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EN
The article describes the functioning hearing siblings of persons with hearing loss in the different developmental stages: childhood, adolescence and adulthood. Indicated determinants of building positive relationships between deaf and hearing siblings. They may implicite the psychosocial functioning of hearing people in adulthood.
PL
The article describes the functioning of hearing siblings of persons with hearing loss in different developmental stages: childhood, adolescence and adulthood. It describes the key factors to the formation of positive relationships between deaf and hearing siblings. These may influence the psychosocial functioning of hearing people in adulthood.
2
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Time in the Context of Deafness

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EN
Hearing impairment is the factor influencing individual experience and development. However, as it influences the identity development, it might also impact the temporal processes. The article analyses the three levels of psychological time in the context of contemporary research. The results are discussed in the frame of particularly crucial factors such as communication, language and culture. Temporal perspective is described in the context of world representation understood as a system of knowledge comprising an individual’s beliefs. This system, which plays a regulative role in making choices, building attitudes towards the real world and solving problems, develops as the individual gains experience. However, hearing-impaired adolescents concentrate on the present events more than their hearing peers.
EN
An overview of contemporary studies on the issue of theory of mind in deaf children is presented in the article. The author analyses conditions of developmental delays revealed by deaf children raised in hearing families. This delay is not, however, a simple consequence of deafness per se, but rather a result of interaction of deafness influence, and contextual linguistic and cultural variables. Child’s participation in conversations carried out using sign language, regarding mental states and processes, both at home and in school, seems to be crucial for the natural course of the development of false belief understanding. Practical implication of cited conferrals comes down to the postulate of a signing model in the development of a child brought up in a hearing family and the common bilingual education, based on the assumption that a deaf child must first master sign language, and then national language as a foreign one,because even in native signing families, ToM development in deaf children may be delayed if the child is educated in an oral education-oriented school.
EN
The aim of the following article was to investigate the attitudes towards different aspects of deafness among hearing parents of children with hearing impairment. It was hypothesized that the valence of the attitude correlates with various factors, for instance: parents’ level of education, child’s age and number of other people with hearing loss known by the parents. For the purpose of this research, a 32-item scale, based on the theory of dualistic models of attitudes was created. Positive attitudes were associated with preference for sociocultural perspective on deafness, including respect for child’s preferred communication method, acceptance for sign language, perceiving people with hearing loss as able-bodied. Contrarily, negative perspective was related to the medical perspective on deafness, which includes insisting on curing deafness and treating it as a disability which requires supportive solutions e.g. hearing aids or cochlear implants. Neither of the two models appeared dominant. Further analyses were addressed to explore parents’ knowledge and beliefs about hearing impairment.
EN
The aim of the article is to analyse the aesthetic aspects of the reception and creation of art by people with hearing impairments. For most people, hearing loss is unimaginable and is often understood only in the context of communication problems. Meanwhile, deaf people perceive their otherness completely differently. Deafness is a total experience, affecting not only the physical aspect, but also changing the perception of reality as a whole. Divergences in the way of perceiving the world, resulting from the exclusion of one of the basic senses, are particularly visible in the field of art, especially in those areas that use sound effects. The large variety of types of deafness does not allow for broad generalizations or building some kind of universal theory of reception. Therefore, from the perspective of deaf people, contact with art is very individual and intimate, which also affects the issue of their artistic creation. The author of the article touches upon the problem of the visuality of sign language and its artistic possibilities. She analyses the perception preferences of people with hearing impairments, exposing the issue of polysensory perception, and presents the most interesting artistic projects created both by the deaf and those that allow to build multidirectional relations between the parallel worlds of the deaf and hearing people.
EN
After many years of effort and work to improve the situation, eliminate barriers in the lives of the deaf, developed the law on sign language. It is defined as a milestone in the struggle to improve their situation. Assistive technology for deaf people an opportunity to communicate their alignment with the rest of society. In the era of computerization there are solutions, offers a chance for the abolition of such barriers. Access to the Internet and mobile devices deaf improve communication with its surroundings. The following papers attempts an approximation of deafness as a disability and social groups, and then present the technical and technological foundation that with support communication. The proposal is a response to statutory requirements in relation to public bodies.
XX
This paper considers how Frances Itani’s Deafening imaginatively rethinks our understanding of the Great War in the age of postmemory. Seeing as the novel is set in Canada and Europe during the First World War and takes as its protagonist a deaf woman, the poetic attention given to the senses as a horizon of phenomenological experience magnifies the moral bonds that the characters establish in defi ance of both deafness and death. Guided by the theoretical reasoning of Marianne Hirsch, Elaine Scarry, and Alison Landsberg as well as contemporary phenomenological thinking, most significantly that of Edward S. Casey, Steven Connor, Michel Serres, and Jean-Luc Nancy, this paper examines how the novel’s attentiveness to the materiality of the body in regard to the ethical collisions of sound and silence as well as life and death contributes to a poetics of resonance that generates prosthetic memories, turning the anonymous record of war into a private experience of moral endurance inscribed on the ear of historical legacy.
