Wyniki wyszukiwania - Biblioteka Nauki

1

Adapting English as a Foreign Language classes to the needs of students with hearing impairments in early elementary education

100%

Domagała-Zyśk E.

Szkoła Specjalna

|

2018

|

tom LXXIX(1)

12-20

EN

Increasingly, deaf and hard-of-hearing students are attending mainstream and integrated schools. It is necessary to provide a number of adaptations, sometimes modifications, of the teacher’s instructional methods and forms for their education to be effective. The purpose of this article is to discuss the issue of adapting English as a Foreign Language classes in early elementary education to the needs of students with hearing impairments. Effective education in this area requires syllabuses, textbooks, and teaching resources that are developed in accordance with the principles of universal design for learning and then necessary adaptations and modifications that are planned on an individual basis following children’s needs and abilities. The author suggests the principles of universal design for learning according to which foreign language instruction for students with hearing impairments should be planned. Due to the internal diversity of this group of students, not only methodological procedures should be individualized but also instructional forms and methods used during English classes as well as the methods of presenting instructional materials by the teacher or other students. In order to optimize the reception and transmission of content, appropriate external conditions that are adapted to individual students’ perceptual and performance abilities need to be provided. Also, the diversity of ways in which students with hearing impairments present their knowledge and thus actively participate in classes is pointed out. Suggesting different adaptations, the author emphasizes the need to take care that instructional materials maintain their full substantive value.

2

Kompetencje językowe dzieci z głuchotą prelingwalną zaimplantowanych do drugiego roku życia

100%

Magierska-Krzysztoń M. , Olempska-Wysocka M.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2018

|

nr 21

167-188

EN

Early implantation and hearing and speech rehabilitation provide much wider opportunities to develop linguistic and communication skills for children with hearing impairment. The article presents own research, the aim of which was to determine the level of language competence of children with prelingual hearing deafness, which were implanted with a cochlear implant until the second year of life. The study involved a group of 169 children with prelingual hearing deafness. The tests used 6 Ling’s sounds, the MAIS scale, the MUSS scale and the TAPS test.

3

Tourism Activities of Deaf Poles

100%

Zajadacz A. , Śniadek J.

Physical Culture and Sport. Studies and Research

|

2013

|

tom 58

|

nr 1

17-32

EN

The chief aim of the research was to identify tourism activities of Deaf Poles. The study was conducted in 2007, and it included 191 Deaf adult Poles. The research data was collected mainly on the basis of questionnaire surveys conducted with the assistance of a sign language interpreter, individual interviews, and participant observation during tourist trips. The results were used as a basis for developing a conceptual framework for creating databanks for analyzing the data. The following statistical methods were employed: statistical significance level (p) and Tourist Information Systems (TIS), adapted to the needs of sign language users. The conceptual framework is based on the idea of active participation of Deaf individuals in creating Tourist Information Systems, cooperation networks (clusters), and the potential of Information Communications Technologies (ICTs).

4

Kompetencje językowe dzieci z głuchotą prelingwalną zaimplantowanych do drugiego roku życia

100%

Magierska-Krzysztoń M. , Olempska-Wysocka M.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2018

|

nr 21

PL

Early implantation and hearing and speech rehabilitation provide much wider opportunities to develop linguistic and communication skills for children with hearing impairment. The article presents own research, the aim of which was to determine the level of language competence of children with prelingual hearing deafness, which were implanted with a cochlear implant until the second year of life. The study involved a group of 169 children with prelingual hearing deafness. The tests used 6 Ling’s sounds, the MAIS scale, the MUSS scale and the TAPS test.

5

Emotional intelligence structure and level in deaf adolescents

100%

Opasińska K. , Rola J.

