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Estratégias didático-metodológicas utilizadas no ensino de matemática para alunos surdos

Carneiro, Fernando Henrique Fogaça
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Trabalho de Conclusão de Curso Formato: application/pdf
POR
Relevância na Pesquisa
27.26%
Neste trabalho de conclusão de curso apresento discussões e reflexões a respeito da educação matemática para surdos, através da análise de entrevistas com três profissionais, dois ouvintes e um surdo, de escolas comuns de surdos e de ouvintes, duas públicas e uma particular. Os entrevistados foram questionados quanto a sua inserção como professores de alunos surdos, sua formação, as estratégias didáticas e metodológicas utilizadas por eles e a criação e utilização de sinais próprios da matemática visando o ensino dessa disciplina para alunos surdos. De posse desses dados, organizo-os em cinco grupos temáticos (a cultura visual dos surdos, criação de sinais, conhecimento da língua de sinais, identificação com outro surdo e grupos menores) e faço discussões acerca das estratégias didático-metodológicas utilizadas pelos sujeitos entrevistados. O aporte teórico consiste de estudos sobre as filosofias educacionais para surdos, identidade surda, cultura surda, etnomatemática e educação matemática.; In this work I show discussions e reflections about mathematics education for deaf, based on the analysis of interviews with three different professionals, one deaf and two hearing, common schools for deaf and for hearing...

Discursos e processos de normalização dos sujeitos surdos através de próteses auditivas nas políticas de governo da atualidade

Pontin, Bianca Ribeiro
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
27.26%
O trabalho apresenta uma análise dos discursos e processos de normalização dos sujeitos surdos, tendo como pergunta central: Quais discursos sobre surdez, surdos e próteses auditivas estão presentes nas políticas de governo da atualidade e como esses discursos produzem processos de normalização do sujeito surdo? Para isso, analiso os seguintes materiais: 1) Manual de perguntas e respostas sobre o sistema de IC, 2) Nota técnica nº 28/2013 da Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão/Ministério da Educação - SECADI/MEC; 3) Documento orientador do projeto: Uso do Sistema de FM na Escolarização de Estudantes com Deficiência Auditiva e 4) Relatório nº 58 da CONITEC – Comissão Nacional de Incorporação de Tecnologias no SUS pelo Ministério da Saúde. Nesses materiais, busco identificar os discursos sobre a surdez, os surdos e as próteses auditivas que estão presentes nas políticas de governo da atualidade e como esses discursos produzem processos de normalização disciplinar e biopolítica dos sujeitos surdos. Os conceitos-ferramentas que utilizo para desenvolver as análises são discurso e normalização desenvolvidos por Michel Foucault. Quanto aos procedimentos metodológicos...

Deaf Genetic Testing and Psychological Well-Being in Deaf Adults

Palmer, Christina G.S.; Boudreault, Patrick; Baldwin, Erin E.; Fox, Michelle; Deignan, Joshua L.; Kobayashi, Yoko; Sininger, Yvonne; Grody, Wayne; Sinsheimer, Janet S.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
27.26%
Limited data suggest that enhanced self-knowledge from genetic information related to non-medical traits can have a positive impact on psychological well-being. Deaf individuals undertake genetic testing for deaf genes to increase self-knowledge. Because deafness is considered a non-medical trait by many individuals, we hypothesized that deaf individuals receiving a genetic explanation for why they are deaf will experience increased psychological well-being. We report results from a prospective, longitudinal study to determine the impact of genetic testing (GJB2, Cx26; GJB6, Cx30) on perceived personal control (PPC), anxiety, and depression in deaf adults (N=209) assessed following pre-test genetic counseling as well as 1-month and 6-months following test result disclosure. Participants were classified as Cx positive (n=82) or Cx negative/inconclusive (n=127). There was significant evidence for Cx group differences in PPC and anxiety over time (PPC: Cx group*time interaction p=0.0007; anxiety: Cx group*time interaction p=0.002), where PPC scores were significantly higher, and anxiety scores were significantly lower for the Cx positive group relative to the negative/inconclusive group following test result disclosure. Compared to pre-test...

