Communication is frequently characterized by a sequence of questions and answers. Little is known about how well students who are deaf or hard of hearing (deaf/HH) understand their hearing classmates in the context of an inclusive setting. This study explored the communication skills used by deaf/HH children when asking and answering questions in a "trivia" game with their hearing peers. Thirty...

PURPOSE To assess visual performance and the effects of color overlays on reading in children who were deaf and children who could hear. METHODS Thirty-one children who were deaf (mean [± SD] age, 14 [± 1.99] years) and 39 children who could hear (mean [± SD] age, 13.58 [± 3.09] years) underwent an optometric examination with specific emphasis on near vision. Participants chose an overlay wit...

Good literacy, i.e. a reasonable ability to read and write, is essential for everyone. It ensures a continuous process of personal maturation and a positive social integration. Deaf children encounter several difficulties in learning to read and write due to their disability. New technologies can be usefully employed to create tools for supporting them in tackling this problem. Mich’s PhD work ...

Diana Burman, Deborah Evans, Terezinha Nunes, & Daniel Bell Department of Education, University of Oxford Abstract Assessment is essential for designing individualized educational plans (IEPs) for children. In order to contribute effectively to this process, assessments must be appropriate for the group, show neither floor nor ceiling effects, and help teachers formulate specific aims. Differen...

We present a new highly interactive computer animation tool to increase the mathematical skills of deaf children. We aim at increasing the effectiveness of (hearing) parents in teaching arithmetic to their deaf children, and the opportunity of deaf children to learn arithmetic via interactive media. Using state-ofthe-art computer animation technology we have designed and modeled three 3-dimensi...

The aim of this study was to determine the nature and prevalence of ophthalmologic abnormalities in deaf children. Complete ophthalmologic examinations were performed on 104 children aged 7 to 20 years from a Turkish school for the deaf. Of 104 children, 42 children (40.4%) had some form of ophthalmologic abnormality, with the vast majority (31 patients, 29.8%) being refractive errors. The prev...

BACKGROUND Successful communication with profoundly deaf children is heavily dependent on visual attention. Previous research has shown that mothers of deaf children--notably those who are deaf themselves--use a variety of strategies to gain their children's attention. This study compares patterns of visual attention in deaf and hearing children to determine how they are affected by the absence...