КОМУНИКАТИВНИ РЕЖИМИ В ОБУЧЕНИЕТО НА ГЛУХИ ДЕЦА С КОХЛЕАРНА ИМПЛАНТАЦИЯ Дияна Паскалева Георгиева COMMUNICATIVE MODES IN THE EDUCATION OF DEAF CHILDREN WITH COCHLEAR IMPLANTATION Diyana Paskaleva Georgieva

· 2024 Публикации
Author

Abstract: The article proposes a theoretical study, the focus of which is communicative modes underlying the creation of unique approaches, methods and techniques for the education of deaf children, and in particular those who are the subject of cochlear implantation. Special emphasis is placed on the advantages of Simultaneous Communication as a communication technique and the Total Communication approach, based on a well-established philosophical concept that achieves a fusion of oral, auditory, visual and manual means of information exchange. Their dynamics are traced, representing a wavy curve of acceptance, distancing, rethinking and finally – their affirmation as effective tools in the classroom for creating an inclusive environment for hearing and deaf students in a bimodal bilingual context of shared functioning. Findings are also made in the direction of the specific cognitive and communicative profile of young users of cochlear implant systems.

Keywords: communicative mode, Total communication, Simultaneous communication, cochlear implantation, deaf children


ЛИТЕРАТУРА

Балканска, Н. (2009). Кохлеарната имплантация в детска възраст, Приложение, рехабилитация, обучение. Издателство „Парадигма“.

Левтерова-Гаджалова, Д. (2003). Визуална перцепция и разбиране на устната реч при слухово увредени лица (четене на речта). С.

Трошева-Асенова, А. (2013). Жестова комуникация и кохлеарна имплантация. Годишник на ШУ „Епископ Константин Преславски“, Том XVII D, 38 – 43.

Archbold, S., Harris, M., O’Donoghue, G., Nikolopoulos, T., White, A. & Lloyd Richmond, H. (2008). Reading abilities after cochlear implantation: The effect of age at implantation on outcomes at 5 and 7 years after implantation. International Journal of Pediatric Oto-rhinolaryngology, 72(10), 1471–1478.

Barker, D., Quittner, A. L., Fink, N. E., Eisenberg, L. S., Tobey, E. A., Niparko, J. K. & InvestigativeTeam, T. Cd. (2009). Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent – child communication. Development and Psychopathology, 21(2), 373 – 392.

Battmer, R.-D., Backous, D. D., Balkany, T. J., Briggs, R. J. S., Gantz, B. J., Hasselt, A. van, … O’Donoghue, G. M. (2010). International classification of reliability for implanted cochlear implant receiver stimulators. Otology & Neurotology, 31(8), 1190 –1193.

Bernstein, L. E., Demorest, M. E. & Tucker, P. E. (2000). Speech perception without hearing. Perception & Psychophysics, 62(2), 233 – 252.

Bernstein, M., Maxwell, M. & Matthews, K. (1985). Bimodal or bilingual communication. Sign Language Studies, 47, 127 – 140.

Blatto-Vallee, G., Kelly, R. R., Gaustad, M. G., Porter, J. & Fonzi, J. (2007). Visual-spatial representation in mathematical problem solving by deaf and hearing students. Journal of Deaf Studies and Deaf Education, 12(4), 432 – 448.

Blom, H., Marschark, M. & Machmer, E. (2016). Simultaneous communication supports learning in noise by cochlear implant users. Cochlear Implants International, 18(1), 49 – 56.

Boons, T., Brokx, J. P. L., Dhooge, I., Frijns, J. H. M., Peeraer, L., Vermeulen, A., Wouters, J., van Wieringen, A. (2012). Predictors of spoken language development following pediatric cochlear implantation. Ear & Hearing (01960202), 33(5), 617 – 639.

Castellanos, I., Kronenberger, W. G., Beer, J., Colson, B. G., Henning, S. C., Ditmars, A. & Pisoni, D. B. (2015). Concept formation skills in long-term cochlear implant users. Journal of Deaf Studies and Deaf Education, 20(1), 27 – 40.

