ABSTRACT
Hearing impairment can effect many educational abilities and will lead in a dealy in his growth. The objective of this research was to study the effect of hearing impairment on mathematical skill of hearing-impaired students of 4th grade of elementary in contrast with normal hearing students. The project was cross-sectional and the tool used was the international standard booklet of mathematical questions. There has been 35 hearing-impaired students with range of moderately sever profound hearing loss selected from the 4th grade of elementary from exceptional schools in Ray, Pakdasht and Varamina, Iran, and 35 normal-hearing students were randomly selected from ordinary schools next to exceptional schools. By analyzing the outcomes, the normal-hearing students showed a better result in knowing, application, argument in aspects of cognitive in contrast with hearing-impaired students and there has been a meaningful difference [p<0.05]. There was not a meaningful difference in mathematical skill between Ray, Pakdasht and Varamina, Iran in hearing-impaired and normal-hearing groups. The hearing impairment effects learing of mathematical skill. It is important for hearing impaired students to presentation various methods in instruction in progress deductive thought and cognitive structure and also development in concepts understand in mathematical domain in rehabilitation services.
ABSTRACT
Hearing-impaired students have some delays in learning language skills such as reading because of hearing loss. To study the effect of promoting educational level on the development of reading comprehension, the students of the 4[th] grade of elementary and last year guidance school were compared based on international test of reading literacy. The project was cross-sectional and the tool used was the international standard booklet of PIRLS 2001. Thirty-six students selected with moderately severe and severe hearing loss from the 4th grade of elementary and last year guidance school from Shahriar, Robatkarim, Karaj and Hashtgerd, Iran, exceptional schools. Comparative statistical analysis was performed using t-test. The first level [focus on and retrieve explicity information] showed a meaningful difference between the last year guidance school and the 4th grade of elementary students [p<0.05], but there were no significant differences in other levels, make straightforward information-interpret and integrate ideas-examine and evaluate content, [p> 0.05]. Hearing-impaired students have difficulties in understanding in deep levels of reading despite promoting educational level. Thus, in making policies for special trainings, continuing the rehabilitation in guidance and high school levels to promote the complex levels of comprehension should be taken more into consideration
ABSTRACT
Stress is associated with life satisfaction and also development of some physical diseases. Birth of a disabled child with mental or physical disability [especially deaf or blind children], impose an enormous load of stress on their parents especially the mothers. This study compared stress levels of mothers with hearing impaired children and mothers of normal children or with other disabilities. In this study, cluster random sampling was performed in Karaj city. 120 mothers in four groups of having a child with mental retardation, low vision, hearing impairment and with normal children with included. Family inventory of life events [FILE] of Mc Cubbin et al. was used to determine stress level in four groups of mothers. The results of this research indicated a significant difference [p<0.05] between stress levels of mothers with hearing impaired and mothers of other disabled and normal children in subscales of intra-family stress, finance and business strains, stress of job transitions, stress of illness and family care and family members "in and out". There was no difference between compared groups in other subscales. Since deafness is a hidden inability, the child with hearing impairment has a set of social and educational problems causing great stress for parents, especially to mother. In order to decrease mother's stress, it is suggested to provide more family consultation, adequate social support and to run educational classes for parents to practice stress coping strategies
ABSTRACT
Listening, speaking, reading and writing are considered the lingual skills. These skills are in direct relation with each other. Listening is the first skill learnt by the individual through development. If damaged by hearing impairment, listening can cause serious defect to lingual skills. The goal of our research was to study the effect of hearing loss on reading literacy in hearing impairment students in comparison with normal hearing students. Study was performed using the examination booklets of Progress in International Reading Literacy Study [PIRLS] 2001. 119 hearing impairment students of 4[th] grade primary school, last year guidance school, and last year high school levels in schools providing exceptional student education were included. These individuals were compared to 46 normal hearing students of 4[th] grade primary school of ordinary schools. Comparative statistical analysis was performed using t-test. Reading literacy and literal contents understanding was shown to have a significant difference between normal hearing and whole hearing impaired student [p<0.05], except the ones in high school level with moderate hearing loss. There was also seen a significant difference between normal hearing and hearing impairment students in understanding of information contents [p=0.03]. Hearing loss has a negative effect on reading literacy. Consequently, curriculum change and evolution of educational programs in exceptional centers is needed, in order to promote reading literacy and to enhance rest hearing