scholarly journals Psychological and Social Problems of Hearing-Impaired Students and the Adopted Coping Strategies in Deaf Schools

2020 ◽  
Vol 10 (2) ◽  
pp. 205
Author(s):  
Abdellatif Khalaf Suleiman Alramamneh ◽  
Obaid Abdelkarim Obaid Sabayleh ◽  
Shirin Munier Abdallah Abu hazim ◽  
Samer Mohammed Abu Drei
Keyword(s):  
Coping Strategies ◽  
Hearing Impairment ◽  
Social Problems ◽  
Separation Anxiety ◽  
Hearing Impaired ◽  
Psychological Problems ◽  
Study Results ◽  
Medium Level ◽  
Adoption Level ◽  
Hearing Impaired Students

The aims of this study were to identify the social and psychological problems of hearing-impaired students and investigate the coping strategies adopted in deaf schools. The descriptive analytical approach was used to describe the data collected from a randomly selected sample that consisted of 150 deaf students; 67 were males and 83 were females. The findings showed that hearing-impaired students face social problems such as difficulties encountered in public places and feeling scared of violence by others. The findings also showed that students with hearing impairment face frequent psychological problems such as explanation of mistakes, fear of making mistakes, and separation anxiety. However, the study results revealed that students with hearing impairment have a medium level of psychological and social problems as well as the adoption level of coping strategies. Furthermore, there are no statistically significant differences on the level of both social and psychological problems, and adapted level of coping strategies due to gender, address, education level, and impairment severity.

scholarly journals The Level of Psychological Alienation and its Relationship to Some Demographic Variables among the Hearing – Impaired in Jordan

2017 ◽  
Vol 9 (2) ◽  
pp. 84
Author(s):  
Naji Mnwer Alsaaideh
Keyword(s):  
Demographic Variables ◽  
Hearing Impaired ◽  
Holy Land ◽  
Deaf Students ◽  
Study Results ◽  
Medium Level ◽  
Males And Females

The study aimed at identifying the level of psychological alienation and its relationship with some demographic variables among the hearing– impaired in Jordan. The study sample consisted of (80) students from the Holy Land Institute for the Deaf allocated at (50) males and (30) females. The researcher developed a tool to measure the psychological alienation and verify the psychometric features of the tool.The study results pointed out that the level of psychological alienation among the hearing – impaired was at medium level. The results also revealed the absence of statistically significant differences in the level of psychological alienation between the hearing – impaired males and females. The study also showed the presence of statistically significant differences in the psychological alienation level according to the variables of type of residence and the intensity of impairment where the differences were in favor of the deaf students. Based on the results, the researcher recommends the necessity of holding training and guiding programs to reduce the level of psychological alienation among the hearing – impaired in Jordan.

scholarly journals Hearing impairment and higher education: perceptions of students and employees in a Brazilian Public Institution

2020 ◽  
Vol 9 (1) ◽  
pp. e95911603
Author(s):  
Luíza Gadea Gradret Levy ◽  
Laís Ferreira ◽  
Júlia Dalcin Pinto ◽  
Gicelia Barreto Nascimento ◽  
Eliara Pinto Vieira Biaggio ◽  
...  
Keyword(s):  
Higher Education ◽  
Hearing Impairment ◽  
Education Institution ◽  
Hearing Impaired ◽  
Public Institution ◽  
Public Higher Education ◽  
Online Questionnaire ◽  
Higher Education Institution ◽  
Perceptions Of Students ◽  
Hearing Impaired Students

The aim of this study was to identify the perceptions of the hearing impaired students and the Accessibility Center employees of a Public Higher Education Institution regarding the policies and actions of accessibility and permanence in the education offered in the institution in which they are linked. Also, to verify the association between the preferential linguistic modality of the hearing impaired students and their responses regarding the policies of accessibility and permanence in education in a Higher Education Institution. As well as to identify the architectural and communicational barriers that undermines the academic performance of these students. 14 hearing impaired students and 5 Accessibility Center employees of a Higher Education Institution participated in this study. The data collection occurred through an online questionnaire. It was verified that the two groups did not obtained similar perceptions regarding accessibility and permanence. There was no statistical difference between the linguistic modality and the responses regarding accessibility and permanence in higher education. The students report as main architectural and communication barriers: classroom, learning disability and difficulty in following the contents during classes. This research verified that there is a divergence between students and employees´ perceptions. Regardless of the preferred linguistic modality, students with hearing impairment have the same perceptions regarding accessibility and permanence in higher education. The architectural and communicational barriers were identified in the studied sample.

scholarly journals Stress and coping strategies for parenting children with hearing impairment and autism

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Naima Ishtiaq ◽  
Nazia Mumtaz ◽  
Ghulam Saqulain
Keyword(s):  
Coping Strategies ◽  
Hearing Impairment ◽  
Parental Stress ◽  
Stress And Coping ◽  
Hearing Impaired ◽  
Autistic Children ◽  
Cross Sectional ◽  
The Mean ◽  
Stress Score ◽  
And Coping