Castellanos, I., Pisoni, D. B., Kronenberger, W. G. & Beer, J. (2016). Neurocognitive functions in deaf chilren with cochlear implants: Early development and long-term outcomes. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies in language (pp. 264 – 275). New York: Oxford University Press.

Cokely, D. (1990). The effectiveness of three means of communication in the college classrooms. Sign Language Studies, 69, 415 – -442.

Connor, C. M., Hieber, S., Arts, H. A. & Zwolan, T. A. (2000). Speech, vocabulary, and the education of children using cochlear implants. Journal of Speech Language and Hearing Research, 43(5), 1185 – 1204

Convertino, C. M., Marschark, M., Sapere, P., Sarchet, T. & Zupan, M. (2009). Predicting academic success among deaf college students. Journal of Deaf Studies and Deaf Education, 14(3), 324 – 343.

Cowan, N. (2005). Working memory capacity. New York: Psychology Press.

Dammeyer, J. (2010). Psychosocial development in a Danish population of children with cochlear implants and deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 15(1), 50 – 58.

Fitzpatrick, E. M., Hamel, C., Stevens, A., Pratt, M., Moher, D., Doucet, S. P., Neuss, D., Bernstein, A., Eunjung, N. (2016). Sign Language and Spoken Language for Children With Hearing Loss: A Systematic Review. Pediatrics, 137(1), 1 – 17.

Geers, A. E., Brenner, C. & Davidson, L. (2003). Factors associated with development of speech perception skills in children implanted by age five. Ear and Hearing, 24, 24 – 35.

Geers, A. E., Moog, J. S., Biedenstein, J., Brenner, C. & Hayes, H. (2009). Spoken language scores of children using cochlear implants compared to hearing age-mates at school entry. Journal of Deaf Studies and Deaf Education, 14(3), 371 – 385.

Giezen, M. R., Baker, A. E. & Escudero, P. (2014). Relationships between spoken word and sign processing in children with cochlear implants. Journal of Deaf Studies and Deaf Education, 19(1), 107 – 125.

Gioia, G. A., Isquith, P. K., Guy, S. C. & Kenworthy, L. (2000). Test review: Behavior rating inventory of executive function. Child Neuropsychology, 6(3), 235 – 238.

Hintermair, M. (2013). Executive functions and behavioral problems in deaf and hard-of hearing students at general and special schools. Journal of Deaf Studies and Deaf Education, 18(3), 344 – 359.

Hoffmeister, R. (2000). A piece of the puzzle: ASL and reading comprehension in deaf children. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 143 – 163). Mahwah, NJ: Erlbaum.

Holt, R. F., Svirsky, M. A., Neuburger, H. & Miyamoto, R. T. (2004). Age at implantation and communicative outcome in pediatric cochlear implant users: Is younger always better? International Congress Series, 1273, 368 – 371.

Johnson, R. E., Liddell, S. K. & Erting, C. J. (1989). Unlocking the curriculum: Principles for achieving access in deaf education. Teaching English to Deaf and Second Language Students, 10, 1 – 35.

Kelly, L. & Barac-Cikoja, D. (2007). The comprehension of skilled deaf readers: The roles of word recognition and other potentially critical aspectsof competence. In K. Cain & J. Oakhill (Eds.), Childrens’ comprehension problems in oral and written language: A cognitive perspective (pp. 244 – 280).

Kirk, K. I., Miyamoto, R. T., Ying, E. A., Perdew, A. E. & Zuganelis, H. (2000). Cochlear implantation in young children: Effects of age at implantation and communicative mode. Volta Review, 102(4), 127 – 144.

Knoors, H. & Marschark, M. (2015). Educating Deaf Learners: Creating a Global Evidence Base. New York: Oxford University Press.

