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1.
There has been much research conducted demonstrating the positive benefits of cochlear implantation (CI) in children who are deaf. Research on CI in children who are both deaf and blind, however, is lacking. The purpose of this article is to present a study of five congenitally deafblind children who received cochlear implants between 2.2 and 4.2 years of age. Ratings of video observations were used to measure the children's early communication development with and without the use of their cochlear implants. In addition, parental interviews were used to assess the benefits parents perceived regarding their children's cochlear implants. Two examples are included in this article to illustrate the parents' perspectives about CI in their deafblind children. Benefits of CI in this cohort of children included improved attention and emotional response as well as greater use of objects in interaction with adults. The best overall outcome of CI is not spoken language but better communication.  相似文献   

2.
ABSTRACT

The use of objects of reference as part of the development of communication‐has become established practice in the education of deafblind and multi‐sensory impaired children and young people. Unfortunately, there is comparatively little written material available for those who wish to develop this approach in their own practice with learners who have severe or profound and multiple difficulties. The result of this has been that many of the ‘second wave’ of interested practitioners have overemphasized the objects themselves with little or no appreciation of their use within a supporting context. The paper considers the philosophies and theories that underpin the methodological framework in deafblind education, and suggests how these could be applied to develop practice with a wider group of learners  相似文献   

3.
CHARGE syndrome, although a low incidence condition, is now recognised as a leading cause of congenital deafblindness among genetic conditions. Anecdotal reporting has suggested that learners with CHARGE syndrome are distinct from the wider deafblind population. This study investigates the education of learners with CHARGE syndrome, while also examining what the similarities and differences might be between this group of learners and the wider deafblind population. The findings of this study support the identification of potential learning characteristics of individuals with CHARGE syndrome, and also indicate that educational deafblind practice is applicable for this group of learners, although alternative or additional strategies may be required. Both commonalities and distinctions were found, but it was concluded that educationally there may be something unique and distinct in learners with this condition.  相似文献   

4.
Abstract

The purpose of this study was to investigate the role of grandparents in the communication development of children who are deafblind. The two-tiered study was conducted through State Projects for Deafblind Children in Arkansas, Mississippi, and Tennessee with 143 parents and 80 grandparents. The grandparents identified as “most involved” provided information about factors that influence their levels of involvement. The results suggest that maternal grandparents are the most involved. A needs analysis in areas of communication, nurturing, and school indicated the need for grandparents to be included as participants in developing communication plans.  相似文献   

5.
Most children who are congenitally deafblind are severely delayed in their communication development and many will not achieve symbolic understanding and expression. This article discusses developmental markers cited in the research literature as predictive of or facilitative of the development of symbolism. These markers include the growth toward more abstract representations, the rate of intentional communication, joint attention to objects and others, achievement of abstract play, consonantal and interactive vocalisations, distal gesture, varied early vocabulary and categories, use of varied cues for recall, object permanence, 1:1 correspondence, cause–effect, discrimination skills, and imitation. The impact of congenital deafblindness on the achievement of these milestones is presented, along with compensatory strategies to support the child’s development.  相似文献   

6.
This article, written by Leda Kamenopoulou of Roehampton University, reports a research project on deafblindness and inclusion in education. Deafblindness is a rare and therefore significantly under‐explored disability. Even less systematic research has focused on deafblind young people enrolled in mainstream schools. The study presented here used a multiple case study and mixed methods design to explore the social inclusion and participation of four deafblind pupils in mainstream placements. Interviews were conducted with the pupils, their parents and selected teachers regarding their peer interactions and relationships. Semi‐structured observations of peer interactions during school breaks were also conducted to complement interview data, but due to space constraints, these are not discussed here. Findings from the interviews suggest that the young people were socially present in their schools, but all faced certain issues in terms of being fully included. Both barriers to and facilitators of social inclusion and participation are discussed with reference to implications for research and practice.  相似文献   

7.
Six young deafblind adults took a 1-week course on civic engagement and advocacy, which provided the focus for a participatory action research study with a collective case study design. They selected advocacy topics, were briefed on these policy issues, and were paired with experienced mentors for meetings with legislators in Washington, DC. Eight themes were identified from constant comparative and in vivo analysis of classroom discussion notes, interviews, and journals: (a) defining advocacy and advocate, (b) rights and equality, (c) expectations, (d) role of education in change, (e) deafblind expertise, (f) characteristics of effective change agents, (g) advocacy is teamwork, (h) future advocacy. In the classroom, the participants learned about policy issues, communication considerations, and leadership, then applied this knowledge in the legislative arena. Through the advocacy process, they learned to apply their personal strengths as advocates and experienced the importance of teamwork in advocacy.  相似文献   