Reduced procedural motor learning in deaf individuals

Lévesque, Justine; Théoret, Hugo; Champoux, François
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 22/05/2014 EN
Relevância na Pesquisa
27.26%
Studies in the deaf suggest that cross-modal neuroplastic changes may vary across modalities. Only a handful of studies have examined motor capacities in the profoundly deaf. These studies suggest the presence of deficits in manual dexterity and delays in movement production. As of yet, the ability to learn complex sequential motor patterns has not been explored in deaf populations. The aim of the present study was to investigate the procedural learning skills of deaf adults. A serial reaction-time task (SRTT) was performed by 18 deaf subjects and 18 matched controls to investigate possible motor alteration subsequent to auditory deprivation. Deaf participants had various degrees of hearing loss. Half of the experimental group were early deaf adults mostly using hearing aids, the remaining half were late-deaf adults using a cochlear implant (CI). Participants carried out a repeating 12-item sequence of key presses along with random blocks containing no repeating sequence. Non-specific and sequence-specific learning was analyzed in relation to individual features related to the hearing loss. The results revealed significant differences between groups in sequence-specific learning, with deaf subjects being less efficient than controls in acquiring sequence-specific knowledge. We interpret the results in light of cross-modal plasticity and the auditory scaffolding hypothesis.

Visuo-tactile interactions in the congenitally deaf: a behavioral and event-related potential study

Hauthal, Nadine; Debener, Stefan; Rach, Stefan; Sandmann, Pascale; Thorne, Jeremy D.
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 21/01/2015 EN
Relevância na Pesquisa
27.26%
Auditory deprivation is known to be accompanied by alterations in visual processing. Yet not much is known about tactile processing and the interplay of the intact sensory modalities in the deaf. We presented visual, tactile, and visuo-tactile stimuli to congenitally deaf and hearing individuals in a speeded detection task. Analyses of multisensory responses showed a redundant signals effect that was attributable to a coactivation mechanism in both groups, although the redundancy gain was less in the deaf. In line with these behavioral results, on a neural level, there were multisensory interactions in both groups that were again weaker in the deaf. In hearing but not deaf participants, somatosensory event-related potential N200 latencies were modulated by simultaneous visual stimulation. A comparison of unisensory responses between groups revealed larger N200 amplitudes for visual and shorter N200 latencies for tactile stimuli in the deaf. Furthermore, P300 amplitudes were also larger in the deaf. This group difference was significant for tactile and approached significance for visual targets. The differences in visual and tactile processing between deaf and hearing participants, however, were not reflected in behavior. Both the behavioral and electroencephalography (EEG) results suggest more pronounced multisensory interaction in hearing than in deaf individuals. Visuo-tactile enhancements could not be explained by perceptual deficiency...

A Língua Brasileira de Sinais como inclusão social dos surdos no sistema educacional; The Brazilian Sign Language as social inclusion of the deaf in the educational system

Barbosa, Leonarlley Rodrigo Silva
Fonte: Maria de Fátima Cruvinel Publicador: Maria de Fátima Cruvinel
Tipo: Artigo de Revista Científica
PT_BR
Relevância na Pesquisa
27.26%
v. 22, n. 1, jan./jun. 2011.; This article reflects on theoretical discussions about the importance of the Brazilian Sign Language (Libras) in educational centers as a means of social inclusion of the deaf. It described the process of how deaf students learned sign language in the educational system with the first teachers in the field. It also analyzes its methodologies and impact on the schools, links up with current research and explains the importance of sign language in the educational social context of the deaf. It sets out to discuss and analyze the importance and recognition of Libras in the school as the natural language of the deaf community, and of respecting the deaf and their different way of seeing and analyzing the world. It discusses how important it is for the school to provide Libras classes to students and the school community as a means of communicating in an inclusive way between the deaf and hearers in the school community, and not reducing inclusion to the mere presence of interpreters. From this analysis, it was concluded that to bring about inclusion between the deaf and the hearer, it is necessary to know Libras and to have deaf professionals in the school environment, so that deaf students acquire greater fluency in sign language...