EN
A child’s hearing impairment is a challenge for parents. Thanks to early diagnosis, parents can decide to treat and support the development of a deaf child already from infancy. The surdopedagogical literature mainly focuses on the role of the mother in the development of such a child, her experiences, as well as the effects of deafness on her functioning. The present article offers a review of Polish and foreign literature on fatherhood with a deaf child and aims to show the researchers’ interest areas in paternity in relation to a child with hearing impairment, including: the importance of the father’s presence in the life of a deaf child, the role of the father, his commitment to care, paternal/parental stress and its effects on the whole family, a sense of efficiency and coherence in fathers, coping with problems, social support, mental health disorders in fathers. Finally, the paper proposes postulates for further research on the fatherhood of deaf children.
PL
Uszkodzenie słuchu u dziecka jest wyzwaniem dla jego rodziców. Dzięki wczesnej diagnozie rodzice mogą podjąć decyzję o leczeniu i wspomaganiu rozwoju dziecka niesłyszącego od okresu niemowlęctwa. Literatura surdopedagogiczna jest skupiona szczególnie na roli matki w rozwoju takiego dziecka, jej doświadczeniach i przeżyciach oraz skutkach głuchoty w jej funkcjonowaniu. Niniejszy artykuł poświęcony jest przeglądowi literatury polskiej i zagranicznej na temat ojcostwa wobec dziecka niesłyszącego i ma na celu ukazać obszary zainteresowania badaczy ojcostwem dziecka z niepełnosprawnością słuchową, takie jak np. znaczenie obecności ojca w życiu dziecka niesłyszącego, rola ojca, jego zaangażowanie w opiekę, stres ojcowski/rodzicielski i jego skutki dla dziecka, rodziców i całej rodziny, poczucie skuteczności i koherencji u ojców, radzenie sobie z problemami, wsparcie społeczne, zaburzenia zdrowia psychicznego u ojców. W zakończeniu podkreślono konieczność wsparcia dla ojców/rodziców dzieci z uszkodzeniem słuchu oraz wysunięto postulaty co do dalszych badań dotyczących ojcostwa dzieci niesłyszących.
Logopedia
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2023
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vol. 52
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issue 2
187-207
EN
Decisions about the choice of communication method and educational facility for a child with hearingimpairment are made by parents and specialists based on a functional analysis of the child’s auditory perceptionand communication skills. This article describes the possibilities of organizing support using the Cued Speech Method (Metoda Fonogestów) for students with severe hearing impairment and limited benefits from hearing aids in an integrated and inclusive education system. The basic condition is the creation of a communication community ,i.e. preparation for communicating using cued speech of a hearing-impaired child, his or her parents and family, teachers, peers, and specialists. The workload during learning is large, but it pays off with benefits for all users of the method at various stages of education: in kindergarten, school, and even at university. In addition to the obvious benefits for the deaf student himself, the article points to the benefits for hearing, non-disabled peers, as well as children with other special developmental and educational needs. The author of the considerations began detailed research in this area, hence the article is an announcement of the continuation of considerations after theresearch is completed.
PL
Decyzje o wyborze metody komunikacji oraz placówki kształcenia dla dziecka z uszkodzeniem słuchu podejmują rodzice wraz ze specjalistami na podstawie analizy funkcjonalnej oceny jego percepcji słuchowej i umiejętności komunikacyjnych. Niniejszy artykuł opisuje możliwości organizacji wsparcia z zastosowaniem Metody Fonogestów dla uczniów z poważnymi uszkodzeniami słuchu i ograniczonymi korzyściami z protez słuchowych w systemie edukacji integracyjnej i włączającej. Podstawowym warunkiem jest stworzenie wspólnoty komunikacyjnej, a więc przygotowanie do komunikowania się z zastosowaniem fonogestów dziecka z uszkodzonym słuchem, jego rodziców i rodziny, nauczycieli i rówieśników oraz specjalistów. Nakład pracy w trakcie nauki jest duży, ale procentuje korzyściami dla wszystkich użytkowników metody na różnym etapie edukacji: w przedszkolu, szkole, a nawet na studiach. Oprócz oczywistych korzyści dla samego ucznia niesłyszącego, w artykule wskazuje się na zyski, które czerpią słyszący, pełnosprawni rówieśnicy, a także dzieci z innymi specjalnymi potrzebami rozwojowymi i edukacyjnymi. Autorka pracy rozpoczęła szczegółowe badania w tym zakresie, stąd artykuł jest zapowiedzią kontynuacji rozważań po zakończeniu badań.
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