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PubMed1991

The lessons of deafness: deafness awareness and communication skills training with medical students.

This paper describes a 1-day course on deafness awareness and communication skills with fourth-year medical undergraduates and summarizes their evaluation of the course. Deaf people commonly experience major communication difficulties with doctors. This course gives students an awareness of deafness (and of the insights deaf people can give to an understanding of communication)--the lessons of deafness--and challenges some critical assumptions in medical practice. Students are given personal experience of deafness and of the consequent powerlessness and loss of self-confidence, while also learning new communication skills which they then apply in a role-play consultation with a deaf patient. Systematic evaluation has been built into the programme and student opinion has been unanimously enthusiastic.

Clinical Competence↗
PubMed1976

A comparison of deaf and non-deaf patients with paranoid and affective psychoses.

A comparison was made of the social and domestic background, prepsychotic personality and symptomatology of deaf ('hard of hearing') and non-deaf patients aged 50 or over with paranoid or affective psychoses. The deaf patients were found to be a very heterogeneous group in respect of age of onset, duration, severity and pathological basis of their deafness, but there was a substantial subgroup of paranoid patients with deafness beginning before the age of 45 in whom the personality appeared to have been less deviating than in the remainder. It was thought that the deafness in this subgroup had possibly played a relatively specific role in causing the psychosis. Some problems in identifying deafness and assessing its significance are discussed.

Affective Symptoms↗
PubMed2004

Deaf signers who know Japanese remember words and numbers more effectively than deaf signers who know English.

Deaf people have difficulty reading and remembering English script because of its sound-based orthography. Logographs (e.g., kanji, Arabic numerals) should not pose the same challenge because they are based on meaning, not sound. Little research has been conducted to test this theory's validity cross-culturally. The present study was an attempt to do just that. The first of two experiments tested immediate memory spans for word sequences of 20 hearing Irish, 20 prelingually deaf Americans, 20 hearing Japanese, and 20 prelingually deaf Japanese. For English words, deaf participants showed shorter memory spans than hearing participants, but memory spans were similar for deaf and hearing participants for words in kanji, the logographic system for Japanese writing. The second experiment tested memory span for Arabic numerals, with the same participants. Deaf English-readers showed shorter memory spans than their hearing counterparts, but deaf and hearing Japanese performed similarly.

Adult↗
PubMed1982

Integrating hearing and deaf preschoolers: an attempt to enhance hearing children's interactions with deaf peers.

In this study, an attempt was made to modify hearing preschoolers' frequent and persistent refusal to interact with profoundly deaf peers. Half of the hearing children involved in a low-key mainstreaming program participated in a special 3-week training program that included discussions about the meaning of deafness, an opportunity to practice communication techniques effective with deaf children, and free-play interactions with deaf children. Prior to the intervention, no differences were found in the treatment and control children's interaction frequencies and duration or in the types of acts used to initiate interactions. Significant differences were found, however, following the heightened involvement. Hearing treatment children began interacting significantly less with the deaf children than did hearing control children. Hearing treatment children also became less responsive to the deaf children's attempts to interact than were hearing control children. While it was hypothesized that increased exposure would result in hearing treatment children using more gestures, touches, and messages incorporating multiple modalities, they came to use significantly fewer of these acts than did the hearing control children. The deaf children remained relatively unaffected by the intervention. These results are discussed in terms of their relevance for other mainstreaming programs and for research on the growth of social competence in general.

Child Behavior↗
PubMed2005

An unhappy and utterly pitiable creature? Life and self-images of deaf people in the Netherlands at the time of the founding fathers of deaf education.

This article describes how young deaf people in the Netherlands between 1809 and 1828 made the transition from living in a school for the Deaf,1 a rather protected community with mostly deaf people and with hearing people who could understand them rather well, to a life in hearing society with mostly hearing people who knew little about deafness. How did they manage to live in that hearing society? The article describes how these deaf people viewed themselves as Deaf persons in a hearing society. The description is based on an analysis of 73 letters written by 35 ex-pupils to the founder of their school, Reverend H. D. Guyot. As it turns out, these deaf ex-pupils managed to live in hearing society remarkably well.