Encontro do Paciente surdo que usa língua de sinais com os profissionais da saúde; Meeting Patient deaf using sign language with health professionals

CHAVEIRO, Neuma
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Ciências da Saúde; Ciências da Saúde - Medicina Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Ciências da Saúde; Ciências da Saúde - Medicina
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
27.26%
This dissertation was built in the modality scientific article and it has three articles: the first and second ones of systematic revision of literature about the theme of the study and the third article consist of the experimental part of the dissertation. The first article, accepted in Revista da Escola de Enfermagem da USP, has as title Literature Revision about the attendance of the deaf patient by health professionals, with emphasis on the communication between deaf patient and health professional. In the second one, accepted to publish in Revista Brasileira de Otorrinolaringologia and entitled Relation between deaf patient and the doctor, the legal and sociocultural aspects of the relation between deaf patient and the doctor were presented. The third article, submitted to Revista de Saúde Pública, with the title Meeting of deaf patient who uses sign language with health professionals, has as content the object of this dissertation and has as purpose to evaluate the meeting of the deaf patient who use sign language with health. It was developed in a qualitative approach, of descriptive-analytical nature. Eleven deaf people, who use the Brazilian Sign Language to communicate, including 8 males and 3 females, with ages between 19 and 36 years old...

Caminhos e (des) caminhos na educação de surdos: da reabilitação à inclusão

Gobbi, Mirian
Fonte: Universidade Federal de Uberlândia Publicador: Universidade Federal de Uberlândia
Tipo: Dissertação
POR
Relevância na Pesquisa
27.26%
Esta pesquisa analisa os discursos referentes à educação de surdos. Esses discursos, ao se constituírem, foram delineados por meio dos saberes médicos e educacionais e indicam toda uma forma de pensar, de conceber e de agir no tocante às pessoas com surdez. Tais discursos são pautados na necessidade de inserí-las na sociedade com o objetivo de implementar práticas que, inicialmente, se destinaram à reabilitação, à normalização e à disciplinarização dos surdos e, que, posteriormente, deslocaram-se influenciados por concepções fundamentadas em argumentos que buscam não somente a integração desses sujeitos à sociedade, mas a superação de dificuldades educacionais, expressas nas barreiras de comunicação, e em limites nas práticas pedagógicas. Este estudo analisa como o poder público local em Uberlândia direcionou as práticas educacionais para surdos, e como tais práticas se desenvolveram em Instituições que voltaram os seus trabalhos para o atendimento de crianças, jovens e adultos surdos. A partir daí, foram construídos discursos que possibilitaram perceber e visualizar esses sujeitos sociais e influenciaram diretamente nas práticas pedagógicas que se destinaram inicialmente a reabilitar e a normalizar os surdos e...

Processo da compreesão leitora de crianças surdas : diferenças semânticas : o surdo gestualista e o surdo oralista