Szkoła Specjalna

|

2018

|

tom LXXIX(1)

33-44

EN

Emotional intelligence enables people to recognize their own emotions and those of others and to use them in everyday life as valuable information that determines success in social interactions. Inaccurate recognition of emotions or inability to control them can have a significant impact on interpersonal relationships and the ability to cope with difficult life situations. Hearing impairments result in various consequences - both in emotional and social functioning. The article presents the findings of a research study on emotional intelligence and recognition of facial expressions in deaf adolescents. The data were collected with the use of two tools: the self-report INTE Questionnaire and the Emotional Intelligence Scale - Faces (SIE-T). Study participants were 80 secondary school students, including 40 hearing adolescents and 40 deaf adolescents using sign language. A quantitative method, Student's t-test for independent samples, was used to analyze the significance of the findings. The research study showed that the deaf people had lower scores than the hearing people both in the level of emotional intelligence and in the level of individual skills that constitute its structure, such as: recognizing emotions, using emotions to guide thinking and action, and recognizing facial expressions. Furthermore, deaf adolescents from deaf families where sign language was the main communication means achieved higher scores in the ability to recognize facial expressions as compared to deaf adolescents from hearing families. The study suggests the need for broader emotional education and more intensive support for the development of socioemotional skills in deaf adolescents.

6

Tourism Activities of Deaf Poles

100%

Zajadacz A. , Śniadek J.

|

tom 58

|

nr 1

17-32

EN

The chief aim of the research was to identify tourism activities of Deaf Poles. The study was conducted in 2007, and it included 191 Deaf adult Poles. The research data was collected mainly on the basis of questionnaire surveys conducted with the assistance of a sign language interpreter, individual interviews, and participant observation during tourist trips. The results were used as a basis for developing a conceptual framework for creating databanks for analyzing the data. The following statistical methods were employed: statistical significance level (p) and Tourist Information Systems (TIS), adapted to the needs of sign language users. The conceptual framework is based on the idea of active participation of Deaf individuals in creating Tourist Information Systems, cooperation networks (clusters), and the potential of Information Communications Technologies (ICTs).

7

Communicating between the hearing and the deaf. In the search for innovative solutions

88%

Majkowski G.

International Journal of Pedagogy, Innovation and New Technologies

|

2017

|

tom 4(1)

37-41

EN

Democratization of social life in Poland after political transformation of 1989 meant that people with disabilities, including the deaf began to participate in social life actively and demand the ability to use full rights of citizenship. Active presence in the public space requires a constant, uninterrupted communication. In order to improve communication it is necessary to teach the hearing ways to communicate they use to encourage the deaf and the hearing to acquire these skills. First of all, the so-called linguistic-sign system (SJM), which uses visual-spatial channel to communicate, is used for communication. Polish Sign Language (PJM) became an innovation in search for better communication between the hearing and the deaf since the first years of the 21st century. Dissemination of the Polish Sign Language (PJM) and teaching this language to the hearing gives more opportunities to communicate the deaf with the hearing. Skills of using Polish sign language are essential in everyday public life interactions in institutions of public administration and health services or places of culture.

8

Activities of schools and institutions for deaf and blind children established on the initiative of Lviv Jews from 1871 through 1939

88%

Łapot M.

Szkoła Specjalna

|

2018

|

tom LXXIX(4)

259-271

EN

The article describes the initiatives of the Jewish community in Lviv in the area of special education taken during the Galician autonomy period (1867–1918) and in independent Poland (1918–1939). It is based on little known references kept in Lviv and Cracow archives. Lviv Jews’ interest in the education of blind and deaf children was awaken by Vienna, where the first schools for the deaf and the blind in Europe had been established. The article presents the functioning of the first Jewish center for deaf children and adolescents on Polish lands – it was established by Izaak Józef Bardach in 1871. The institution functioned as a private school, supporting itself mainly through subsidies from the city of Lviv and from the local Jewish community till 1939 when it was incorporated into the state school for the deaf at Łyczakowskiej street. The Jews from Lviv contributed to the establishment of the first Jewish school for the blind in Poland. It was set up in Bojanowo in 1926 and transferred to Warsaw in 1936. The article expands the current state of research on the history of schooling for people with disabilities on Polish lands, showing the contribution of the Jewish community to the development of schools for the deaf and the blind.

9

Inclusion of sign language users via information and communication technology

88%

Dotter F. , Hilzensauer M.

