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Search Results: 1 - 10 of 8205 matches for " Sign language "
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Strategies for Communicating with Deaf Patients in the Public Physical Rehabilitation Unit in the Central South Region of Rio de Janeiro State, Brazil  [PDF]
Wiliam César Alves Machado, Juarez de Souza Pereira, Nébia Maria Almeida de Figueiredo, Manoel Francisco de Souza Pereira, Teresa Tonini, Luciana Krauss Rezende
Open Journal of Therapy and Rehabilitation (OJTR) , 2015, DOI: 10.4236/ojtr.2015.31003
Abstract: Deaf people face communication difficulties in health units because of the lack of preparedness of health care professionals to deal with these patients. Objective: To identify how physical rehabilitation professionals associated with a regional public unit in the south central region of Rio de Janeiro State, Brazil interact with deaf patients. Method: Data were analyzed through descriptive statistics in the Statistical Package for Social Sciences (SPSS) software version 18. Results: Results showed that: 15.1% (5) of the team members did not know the Brazilian Sign Language (Libras) and required help in their interaction with deaf patients; 12.1% (4) never assisted deaf patients; 18.2% (6) used writing and gestures; 21.2% (7) resorted to lip-reading or gestures; 3.1% (1) spoke slowly; 6.1% (2) used mime; 15.1% (5) used the Brazilian Sign Language; 9.1% (3) did not respond. Conclusion: Most of these professionals are not prepared to satisfactorily interact with deaf patients. They use improvised strategies to assist the deaf clientele, demonstrating that the planning and implementation of regular courses in sign language are fundamental in order to assist these patients effectively.
Culture in L2/Ln Sign Language Pedagogy  [PDF]
M. Diane Clark, Chong Min Lee
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.913139
Abstract: There are diverse reasons for learning a sign language, including taking courses for personal use versus taking courses for formal academic credit. Those learning a sign language for personal reasons include people who interact with deaf people; they may have a deaf child or work in a deaf-hearing environment. These personal users require different curriculums and frequently have different goals in terms of their final levels of proficiency. Learning a sign language as a foreign, or world, language tends to follow the long-established standards for any foreign language learner. For sign languages, multiple projects are ongoing to create more effective curriculums to achieve the “5Cs” listed within the US accrediting standards and the “Can Dos” in the European standards. There is the need for additional research in sign language curriculum development as well as pedagogy for the most effective transmission of sign language skills and their associated cultural components. Future efforts to develop curriculum for personal users as well as those in formal academic settings will provide highly skilled sign language instructors as well as interpreters.
Locations of L2/Ln Sign Language Pedagogy  [PDF]
Jodie M. Ackerman, Ju-Lee A. Wolsey, M. Diane Clark
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.913148
Abstract: There has been tremendous growth in the teaching of sign language as a foreign sign language in elementary/secondary schools, colleges/universities, private businesses, and agencies. While this surge has allowed students to obtain foreign language credit for personal or professional reasons, the acceptance of teaching sign languages has had its challenges. Traditionally, sign language courses have been provided face-to-face using a variety of curricula in diverse departments, academic programs, and degree programs in different countries. This paper acts as a reference guide that provides locations of where sign languages are formally taught around the world, as well as learning about Deaf culture. Historical and current pedagogical practices are also discussed. Looking ahead to the future, one growing trend is providing sign language courses online in a distance-learning format to meet the high demands of interested students and reach a wider population. Moreover, examining the importance of utilizing well-trained and certified instructors, and implementing current pedagogical practices and materials that include appropriate cultural opportunities are needed to effectively teach sign language classes.
Deaf Individuals’ Bilingual Abilities: American Sign Language Proficiency, Reading Skills, and Family Characteristics  [PDF]
Brittany L. Freel, M. Diane Clark, Melissa L. Anderson, Gizelle L. Gilbert, Millicent M. Musyoka, Peter C. Hauser
Psychology (PSYCH) , 2011, DOI: 10.4236/psych.2011.21003
Abstract: The current study investigated the bilingual abilities of 55 Deaf individuals, examining both American Sign Language (ASL) competency and English reading skills. Results revealed a positive relationship between ASL competency and English skills, with highly competent signers scoring higher on a measure of reading comprehension. Additionally, family characteristics (e.g., parental education level, family hearing status) were entered into the analysis to ascertain their effect on Deaf individuals’ bilingual abilities. The findings support the theory that competency in ASL may serve as a bridge to the acquisition of English print. Moreover, the findings provide support for the critical period hypothesis for first language acquisition and its later impact on other cognitive and academic skills.
Sports, Physical Education, Olympic Games, and Brazil: The Deafness That Still Should Be Listened  [PDF]
Clévia Fernanda Sies Barboza, Ana Regina Campello, Helena Carla Castro
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.612138
Abstract: Since the sports and health-promoting activities have become part of modern civilization, Physical Education (PE) has become an important discipline that approaches these topics to the teenagers and children. PE introduces students to a wide range of sports, their rules and their relationship with health, from elementary to higher education levels. It also helps on discovering and training athletes for the Olympic Games, Paralympic Games and Deaflympics. For teaching PE and sports to deaf students, we should use sign language. Since Brazil will hold the Olympic Games in 2016, in this work we aim to survey for signs of 33 sports of the Olympic Games in Brazilian Sign Language (LIBRAS-LSB) and to verify their linguistic consistence for teaching deaf students and help on receiving deaf visitors at the time of the Olympic Games. According to our data, among the 33 sports selected for this study, only 10 are represented in LIBRAS according to dictionary Acessibilidade Brasil (http://www.acessobrasil.org.br) from the Brazilian National Institute of Education of Deaf (INES). Importantly, some signs do not strictly follow neither the LIBRAS grammatical structure nor the visual-motor feature related to the sport represented (e.g. Athletics). Among the 23 missing sports there included the Artistic Gymnastics and Sailing in which Brazil has held good athletes. The comparison of LSB with other sign languages from United States (ASL), France (FSL) and Spain (SSL) using Spread The Sign, an international dictionary (www.spreadthesign.com), revealed that some of these inconsistence also appears in another languages. Our data points to the urgent need for creating and/or organizing the Brazilian sports signs using a formal tool such as INES dictionary for teaching PE and using them at the time of the Olympic Games in Brazil.
