Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.23
M. Nikolaraizi, Charikleia Kanari, M. Marschark
In recent years, museums of various kinds have broadened their mission and made systematic efforts to develop a dynamic role in learning by offering a wide range of less formal experiences for individuals with diverse characteristics, including individuals who are deaf or hard-of-hearing (DHH). Despite the worthwhile efforts, in the case of DHH individuals, museums frequently neglect to consider their unique communication, cognitive, cultural, and learning characteristics, thus limiting their access and opportunities for fully experiencing what museums have to offer. This chapter examines the potential for creating accessible museum environments and methods that reflect an understanding of the diverse communication, cognitive, cultural, and learning needs of DHH visitors, all of which enhance their access and participation in the museum activities. The role of the physical features of museum spaces for the access and behavior of DHH visitors is emphasized, together with attention to exhibition methods and the communication and cognitive challenges that need to be considered so DHH visitors can get the maximum benefit. The chapter emphasizes the right of individuals who are DHH to nonformal learning and analyzes how museums could become more accessible to DHH individuals by designing, from the beginning, participatory learning experiences that address their diverse needs.
{"title":"Tickets for the Inclusive Museum","authors":"M. Nikolaraizi, Charikleia Kanari, M. Marschark","doi":"10.1093/oxfordhb/9780190054045.013.23","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.23","url":null,"abstract":"In recent years, museums of various kinds have broadened their mission and made systematic efforts to develop a dynamic role in learning by offering a wide range of less formal experiences for individuals with diverse characteristics, including individuals who are deaf or hard-of-hearing (DHH). Despite the worthwhile efforts, in the case of DHH individuals, museums frequently neglect to consider their unique communication, cognitive, cultural, and learning characteristics, thus limiting their access and opportunities for fully experiencing what museums have to offer. This chapter examines the potential for creating accessible museum environments and methods that reflect an understanding of the diverse communication, cognitive, cultural, and learning needs of DHH visitors, all of which enhance their access and participation in the museum activities. The role of the physical features of museum spaces for the access and behavior of DHH visitors is emphasized, together with attention to exhibition methods and the communication and cognitive challenges that need to be considered so DHH visitors can get the maximum benefit. The chapter emphasizes the right of individuals who are DHH to nonformal learning and analyzes how museums could become more accessible to DHH individuals by designing, from the beginning, participatory learning experiences that address their diverse needs.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123753339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.31
Dani Levine, Daniela M. Avelar, R. Golinkoff, K. Hirsh-Pasek, D. Houston
Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.
{"title":"Foundations of Language Development in Deaf and Hard-of-Hearing Infants","authors":"Dani Levine, Daniela M. Avelar, R. Golinkoff, K. Hirsh-Pasek, D. Houston","doi":"10.1093/oxfordhb/9780190054045.013.31","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.31","url":null,"abstract":"Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121479261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.25
K. Emmorey
Recent neuroimaging and electrophysiological studies reveal how the reading system successfully adapts when phonological codes are relatively coarse-grained due to reduced auditory input during development. New evidence suggests that the optimal end-state for the reading system may differ for deaf versus hearing adults and indicates that certain neural patterns that are maladaptive for hearing readers may be beneficial for deaf readers. This chapter focuses on deaf adults who are signers and have achieved reading success. Although the left-hemisphere-dominant reading circuit is largely similar in both deaf and hearing individuals, skilled deaf readers exhibit a more bilateral neural response to written words and sentences than their hearing peers, as measured by event-related potentials and functional magnetic resonance imaging. Skilled deaf readers may also rely more on neural regions involved in semantic processing than hearing readers do. Overall, emerging evidence indicates that the neural markers for reading skill may differ for deaf and hearing adults.
{"title":"The Neurobiology of Reading Differs for Deaf and Hearing Adults","authors":"K. Emmorey","doi":"10.1093/oxfordhb/9780190054045.013.25","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.25","url":null,"abstract":"Recent neuroimaging and electrophysiological studies reveal how the reading system successfully adapts when phonological codes are relatively coarse-grained due to reduced auditory input during development. New evidence suggests that the optimal end-state for the reading system may differ for deaf versus hearing adults and indicates that certain neural patterns that are maladaptive for hearing readers may be beneficial for deaf readers. This chapter focuses on deaf adults who are signers and have achieved reading success. Although the left-hemisphere-dominant reading circuit is largely similar in both deaf and hearing individuals, skilled deaf readers exhibit a more bilateral neural response to written words and sentences than their hearing peers, as measured by event-related potentials and functional magnetic resonance imaging. Skilled deaf readers may also rely more on neural regions involved in semantic processing than hearing readers do. Overall, emerging evidence indicates that the neural markers for reading skill may differ for deaf and hearing adults.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133138050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.11
M. Rudner, J. Rönnberg
Working memory (WM) for signs and words is similar at the behavioral level, but differences emerge at the neural level. We have illuminated WM for sign language by studying behavior and neural activation in signers and nonsigners performing sign- and gesture-based n-back WM tasks. This work has shown that deaf signers have a performance advantage over hearing nonsigners on sign-based WM tasks probably due to their signing expertise. It has also shown that lexical but not phonological knowledge of sign language leads to better WM for sign language. Cross-modal plasticity driven by congenital deafness can be dissociated into sensory and cognitive components, and we have shown that deaf signers recruit the posterior portion of the superior temporal lobe for WM processing. These findings are discussed in relation to the Ease of Language Understanding (ELU) model.