8.
In 1965, McCay Vernon drove a stake through the heart of the long-established "truth" that deaf people were inferior to hearing people. Launched by Aristotle, emboldened by the 1880 Conference of Milan, and reiterated in the twentieth century through the biased research of many psychologists, this falsehood persisted until the publication of this classic review paper. Vernon succinctly spotlights biases in IQ assessment of deaf children resulting from improper testing methods, research participant sampling, even the experience level of the evaluators themselves. Brief and scholarly, the paper had enormous impact not only on future research regarding cognition and deaf people but on clinical practice as well. Within this paper, insights are evident which Vernon has continued to elucidate throughout his long career. He was arguably the first psychologist to view the deaf population as a heterogeneous one, noting how various hearing loss etiologies differentially affect cognition and other psychological characteristics. His later research, notably that which focused on rubella, deafblind, and deaf forensic populations, has been similarly pioneering. McCay Vernon's extensive professional impact stems not only from his prolific, readily applied research work but also from his generous and vigorous activities as a teacher, a mentor, and advisor. - Robert Q. Pollard, Jr.  相似文献   

9.
Outdoor Education has long been used with groups that could be described as having “special needs”. Research in this particular area has in the past concentrated on adaptations to equipment and activities, allowing access for people with physical disabilities, and expanding the learning and development opportunities available to those with learning difficulties. This article documents the initial observations made of the experiences of a man, who is congenitally deafblind, when given the opportunity to experience outdoor activities. The article highlights a number of areas, which appear particularly relevant to this specific target group, and may be worthy of further investigation. The use of video technology is also demonstrated to be a valuable research tool when working with people who have multisensory impairments.  相似文献   

10.
The peer interaction of 26 physically abused children was observed and compared to the peer interaction of normal children (n = 26), neglected children (n = 4) and children referred to a child guidance clinic (n = 21). The children were either enrolled in a day-care intervention program and observed in well-established peer groups or not enrolled in peer-based intervention and observed in newly formed peer groups. The hypothesis that abused children who were enrolled in day-care intervention programs would be more competent in peer interaction than abused children who were observed in newly formed groups and not enrolled in peer-based intervention programs was supported. The peer interaction of abused children in well-established groups was similar to that of normal children and more skillful than that of abused and clinic children in newly formed groups. Normal children engaged in similar peer interaction in newly formed and well-established groups. The results are discussed in terms of the social support network provided by the day-care intervention and missing in the family environment of abused children.  相似文献   

11.
Abstract

Outdoor Education has long been used with groups that could be described as having “special needs”. Research in this particular area has in the past concentrated on adaptations to equipment and activities, allowing access for people with physical disabilities, and expanding the learning and development opportunities available to those with learning difficulties. This article documents the initial observations made of the experiences of a man, who is congenitally deafblind, when given the opportunity to experience outdoor activities. The article highlights a number of areas, which appear particularly relevant to this specific target group, and may be worthy of further investigation. The use of video technology is also demonstrated to be a valuable research tool when working with people who have multisensory impairments.  相似文献   

12.
The paper presents two studies designed to investigate whether, as Piagetian theory would predict, peer interaction can advance the physics understanding of primary school children so long as there is variation in initial viewpoints. The studies were concerned with advancing understanding of floating and sinking, with one focusing on the relevant properties of objects and the other on the relevant properties of fluids. Both studies considered the efficacy of interaction between primary school children whose views varied because they were at different levels of understanding and primary children whose views varied despite being at equivalent levels. In both cases, the children’s pre-to post-test progress was superior to that observed in control children whose interaction had been with peers whose views were similar. However, in contradiction to recent qualifications to Piagetian theory progress from pre- to post-test did not depend on joint advancement within the groups.  相似文献   

13.
符号互动论以人际互动为核心,以符号为媒介,以个体参与为建构方式,以个体的心灵和自我为互动的产物.纵观实际,幼儿园师幼互动中存在若干问题,主要有：幼儿主体地位缺失,师幼互动共同体的简单化、制度化,对幼儿自我意识和心灵建构的破坏.基于此,笔者以符号互动论为视角,审视幼儿园师幼互动应该：创设轻松自由的互动氛围,重视幼儿的主体性需求,建立平等、合作、互相尊重的互动关系.  相似文献   

14.
The present study examined the influence of Santa Claus and the Easter Bunny on children's donations near the Easter season. Kindergarten and first-grade children were asked to tell stories about Santa Claus, the Easter Bunny, or pets, for which they received nine pieces of gum. They were then encouraged to donate any amount of their gum to handicapped children. Main effects were found only for grade, with first-grade children donating significantly more than kindergarten children. In addition, a significant interaction was obtained between grade and type of story elicited from the child. This interaction revealed that for kindergarten children, the type of story failed to influence donations, whereas for first-grade children, stories referring to Santa Claus increased donations relative to stories told about the Easter Bunny or pets.  相似文献   

