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1
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Conditions of auditory-verbal education of deaf children

100%
Plutecka K.
Logopedia
|
2016
|
vol. 45 EN
205-215
EN
The article focuses on the theoretical approach of the subject literature overview the essence and conditions of auditory-verbal education of deaf children. Among the discussed conditions of auditory-verbal important to: early and multi-speciality diagnosis, use of appropriate auditory prosthesis and contribution of the family environment. In the light of the analysis, it is important to look at deaf children as a group requiring an intense stimulation in the field of auditory-verbal education since the diagnosis of hearing loss, because the auditory-verbal education is therefore an integral part of the whole rehabilitation process of hearing-impaired children.
2
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Słuchowo-językowe funkcjonowanie dzieci bilateralnie zaimplantowanych wszczepem ślimakowym w trybie sekwencyjnym, doniesienie wstępne

87%
Magierska-Krzysztoń M.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2017
|
issue 18
109-123
EN
Severe hearing damage in the prenatal period or when the baby is born is a disability that significantly impairs the correct functioning in the society of hearing people. A particularly perceptible consequence of severe hearing impairment is the lack or significant delay in the development of speech and language acquisition. Thanks to the use of cochlear implants, the Program of Surgical Treatment of Deafness With the Method of Cochlear Implantation allows children with perceptive deafness for the access to speech sounds through the auditory pathway. It gives them an opportunity to develop speech and language and in the future – the ability to satisfactorily communicate with other people. The study covered 54 born-deaf children, bilaterally implanted in the sequential mode. The implantation was performed at the Department of Otolaryngology and Laryngological Oncology of the Poznan University of Medical Sciences. The results indicate a constant, dynamic increase of auditory and linguistic-communication skills in the examined group.
PL
Severe hearing damage in the prenatal period or when the baby is born is a disability that significantly impairs the correct functioning in the society of hearing people. A particularly perceptible consequence of severe hearing impairment is the lack or significant delay in the development of speech and language acquisition. Thanks to the use of cochlear implants, the Program Chirurgicznego Leczenia Głuchoty Metodą Wszczepów Ślimakowych [Program of Surgical Treatment of Deafness With the Method of Cochlear Implantation] allows children with perceptive deafness for the access to speech sounds through the auditory pathway. It gives them an opportunity to develop speech and language and in the future – the ability to satisfactorily communicate with other people. The study covered 54 born-deaf children, bilaterally implanted in the sequential mode. The implantation was performed at the Department of Otolaryngology and Laryngological Oncology of the Poznan University of Medical Sciences. The results indicate a constant, dynamic increase of auditory and linguistic-communication skills in the examined group.
3
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Theory of Mind among deaf people – a literature review

80%
Wiśniewska D.
Psychologia Wychowawcza
|
2018
|
vol. 55(13)
55-69
EN
In recent years, the studies on the Theory of Mind have gained a wide interest. The authors of these studies try to determine the influence of various factors on the development of the competency (i.e. Theory of Mind) among children. Among the variables taken into consideration, there are disability or developmental deficits. Especially popular are studies on children with autism. Already in the 90s it was noticed, that the lack of hearing can be one of the factors which makes it harder to master the competencies of the Theory of Mind framework. Deaf children achieve mentalizing capabilities 3-4 years later compared to their peers who can hear. The current article is a review of the literature concerning the specificity of the Theory of Mind development among deaf children. The difference in the linguistic and social experiences of the children brought up in families where the parents can and cannot hear is described. It seems that the social interactions deficits are the ones responsible for the more difficult process of gaining the Theory of Mind among deaf children.
4
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Uwarunkowania wychowania audytywno-werbalnego dzieci niesłyszących