Education of Persons with Hearing Disabilities↗
PubMedDate not supplied

Deaf education in China: history, current issues, and emerging deaf voices.

An overview is provided of (a) deaf education in China, (b) views of deaf Chinese, and (c) recent empowering international collaborations. China's national policy focuses on oral/aural education and hearing rehabilitation. However, everyday practice in schools for deaf children includes various forms of Chinese Sign Language. Early childhood education focuses on speech and hearing. Elementary and secondary school curricula reflect low expectations for deaf students and lack the same academic content provided to hearing students. There are limited higher education opportunities. There are no support services such as note takers or interpreters for mainstreamed students. There are no deaf teacher preparation or interpreter training programs. Jobs are few; the vast majority of deaf adults are unemployed. Deaf people interviewed for the article describe their needs, their dreams, and the changes they are witnessing, which result in part from recent empowering international collaborations.

Achievement↗
PubMed1995

Hypnotic responsivity of the deaf: the development of the University of Tennessee Hypnotic Susceptibility Scale for the Deaf.

The purpose of these two studies was to develop and test a measure that assesses the hypnotic responsivity of deaf individuals. The University of Tennessee Hypnotic Susceptibility Scale for the Deaf (UTHSS:D) is a signed, videotaped version of a standard hypnotic induction with 12 standard suggestions. Experiment 1 compared the behavioral and subjective hypnotic responsivity of deaf and hearing individuals using the UTHSS:D and the Field Depth Inventory (FDI), respectively. As compared to hearing subjects, deaf participants were found to be less responsive to hypnosis when assessed behaviorally (UTHSS:D) and equally responsive to hypnosis when assessed subjectively (FDI). Experiment 2 undertook a more comprehensive examination of the hypnotic responsivity of deaf individuals, using hearing individuals as controls. Three dimensions of hypnosis responsivity were assessed: behavioral (UTHSS:D), subjective (FDI), and interpersonal (Archaic Involvement Measure). Additionally, correlates of hypnotic responsivity (absorption, attitudes, expectations) were examined for the two groups. In Experiment 2, no significant differences were found between the deaf and hearing participant groups on any measures of hypnotic responsivity or on any measure of the correlates of hypnotic responsivity.

Adult↗
PubMed2003

Signs of resilience: assets that support deaf adults' success in bridging the deaf and hearing worlds.

A multiple-case exploratory study is used to describe intrapersonal, behavioral, and environmental assets that may build bridges for Deaf adults between the Deaf and hearing worlds. A study of three exemplary former community college students provides new information about internal resources that may empower Deaf individuals to achieve work and social success in interaction with environmental support, despite the vulnerabilities associated with their deafness. This study identifies 15 assets that may support resilience in Deaf adults, including authenticity and comfort with solitude. The authors hypothesize that social authenticity and comfort with solitude may be resilience-fostering intrapersonal assets of unique importance in the Deaf community. From the positive psychology perspective of recognizing and building on human strengths, the authors suggest that support of mutual asset-building with learning partners in the classroom is one way professors might promote optimal student achievement and life success for all students.

Affect↗
PubMed2004

Comparing practical knowledge storage of deaf and hearing teachers of students who are deaf or hard of hearing.

Especially in the education of students who are deaf or hard of hearing, teachers' practical knowledge storage is almost never measured. The Survey of Practical Knowledge was used to compare the practical knowledge storage of deaf and hearing teachers of these students. Surveyed were 48 deaf and 115 hearing individuals at the preservice and in-service experience levels. Practical knowledge storage was defined as images, rules of practice, and practical principles. Results indicate that deaf teachers tend to view students as equals but are more likely to emphasize control over classroom behavior than hearing teachers. Hearing teachers tend to stress efforts to engage students in subject matter by providing variety and relating it to life experiences. Given the trend toward high-stakes testing of teachers, further research is encouraged on role differences between deaf and hearing teachers working with students who are deaf or hard of hearing.

