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1.
THE PRESENT STUDY examined the relationships between teachers' and communication clinicians' self-reported knowledge on cochlear implants and their expectations of CIs. The authors also explored these professionals' views regarding the child's communication mode, educational setting, and social options following cochlear implantation. The participants were 47 teachers of deaf students and 35 communication clinicians. The results showed that there were no significant differences between the two groups in self-reported knowledge on CI. Both groups knew very little about mapping, costs, or insurance, and reported good knowledge about candidacy. Expectations from CIs were moderate to high, and were significantly related to respondents' knowledge and specific experience with CIs. Most professionals in both groups supported spoken-language communication, individual inclusion, and social exposure to children with normal hearing as well as to children with hearing impairments. 相似文献
2.
This study examined strategies for initiating social interactions with peers, among 4 children with hearing impairment, aged 33 to 36 months, attending a special early education center or a regular kindergarten. The study investigated initiation type (related to partner's hearing status) and rates of initiation success/failure vis-a-vis hearing and deaf partners. Results revealed (a) more initiations in the regular program than in the special program; (b) in the special program, much more successful initiations toward children with hearing impairment than toward hearing children; (c) vocalization as the most frequent strategy used with both hearing and hearing-impaired partners; and (d) referential decisions about their initiations even among young children with hearing impairment (made by changing frequencies of various strategies according to partner's hearing status). The discussion addressed implications regarding integration of children with hearing impairment into regular educational settings. 相似文献
3.
This study examined stress, attitudes, and expectations among mothers of deaf children who underwent cochlear implantation (CI), as related to time elapsed since surgery. Participants were 64 mothers of such children at different points in the implantation process: candidates, 0-3 years postimplantation, and more than 3 years later. Expectations in communication and academic domains decreased as time since implantation passed. No differences emerged in stress levels between the 3 groups. Higher levels of mothers' and fathers' education correlated with lower stress levels. Older mothers expressed lower levels on the cohesion dimension of family functioning. Findings suggested the need to consider mothers' expectations in the rehabilitation process and to encourage mothers' realistic expectations with regard to the effects of CI. 相似文献
4.
The relationships between social‐cognitive processes, language, and social‐behavioural skills were evaluated by analyzing the data of 68 deaf students, aged 14 to 2o years, who attended special education classes with vocational orientation. The social‐cognitive processes included Role Taking Ability (RTA) and Non‐Verbal Sensitivity (NVS). Language was evaluated by the Peabody Picture Vocabulary Test (PPVT) and by a test of Emotional Vocabulary (EV). Social‐behavioural skills were assessed by Goldstein, Sparfkin, Greshaw and Klein's (1980) Social Skills Checklist. The social‐behavioural skills were used as indicators of social adjustment. The results revealed low performance in all the social‐cognitive abilities. Language played a major role in social adjustment. However, the availability of specific emotional vocabulary was not a better predictor of social adjustment than general language ability. Although RTA was associated with social adjustment, this association was related to language ability, and RTA did not add a unique contribution to the explanation of social adjustment. NVS emerged as an important, special and independent social‐cognitive ability. The results were discussed in relation to the function of language in social cognition. 相似文献
5.
Amatzia Weisel 《教育心理学》1988,8(3):161-168
Attitudes towards disabilities of 156 hearing students who experienced different levels of contacts with mainstreamed hearing impaired students were evaluated by a multi‐dimensional questionnaire, the Disability Factor Scale—General. Forty‐four subjects were studying in the same classes with hearing impaired students (high level of contact), 57 students were studying in the same school but not in the same classes with the hearing impaired students (moderate level of contact) and 55 subjects did not have any contact with hearing impaired children.
Subjects who had a moderate level of contact expressed more negative attitudes than subjects of the two other groups on a scale which measured the tendency to advocate segregation of disabled people and to hold a derogatory approach towards them. Subjects of the group with a moderate level of contact tended to attribute more functional limitations to disabled persons than subjects who had a high level of contact. No differences were found between attitudes of subjects who experienced high level of contact and of those who had no contact.
