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Deafness and hearing loss
Published in Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize, Developmental and Adapted Physical Education, 2019
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize
The basic English alphabet can be learned in a short time. It is easier to fingerspell than to read fingerspelling. The dominant hand, held at shoulder level with palm out, spells the letters. Spelling slowly increases accuracy and eliminates confusion. If a letter is lost when the person is receiving the message, continue interpretation; the remaining letters may suggest the total word. Figure 12.3 shows the alphabet finger positions as both the receiver and the sender view them.
Teaching children who are deafblind in physical education, physical activity and recreation
Published in John Ravenscroft, The Routledge Handbook of Visual Impairment, 2019
Lauren J. Lieberman, Justin A. Haegele
Usually blind or visually impaired people who lose their hearing later, or deaf or hard of hearing people who have depended on their speech reading and do not know how to sign, prefer tactile fingerspelling because sometimes sign language can be difficult to learn. The deafblind person may prefer to put his or her hand over the fingerspelling hand, or on the signer’s palm or cup his or her hand around the signer’s hand.
Hearing loss
Published in James Law, Alison Parkinson, Rashmin Tamhne, David Hall, Communication Difficulties in Childhood, 2017
A variety of communication approaches is used with deaf children; these include oralism, total communication and bilingualism. Oral approaches advocate development of spoken language primarily through residual hearing and lipreading. Total communication approaches combine the use of spoken language with manual signs and finger spelling. Bilingual approaches identify deaf children as a linguistic minority and seek to develop sign language as a first language via an accessible modality, i.e. vision, with spoken language taught as a second language. The selection of approaches should always be based on the abilities and needs of the individual child. Many deaf children will be capable of education in mainstream schools, provided they receive the appropriate support. In certain areas, placement options may include resourced units for the hearing impaired or special schools for the deaf.
Using key-word signing to support learners in South African schools: a study of teachers’ perceptions
Published in Augmentative and Alternative Communication, 2022
Linguistic systems are generative (i.e., rule-governed to create unlimited messages) and include sign language and alphabet-based signs such as fingerspelling. In South Africa, South African Sign Language (SASL) is used. SASL is a fully-fledged language with its own expressive ability and grammar rules and syntax, similar to American Sign language (ASL) and British Sign language (BSL) (Bornman & Tönsing, 2017). Globally, other sign systems include Manually Coded English (MCE) and key-word-signing (KWS) (e.g., SignAlong; Rombouts et al. (2017a). Makaton is another popular system for learners with intellectual disabilities which was developed in the United Kingdom (Murray & Goldbart, 2009) that has also been implemented in over 40 countries, including South Africa (Sheehy & Budiyanto, 2014).
The development of a core key word signing vocabulary (Lámh) to facilitate communication with children with down syndrome in the first year of mainstream primary school in Ireland
Published in Augmentative and Alternative Communication, 2022
Pauline Frizelle, Caoimhe Lyons
Key word signing is a form of unaided AAC, in that it does not utilize physical or external aids (Smidt et al., 2019). Key word signing systems have been developed all over the world, and while they include some signs from their respective country’s natural signing system (e.g., of the Deaf community), they do not use the full breadth of the established sign language (Frizelle, 2019; Glacken et al., 2019). In contrast to natural signing systems, key word signing systems combine the visual with the spoken word; they do not mark grammatical forms; sign vocabularies are devised rather than developing naturally over time; they are more iconic than natural sign languages (Rombouts, Maessen, Maes, & Zink, 2020); efforts are made to simplify complex hand positions; and less emphasis is placed on finger spelling. Lámh (meaning hand in Irish) is the key word signing system used by people with communication difficulties in Ireland, with many of the signs rooted in Irish Sign Language (ISL). The core Lámh vocabulary consists of 580 signs, which are classified as actions, modifiers, objects, people, and social words. An “expert opinion” rather than an empirical approach was taken in devising the vocabulary.
Use of auditory evoked potentials with electrical stimulation at the round window niche pre-operatively on a brain-injured patient: A case study
Published in Cochlear Implants International, 2021
Myron Huen, Jowan Lee, Brian D. Westerberg
Two years after the unsuccessful left cochlear implant activation, the patient’s family expressed interest in revisiting aural rehabilitation and cochlear implant programming given interval improvements in the patient’s overall physical and cognitive condition. The patient was now able to communicate in a limited manner via American Sign Language (ASL) and finger spelling, to type on an iPad, to ride a recumbent bike, and to operate the electric wheelchair by himself. However, notwithstanding improvements in overall function, the patient was still unable to perceive any sound with the left cochlear implant and had limited speech as a result. eABR testing was attempted for the left ear (subsequent to the right-sided PS testing) with electrophysiological measurements described in this paper. The team was interested in exploring whether there could be a possibility of central deafness should an eABR be present with left cochlear implant stimulation. However, eABRs were absent even with maximum allowable presentation parameters set for a single electrode.