Sign Language Interpreters: Perception Analysis about Working with Deaf Students in a Federal Institute of Education, Science and Technology in the Northern Region of Brazil  [PDF]
Cesar Gomes de Freitas, Cristina Maria Delou, Gildete da Silva Amorim, Edilene de Melo Teixeira, Helena Carla Castro
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.84050
Abstract: The interpreters of Sign Language have an essential role in the education of deaf students in all countries including Brazil. They mediate the whole teaching and learning process as they are responsible for the communication between teachers and students. Due to their important role, their performance has direct implications in the student’s academic success as well as in the process of their inclusion in the society, which begins at early age at school. In the present study we investigated the perception of Brazilian interpreters that work in a Federal Institute of education, science and technology in the northern region of Brazil. Thus we analyzed their opinion about different aspects involving their work with students with hearing disabilities in this institution. On that purpose we employed a quali-quantitative approach by using a questionnaire with structured and non-structured questions. According to the interpreters’ point of view, some actions still have to be done to achieve the effective inclusion of students with hearing impairment in the educational institution evaluated. On that matter the work of interpreters should be more recognized as important for the teaching and learning process of deaf students leading to the improvement of their work conditions for attending them. These professionals also reported the importance of teachers learning sign language for improving the psychological aspects of these students and their perception of the institution acceptance.
Effective Assessments for Interpreter Education Programs to Increase Pass Rates for Certification  [PDF]
Rosemary Li?an Landa, M. Diane Clark
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.93021
Abstract: In the United States, students enrolled in an American Sign Language (ASL) Interpreter Education Program (IEP) are encouraged to achieve interpreter certification upon completion of the program. Obtaining the certification ensures employers they are hiring qualified personnel. A critical examination of assessments used by IEPs may result in formulating strategies that prepare students to pass the state-based assessments by graduation. A review of Program Learning Outcomes (PLO) and the way in which these are assessed should be undertaken in order to ensure that effective Student Learning Outcomes (SLO) are created to parallel appropriate stages of language development. Knowledge of Language Assessment Literacy (LAL) will assist in the development of well-defined and accurately-based objective assessments that are both valid and reliable. Targeting specific linguistic components combined with the usage of the cognitive domain of Bloom’s Taxonomy for teaching and assessing learning outcomes will provide a clear means for developing assessments. Utilizing Bloom’s Taxonomy, the development of assessments start at lower order cognitive processing and progressively moves to higher order (Marzano & Kendall, 2006). An examination of how using Bloom’s Taxonomy assists in the development of assessments is outlined.
Application of a Sign Language Synthesis System in Digital Library Services  [PDF]
Jing WAN, Bin WU, Yingxin QIAO
Intelligent Information Management (IIM) , 2009, DOI: 10.4236/iim.2009.11008
Abstract: Information Accessibility for disabled people is one of the most important design criteria for the China National Digital Library (CNDL) development. Sign language synthesis systems are effective to provide information services for people with hearing and speech impairments. This paper presents a framework of a sign language synthesis system application in CNDL, as well as discusses the relevant technologies applied in the system. CNDL has been a real practice area for the sign language synthesis research.
Automatic Mexican Sign Language Recognition Using Normalized Moments and Artificial Neural Networks  [PDF]
Francisco Solís, David Martínez, Oscar Espinoza
Engineering (ENG) , 2016, DOI: 10.4236/eng.2016.810066
Abstract: This document presents a computer vision system for the automatic recognition of Mexican Sign Language (MSL), based on normalized moments as invariant (to translation and scale transforms) descriptors, using artificial neural networks as pattern recognition model. An experimental feature selection was performed to reduce computational costs due to this work focusing on automatic recognition. The computer vision system includes four LED-reflectors of 700 lumens each in order to improve image acquisition quality; this illumination system allows reducing shadows in each sign of the MSL. MSL contains 27 signs in total but 6 of them are expressed with movement; this paper presents a framework for the automatic recognition of 21 static signs of MSL. The proposed system achieved 93% of recognition rate.
Lingua(gem) e identidade: a surdez em quest?o
Gesueli, Zilda Maria;
Educa??o & Sociedade , 2006, DOI: 10.1590/S0101-73302006000100013
Abstract: this paper approaches the role of sign language in the construction of deaf identity. various authors have discussed how language relates to the construction of identity, pointing out that identity constitutes through meaning - when a subject means they becomes meaningful (orlandi, 1998). we thus attempt to link this discussionto the field of deaf studies, considering that in the case of deaf children the privileged interaction partner is another deaf person. most students have their first contact with this language in schools and institutions for the deaf. we have observed advantages when deaf teachers take over classroom teaching: one is that students are able to develop narrative constructions in sign language; another one is that this experience enables them to perceive themselves as deaf, and construct a deaf identity as early as 5-7 years., when they take on and differentiate roles in interaction, especially with regard to the deaf teacher and the hearing teacher. in the field of deafness, the bilingual education approach anticipates deaf people's awareness of the meaning of deafness, which until quite recently was occurred in adulthood.
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