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PubMed1986

Transmitting deaf sign language over the telecommunications network.

An experimental investigation is reported into the use of moving cartoon images for two-way communication by the deaf. The images are derived by special signal-processing operations on the output of a conventional television camera, according to a new theory of perceptually important human features. Calculations show that, using facsimile-type coding and digital modems, the images are capable of transmission over the Public Switched Telephone Network; in enhanced form (with more resolution and optional voice accompaniment) they could be carried on the emerging Integrated Services Digital Network or transmitted over teletext.

Communication Devices for People with Disabilities↗
PubMed1990

Effects of video based training on spoken and signed language acquisition by students with mental retardation.

The purpose of this study was to assess the effects of video presentations on the acquisition of both spoken and manually signed lexical items by students with mental retardation. A 10-lesson curriculum in which lexical items were introduced and reviewed by one of three pedagogical methods (therapist only, therapist plus video, or video only) was implemented over a four week period. Pretest and posttest measures of expressive and receptive vocabulary of 35 students with mental retardation revealed that all three methods resulted in significant increases in both spoken and manual sign production of the targeted lexical items compared to control items which were not taught. The therapist only and therapist plus video methods yielded significantly higher sign production scores than the video only method. Receptive vocabulary was not significantly improved by the intervention.

Adolescent↗
PubMed1977

Sign language and multisensory input training of children with communication and related developmental disorders.

This report deals with the preliminary findings of a research project on simultaneous communication and multisensory input in the treatment of six autistic and communication disordered children. The children, aged 5 to 12, were taught manually signed English and speech using a multisensory-intrusion approach. The hypothesis was that such a technique would serve to alleviate the children's difficulties in information processing, organization of experience, and affect. The dependent measures were behavioral ratings derived from both structured (teaching) and unstructured (free play) sessions. The results indicate that the children manifested a consistent acquisition of sign lanuage, which in some cases transferred into verbal communication skills. Moreover, statistical analyses of some of the observed socioaffective behaviors (i.e., nonsolitary play, interaction with peers and adults, exploration, and detachment) revealed tendencies supportive of the hypothesis. The variability of the data preclude any categorical statement in relation to the hypothesis. However, the preliminary results strongly support the continuation of the study.

Auditory Perception↗
PubMed1990

Preparing the educational interpreter. A survey of sign language interpreter training programs.

Despite rapid growth in the field of educational interpreting little is known about the formal training of educational interpreters. This gap in the research is the focus of this study. A questionnaire was sent to the directors of 50 interpreter training programs nationwide asking for information about their course work in educational interpreting and related areas; instruction in signed English systems; and the directors' opinions on certain ethical and professional questions facing the educational interpreter. The results suggest that graduates of interpreter training programs who obtain employment as public school interpreters are not adequately prepared. Training programs provide few courses on the education of deaf children, on the language systems used, and on issues specific to classroom interpreting. The directors of these programs overwhelmingly support the development of guidelines on the educational interpreter's role. They show some support for the "interpreter as tutor" role but are equivocal about the development of a special certification for educational interpreters.

Data Collection↗
PubMed1992

The linguistic basis of left hemisphere specialization.

In humans the two cerebral hemispheres of the brain are functionally specialized with the left hemisphere predominantly mediating language skills. The basis of this lateralization has been proposed to be differential localization of the linguistic, the motoric, or the symbolic properties of language. To distinguish among these possibilities, lateralization of spoken language, signed language, and nonlinguistic gesture have been compared in deaf and hearing individuals. This analysis, plus additional clinical findings, support a linguistic basis of left hemisphere specialization.

Adult↗
PubMed1988

The medical communication of deaf patients.

As language is such a fundamental tool in the determination of a diagnosis and in patient education, non-English-speaking patients and deaf patients often suffer from inferior medical care. Deaf adults and adults studying English as a second language (third- to fifth-grade English-comprehension level) were compared. Participants completed a survey and a test of commonly used medical vocabulary. The two populations did not differ significantly in education level or in vocabulary test scores. Deaf patients were often less able to speak to their physician in their customary language (sign language); as a result, they perceive greater difficulties in expressing themselves to their physicians and reexplain themselves less frequently in response to misunderstandings. It is clear that deaf patients should be recognized as a subset of non-English-speaking patients who are at increased risk for poor physician-patient communication.

Adult↗
PubMed1987

[The child with defective hearing. Medical, educational, sociological and psychological aspects].

Hearing impairment in children is considered in its various aspects: medical, sociological, psychological, and educational. After a review of the aetiologies, the biological consequences of early auditory deprivation are underlined. The necessity of avoiding or reducing them justifies the efforts made to insure early diagnosis and adequate intervention. Screening and diagnostic techniques are described and illustrated by current results. The particular features of deafness, which stands out among other physical handicaps by the fact that it has given birth to a language, sign language, are stressed and the resulting socio-cultural implications are described. The relationships between deafness and psychology are treated so as to point out that there are no psychological features which characterize deafness, but that it can lead to several cognitive and behavioural consequences. The multiple interventions requested by a child's hearing impairment are detailed, emphasizing that medical or surgical actions must be part of a team work. The physician is called upon to play an essential part in this work, which he can correctly fulfill only by taking into account the sociological, cultural, psychological, educational and prosthetic aspects. The principles of prosthetic adaptation and the different types of prosthetic devices are presented, with special mention of recent and prospective developments. After a historical survey of deaf education, the evolution of ideas and methods from 1972 to 1987 is related, and the presently utilized methods are described and discussed. The different educational structures and their respective merits are outlined, as well as the action in favour of deaf children and their families of social services and parental cooperation.

Audiometry↗
PubMed1986

First stage of language acquisition through two modalities in deaf and hearing children.

We consider the earliest stages of language acquisition in both vocal and gestural modalities. The basic hypothesis is that there is a kind of equipotentiality between the two modalities and that the choice between the two depends on the linguistic input to which the child is exposed. We set forth the results of studies conducted in deaf and hearing children who acquire as native language the sign language used by deaf persons (gestural modality) and discuss the data on language acquisition in hearing and deaf children exposed to the American Sign Language (ASL) and in deaf children exposed to the Italian Sign Language (LIS). We go on to present the results of work in deaf children exposed to a bimodal Italian input. Against the background of studies in hearing children exposed to spoken Italian only we discuss the role of the gestural modality in the language acquisition of these children from the holophrastic to the diphrastic period. The comparison of sign language acquisition and spoken language acquisition will enable us to assess which aspects may be considered universal and which modality-related.

Adolescent↗