Kronenberger, W. G., Pisoni, D. B., Harris, M. S., Hoen, H. M., Xu, H. & Miyamoto, R. T. (2013). Profiles of verbal working memory growth predict speech and language development in children with cochlear implants. Journal of Speech, Language and Hearing Research, 56(3), 805 – 825.

Kronenberger, W. G., Colson, B. G., Henning, S. C. & Pisoni, D. B. (2014). Executive functioning and speech-language skills following long-term use of cochlear implants. Journal of Deaf Studies and Deaf Education, 19(4), 456 – 470.

Lederberg, A. R., Schick, B., Spencer, P. E. (2013). Language and literacy development of deaf and hard-of-hearing children: successes and challenges. Developmental Psychology, 49(1), 15 – 30.

Leigh, J., Dettman, S., Dowell, R. & Briggs, R. (2013). Communication development in children who receive a cochlear implant by 12 months of age. Otology & Neurotology, 34, 443 – 450.

Lyness, C. R., Woll, B., Campbell, R. & Cardin, V. (2013). How does visual language affect crossmodal plasticity and cochlear implant success? Neuroscience and Biobehavioral Reviews, 37(10), 2621 –2630.

Manrique, M., Cervera-Paz, F. J., Huarte, A. & Molina, M. (2004). Advantages of cochlear implantation in prelingual deaf children before 2 years of age when compared with later implantation. The Laryngoscope, 114(8), 1462 – 1469.

Marchman, V. A. & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science, 11(3), 9 – 16.

Marschark, M., Sapere, P., Convertino, C. & Pelz, J. (2008). Learning via direct and mediated instruction by deaf students. Journal of Deaf Studies and Deaf Education, 13(4), 546 – 561.

Marschark, M., Morrison, C., Lukomski, J., Borgna, G. & Convertino, C. (2013). Are deaf students visual learners? Learning and Individual Differences, 25, 156 – 162.

Marschark, M. (2003). Interactions of language and cognition in deaf learners: From research to practice. International Journal of Audiology, 42, 41 – 48.

Marschark, M. & Wauters, L. (2008). Language comprehension and learning by deaf students. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 309 – 350). New York, NY: Oxford University Press.

Maxwell, M. (1990). Simultaneous communication: The state of the art and proposals for change. Sign Language Studies, 69, 333 – 390.

Mayer, C. (2016). Rethinking total communication: Looking back, moving forward. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies in language (pp. 32 – 44). New York, NY: Oxford University Press.

Montgomery, A. A. & Jackson, P. L. (1983). Physical characteristics of the lips underlying vowel lipreading performance. The Journal of the Acoustical Society of America, 73(6), 2134 – 2144.

Nicholas, J. G. & Geers, A. E. (2013). Spoken language benefits of extending cochlear implant candidacy below 12 months of age. Otology and Neurotology, 34(3), 532 – 538.

Paivio, A. (2010). Dual coding theory and the mental lexicon. The Mental Lexicon, 5(2), 205 – 230.

Pisoni, D. B., Conway, C. M., Kronenberger, W. G., Henning, S. & Anaya, E. (2010). Executive fucntion, cognitive control and sequence learning in deaf children with cochlear implants. In M. S. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language , and education (pp. 439 – 457). New York:Oxford University Press.

Pisoni, D. B. & Cleary, M. (2003). Measures of working memory span and verbal rehearsal speed in deaf children after cochlear implantation. Ear and Hearing, 24(1), 106S – 120S.

Power, D. (2009). Deaf education and the deaf community in Australia. In D. F. Moores & M. S. Miller (Eds.), Deaf people around the world: Educational and social perspectives (pp. 3 – 16). Washington DC: Gallaudet University Press.

Qi, S. & Mitchell, R. E. (2012). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. Journal of Deaf Studies and Deaf Education, 17(1), 1 – 18.

Rees, R., Fitzpatrick, C., Foulkes, J., Peterson, H. & Newton, C. (2017). Can explicit training in Cued Speech improve phoneme identification? Deafness & Education International, 1 – 19.