15.
选取254名小学五、六年级学生为被试,采用创造性思维、创造性人格测验,考察了留守儿童与非留守儿童在创造性思维、创造性人格上的差异,结果发现：留守儿童与非留守儿童的创造性思维、创造性人格得分差异不显著;在创造性思维总分及流畅性、独创性维度上,被试类别与年级的交互作用显著;对创造性思维总分而言,还存在着性别与年级的显著交互作用;在创造性人格的好奇性维度上,六年级儿童显著高于五年级儿童;留守儿童创造性人格对于其创造性思维有着显著的影响,其中的挑战性、想象性、冒险性与创造性思维的相关较高。  相似文献   

16.
本研究对1600次自然情景下的师幼互动事件,采用逐步多元回归分析法,筛选出集体学习活动中积极有效师幼互动模式的7个变量:互动形式是教师与集体和小组幼儿互动、互动内容产生方式是预设、教师情感是正向、幼儿反馈方式是询问和质疑、对互动内容是主动接受、互动行为主体是幼儿、幼儿情感是进取;利用这7个变量建立起变量模型,并对这7个变量在实践中进行行动研究,进而构建了集体学习活动中积极有效师幼互动模式:情感投入地幼儿主动发问——教师启发引导。  相似文献   

17.
This study investigated the instructional strategies mothers used when interacting with their child on a concept-learning task and the effect of this interaction on subsequent independent child performance. Also investigated was whether mothers' behaviors and perceptions differed depending on the child's age, task difficulty, or the child's needs for assistance. Sixty 3- and 5-year-old children participated in a three-phase sequence of tasks that required the matching of opposite concepts. The pretest and posttest phases were identical for all children, but during the second phase half the children completed the tasks with their mothers and half continued to work independently. During each phase, children received both an easy and a difficult version of the task. Children who interacted with their mothers matched more concepts correctly on the posttest and gave more correct explanations for their matches than children who worked independently. Mothers of 3-year-olds provided more assistance than mothers of 5-year-olds, and mothers provided higher levels of assistance on the difficult task than on the easy task. Most mothers were sensitive to their child's needs in that the instructional strategies they adopted throughout the interaction were appropriately modified in response to their child's successes and failures. There was some evidence that individual differences in maternal sensitivity were related to variations in children's independent performance. Mothers' perceptions of the task, of their child's needs for assistance, and of their own role in the interaction were related to their overt behaviors. Intervention programs aimed at fostering parents' skills in interacting with their children should emphasize the importance of scaffolded instruction tuned to the child's capabilities.  相似文献   

18.
Developmental research and educational practice involve conversations between children and adults. The conversational aspects of these situations have rarely been occasions for reflection. Discrepancies between the child's expectations and the adult's intentions can lead to misunderstanding, for example, at school or during a research interview. Communication can only succeed when the interlocutors agree about the ground rules relevant to the situation. When researchers and educators communicate with children, it is advisable that they understand the children's perspective on the interaction. In this article I argue that analysing adult‐child and child‐child interactions are particularly informative for shedding light on children's perspectives. Methodological aspects of interaction research are discussed. An overview of my research shows that, by clarifying the rules and conventions of the interaction, adults may help children to perform successfully. My interaction studies of pretend play and of students' discussions at school demonstrate that children reflect on the rules of interaction and make efforts to construct the communication tools they need for participating as competent partners in interactions with others.  相似文献   

19.
The availability of educational programming aimed at infants and toddlers is increasing, yet the effect of video on language acquisition remains unclear. Three studies of 96 children aged 30–42 months investigated their ability to learn verbs from video. Study 1 asked whether children could learn verbs from video when supported by live social interaction. Study 2 tested whether children could learn verbs from video alone. Study 3 clarified whether the benefits of social interaction remained when the experimenter was shown on a video screen rather than in person. Results suggest that younger children only learn verbs from video with live social interaction whereas older children can learn verbs from video alone. Implications for verb learning and educational media are discussed.  相似文献   

20.
Analysis of previous research has indicated that restricting the amount of equipment available may be a practical strategy to facilitate peer interaction in childcare, but a disadvantage is a possible increase in aggressive behaviour. An alternative approach is manipulating the variety of activities while holding the quantity and type of equipment consistent. The effect of such an intervention was examined on social interaction of two children with disabilities including severe language problems. A single case alternating treatment design was used to compare the effectiveness of eight activities, as opposed to four activities with the quantity of equipment doubled. There was no consistent clinically significant difference in social interaction when the variety of activities was varied for the children in this study. It is possible that the language delay of the participants may have attenuated the effect of the intervention, and this possibility warrants further investigation.  相似文献   

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