/
Subscribe Oxford Academic
(c) Oxford University Press