Adult↗
PubMed2001

Families with deaf members: American Annals of the Deaf, 1996 to 2000.

The authors provide an overview of 21 articles from several countries focusing on families with deaf members published in the literary issues of the American Annals of the Deaf from 1996 to 2000. Four categories were identified: Interaction and Involvement, Support Services, Stress and Coping, and Decision Making. The articles represent a commendable expansion of focus from the mother-child dyad to increased attention to fathers, siblings, extended family members, and significant nonfamily members such as deaf adults. The heterogeneity of families was a striking factor, even within those studies dealing with relatively homogeneous populations. Services appeared to be most effective within middle-class, educated family units, illustrating the need for more comprehensive services sensitive to the needs of families from less affluent backgrounds and with lower levels of education. In general, services to families with deaf children may be characterized as better than in the past but still in need of significant sensitivity and improvement. The presence of a deaf child in a family with hearing parents may cause stress, but parents have the flexibility to respond in a positive and beneficial way, especially when provided adequate information and support. The idea that hearing parents go through a grieving process involving the identification of deafness in their child seems to be an overstatement.

Adaptation, Psychological↗
PubMed1998

The Deaf Mentor Experimental Project for young children who are deaf and their families.

The Deaf Mentor Experimental Project investigated the efficacy of deaf mentor services to young deaf children and their families. These services focused on deaf adults (mentors), who made regular home visits to the children and their families; shared their language (American Sign Language), culture, and personal knowledge of deafness with the families; and served as role models for the children. The children also received regular home visits from a hearing parent adviser who helped the family promote the child's early listening, English, and literacy skills. The result was a bilingual-bicultural home environment for these children. The children who received deaf mentor services were compared to matched children who did not receive these services but who received parent adviser services. Children receiving this early bilingual-bicultural programming made greater language gains during treatment time, had considerably larger vocabularies, and scored higher on measures of communication, language, and English syntax than the matched children.

Adult↗
PubMed1989

[Factors causing deafness in deaf-mute students].

An analysis of 240 deaf-mute students revealed that the main cause of congenital deafness had been heredity (68.5%) which was different from that before 1970s. Of the patients with delayed deafness, 29.8% were hereditary. Altogether, 92 cases (38.3%) had hereditary deafness, among which, 50 cases (46 families) were of autosomal recessive and 42 cases (37 families) autosomal dominant. Thirty-eight cases (41.3%) had their deafness induced by ototoxic antibiotics. A significant familial history of high susceptibility to such antibiotics was available in 26 cases (68.4%). It is suggested that the key of deaf-prevention should be eugenics and the avoidance of ototoxic antibiotic abuse.

Child, Preschool↗
PubMed1981

[Psychogenic deafness - a rare problem in the differential diagnosis of the sudden deafness (author's transl)].

The sudden deafness is in our days a well known clinical picture, which incidence seems to augment. Already in 1950 Fowler described the frequent coincidence of psychosomatic disturbances with the sudden deafness. On these conditions a psychogenic deafness can be taken in some cases for a sudden deafness, if there is not carried out at least one simulation test. An additional hint at an "hysteric" deafness could be the otalgia, which we found in patients. The unilateral hearing disturbance is not a reliable sign against the psychogenic deafness as could be demonstrated in our cases as well as in a case of Hallberg (1956).

Adult↗
PubMed1995

Cochlear implant performance in a deaf child of deaf parents: a case study.

Marie represents a unique case in the population of cochlear implant users, in that she is from a family of deaf individuals. Her auditory perceptual performance after 2 years of implant use is commensurate with that of other children of similar ages and durations of deafness. Although her speech production performance is also not atypical, the special circumstances in the home might cause additional delay. Studies have traditionally shown that deaf children of deaf adults exhibit superior ability in both social and academic domains when compared to deaf children of hearing parents. The cochlear implant provides yet another tool to add to the already-identified advantage extended this group by their family circumstance. It is unfortunate that these children for whom the device can offer enhanced abilities may be the very children that are denied access to it by the deaf community.