Freitas, Paula Alexandra Ferraz da Cunha
Fonte: Universidade Católica Portuguesa Publicador: Universidade Católica Portuguesa
Tipo: Dissertação de Mestrado
Publicado em //2014 POR
Relevância na Pesquisa
27.28%
Para que se possa viver, interagir ou comunicar o ser humano necessita de uma língua, oral ou gestual, para assim adquirir e aperfeiçoar uma aprendizagem social, cognitiva e linguística. No caso de crianças surdas é primordial a interação num ambiente linguístico capaz de fornecer a estas crianças uma aquisição e um desenvolvimento de uma língua materna. Numa sociedade maioritariamente ouvinte a criança surda terá de conhecer ou até dominar o português escrito como forma de ingresso ao conhecimento e participação na vida em sociedade. Contudo, comparativamente às crianças ouvintes, o ensino da leitura e da escrita não pode ser transmitido como língua materna, uma vez que estão privados da modalidade oral. É fundamental a acoplagem que estas duas línguas assumem na vida de crianças e alunos surdos pois comunicar em língua gestual portuguesa e português escrito constitui a possibilidade de crescer em duas línguas, como primeira e segunda língua respetivamente. O objetivo deste estudo visa observar o processo de compreensão leitora de crianças surdas, comparando surdos gestualistas e surdos oralistas, uma vez que estão privados do in - put auditivo essencial para aquisição e desenvolvimento da linguagem e comunicação e o aumento progressivo da capacidade do campo lexical e significação das palavras (semântica). O estudo incidiu em catorze crianças que frequentam turmas bilingues e visa perceber de que forma é feita as aprendizagens linguísticas. A análise e tratamento de dados foram concebidos através de observações diretas na sala de aula e do conteúdo das entrevistas feitas à equipa multidisciplinar que trabalham na escola de referência para a educação bilingue. Os resultados obtidos indicam-nos para uma redução e limitação nas capacidades semânticas e problemas de aprendizagem na leitura e na escrita nas crianças surdas...

The Discourse of Embodiment in the Nineteenth-Century British and North American Sign Language Debates

Esmail, Jennifer
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 695556 bytes; application/pdf
EN; EN
Relevância na Pesquisa
27.26%
The Discourse of Embodiment in the Nineteenth-Century British and North American Sign Language Debates examines the transatlantic cultural reception of deafness and signed languages to determine why a largely successful nineteenth-century movement known as Oralism advocated the eradication of signed languages. The dissertation answers this question through exploring a range of texts including fiction by Charles Dickens and Wilkie Collins, Oralist texts by Alexander Graham Bell and Thomas Arnold, and deaf resistance texts including poetry and proposals to establish Deaf settlements. I argue that Oralists – and a wider Victorian culture – believed that signed languages were inferior to spoken and written languages because they believed that signed languages were more embodied than these other modes of language. This charge of embodiedness produced negative constructions of signed languages as more concrete, iconic, and primitive than speech and writing. In chapter one, I examine poetry written by deaf people in order to uncover the phonocentrism that underscored both Oralism and the dominant nineteenth-century construction of the importance of aural and oral sound to poetry. In chapter two, I consider the relationship between the sign language debates and the debates around evolution in order to argue that both sides of the evolutionary debate were invested in making deaf people speak. In chapter three...

Exploring the Use of Auditory and Verbal Strategies and Specific Visual Teaching Systems of Itinerant Teachers of Students who are Deaf and Hard-of-Hearing

Kincaid, PATRICIA MABLE TERESA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
27.26%
This qualitative study explored the experiences of itinerant teachers supporting students who are Deaf and Hard-of-Hearing develop literacy skills using auditory and verbal strategies and specific visual teaching systems. Data was collected during semi-structured interviews which examined the experiences of the participants and how they accommodated Deaf and Hard-of-Hearing students to acquire phonemic awareness and phonological processing. The data was analyzed and revisited until categories and sub-categories emerged. The findings are presented of four itinerant teachers who described their experiences supporting Deaf and Hard-of-Hearing students educated within mainstream classroom settings. The participants supported Deaf and Hard-of-Hearing students within a mainstream educational model with intervention-based support. Intervention was provided based upon student need. As well, the data revealed the participants provided education in-servicing to other teachers to help meet the needs of their Deaf and Hard-of-Hearing students. Participants reported providing progress monitoring of students with lesser needs and servicing of assistive equipment. Data revealed the participants used an auditory and verbal approach to teaching literacy to Deaf and Hard-of-Hearing students. This aligned with their school boards’ educational model and instructional approach. The pursuit of linguistic education within the Deaf community is distinctly different from that of the hearing world. Future research should investigate the experience of teachers in a provincial school for the Deaf and Hard-of-Hearing where a bi-cultural approach to literacy is found. Further...

