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dc.creatorRadić-Šestić, Marina
dc.creatorŠešum, Mia
dc.creatorMilanović-Dobrota, Biljana
dc.date.accessioned2022-03-01T13:55:49Z
dc.date.available2022-03-01T13:55:49Z
dc.date.issued2016
dc.identifier.isbn978-86-6203-086-3
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/4191
dc.description.abstractToday, 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.sr
dc.language.isoensr
dc.publisherUniversity of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitacijusr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceThematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.sr
dc.subjectfactorssr
dc.subjectidentity developmentsr
dc.subjectdeaf and hard of hearingsr
dc.titleDetermening the factors that affect deaf and hard of hearing persons indentitysr
dc.typeconferenceObjectsr
dc.rights.licenseBY-SAsr
dc.citation.epage373
dc.citation.spage361
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/6289/Untitled26.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_rfasper_4191
dc.type.versionpublishedVersionsr


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Приказ основних података о документу