Robbins, A. M., Bollard, P. M. & Green, J. (1999). Language development in children implanted with the CLARION cochlear implant. American Journal of Otology, Rhinology and Laryngology, 108, 113 – 118.

Russel, D. (2010). Inclusion or the illusion of inclusion: A study of interpreters working with deaf students in inclusive education settings. Canada: University of Alberta.

Schick, B. & Moeller, M. P. (1992). What is learnable in manually coded English sign systems? Applied Psycholinguistics, 13, 313 – 340.

Siderova, D. (2023). The Linguodidactic Case through the Prism of the Communicative Approach to the Text. Trakia Journal of Sciences, 21(2), 87 – 92.

Spencer, P. E. (2016). It seems like only yesterday… In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies in language (pp. 3 – 18). New York, NY. Oxford University Press.

Spencer, P. E. & Marschark, M. (2010). Evidence-based practice in educating deaf and hard-of-hearing students. New York, NY: Oxford University Press.

Stokoe, W. C. (1960). Sign language structure: An outline of the visual communication system of the American deaf. Studies in Linguistics. Occasional Papers (Vol. 8), Buffalo, NY: University of Buffalo.

Tobey, E., Thal, D., Niparko, J., Eisenberg, L., Quittner, A. L., Wang, N. Y. & The CDaCI Investigative Team. (2013). Influence of implantation age on school-age language performance in pediatric cochlear implant users. International Journal of Audiology, 52(4), 219 – 229.

van Berkel-van Hoof, L., Hermans, D., Knoors, H. & Verhoeven, L. (2016). Benefits of augmentative signs in word learning: Evidence from children who are deaf/hard of hearing and children with specific language impairment. Research in Developmental Disabilities, 59, 338 – 350.

Watson, L. M., Archnold, S. M. & Nikolopoulos, T. P. (2006). Children’s communication mode five years after cochlear implantation: Changes over time according to age at implant. Cochlear Implants International, 7(2), 77 – 91.

Williams, C. & Mayer, C. (2015). Writing in young deaf children. Review of Educational Research, 85(4), 630 – 666.

Yiu, C. & Tang, G. (2014). Social integration of deaf and hard-of-hearing students in a sign bilingual and co-enrollment environment. In M. Marschark, G. Tang, & H. Knoors (Eds.), BIlingualism and bilingual deaf education (pp. 552 – 601). New York, NY: Oxford University Press.

 

 

 

REFERENCES

Archbold, S., Harris, M., O’Donoghue, G., Nikolopoulos, T., White, A. & Lloyd Richmond, H. (2008). Reading abilities after cochlear implantation: The effect of age at implantation on outcomes at 5 and 7 years after implantation. International Journal of Pediatric Oto-rhinolaryngology, 72(10), 1471–1478.

Balkanska, N. (2009). Kohlearnata implantatsiya v detska vazrast, Prilozhenie, rehabilitatsiya, obuchenie. Izdatelstvo „Paradigma“.

Barker, D., Quittner, A. L., Fink, N. E., Eisenberg, L. S., Tobey, E. A., Niparko, J. K. & InvestigativeTeam, T. Cd. (2009). Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent – child communication. Development and Psychopathology, 21(2), 373 – 392.

Battmer, R.-D., Backous, D. D., Balkany, T. J., Briggs, R. J. S., Gantz, B. J., Hasselt, A. van, … O’Donoghue, G. M. (2010). International classification of reliability for implanted cochlear implant receiver stimulators. Otology & Neurotology, 31(8), 1190 –1193.

Bernstein, L. E., Demorest, M. E. & Tucker, P. E. (2000). Speech perception without hearing. Perception & Psychophysics, 62(2), 233 – 252.

Bernstein, M., Maxwell, M. & Matthews, K. (1985). Bimodal or bilingual communication. Sign Language Studies, 47, 127 – 140.