{"title":"Working Memory for Signs and Gestures","authors":"M. Rudner, J. Rönnberg","doi":"10.1093/oxfordhb/9780190054045.013.11","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.11","url":null,"abstract":"Working memory (WM) for signs and words is similar at the behavioral level, but differences emerge at the neural level. We have illuminated WM for sign language by studying behavior and neural activation in signers and nonsigners performing sign- and gesture-based n-back WM tasks. This work has shown that deaf signers have a performance advantage over hearing nonsigners on sign-based WM tasks probably due to their signing expertise. It has also shown that lexical but not phonological knowledge of sign language leads to better WM for sign language. Cross-modal plasticity driven by congenital deafness can be dissociated into sensory and cognitive components, and we have shown that deaf signers recruit the posterior portion of the superior temporal lobe for WM processing. These findings are discussed in relation to the Ease of Language Understanding (ELU) model.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132230971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.2
M. Hintermair
The developmental systems approach (DSA) is a conceptual and structural framework to identify the challenges for infants and toddlers who are at risk regarding their development. It describes the fundamental dimensions to be considered when working together with families in early intervention. How children can learn at their best and how cognition and learning can be supported by caregivers are key factors in the DSA. The data presented in this chapter indicate that the DSA also provides a useful tool for deaf education. It illustrates how specific characteristics and behaviors of deaf and hard-of-hearing (DHH) infants and toddlers may have an impact on the family resources and on the family patterns of interaction (particularly on parent–child transactions) and how this, in turn, can influence child development. An important issue regarding DHH children’s learning processes is to be aware how parents can learn to teach their infants and toddlers informally to understand themselves and the world around them. The data presented reveal that DHH infants and toddlers and their families face challenges at all levels outlined in the DSA. The DSA also provides suggestions on how early intervention works successfully in practice for the families.
{"title":"Framing Educational Needs of Deaf and Hard-of-Hearing Infants and Toddlers Using the Developmental Systems Approach","authors":"M. Hintermair","doi":"10.1093/oxfordhb/9780190054045.013.2","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.2","url":null,"abstract":"The developmental systems approach (DSA) is a conceptual and structural framework to identify the challenges for infants and toddlers who are at risk regarding their development. It describes the fundamental dimensions to be considered when working together with families in early intervention. How children can learn at their best and how cognition and learning can be supported by caregivers are key factors in the DSA. The data presented in this chapter indicate that the DSA also provides a useful tool for deaf education. It illustrates how specific characteristics and behaviors of deaf and hard-of-hearing (DHH) infants and toddlers may have an impact on the family resources and on the family patterns of interaction (particularly on parent–child transactions) and how this, in turn, can influence child development. An important issue regarding DHH children’s learning processes is to be aware how parents can learn to teach their infants and toddlers informally to understand themselves and the world around them. The data presented reveal that DHH infants and toddlers and their families face challenges at all levels outlined in the DSA. The DSA also provides suggestions on how early intervention works successfully in practice for the families.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133872962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.21
Karen L. Kritzer
This chapter describes research documenting learning behaviors demonstrated by young deaf and hard-of-hearing (DHH) children that contribute to early mathematics development. Much research has been done over the years documenting the low academic achievement levels demonstrated by DHH students. The more substantial problem, however, may be that DHH students arrive at school not yet knowing how to learn and therefore lack even the most basic cognitive skill already owned by their peers. By the time they start school, young hearing children have had several years of learning experiences in the home environment. Through incidental experiences, hearing children learn how to focus their attention on meaningful stimuli, reflect on cause and effect, and solve problems during situations involving conflict. Given language restrictions, young DHH children may not have these same opportunities, thereby putting them at a disadvantage when they enter the classroom. It is essential that early learning for young DHH children focus on mediating within natural environmental learning opportunities in order to stimulate their ability to take cognitive advantage of what is happening normally around them. Only in this way can we begin to provide young DHH children with the cognitive foundation they need for early mathematics and other future academics.
{"title":"Making “Normal” Count","authors":"Karen L. Kritzer","doi":"10.1093/oxfordhb/9780190054045.013.21","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.21","url":null,"abstract":"This chapter describes research documenting learning behaviors demonstrated by young deaf and hard-of-hearing (DHH) children that contribute to early mathematics development. Much research has been done over the years documenting the low academic achievement levels demonstrated by DHH students. The more substantial problem, however, may be that DHH students arrive at school not yet knowing how to learn and therefore lack even the most basic cognitive skill already owned by their peers. By the time they start school, young hearing children have had several years of learning experiences in the home environment. Through incidental experiences, hearing children learn how to focus their attention on meaningful stimuli, reflect on cause and effect, and solve problems during situations involving conflict. Given language restrictions, young DHH children may not have these same opportunities, thereby putting them at a disadvantage when they enter the classroom. It is essential that early learning for young DHH children focus on mediating within natural environmental learning opportunities in order to stimulate their ability to take cognitive advantage of what is happening normally around them. Only in this way can we begin to provide young DHH children with the cognitive foundation they need for early mathematics and other future academics.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126978763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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