80%
Plutecka K.
Logopedia
|
2016
|
vol. 45
269-280
PL
Artykuł koncentruje się wokół teoretycznego ujęcia przeglądu literatury przedmiotu na temat istoty i uwarunkowań wychowania audytywno-werbalnego dzieci niesłyszących. Wśród omawianych uwarunkowań szczególne miejsce zajmują: wczesna i wielospecjalistyczna diagnoza, zastosowanie odpowiedniej protezy słuchowej i środowisko rodzinne. W rozważaniach istotne znaczenie ma spojrzenie na dzieci niesłyszące jako grupę wymagającą intensywnej stymulacji w zakresie wychowania audytywno-werbalnego, które jest nieodłącznym elementem całości procesu rehabilitacyjnego dziecka niesłyszącego.
EN
The article focuses on the theoretical approach of the subject literature overview the essence and conditions of auditory-verbal education of deaf children. Among the discussed conditions of auditory-verbal important to: early and multi-speciality diagnosis, use of appropriate auditory prosthesis and contribution of the family environment. In the light of the analysis, it is important to look at deaf children as a group requiring an intense stimulation in the field of auditory-verbal education since the diagnosis of hearing loss, because the auditory-verbal education is therefore an integral part of the whole rehabilitation process of hearing-impaired children.
5
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Hypocoristic and augmentative constructions in the speech of profoundly hearing-impaired children

80%
Muzyka-Furtak E.
Logopedia
|
2016
|
vol. 45 EN
69-83
EN
The article discusses the problems of difficulties in the acquisition of derivational rules in profoundly hearing-impaired children in terms of the degree of knowledge of expressive constructions. On the basis of studies in two groups of children with an analogous (profound) hearing loss measured in audiological terms, but with a different level of actual hearing performance (speaking children and children using a sign language), the paper presents and discusses their achieved level of comprehension and production of selected hypocoristic and augmentative construction.
6
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A comparative study of deaf children’s family resilience

70%
Shenglin L., Potměšíl M.
Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica
|
2012
|
vol. 5
28-43
EN
This study compares families’ adaptation to childhood deafness in China and the Czech Republic. A sample of 160 families with deaf children were studied; 107 from China, 53 from the Czech Republic. The results showed that (1) overall, both family groups demonstrated resilience when facing the risk of childhood deafness by accepting the children’s deafness, functioning normally, and expecting a good future for their children; (2) Chinese families and Czech families did not demonstrate significant differences in the overall outcome of positive adaptation but displayed apparent differences in adaptiv patterns; (3) Chinese families were impacted more severely than Czech families by childhood deafness due to the lack of adequate social support, but cohesive family relationships and more positive changes in family belief such as optimism, altruism and tolerance toward differences might mediate the adverse impact caused by children’s deafness.
7

РОЛЬ ГІМНАСТИЧНИХ ВПРАВ У КОРЕКЦІЙНІЙ РОБОТІ ЗІ СЛАБОЧУЮЧИМИ ДІТЬМИ

61%
Кравченко А., Балашов Д.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
352-360
EN
The peculiarities of physical development of children with hearing impairments are under review in the article. Studies on this problem, domestic and foreign experts from the physical, pedagogical, psychological, correctional-rehabilitation areas have been analyzed. The authors argue that deaf and hearing-impaired children with early acquired or congenital impaired hearing static and locomotor functions are lagged behind in their development. The greatest peculiarity in the development of motor skills in children with hearing loss is noted in the levels of speed and balance. Many hearing-impaired and deaf children have got typical disorders of fine motor skills (movements of fingers, vocal chords), which are reflected in the future on the formation of different types of kids’ activities. Nowadays there is constantly increasing interest in the education of hearing-impaired children. Physical education for children with hearing impairments is one of the most important directions of correctional-pedagogic work in close connection with all other sides of education and training. It is known that child’s normal physical and mental development requires physical activity, moreover mastering the basic movements for children with hearing impairments is very important. For this with hearing-impaired children are held morning exercises, classes in physical education, outdoor games, sports minute, and the time for children’s independent motor activity also is set aside. Physical education for children with hearing impairments are aimed at protecting and promoting the health, harmonious physical development, hardening the child’s body, development of needs in motor activity, formation of the basic movements and motor skills, correction and prevention of violations of physical development. The expediency of the use of gymnastic exercises in therapy with hearing-impaired children, the kinds of gymnastic exercises, which are used in work with hearing-impaired children are justified in the article. The voice and movement exercises, phonetic rhythms are included here. The role of gymnastic exercises in the processes of correction and prophylaxis of diseases are defined in the text of the publication, and their importance for the process of education and upbringing of this category of children is identified.
8
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Konstrukcje hipokorystyczne i augmentatywne w języku dzieci z głębokimi uszkodzeniami słuchu