Percepções do público surdo sobre a acessibilidade no cinema; Perceptions of deaf audiences about accessibility in the movies

Juliana Valéria de Melo
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 29/01/2015 PT
Relevância na Pesquisa
27.26%
Introdução: O cinema enquanto objeto social pode contribuir para a ampliação do repertório cultural e para a construção de significados sobre o cotidiano das pessoas. Porém as obras fílmicas são, em sua maioria, voltadas ao público ouvinte, o que pode se constituir em uma barreira para o público surdo. Os surdos são um grupo de minoria sociolinguística e cultural usuários, principalmente, da Libras e que a cada dia conquistam mais espaços na sociedade. Esta pesquisa visa descrever as percepções de um grupo de surdos sobre a acessibilidade no cinema e discutir as tecnologias de acessibilidade - legendas descritivas em português, legendas closed caption, e legendas visuais - que buscam incluir o surdo nesse espaço. Metodologia: Trata-se de uma pesquisa de natureza aplicada, com abordagem qualitativa. Este trabalho foi aprovado pelo Comitê de Ética em Pesquisa - CEP e está inscrito no CAAE sob nº 19094213.8.0000.5404. Participaram da pesquisa seis alunos surdos do Ensino Médio de uma escola regular inclusiva em uma cidade do interior de São Paulo, que foram entrevistados e assistiram a dois longas-metragens: A Dona da História (2004) com legenda closed caption; Medianeras (2011) com legenda descritiva em português...

Impact of Genetic Counseling and Connexin-26 and Connexin-30 Testing on Deaf Identity and Comprehension of Genetic Test Results in a Sample of Deaf Adults: A Prospective, Longitudinal Study

Palmer, Christina G. S.; Boudreault, Patrick; Baldwin, Erin E.; Sinsheimer, Janet S.
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 06/11/2014 EN
Relevância na Pesquisa
27.28%
Using a prospective, longitudinal study design, this paper addresses the impact of genetic counseling and testing for deafness on deaf adults and the Deaf community. This study specifically evaluated the effect of genetic counseling and Connexin-26 and Connexin-30 genetic test results on participants' deaf identity and understanding of their genetic test results. Connexin-26 and Connexin-30 genetic testing was offered to participants in the context of linguistically and culturally appropriate genetic counseling. Questionnaire data collected from 209 deaf adults at four time points (baseline, immediately following pre-test genetic counseling, 1-month following genetic test result disclosure, and 6-months after result disclosure) were analyzed. Four deaf identity orientations (hearing, marginal, immersion, bicultural) were evaluated using subscales of the Deaf Identity Development Scale-Revised. We found evidence that participants understood their specific genetic test results following genetic counseling, but found no evidence of change in deaf identity based on genetic counseling or their genetic test results. This study demonstrated that culturally and linguistically appropriate genetic counseling can improve deaf clients' understanding of genetic test results...

Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents

Marschark, Marc; Bull, Rebecca; Sapere, Patricia; Nordmann, Emily; Skene, Wendy; Lukomski, Jennifer; Lumsden, Sarah
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
27.26%
Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children's friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children’s having deaf parents, attending a school for the deaf, and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.

Tradução cultural em educação: experiências da diferença em escritas de surdos; Cultural translation in education: experiences of difference in deaf writing

