Núria Silvestre

Comprehension of Television Messages by Deaf Students at Various Stages of Education

Since television captioning first became available in Spain, advances have occurred on two fronts: a progressive increase in the number of programs with captions and improved captioning technology. The present study explores the effectiveness of captioning through analysis of deaf viewers’ comprehension, taking into account the contribution of the program’s verbal and visual information. The study participants, comprising two groups of deaf students at different educational stages, were asked to explain what they had understood after watching a film under two conditions: voice and sound but without captions; and voice, sound, and captions. Results indicate that deaf students have difficulty accessing the information even under the voice/sound/caption condition, not only due to their level of reading ability but also to the speed of caption presentation when oral content is literally transcribed on the screen in its entirety.

Self-concept in profoundly deaf adolescent pupils

Abstract This study compares the concept of self of profoundly deaf adolescents with that of their hearing companions of the same age. The technique originally designed by Khun and Portland was used: “Who am I?” The chief results indicate on the one hand some significant differences between the hearing and the deaf, and on the other hand the difficulties of the latter in defining themselves as deaf. However, it is necessary to point out that the few references to hearing deficiency do not carry a negative connotation.

Oral Language Acquisition by Deaf Pupils in Primary Education: Impact of Musical Education.

When a child has some hearing loss, a great number of interdependent factors of human development, and more particularly linguistic development that come into play, is apparent. From a school perspective, some requirements can be met in order to make school the best place to enhance this linguistic development, while at the same time the deaf child is educated in a normalized environment. The aim of this paper is to carry out a longitudinal follow‐up of a group of five deaf pupils educated in mainstream schools, considered as optimal for school integration, and to analyse their linguistic development considering both the excellence of the school and the use of a programme of musical education with deaf pupils throughout the period of study. These data are compared with those obtained from another sample of deaf pupils, educated in similar settings, who did not follow the aforementioned hearing training programme. The main results show that musical education has some positive effects on supra‐segmental aspects of language, on voice quality and on the structuring of simple sentences.

Las relaciones sociales entre adolescentes sordos y sus compañeros de clase oyentes

Resumen Este artículo analiza las relaciones sociales que se establecen entre los estudiantes sordos y sus compañeros oyentes, escolarizados en centros ordinarios de secundaria en modalidad comunicativa oral. El estudio versa sobre una muestra de veinte adolescentes sordos y veinte oyentes. Mediante un sociograma se analizan las elecciones y rechazos que reciben los alumnos de la muestra por parte de los compañeros de clase y los argumentos que sustentan estas elecciones y rechazos. Los resultados muestran que el alumnado con sordera tiene, en general, una posición social integrada, aunque no adopten el rol de líderes. Es al final de la adolescencia cuando aparecen casos de adolescentes sordos no integrados. Finalmente, se aportan implicaciones educativas para la mejora de la interacción social.

Graphical Representations of a Television Series: A Study with Deaf and Hearing Adolescents

The understanding of a television story can be very different depending on the age of the viewer, their background knowledge, the content of the programme and the way in which they combine the information gathered from linguistic, audio and visual elements. This study explores the different ways of interpreting an audiovisual document considering that, due to a hearing impaired, visual, audio and linguistic information could be perceived very differently to the way it is by hearing people. The study involved the participation of 20 deaf and 20 hearing adolescents, aged 12 to 19 years who, after watching a fragment of a television series, were asked to draw a picture of what had happened in the story. The results show that the graphical representation of the film is similar for both groups in terms of the number of scenes, but there is greater profusion, in the deaf group, of details about the context and characters, and there are differences in their interpretations of some of the sequences in the story.

Investigación e intervención educativa en el alumnado sordo: cuestiones sobre la integración escolar

ResumenEn el presente articulo se realiza una revision de los trabajos multidisciplinarios realizados por el Grupo de Investigacion sobre Sorderas y Trastornos en la Adquisicion del Lenguaje (GISTALL), como muestra representativa de algunas investigaciones realizadas actualmente en Cataluna en relacion a la respuesta educativa ofertada al estudiante sordoA nuestro juicio, en Espana, una aproximacion a esta cuestion debe considerar en primer lugar los diferentes aspectos comunicativos, sociales y cognitivos del deficiente auditivo y abundar, no unicamente sobre su especificidad, sino tambien sobre los elementos de similitud respecto al nino oyente. En segundo lugar, es importante mantener una estrecha colaboracion entre los grupos de investigacion y los equipos psicopedagogicos que intervienen directamente con el alumno sordo. Esta colaboracion podria resultar muy fructifera para el ajuste entre las necesidades del alumno y la respuesta educativa que se le ofrece actualmente