Journal of Telecommunications and Information Technology

|

2006

|

tom nr 2

41-51

EN

The paper addresses the situation of sign language users (mostly deaf people) in the context of inclusion as a political goal. For several reasons, there is often still some confusion with the terms of deaf and hearing impaired. In order to overcome this confusion, a survey is given over the needs of people who have a sign language as their preferred language as well as the needs of people who decide on preferring spoken language (mostly hard-of-hearing people). One should also doubt that the whole target group of people with disabilities in the hearing area consists of two separate groups only. Starting from the right of self-determination, the better solution seems to be the individual right of a person to choose any offers which are useful for her/him. As for other groups of people with special needs, ICT is seen as a big chance for improving their situation in terms of life and job chances. Several projects and experiences are reported.

10

Kompetencje w zakresie języka angielskiego studentów niesłyszących i słabosłyszących w opinii ich lektorów

87%

Domagała-Zyśk E.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2015

|

nr 9

27-41

EN

The purpose of this paper is to present the competences of deaf and hard of hearing (DHH) students in English as a foreign language – in the opinion of their teachers. There were 19 English teachers of the deaf and hard of hearing participating in this study and they represent 11 Polish and 8 foreign universities. The participants were asked to complete a questionnaire, evaluating their DHH students’ competencies in reading, writing, lipreading/listening and speaking in English at the beginning and at the end of the students’ formal English classes at the university. The results indicate a good potential of this group of students in mastering basic language skills, but also their considerable difficulties in terms of mastering a foreign language at higher levels. The article also contains recommendations of teachers regarding teaching strategies to improve the quality of education of this group of students.

PL

The purpose of this paper is to present the competences of deaf and hard of hearing (DHH) students in English as a foreign language – in the opinion of their teachers. There were 19 English teachers of the deaf and hard of hearing participating in this study and they represent 11 Polish and 8 foreign universities. The participants were asked to complete a questionnaire, evaluating their DHH students’ competencies in reading, writing, lipreading/listening and speaking in English at the beginning and at the end of the students’ formal English classes at the university. The results indicate a good potential of this group of students in mastering basic language skills, but also their considerable difficulties in terms of mastering a foreign language at higher levels. The article also contains recommendations of teachers regarding teaching strategies to improve the quality of education of this group of students.

11

Supporting Very Young Children with Hearing Loss in the United States

87%

Myck-Wayne J. , Jakoniuk-Diallo A.

Studia Edukacyjne

|

2016

|

nr 41

203-216

PL

The main objective of supporting the development of children with hearing loss is to optimize the process of acquiring and developing their linguistic competence and communication, despite the existing restrictions in this regard. This task is particularly important in relation to children with hearing parents, because their case involves the removal of barriers to communication between a child with a hearing impairment and his dearest and nearest. Opposite this objective comes out a number of methods, so-called auditory-verbal communication. The purpose of this article is to analyze the use of bilingualism of early support development of deaf children as the most popular model used in the United States. In this country, in which deaf people have won the right to betreated as a cultural minority rather than the disabled, a child with hearing loss has a suitable status predisposed to bilingualism, which entails the need to include it in the interactions supporting the development, discussed in the article.

12

W poszukiwaniu drogi do emancypacji – oczekiwania niesłyszących

87%

Jagoszewska I.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2016

|

nr 12

135-163

EN

Many of the questions posed in the discussion on the modern state education policy are those connected with the search for ways of emancipation of deaf. Many issues of practical importance refers to the expectations of the deaf determined by diversity and specificity of their functioning , aspirations for autonomy or complex expectations regarding access to sign language. All this happens with simultaneous constraints to meet existing needs and changes achieved in legislation with a clear increase in the expression of the vital interests of one group in an incoherent community of the deaf.

13

Exit from Silence. The Cultural, Educational, and Therapeutic Roles of the Olsztyn Mime Ensemble

87%

Sokołowski M.

Studia Edukacyjne

|

2018

|

nr 50

229-239

PL

The article recalls the role played by the Olsztyn Mime Ensamble in the culture of the region of Warmia and Mazury and Poland. The Ensamble gained their artistic rank thanks to the theater director, professor Bohdan Głuszczak (1936-2016).

14

A way of integrating deaf, hearing- and speech-impaired people into modern communication society

75%

Hilzensauer M.