These results are discussed in relation to the characteristics of the different contact situations which the three groups of subjects had and the affective, behavioural and cognitive‐evaluative components of their attitudes. 相似文献
6.
Amatzia Weisel Anat Zaidman 《International Journal of Disability, Development & Education》2003,50(3):309-323
Differences between religious and secular people in their attitudes towards persons with disabilities may originate in social-cultural factors, such as values and norms, as well as in personality factors like dogmatism. Since religious and secular people differ in these characteristics, it was expected that they would differ in their attitudes as well. Attitudes towards persons with disabilities reflect complex interpersonal and intrapersonal processes and therefore should be assessed with multidimensional measures. In the present study the attitudes of 83 religious and 51 secular Israeli adolescents were measured with Siller's Disability Factor Scale–General (DFS-G). The questionnaire included seven factors that reflect psychodynamic processes operating to protect the individual against the threat and anxiety associated with the presence of a person with a disability or even by the mere consideration of his/her condition. Level of dogmatism was measured as well. No differences in dogmatism were found between the two groups. Secular participants expressed more positive attitudes than religious participants on two attitude scales—Generalized Rejection and Authoritarian Virtuousness. These two scales express special, segregative, and unequal attitudes. The findings give some support to the claim that religious affiliation, even if it encourages care for persons with disabilities, is associated with segregation and attribution of unequal social status to these people. 相似文献
7.
The aim of this study was to evaluate an intervention model for computer‐assisted social skills learning. The integration of technology enables experimentations within a controlled, structured, and easily changeable mini‐environment, emphasising four critical aspects of social learning: active learning, controlled and fluent processing, structure and schema organization and strategy training. Twelve adolescents with mild retardation and social difficulties were trained on “I Have a Problem” social conflict scenarios, integrating the software with strategy training. The results demonstrated that the children increased their understanding of the social conflict situations as expressed on the software measures and on paper and pencil questionnaires. Three case studies were provided to demonstrate the students’ individual learning styles, assessed through students’ reports and teachers’ ratings. 相似文献
8.
This study examined differences between deaf/hard-of-hearing (D/HH) and hearing persons with regard to two interrelated and continuous developmental processes: attachment (Bowlby, 1969) and individuation (Mahler, 1963). The study also examined intergroup differences in two personal variables assumed to be influenced by these processes: self-esteem and well-being. Participants comprised 38 D/HH and 42 hearing persons aged 18 to 35 years from middle and upper-middle socioeconomic classes. All the D/HH participants had graduated from mainstreamed educational programs. Findings showed that D/HH participants expressed more fear of attachment and more fear of individuation than did hearing participants. D/HH participants also revealed a lower self-esteem and lower level of well-being compared to hearing participants. Higher fear of attachment correlated with lower levels of self-esteem and well-being. Results supported the theorized relationships between attachment and individuation processes and between these two processes and personality characteristics such as self-esteem and well-being. 相似文献
9.
Parental hearing status, reading comprehension skills and social-emotional adjustment 总被引：1，自引：0，他引：1
A Weisel 《American annals of the deaf》1988,133(5):356-359
10.
Abstract The aim of the study was to improve the information processing and concentration skills of learning disabled (LD) children by using computer games in a procedure that enhances self‐verbalisation and mediated learning. Of the 21 LD children who participated in the study, 14 were trained in the specific procedure, while at the same time the seven children in the control group participated in regular tutorial activities in small groups. Subsequently, in the second training period, the control group was instructed to play commercial strategic games, with no stress on self‐verbalisation procedures and the experimental group participated in regular classroom tutorial activities, without computers. The following measures were used to assess the effect of the training: MFFT, Progressive Matrices and three subtests of the WISC‐R. The results demonstrated that the computer games presented within the framework of self‐verbalisation procedures and peer‐interaction facilitate the information processing of LD children. The interactions of passive and impulsive LD children with computer‐related activities should be examined in future research within the context of their ecological environment. 相似文献