dc.creator | Radić-Šestić, Marina | |
dc.creator | Šešum, Mia | |
dc.creator | Milanović-Dobrota, Biljana | |
dc.date.accessioned | 2022-03-01T13:55:49Z | |
dc.date.available | 2022-03-01T13:55:49Z | |
dc.date.issued | 2016 | |
dc.identifier.isbn | 978-86-6203-086-3 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/4191 | |
dc.description.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. | sr |
dc.language.iso | en | sr |
dc.publisher | University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. | sr |
dc.subject | factors | sr |
dc.subject | identity development | sr |
dc.subject | deaf and hard of hearing | sr |
dc.title | Determening the factors that affect deaf and hard of hearing persons indentity | sr |
dc.type | conferenceObject | sr |
dc.rights.license | BY-SA | sr |
dc.citation.epage | 373 | |
dc.citation.spage | 361 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/6289/Untitled26.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_4191 | |
dc.type.version | publishedVersion | sr |