Auditory Perception↗
PubMed1995

Deafness in childhood: 2. Are deaf children getting the education they need?

Under the 1981 Education Act, deaf children should be assessed for a "Statement of Educational Needs". Deaf children under school age are supported by a peripatetic teacher for the deaf. There are different schools of thought about the best methods for teaching deaf children. Systems include the oral/aural, "Total Communication" and sign language methods Speech and language therapy is important but provision in schools is patchy and there may be disputes about whether it comes under the education or health budget. Ideally, each health district should have a District Children's Hearing Assessment Unit, which accepts self-referrals as well as referrals from professionals. The National Deaf Children's Society recommends that each child should have a key worker to co-ordinate the various services. At present the quality of schooling and support a deaf child receives is patchy and depends on the luck of where the parents happen to live.

Child↗
PubMed2003

The Use of Visual-Tactile Communication Strategies by Deaf and Hearing Fathers and Mothers of Deaf Infants.

This article presents the results of a study comparing deaf and hearing parents in the use of visual-tactile communication strategies during interaction with their hearing-impaired children between 18 and 24 months of age. The study includes 17 deaf and hard-of-hearing children and 33 parents, covering hearing mothers (n = 12), hearing fathers (n = 11), deaf mothers (n = 5), and deaf fathers (n = 5). The four groups of parents are compared in the use of visual-tactile communication strategies during free play with their children. Overall results show that deaf mothers and deaf fathers differ significantly from hearing parents in the use of a visual communication style adapted to the developmental communication needs and abilities related to the 18- to 24-month age period. The study pays special attention to differences in visual-tactile communication strategies according to hearing status, gender, use of languages, and communication modes.

Journal Article↗
PubMed2006

The role of music in deaf culture: deaf students' perception of emotion in music.

Although emotional interpretation of music is an individual and variable experience, researchers have found that typical listeners are quite consistent in associating basic or primary emotions such as happiness, sadness, fear, and anger to musical compositions. It has been suggested that an individual with a sensorineural hearing loss, or any lesion in auditory perceptors in the brain may have trouble perceiving music emotionally. The purpose of the present study was to investigate whether students with a hearing loss who associate with the deaf culture, assign the same emotions to music as students without a hearing loss. Sixty-two elementary and junior high students at a Midwestern state school for the deaf and students at neighboring elementary and junior high schools served as participants. Participants at the state school for the deaf had hearing losses ranging from moderate to severe. Twelve film score excerpts, composed to depict the primary emotions-happiness, sadness, and fear, were used as the musical stimuli. Participants were asked to assign an emotion to each excerpt. Results indicated a significant difference between the Deaf and typical hearing participants' responses, with hearing participants' responses more in agreement with the composers' intent. No significant differences were found for age or gender. Analyses of the Deaf participants' responses indicate that timbre, texture, and rhythm are perhaps the musical elements most influential in transmitting emotion to persons with a hearing loss. Adaptive strategies are suggested for assisting children who are deaf in accessing the elements of music intended to portray emotion.

Adolescent↗
PubMed1996

Does deafness lead to enhancement of visual spatial cognition in children? Negative evidence from deaf nonsigners.

This study investigated whether deafness contributes to enhancement of visual spatial cognition independent of knowledge of a sign language. Congenitally deaf school children in India who were born to hearing parents and were not exposed to any sign language, and matched hearing controls, were given a test of digit span and five tests that measured visual spatial skills. The deaf group showed shorter digit span than the hearing group, consistent with previous studies. Deaf and hearing children did not differ in their performance on the visual spatial skills test, suggesting that deafness per se may not be a sufficient factor for enhancement of visual spatial cognition. Early exposure to a sign language and fluent sign skills may be the critical factors that lead to differential development of visual spatial skills in deaf people.

Journal Article↗