Journal of Telecommunications and Information Technology

|

2006

|

tom nr 2

32-40

EN

This article deals with the exclusion of deaf, hearing- and speech-impaired people from our modern communication society, as they are unable to use the phone. This situation leads to discrimination and disadvantages in their everyday lives. One solution to this problem is the implementation of so-called relay centers which act as go-betweens; with the aid of communications assistants and interpreters, a direct conversation with a hearing person becomes possible. The Center for Sign Language and Deaf Communication has developed a concept of such a relay center for Austria. The main innovations are the integrative technological approach (trying to integrate all possible communication devices) and the embedding into an Internet portal, including additional services for the target groups. An overview of the activities carried out during the 6-month preparatory project is given, and the results are described.

15

Differences in students' feelings and preferences in physical education classes: A comparison by degree of hearing loss

75%

Kurková P.

Physical Activity Review

|

2020

|

tom 1

|

nr 8

113-120

EN

Physical education is a very important discipline since it helps the development of students' cognitive abilities and motor skills. Also, physical education may be the best setting for individuals with hearing loss to learn about physical activity and a healthy lifestyle. Purpose: The objective of this study was to analyse differences in students' feelings in physical education classes and their leisure time preferences at the second grade of elementary schools for the deaf by degree of hearing loss. Material and methods: Participants were 86 students with hearing loss (severe to profound hearing loss, n = 51; 59.3%); an average age of 14.3 ± 1.4 years. Six elementary schools for the deaf participated in the research. The data were described using absolute and relative frequencies, including the mean and standard deviation. The non-parametric Mann-Whitney U-test, Kruskal-Wallis test, Fisher exact test, Chi-square test and Bonferroni post hoc tests were used for statistical analyses. For calculation of effect size coefficient abs(r) was used. All tests were performed at a significance level of alpha 0.05. Physical education is more popular among students with a more severe hearing loss (Z = -2.409; p = 0.016; abs(r) = 0.260). Relation to emotional response if a physical education class is cancelled, a small effect size coefficient (abs(r) = 0.175) was found, however statistical significance was not proven. Hearing loss affects the amount of leisure time spent listening to music - students with a less severe hearing loss do this activity considerably more often. By contrast, students who only use the Czech sign language do not listen to music. Conclusion: The degree of hearing loss has no negative effect on students' feelings in physical education classes and their preferences in leisure time.

16

From the history of disabilities (16th-19th century)

65%

Kulbaka J.

Biuletyn Historii Wychowania

|

2018

|

nr 38

19-37

PL

The article presents various circumstances (social, legal, philosophical and scientific) connected with the care, upbringing and education of people with disabilities from the early modern era to the beginning of the 20th century. Particular attention was to the history of people with disabilities in the Polish lands. The author tried to recall the activity of leading educational activists, pedagogues and scientists – animators of special education in Poland, Europe and the world. The text also contains information related to the activities of educational and upbringing institutions (institutional, organisational, methodological and other aspects).

EN

The article presents various circumstances (social, legal, philosophical and scientific) connected with the care, upbringing and education of people with disabilities from the early modern era to the beginning of the 20th century. Particular attention was to the history of people with disabilities in the Polish lands. The author tried to recall the activity of leading educational activists, pedagogues and scientists – animators of special education in Poland, Europe and the world. The text also contains information related to the activities of educational and upbringing institutions (institutional, organisational, methodological and other aspects).

17

Głębokie i powierzchniowe strategie uczenia się języka obcego studentów niesłyszących i słabosłyszących

63%

Domagała-Zyśk E.

Rozprawy Społeczne

|

2016

|

tom 10

|

nr 2

31-35

PL

Celem artykułu jest przedstawienie i analiza opinii lektorów języka obcego na temat zakresu stosowania przez studentów niesłyszących i słabosłyszących powierzchniowych i głębokich strategii uczenia się języka obcego. W badaniu zastosowano skalę Strategie uczenia się studentów niesłyszących i słabosłyszących na lekcjach języka angielskiego (SUSNS-JA, za: N. Aharony 2006), która oceniono strategie stosowane przez 35 studentów z wadą słuchu. Wnioski z badań wskazują, że ponad 70% studentów zna i często stosuje zarówno głębokie jak i powierzchniowe strategie uczenia się. Jednocześnie wyniki wskazują na konieczność udzielenia wsparcia pozostałej grupie osób (30% studentów) i nauczania na lektoracie nie tylko treści językowych, ale także strategii uczenia się języka obcego.