Müller, Janete Inês; Karnopp, Lodenir Becker
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf; application/pdf
Publicado em 01/12/2015 POR; ENG
Relevância na Pesquisa
27.28%
Este artigo apresenta uma investigação sobre narrativas de autoria surda destinadas ao público juvenil e adulto, as quais circulam no Brasil através de livros escritos em português. Considerando a pesquisa em dez livros (MÜLLER, 2012), de diferentes gêneros textuais, que se aproximam pela constituição do espaço biográfico, objetiva-se desenvolver uma análise discursiva e documental, buscando responder como e que marcas culturais surdas são produzidas pelos autores em suas narrativas. A investigação do material empírico, que tematiza as dificuldades vivenciadas, também expressas através da escrita, possibilita evidenciar as principais marcas culturais surdas: a narrativa da experiência de si e a identidade surda como uma diferença. Cabe salientar que narrar-se em uma segunda língua, neste caso, em português, por surdos usuários de Língua Brasileira de Sinais (Libras), possibilita traduzir-se em outras culturas, legitimando o discurso surdo e potencializando a sua cultura através da visibilidade e da difusão cultural possibilitada por essas obras. Os livros, aqui também entendidos como artefatos culturais, constituem-se recurso em um território de reivindicações e de negociações político-pedagógicas. Vinculado aos Estudos Culturais em Educação e aos Estudos Surdos...

Visual & imaging arts at RIT: a survey of NTID and CIAS students

Ford, Allen
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 12908422 bytes; application/pdf
EN_US
Relevância na Pesquisa
27.28%
The original purpose of this study was to investigate the role of deaf artists on the educational and career choices of deaf students. What it has become is a baseline investigation into role model sources for deaf, hard-of-hearing, and hearing students enrolled in visual/imaging arts classes at Rochester Institute of Technology(RIT). To ascertain the degree of role model influence, if any, a thirty-three question survey was administered to approximately 200 college students enrolled in 15 different visual arts classes taught at the National Technical Institute for the Deaf (NTID) and the College of ImagingArts and Sciences (CIAS). Numerous studies, personal testimonies, and common experience lead credence to the belief that positive role models influence youth behavior and aspirations. The literature is replete with these effects on a variety of minority youth as well as on other marginal members of society. However, there is substantially less role model information specifically related to the deaf and hard-of-hearing population. Whereas fields such as math, science, and the performing arts do have notable deaf professionals serving as role models (Lang and Meath-Lang, 1995), the absence of contemporary deaf role models is especially noticeable in the visual arts. By inference...

Deafness in Rochester: a proposal to improve understanding through the development of a comprehensive website

Masteller, Allison
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 7014612 bytes; application/pdf
EN_US
Relevância na Pesquisa
27.26%
The purpose of this proposal is to inform people about issues related to deafness through a comprehensive website with up to date information that is easily accessible and navigable by all people. Creating a professional website will benefit professionals and parents with a variety of information from many different sources. Both parents and professionals need to be aware of the many important decisions that come with raising a deaf child. Many parents are unaware of the vast decisions that come with raising a deaf child. The decisions that parents make are not only very important, but these decisions must also be made at a very young age. This can become an overwhelming situation given the lack of information they may have and lack of time to make decisions. Some may typically see deafness as "just another disability" to cope with, however, this view is not shared by all. Many disabilities are not as complicated as deafness in that they have a more clear-cut path to making decisions. Deafness is also not always seen as a disability. Many people prefer deafness to be seen as a community and culture, rather than a physical problem that needs to be fixed. These beliefs usually come at a later age when the individual has identified themselves through life experiences and maturation. However...

Synaptic transmission in the auditory brainstem of normal and congenitally deaf mice

Oleskevich, Sharon; Walmsley, Bruce
Fonte: Cambridge University Press Publicador: Cambridge University Press
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
27.28%
The deafness (dn/dn) mutant mouse provides a valuable model of human congenital deafness. We investigated the properties of synaptic transmission in the anteroventral cochlear nucleus (AVCN) of normal and congenitally deaf dn/dn mice. Excitatory postsynaptic currents (EPSCs) were evoked by focal stimulation of single auditory nerve fibres, and measured by whole-cell recordings from neurones in AVCN slices (mean postnatal age = P13). Absolute amplitudes of both AMPA- and NMDA-mediated components of evoked EPSCs were greater (170 %) in deaf versus control animals. Enhanced transmission in deaf mice was due to a presynaptic mechanism. Variance-mean analysis revealed that the probability of transmitter release was significantly greater in deaf (Pr = 0.8) versus control animals (Pr = 0.5). Following high frequency stimulation, deaf mice showed a greater depression of evoked EPSCs, and a significant increase in the frequency of delayed-release (asynchronous) miniature EPSCs (aEPSCs) (deaf 100 Hz vs. control 7 Hz). The acetoxymethyl ester of EGTA (EGTA-AM) blocked the increase in miniature aEPSCs and returned tetanic depression to control values. In deaf mice, reduction of mean Pr using cadmium caused an expected increase in paired-pulse ratio (PPR). However...