51%
Muzyka-Furtak E.
Logopedia
|
2016
|
vol. 45
91-107
PL
W artykule poruszona jest problematyka trudności z przyswajaniem reguł słowotwórczych przez dzieci z głębokimi uszkodzeniami słuchu w aspekcie stopnia znajomości konstrukcji ekspresywnych. Opierając się na przeprowadzonych badaniach w dwóch grupach dzieci o analogicznym (głębokim) stopniu ubytku słuchu mierzonym audiologicznie, ale różnym poziomie rzeczywistej sprawności słyszenia (dzieci mówiące i dzieci migające), przedstawiono i porównano osiągany przez nie poziom rozumienia i tworzenia wybranych konstrukcji hipokorystycznych i augmentatywnych.
EN
The article discusses the problems of difficulties in the acquisition of derivational rules in profoundly hearing-impaired children in terms of the degree of knowledge of expressive constructions. On the basis of studies in two groups of children with an analogous (profound) hearing loss measured in audiological terms, but with a different level of actual hearing performance (speaking children and children using a sign language), the paper presents and discusses their achieved level of comprehension and production of selected hypocoristic and augmentative construction.
9
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Content available

Teoria umysłu u dzieci głuchych – przegląd badań

51%
Dominika W.
Psychologia Wychowawcza
|
2018
|
issue 55(13)
55-69
EN
In recent years, the studies on the Theory of Mind have gained a wide interest. The authors of these studies try to determine the influence of various factors on the development of the competency (i.e. Theory of Mind) among children. Among the variables taken into consideration, there are disability or developmental deficits. Especially popular are studies on children with autism. Already in the 90s it was noticed, that the lack of hearing can be one of the factors which makes it harder to master the competencies of the Theory of Mind framework. Deaf children achieve mentalizing capabilities 3-4 years later compared to their peers who can hear. The current article is a review of the literature concerning the specificity of the Theory of Mind development among deaf children. The difference in the linguistic and social experiences of the children brought up in families where the parents can and cannot hear is described. It seems that the social interactions deficits are the ones responsible for the more difficult process of gaining the Theory of Mind among deaf children.
PL
W ostatnich latach dużą popularnością w nauce cieszą się badania nad teorią umysłu. Autorzy prac próbują określić udział różnych czynników wpływających na rozwój tej kompetencji u dzieci. Wśród zmiennych uwzględnianych w badaniach jest również niepełnosprawność dzieci lub ich deficyty rozwojowe. Szczególnie dużo badań powstaje w grupach dzieci ze spektrum autyzmu. Już w latach 90. XX w. zauważono, że brak słuchu może być jednym z czynników utrudniających nabywanie poszczególnych kompetencji w ramach teorii umysłu. Dzieci głuche osiągają umiejętności w zakresie mentalizowania z opóźnieniem 3–4-letnim w stosunku do swoich słyszących rówieśników. Niniejsza publikacja jest przeglądem badań dotyczących specyfiki rozwoju teorii umysłu u dzieci głuchych. Opisana została odmienność doświadczeń językowych i społecznych dzieci głuchych wychowywanych w rodzinach słyszących i dzieci głuchych rodziców głuchych. Wydaje się, że to właśnie deficyty w zakresie interakcji społecznych są odpowiedzialne za utrudniony proces nabywania teorii umysłu u dzieci głuchych.
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