EN

The aim of this article is to present and analyze opinions of foreign language teachers of the deaf and hard of hearing students on the students’ learning strategies. The study is based on empirical research of a group of 35 deaf and hard of hearing students. The method used was the SUSNS scale (N. Aharony 2006). The results show that over 70% of students know and use both the deep and surface learning strategies. The results also indicate a need to support the remaining group of 30% of students. Foreign language classes should include not only the language content, but also strategies of foreign language learning.

18

Rozumienie wyrażeń abstrakcyjnych przez dzieci niedosłyszące

63%

Błoch P.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

|

2018

|

nr 1(22)

5-13

EN

The aim of this article is to present the problems and phenomena present among the deaf and hearing-impaired people, and to study the trend estimation of this issue. The study was based on questionnaires given to the children of primary and middle schools, with the questionnaires including abstract expressions divided into thematic sections. The results present lack of comprehension of the abstract expressions by the hearing-impaired children, especially those expressions which are used the least in the everyday language. The older the students, the more language experience but at the same time the less confidence in their own abilities they have. While working with the hearing-impaired children, it is important to remember about paying attention to the issue of abstract expressions such as metaphors, idiomatic expressions, even the prepositional phrases or the names of categories and professions. It would definitely make it easier for them to understand written texts and simplify broadly defined functioning in our society.

19

Poznawcze możliwości uczniów z wadą słuchu a ich integracja w szkołach ogólnodostępnych

63%

Domagała-Zyśk E.

Roczniki Pedagogiczne

|

2013

|

tom 5(41)

|

nr 3

109-122

EN

The question of cognitive abilities of hard of hearing pupils is one of the most important problems encountered by surdopedagogy. Over the years various answers have been given to this question. Initially a hearing defect was identified with a lack of intellectual abilities, whereas studies conducted in recent years show that also in this population there are people with a high and very high intellectual potential. The aim of the present article is to present modern studies of the intellectual abilities of hard of hearing pupils and to point to their consequences for educational integration of this group of pupils. The presented studies show that pupils with hearing defects generally have the potential that should allow them to function well in the intellectual sphere among their hearing coevals. However, the condition for success in the sphere of educational integration is aiding the hard of hearing pupil in a systematic and competent way, starting with very early years of his life.

XX

Pytanie o możliwości poznawcze uczniów z wadami słuchu jest jednym z ważniejszych problemów surdopedagogiki. Na przestrzeni lat odpowiedzi na to pytanie były różnorodne. Początkowo wadę słuchu utożsamiano jednoznacznie z brakiem zdolności intelektualnych, natomiast badania z ostatnich lat wskazują, że także w tej populacji są osoby o wysokim i bardzo wysokim potencjale intelektualnym. Celem tego artykułu jest przedstawienie współczesnych badań w zakresie możliwości intelektualnych uczniów z wadami słuchu i wskazanie na ich konsekwencje dla integracji edukacyjnej tej grupy uczniów. Zaprezentowane badania pokazują, że uczniowie z wadami słuchu na ogół dysponują potencjałem, który powinien pozwolić im na dobre intelektualne funkcjonowanie wśród słyszących rówieśników. Warunkiem jednak sukcesów w zakresie integracji edukacyjnej jest udzielanie uczniowi z wadą słuchu systematycznego i kompetentnego wsparcia edukacyjnego i społecznego od wczesnych lat życia.

20

Influence of disability type on upper-limb motor skills

63%

Tokarski T. , Roman-Liu D.

International Journal of Occupational Safety and Ergonomics

|

2016

|

tom Vol. 22, No. 4

463--472

EN

This study was carried out in order to determine the effect of physical disability (paraplegia) and sensory disability (deafness) on motor skills of the upper limbs. Studies were distinguished by two parameters: the nature of the control curve (sine or random) and the magnitude of the isometric force exerted on the lever (10 N, 20 N, 40 N, 80 N). A comparison of the quality of manual force control in a visual detection task among groups of people with sensory disability (deaf), people with physical disability (paraplegic) and people without disability showed differences among those groups. Values of force above 20 N create conditions of lower quality of control and of direction of force exertion outside the body. At the same time, the study proved that people with some types of disability can perform certain work tasks as effectively as people without disability.