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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
Total communication should be established based on school policies. Elementary signing and manual communication can be used to communicate with deaf students. Amplification through the use of hearing devices and auditory training can also be effective tools in communication.
Auditory Neuropathy Spectrum Disorder and Retrocochlear Disorders in Adults and Children
Published in John C Watkinson, Raymond W Clarke, Christopher P Aldren, Doris-Eva Bamiou, Raymond W Clarke, Richard M Irving, Haytham Kubba, Shakeel R Saeed, Paediatrics, The Ear, Skull Base, 2018
Total communication uses spoken language and elements of sign language to link the different communication systems. Recognizing that each child with AN has a vast array of needs and that, for the individual, acquisition of language will also affect acquisition of culture, use of a system such as total communication to link aural–oral and manual communication systems would seem to have much to recommend it in a prelingual child.
Adjustment to Disability
Published in Francis K. O. Yuen, Carol B. Cohen, Kristine Tower, Disability and Social Work Education, 2013
Carol B. Cohen, Donna Napolitano
At an early age, parents must make major decisions about the educational environment and accommodations for their children. Although Rita’s parents never learned sign language, they selected an educational placement that facilitated manual communication. At the age of four, Rita attended a residential school for the deaf. It was at the school that Rita acquired language (sign language), interacted with her peers and had an opportunity to proceed developmentally in acquiring mastery and competence socially and academically. The school provided the opportunity to socialization and learn cultural norms; thus providing an opportunity to develop a social identity. Language facilitated the ability to relate and engage with others, assist in understanding the world and people in their environment, as well as begin to develop a sense of mastery, identity, and greater self control (Glickman, 1996).
Communication participation in older adults with dual sensory loss
Published in Speech, Language and Hearing, 2020
Kathryn Crowe, Hanna Birkbak Hovaldt, Jesper Dammeyer
There are scant reports of the communication modes or systems used by individuals with acquired DSL, especially older adults. Communication mode describes the modality through which communication occurs. Communication in an oral modality is perceived through listening and produced through speaking (Crowe, 2012). Oral communication can occur through a number of communication systems, such as the Tadoma method (Reed et al., 1985) and cued speech (Cornett & Daisey, 2001). Communication through a manual modality uses the hands, face, and body to encode linguistic information and is perceived through vision and/or touch (Crowe, 2012). Manual communication encompasses a range of communication systems, such as signed languages (Valli, Lucas, & Mulrooney, 2005), tactile sign languages (Willoughby, Manns, Shimako, & Bartlett, 2014), tactile language (Dammeyer, Nielsen, Strøm, Hendar, & Eiríksdóttir, 2015), and haptic signalling (Raanes & Berge, 2017). Communication in the written mode is usually the transliteration of a spoken language and is expressed through writing and perceived through reading, but may also involve communication systems such as braille. One study which investigated communication systems is Dammeyer (2013). In this population study of 916 people with DSL in Denmark, 71% of individuals aged 65 years and older used oral communication, 2.1% used sign language, 1.7% used tactile sign language, and data were missing for 25.4% of participants. This was of great contrast to younger adults with acquired DSL. For those aged 18–39 years, 14% used oral communication, 66% used sign language, 9% used tactile sign language, and data were missing for 12% of participants.