Text cohesion by the deaf as seen by the hearer: the use of oral cues in written texts; Sobre a coesão do texto dos surdos aos olhos dos ouvintes: o uso das marcas de oralidade na escrita

de Andrade, Wagner Teobaldo Lopes; UFPB; Aguiar, Marígia Ana de Moura; UNICAP; Madeiro, Francisco; UNICAP; Ferreira, Sandra Patrícia Ataíde; UFPE; Roazzi, Antonio; UFPE
Fonte: UFPR Publicador: UFPR
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; avaliado por pares; Formato: application/pdf
Publicado em 25/10/2010 POR
Relevância na Pesquisa
27.26%
The use of sign language by the deaf, though a means of providing access to knowledge, offers some specific difficulties on reading/writing due to the impossibility on acquiring the written code of the official spoken language. Taking into account that some oral cues favor textual cohesion, the question this paper is mainly concerned with is whether the use of oral cues in writing favors comprehension as well. The aim of this research was to offer written texts produced by the deaf to the non deaf to see how the text was understood by these speakers. Some written fragments contained two or more oral cues, some with just one cue or with no cues produced by the deaf and some texts produced by the non deaf were offered to university hearing students who were asked to score the texts by means of levels of comprehension. The results showed that the answers favored the texts produced by the non deaf people followed by those with more than two oral cues produced by the deaf; the texts that offered difficulty for comprehension were those with no oral cues produced by the deaf. This paper suggests that the oral cues bring cohesion to the texts produced by the deaf thus favoring the hearer text comprehension.   Keywords: deafness; oral cues; writing; text cohesion.; O fato de os surdos utilizarem a língua de sinais...

Cross-modal plasticity in deaf child cochlear implant candidates assessed using visual and somatosensory evoked potentials

Charroó-Ruíz,Lidia E.; Picó,Thais; Pérez-Abalo,María C.; Hernández,María del Carmen; Bermejo,Sandra; Bermejo,Beatriz; Álvarez,Beatriz; Paz,Antonio S.; Rodríguez,Ulises; Sevila,Manuel; Martínez,Yesi; Galán,Lídice
Fonte: Medical Education Cooperation with Cuba Publicador: Medical Education Cooperation with Cuba
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
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INTRODUCTION: Cross-modal plasticity has been extensively studied in deaf adults with neuroimaging studies, yielding valuable results. A recent study in our laboratory with deaf-blind children found evidence of cross-modal plasticity, revealed in over-representation of median nerve somatosensory evoked potentials (SEP N20) in left hemisphere parietal, temporal and occipital regions. This finding led to asking whether SEP N20 changes are peculiar to deaf-blindness or are also present in sighted deaf children. OBJECTIVE: Assess cross-modal plasticity in deaf child cochlear implant candidates using neurophysiological techniques (visual evoked potentials and median nerve somatosensory evoked potentials). METHODS: Participants were 14 prelingually deaf children assessed in the Cuban Cochlear Implant Program. Flash visual-evoked potentials and SEP N20 were recorded at 19 scalp recording sites. Topographic maps were obtained and compared to those of control group children with normal hearing. Analysis took into account duration of hearing loss. RESULTS: Topographic maps of flash visual-evoked potentials did not show changes in deaf child cochlear implant candidates. However, SEP N20 from right median nerve stimulation did show changes from expansion of cortical activation into the left temporal region in deaf children aged >7 years...