Blatto-Vallee, G., Kelly, R. R., Gaustad, M. G., Porter, J. & Fonzi, J. (2007). Visual-spatial representation in mathematical problem solving by deaf and hearing students. Journal of Deaf Studies and Deaf Education, 12(4), 432 – 448.

Blom, H., Marschark, M. & Machmer, E. (2016). Simultaneous communication supports learning in noise by cochlear implant users. Cochlear Implants International, 18(1), 49 – 56.

Boons, T., Brokx, J. P. L., Dhooge, I., Frijns, J. H. M., Peeraer, L., Vermeulen, A., Wouters, J., van Wieringen, A. (2012). Predictors of spoken language development following pediatric cochlear implantation. Ear & Hearing (01960202), 33(5), 617 – 639.

Castellanos, I., Kronenberger, W. G., Beer, J., Colson, B. G., Henning, S. C., Ditmars, A. & Pisoni, D. B. (2015). Concept formation skills in long-term cochlear implant users. Journal of Deaf Studies and Deaf Education, 20(1), 27 – 40.

Castellanos, I., Pisoni, D. B., Kronenberger, W. G. & Beer, J. (2016). Neurocognitive functions in deaf chilren with cochlear implants: Early development and long-term outcomes. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies in language (pp. 264 – 275). New York: Oxford University Press.

Cokely, D. (1990). The effectiveness of three means of communication in the college classrooms. Sign Language Studies, 69, 415 – -442.

Connor, C. M., Hieber, S., Arts, H. A. & Zwolan, T. A. (2000). Speech, vocabulary, and the education of children using cochlear implants. Journal of Speech Language and Hearing Research, 43(5), 1185 – 1204

Convertino, C. M., Marschark, M., Sapere, P., Sarchet, T. & Zupan, M. (2009). Predicting academic success among deaf college students. Journal of Deaf Studies and Deaf Education, 14(3), 324 – 343.

Cowan, N. (2005). Working memory capacity. New York: Psychology Press.

Dammeyer, J. (2010). Psychosocial development in a Danish population of children with cochlear implants and deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 15(1), 50 – 58.

Fitzpatrick, E. M., Hamel, C., Stevens, A., Pratt, M., Moher, D., Doucet, S. P., Neuss, D., Bernstein, A., Eunjung, N. (2016). Sign Language and Spoken Language for Children With Hearing Loss: A Systematic Review. Pediatrics, 137(1), 1 – 17.

Geers, A. E., Brenner, C. & Davidson, L. (2003). Factors associated with development of speech perception skills in children implanted by age five. Ear and Hearing, 24, 24 – 35.

Geers, A. E., Moog, J. S., Biedenstein, J., Brenner, C. & Hayes, H. (2009). Spoken language scores of children using cochlear implants compared to hearing age-mates at school entry. Journal of Deaf Studies and Deaf Education, 14(3), 371 – 385.

Giezen, M. R., Baker, A. E. & Escudero, P. (2014). Relationships between spoken word and sign processing in children with cochlear implants. Journal of Deaf Studies and Deaf Education, 19(1), 107 – 125.

Gioia, G. A., Isquith, P. K., Guy, S. C. & Kenworthy, L. (2000). Test review: Behavior rating inventory of executive function. Child Neuropsychology, 6(3), 235 – 238.

Hintermair, M. (2013). Executive functions and behavioral problems in deaf and hard-of hearing students at general and special schools. Journal of Deaf Studies and Deaf Education, 18(3), 344 – 359.

Hoffmeister, R. (2000). A piece of the puzzle: ASL and reading comprehension in deaf children. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 143 – 163). Mahwah, NJ: Erlbaum.

Holt, R. F., Svirsky, M. A., Neuburger, H. & Miyamoto, R. T. (2004). Age at implantation and communicative outcome in pediatric cochlear implant users: Is younger always better? International Congress Series, 1273, 368 – 371.

Johnson, R. E., Liddell, S. K. & Erting, C. J. (1989). Unlocking the curriculum: Principles for achieving access in deaf education. Teaching English to Deaf and Second Language Students, 10, 1 – 35.

