Determening the factors that affect deaf and hard of hearing persons indentity
2016
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Конференцијски прилог (Објављена верзија)
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Today, there are two main perspectives from which deafness and deaf people are
perceived. First, physiological (medical) view is predominant and deafness is perceived
as disability, so the child with hearing impairment who steps out of ordinary, has to learn
how to speak, how to hear as better as it can (with some types of hearing aid) and has to
accomplish interaction and communication with the hearing population. Second, sociocultural
view sees deaf people as part of cultural, lingual and ethnic minority. In this
context identity development of deaf people is very complex and longterm process which
is studied by many scientists around the world. Reviewing the research it was determined
that there are lots of factors which affect the identity development of deaf and hard
of hearing people, such as the hearing status (when was the hearing impairment, the
degree of hearing impairment and early intervention), family environment, educational
experience, the mode of communicatio...n etc. The hearing screening is the first step of
diagnosis of hearing impairment which positively contributes parents adjustments
to newly created situation. Scientists have determined that alongside compulsory
implementation of newborn hearing screening, 50% of children doesn`t get the timely
diagnosis and early intervention. Deaf children are 90-92% born in hearing families.
Deaf children with hearing parents that communicate verbaly or orally with each other,
are likely to experience deafness as a disability and will develop cultural identity of
the hearing population and vice versa. Deaf children born in deaf family will use sign
language and will develop cultural identity of ethnic minority and deaf people. However,
between this two angles there can develop many different models and ways of identity
development of deaf persons which will be considered in details. Next major factor in
identity development of deaf persons is educational experience. Most of the researchers
point that the type of the school which deaf person attends (regular or special) dominant
way of communication (verbal language, sign language, total communication) teacher
attitudes to deafness and the acceptance of hearing peers, significantly affect identity
development of deaf people.
Кључне речи:
factors / identity development / deaf and hard of hearingИзвор:
Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016., 2016, 361-373Издавач:
- University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
Институција/група
rFASPERTY - CONF AU - Radić-Šestić, Marina AU - Šešum, Mia AU - Milanović-Dobrota, Biljana PY - 2016 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/4191 AB - Today, there are two main perspectives from which deafness and deaf people are perceived. First, physiological (medical) view is predominant and deafness is perceived as disability, so the child with hearing impairment who steps out of ordinary, has to learn how to speak, how to hear as better as it can (with some types of hearing aid) and has to accomplish interaction and communication with the hearing population. Second, sociocultural view sees deaf people as part of cultural, lingual and ethnic minority. In this context identity development of deaf people is very complex and longterm process which is studied by many scientists around the world. Reviewing the research it was determined that there are lots of factors which affect the identity development of deaf and hard of hearing people, such as the hearing status (when was the hearing impairment, the degree of hearing impairment and early intervention), family environment, educational experience, the mode of communication etc. The hearing screening is the first step of diagnosis of hearing impairment which positively contributes parents adjustments to newly created situation. Scientists have determined that alongside compulsory implementation of newborn hearing screening, 50% of children doesn`t get the timely diagnosis and early intervention. Deaf children are 90-92% born in hearing families. Deaf children with hearing parents that communicate verbaly or orally with each other, are likely to experience deafness as a disability and will develop cultural identity of the hearing population and vice versa. Deaf children born in deaf family will use sign language and will develop cultural identity of ethnic minority and deaf people. However, between this two angles there can develop many different models and ways of identity development of deaf persons which will be considered in details. Next major factor in identity development of deaf persons is educational experience. Most of the researchers point that the type of the school which deaf person attends (regular or special) dominant way of communication (verbal language, sign language, total communication) teacher attitudes to deafness and the acceptance of hearing peers, significantly affect identity development of deaf people. PB - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju C3 - Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. T1 - Determening the factors that affect deaf and hard of hearing persons indentity EP - 373 SP - 361 UR - https://hdl.handle.net/21.15107/rcub_rfasper_4191 ER -
@conference{ author = "Radić-Šestić, Marina and Šešum, Mia and Milanović-Dobrota, Biljana", year = "2016", abstract = "Today, there are two main perspectives from which deafness and deaf people are perceived. First, physiological (medical) view is predominant and deafness is perceived as disability, so the child with hearing impairment who steps out of ordinary, has to learn how to speak, how to hear as better as it can (with some types of hearing aid) and has to accomplish interaction and communication with the hearing population. Second, sociocultural view sees deaf people as part of cultural, lingual and ethnic minority. In this context identity development of deaf people is very complex and longterm process which is studied by many scientists around the world. Reviewing the research it was determined that there are lots of factors which affect the identity development of deaf and hard of hearing people, such as the hearing status (when was the hearing impairment, the degree of hearing impairment and early intervention), family environment, educational experience, the mode of communication etc. The hearing screening is the first step of diagnosis of hearing impairment which positively contributes parents adjustments to newly created situation. Scientists have determined that alongside compulsory implementation of newborn hearing screening, 50% of children doesn`t get the timely diagnosis and early intervention. Deaf children are 90-92% born in hearing families. Deaf children with hearing parents that communicate verbaly or orally with each other, are likely to experience deafness as a disability and will develop cultural identity of the hearing population and vice versa. Deaf children born in deaf family will use sign language and will develop cultural identity of ethnic minority and deaf people. However, between this two angles there can develop many different models and ways of identity development of deaf persons which will be considered in details. Next major factor in identity development of deaf persons is educational experience. Most of the researchers point that the type of the school which deaf person attends (regular or special) dominant way of communication (verbal language, sign language, total communication) teacher attitudes to deafness and the acceptance of hearing peers, significantly affect identity development of deaf people.", publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju", journal = "Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.", title = "Determening the factors that affect deaf and hard of hearing persons indentity", pages = "373-361", url = "https://hdl.handle.net/21.15107/rcub_rfasper_4191" }
Radić-Šestić, M., Šešum, M.,& Milanović-Dobrota, B.. (2016). Determening the factors that affect deaf and hard of hearing persons indentity. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 361-373. https://hdl.handle.net/21.15107/rcub_rfasper_4191
Radić-Šestić M, Šešum M, Milanović-Dobrota B. Determening the factors that affect deaf and hard of hearing persons indentity. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.. 2016;:361-373. https://hdl.handle.net/21.15107/rcub_rfasper_4191 .
Radić-Šestić, Marina, Šešum, Mia, Milanović-Dobrota, Biljana, "Determening the factors that affect deaf and hard of hearing persons indentity" in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. (2016):361-373, https://hdl.handle.net/21.15107/rcub_rfasper_4191 .