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Laugen, Nina J.; Jacobsen, Karl H.; Rieffe, Carolien; Wichstrøm, Lars – Journal of Deaf Studies and Deaf Education, 2017
Deaf and hard of hearing school-aged children are at risk for delayed development of emotion understanding; however, little is known about this during the preschool years. We compared the level of emotion understanding in a group of 35 4-5-year-old children who use hearing aids to that of 130 children with typical hearing. Moreover, we…
Descriptors: Deafness, Hearing Impairments, Preschool Children, Child Development
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Berge, Sigrid Slettebakk; Thomassen, Gøril – Journal of Deaf Studies and Deaf Education, 2016
This article highlights interpreter-mediated learning situations for deaf high school students where such mediated artifacts as technical machines, models, and computer graphics are used by the teacher to illustrate his or her teaching. In these situations, the teacher's situated gestures and utterances, and the artifacts will contribute…
Descriptors: High School Students, Deafness, Hearing Impairments, Deaf Interpreting
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Øhre, Beate; Uthus, Mette Perly; von Tetzchner, Stephen; Falkum, Erik – Journal of Deaf Studies and Deaf Education, 2015
Deaf and hard-of-hearing persons are at risk for experiencing traumatic events and such experiences are associated with symptoms of mental disorder. We investigated the prevalence of traumatic events and subsequent traumatization in adults referred to specialized psychiatric outpatient units for deaf and hard-of-hearing patients. Sixty-two…
Descriptors: Deafness, Hearing Impairments, At Risk Persons, Trauma
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Ohna, Stein Erik – Journal of Deaf Studies and Deaf Education, 2003
The ideological basis for education of children with deafness has changed during the last few decades. In Norway, the new curriculum is emphasizing bilingual and bicultural ideas. Using an excerpt of an interview with a secondary student, this article discusses problems that arise when heavily emphasizing a cultural approach. (Contains 10…
Descriptors: Cultural Differences, Cultural Influences, Curriculum Design, Deafness
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Roald, Ingvild – Journal of Deaf Studies and Deaf Education, 2002
A study examined the views of five Norwegian teachers who are deaf on science learning by deaf students. The teachers see the systematic work in class discussions, especially on the concepts of physics, as a major contributor to their success and try to use similar methods in their own teaching. (Contains references.) (Author/CR)
Descriptors: Deafness, Discussion (Teaching Technique), Elementary Secondary Education, Foreign Countries