Kelly, L. & Barac-Cikoja, D. (2007). The comprehension of skilled deaf readers: The roles of word recognition and other potentially critical aspectsof competence. In K. Cain & J. Oakhill (Eds.), Childrens’ comprehension problems in oral and written language: A cognitive perspective (pp. 244 – 280).

Kirk, K. I., Miyamoto, R. T., Ying, E. A., Perdew, A. E. & Zuganelis, H. (2000). Cochlear implantation in young children: Effects of age at implantation and communicative mode. Volta Review, 102(4), 127 – 144.

Knoors, H. & Marschark, M. (2015). Educating Deaf Learners: Creating a Global Evidence Base. New York: Oxford University Press.

Kronenberger, W. G., Colson, B. G., Henning, S. C. & Pisoni, D. B. (2014). Executive functioning and speech-language skills following long-term use of cochlear implants. Journal of Deaf Studies and Deaf Education, 19(4), 456 – 470.

Kronenberger, W. G., Pisoni, D. B., Harris, M. S., Hoen, H. M., Xu, H. & Miyamoto, R. T. (2013). Profiles of verbal working memory growth predict speech and language development in children with cochlear implants. Journal of Speech, Language and Hearing Research, 56(3), 805 – 825.

Lederberg, A. R., Schick, B., Spencer, P. E. (2013). Language and literacy development of deaf and hard-of-hearing children: successes and challenges. Developmental Psychology, 49(1), 15 – 30.

Leigh, J., Dettman, S., Dowell, R. & Briggs, R. (2013). Communication development in children who receive a cochlear implant by 12 months of age. Otology & Neurotology, 34, 443 – 450.

Levterova-Gadzhalova, D. (2003). Vizualna pertseptsiya i razbirane na ustnata rech pri slukhovo uvredeni litsa (chetene na rechta). S.

Lyness, C. R., Woll, B., Campbell, R. & Cardin, V. (2013). How does visual language affect crossmodal plasticity and cochlear implant success? Neuroscience and Biobehavioral Reviews, 37(10), 2621 –2630.

Manrique, M., Cervera-Paz, F. J., Huarte, A. & Molina, M. (2004). Advantages of cochlear implantation in prelingual deaf children before 2 years of age when compared with later implantation. The Laryngoscope, 114(8), 1462 – 1469.

Marchman, V. A. & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science, 11(3), 9 – 16.

Marschark, M. & Wauters, L. (2008). Language comprehension and learning by deaf students. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 309 – 350). New York, NY: Oxford University Press.

Marschark, M. (2003). Interactions of language and cognition in deaf learners: From research to practice. International Journal of Audiology, 42, 41 – 48.

Marschark, M., Morrison, C., Lukomski, J., Borgna, G. & Convertino, C. (2013). Are deaf students visual learners? Learning and Individual Differences, 25, 156 – 162.

Marschark, M., Sapere, P., Convertino, C. & Pelz, J. (2008). Learning via direct and mediated instruction by deaf students. Journal of Deaf Studies and Deaf Education, 13(4), 546 – 561.

Maxwell, M. (1990). Simultaneous communication: The state of the art and proposals for change. Sign Language Studies, 69, 333 – 390.

Mayer, C. (2016). Rethinking total communication: Looking back, moving forward. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies in language (pp. 32 – 44). New York, NY: Oxford University Press.

Montgomery, A. A. & Jackson, P. L. (1983). Physical characteristics of the lips underlying vowel lipreading performance. The Journal of the Acoustical Society of America, 73(6), 2134 – 2144.

Nicholas, J. G. & Geers, A. E. (2013). Spoken language benefits of extending cochlear implant candidacy below 12 months of age. Otology and Neurotology, 34(3), 532 – 538.

Paivio, A. (2010). Dual coding theory and the mental lexicon. The Mental Lexicon, 5(2), 205 – 230.