Objectives: To determine the level of stress experienced and coping strategies used by parents of hearing impaired and autistic children. Methods: Using non-probability convenience sampling this cross sectional study recruited n =200 parents of hearing impaired (HI) and 100 parents of autistic children, of either gender, aged 20 to 60 years. Samples were recruited from Special Education Institutes of Islamabad and Rawalpindi, over a period of six months, from October 2018 to March 2019 and conducted at Isra Institute of Rehabilitation Sciences, Islamabad. Basic demographical sheet, Parental Stress Scale and Coping Strategies Inventory were used for data collection. Statistical analysis was done using SPSS 21. Results: In parents of hearing impaired the mean parental stress score was 47.44±12.85 and commonest coping strategy was problem focused engagement (26.03) followed by problem focused dis-engagement (24.25). In the autistic group the mean parental stress score was 48.92+11.22 with problem focused engagement being the most frequently used strategy (27.4) followed by emotion focused strategy. Conclusion: Different level of stress experienced by parents of autistic and hearing impaired children which is statistically significant and they employed different coping strategies. doi: https://doi.org/10.12669/pjms.36.3.1766 How to cite this:Ishtiaq N, Mumtaz N, Saqulain G. Stress and coping strategies for parenting children with hearing impairment and autism. Pak J Med Sci. 2020;36(3):---------. doi: https://doi.org/10.12669/pjms.36.3.1766 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals PENINGKATAN KEMAMPUAN GURU DALAM PEMBELAJARAN MELALUI PELATIHAN BERBASIS CONTEXTUAL LEARNING DI SEKOLAH INKLUSIF

2015 ◽  
Vol 27 (II) ◽  
pp. 127
Author(s):  
Murni Winarsih
Keyword(s):  
Hearing Impaired ◽  
Contextual Learning ◽  
Development Model ◽  
Training Package ◽  
Training Materials ◽  
Study Results ◽  
Inclusive School ◽  
Soft Copy ◽  
Development Methods ◽  
Hearing Impaired Students

Abstract: This study aims at producing a set of contextual-learning based training package for teachers of inclusive school to teach hearing impaired students. Background of the development’s training package are not available the training about hearing impairment’s instructional yet, and needs of teacher with the absence of particular instructional competency for hearing impaired students in an inclusive school. Borg and Gall’s Research and Development methods were employed in this study followed with an Instructional Development Model (MPI) to develop the package.This study results in the production of a set of contextual-learning-based training package for teachers to teach hearing impaired students, it includes the design of training, user’s guide for instructure and participant, 4 modules accompanied with a soft-copy (CD) of training materials that have been tested the effectivity, efficiency, and feasibility. The research resulting some of implication and recommendation.   Abstrak: Penelitian ini bertujuan untuk menghasilkan satu set paket pelatihan berbasis pembelajaran kontekstual bagi guru sekolah inklusif untuk mengajar siswa yang terganggu pendengarannya. Latar belakang dari paket pelatihan pengembangan ini tidak tersedia pelatihan tentang gangguan pendengaran ini instruksional belum, dan kebutuhan guru dengan tidak adanya kompetensi pembelajaran tertentu untuk mendengar siswa terganggu pada sekolah inklusif. Borg dan Gall Penelitian dan Pengembangan metode yang digunakan dalam penelitian ini diikuti dengan Pengembangan Model Instruksional (MPI) untuk mengembangkan hasil penelitian package.This dalam produksi satu set paket pelatihan berbasis kontekstual-learning bagi guru untuk mengajar siswa terganggu mendengar , itu termasuk desain pelatihan, buku petunjuk untuk instruktur dan peserta, 4 modul disertai dengan soft-copy (CD) dari materi pelatihan yang telah diuji efektivitas, efisiensi, dan kelayakan. Penelitian dihasilkan beberapa implikasi dan rekomendasi.

scholarly journals Learning Modalities of Elementary Grade Students with Hearing Impairment

2021 ◽  
Vol 2 (1) ◽  
pp. 352-364
Author(s):  
Dr. Ibtasam Thakur ◽  
Dr. Asmaa Azeem ◽  
Dr. Moafia Nadar
Keyword(s):  
Socioeconomic Status ◽  
Hearing Impairment ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Hearing Impaired ◽  
Second Phase ◽  
Elementary Grades ◽  
Learning Modalities ◽  
Diverse Learning ◽  
Hearing Impaired Students