Pisoni, D. B. & Cleary, M. (2003). Measures of working memory span and verbal rehearsal speed in deaf children after cochlear implantation. Ear and Hearing, 24(1), 106S – 120S.

Pisoni, D. B., Conway, C. M., Kronenberger, W. G., Henning, S. & Anaya, E. (2010). Executive fucntion, cognitive control and sequence learning in deaf children with cochlear implants. In M. S. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language , and education (pp. 439 – 457). New York:Oxford University Press.

Power, D. (2009). Deaf education and the deaf community in Australia. In D. F. Moores & M. S. Miller (Eds.), Deaf people around the world: Educational and social perspectives (pp. 3 – 16). Washington DC: Gallaudet University Press.

Qi, S. & Mitchell, R. E. (2012). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. Journal of Deaf Studies and Deaf Education, 17(1), 1 – 18.

Rees, R., Fitzpatrick, C., Foulkes, J., Peterson, H. & Newton, C. (2017). Can explicit training in Cued Speech improve phoneme identification? Deafness & Education International, 1 – 19.

Robbins, A. M., Bollard, P. M. & Green, J. (1999). Language development in children implanted with the CLARION cochlear implant. American Journal of Otology, Rhinology and Laryngology, 108, 113 – 118.

Russel, D. (2010). Inclusion or the illusion of inclusion: A study of interpreters working with deaf students in inclusive education settings. Canada: University of Alberta.

Schick, B. & Moeller, M. P. (1992). What is learnable in manually coded English sign systems? Applied Psycholinguistics, 13, 313 – 340.

Siderova, D. (2023). The Linguodidactic Case through the Prism of the Communicative Approach to the Text. Trakia Journal of Sciences, 21(2), 87 – 92.

Spencer, P. E. & Marschark, M. (2010). Evidence-based practice in educating deaf and hard-of-hearing students. New York, NY: Oxford University Press.

Spencer, P. E. (2016). It seems like only yesterday… In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies in language (pp. 3 – 18). New York, NY. Oxford University Press.

Stokoe, W. C. (1960). Sign language structure: An outline of the visual communication system of the American deaf. Studies in Linguistics. Occasional Papers (Vol. 8), Buffalo, NY: University of Buffalo.

Tobey, E., Thal, D., Niparko, J., Eisenberg, L., Quittner, A. L., Wang, N. Y. & The CDaCI Investigative Team. (2013). Influence of implantation age on school-age language performance in pediatric cochlear implant users. International Journal of Audiology, 52(4), 219 – 229.

Trosheva-Asenova, A. (2013). Zhestova komunikatsiya i kohlearna implantatsiya. Godishnik na SHU „Episkop Konstantin Preslavski“, Tom XVII D, 38 – 43.

van Berkel-van Hoof, L., Hermans, D., Knoors, H. & Verhoeven, L. (2016). Benefits of augmentative signs in word learning: Evidence from children who are deaf/hard of hearing and children with specific language impairment. Research in Developmental Disabilities, 59, 338 – 350.

Watson, L. M., Archnold, S. M. & Nikolopoulos, T. P. (2006). Children’s communication mode five years after cochlear implantation: Changes over time according to age at implant. Cochlear Implants International, 7(2), 77 – 91.

Williams, C. & Mayer, C. (2015). Writing in young deaf children. Review of Educational Research, 85(4), 630 – 666.

Yiu, C. & Tang, G. (2014). Social integration of deaf and hard-of-hearing students in a sign bilingual and co-enrollment environment. In M. Marschark, G. Tang, & H. Knoors (Eds.), BIlingualism and bilingual deaf education (pp. 552 – 601). New York, NY: Oxford University Press.

 

Author Info:

Assoc. Prof. Diyana Paskaleva Georgieva, PhD

Faculty of Education

Trakia University – Stara Zagora, Bulgaria

е-mail: paskaldi1929@abv.bg


10. Diyana Georgieva

en_USEnglish