The contemporary study was descriptive in nature and by method it was exploratory. It is primarily conducted to unfold diverse learning modalities of students with hearing impairment (SHI) at elementary grades level. The objectives of the study were to investigate (a) diverse learning modalities of the hearing-impaired students (b) learning modalities of hearing-impaired students from different socioeconomic status (c) learning modalities and difference in their age group (d) learning modalities and difference in their hearing loss (e) school wise difference in learning styles (f) grade-wise difference among learning modalities. For qualitative data, twelve teachers and administrators were interviewed in the first phase and in the second phase, quantitative data was collected through a questionnaire from 220 students with hearing impairment, enrolled in elementary grades in different special education schools of Lahore. Researchers collected data through convenient sampling. 220 students (male & female) were selected as a sample from seven schools of hearing-impaired children. The research tool were semi-structured interviews and a five-level Likert scale, both tools were constructed by the researchers that covered the following learning modalities, visual, aural, reading/writing & kinesthetic /tactile. For data collection from students, the researchers also took help from sign language interpreters for effective results. The researchers started this research with the vision that the results shall significantly help the academic instructors not only at the school level but also at higher education. Cronbach Alpha of the tool was .873. One Way ANOVA was used to find out the mean difference. The major finding was that visual and kinesthetic/tactile learning modalities for executing teaching and learning processes were practiced in all schools for the teaching and learning processes and socioeconomic status was not reflecting any key concern in determining the learning modalities.

scholarly journals Comparative Analysis of Approaches to Teaching Students with Hearing Impairments and Students without Disabilities at a Technical University

2020 ◽  
Vol 29 (6) ◽  
pp. 92-101
Author(s):  
O. A. Oreshkina ◽  
P. V. Slitikov
Keyword(s):  
Comparative Analysis ◽  
Hearing Impairment ◽  
Methodological Approach ◽  
Hearing Impaired ◽  
Approaches To Teaching ◽  
Verbal Form ◽  
Technical University ◽  
The Individual ◽  
Content Accessibility ◽  
Hearing Impaired Students

This paper provides a comparative analysis of approaches to teaching natural sciences disciplines on the example of chemistry to hearing impaired students and students without disabilities. Hearing impaired students make up the most difficult category of students at university of a general type with a verbal form of education due to their hearing impairment and concomitant disturbances in body functions that cause their disability. The key problem of their training at technical university is the limited content accessibility of the disciplines of the natural science cycle, including chemistry. They can master these disciplines only as subjects of adapted (inclusive) basic professional educational programs with creating special (distinctive) learning conditions for them. The authors developed and tested a methodological approach to solving the problem of content accessibility of educational resources in chemistry for hearing impaired students at technical university by creating special conditions for their mastering, taking into account their limitations. Particular educational conditions include support of hearing impaired students by additional adaptational course of chemistry with a focus on individualized teaching applying a number of cognitive technologies. In this regard, the offered approach is compensatory in nature. It allows teachers to identify the individual educational and rehabilitation needs of students with hearing impairment and meet those using organizational, technological and pedagogical solutions, thus leveling their educational opportunities with ones of students without disabilities. Due to the use of assistive tools and technologies compatible with the educational environment, it is possible to make it accessible to various categories of students.

Hearing Aid Amplification Reduces Communication Effort of People With Hearing Impairment and Their Conversation Partners

2020 ◽  
Vol 63 (4) ◽  
pp. 1299-1311 ◽  
Author(s):  
Timothy Beechey ◽  
Jörg M. Buchholz ◽  
Gitte Keidser
Keyword(s):  
Hearing Impairment ◽  
Hearing Aid ◽  
Normal Hearing ◽  
Referential Communication ◽  
Hearing Impaired ◽  
Directional Hearing ◽  
Acoustic Environment ◽  
Communication Task ◽  
Acoustic Environments ◽  
The Impact

Objectives This study investigates the hypothesis that hearing aid amplification reduces effort within conversation for both hearing aid wearers and their communication partners. Levels of effort, in the form of speech production modifications, required to maintain successful spoken communication in a range of acoustic environments are compared to earlier reported results measured in unaided conversation conditions. Design Fifteen young adult normal-hearing participants and 15 older adult hearing-impaired participants were tested in pairs. Each pair consisted of one young normal-hearing participant and one older hearing-impaired participant. Hearing-impaired participants received directional hearing aid amplification, according to their audiogram, via a master hearing aid with gain provided according to the NAL-NL2 fitting formula. Pairs of participants were required to take part in naturalistic conversations through the use of a referential communication task. Each pair took part in five conversations, each of 5-min duration. During each conversation, participants were exposed to one of five different realistic acoustic environments presented through highly open headphones. The ordering of acoustic environments across experimental blocks was pseudorandomized. Resulting recordings of conversational speech were analyzed to determine the magnitude of speech modifications, in terms of vocal level and spectrum, produced by normal-hearing talkers as a function of both acoustic environment and the degree of high-frequency average hearing impairment of their conversation partner. Results The magnitude of spectral modifications of speech produced by normal-hearing talkers during conversations with aided hearing-impaired interlocutors was smaller than the speech modifications observed during conversations between the same pairs of participants in the absence of hearing aid amplification. Conclusions The provision of hearing aid amplification reduces the effort required to maintain communication in adverse conditions. This reduction in effort provides benefit to hearing-impaired individuals and also to the conversation partners of hearing-impaired individuals. By considering the impact of amplification on both sides of dyadic conversations, this approach contributes to an increased understanding of the likely impact of hearing impairment on everyday communication.

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