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By Jeffery P. Braden

Deafness is a "low occurrence" incapacity and, as a result now not studied or understood within the comparable approach as different disabilities. traditionally, learn in deafness has been performed by means of a small staff of people who communicated in most cases with one another. that's not to assert that we didn't occasionally submit within the mainstream or try to converse outdoor our small circle. still, such a lot learn seemed in deafness-related courses the place it was once not really to be visible or valued by means of psychologists. these researchers didn't comprehend what they can leam from the examine of deaf humans or how their wisdom of person fluctuate­ ences and abilites utilized to that inhabitants. In Deafness, Deprivation, ami /Q, Jeffrey Braden pulls jointly usually unrelated fields: reports of intelligence and deafness. The publication comprises the most important unmarried compilation of information describing deaf people's intelligence that exists. here's a cautious, well-documented, and intensely thorough research of just about ali the examine on hand. those that have studied human intelligence have lengthy famous that deafness presents a "natural experiment." This booklet makes obvious opposite effects: at the one hand, a little research issues to the impression deafness has on intelligence; nonetheless, the study helps the truth that deafness has little or no, if any, effect on nonverbal measures of intelligence.

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Extra resources for Deafness, Deprivation, and IQ

Sample text

Early identification efforts are often linked with intervention programs that teach the family communication methods, and they may also provide direct intervention with the child in an educational, home, or combined setting. Such early-intervention programs are a relatively new educational development (although the John Tracey clinic in Los Angeles has offered on-site and correspondence programs for more than 40 years). As recently as 20 years ago, it was assumed that the first systematic exposure to language experienced by deaf children was their enrollment in a special educational program (usually at 6-8 years of age; Vernon, 1967c).

This is particularly true of parents and others who are just beginning to learn a new system of language expression. The limited competence of novice adults limits the intensity and frequency of language exposure in home and school settings. The frequency of exposure for hard-of-hearing children is arguably greater, primarily because their hearing loss is less constraining to those who would communicate with them than is true for deaf children. The availability of "normal" communication channels encourages and empowers adults in the hard-of-hearing child's world to initiate and maintain linguistic interchanges.

This medium assumes that multimodal presentation of language is most beneficial, because hearing-impaired children are provided with the broadest possible band of input, from which they select the information they can use in decoding language. , hard-of-hearing children) can use the orallauditory input and either ignore or apply the additional Deafness as a Natural Experiment-Revisited 35 gestural/visual information. , deaf children) can use the gestural/visual input and either ignore or apply the concurrent oral/auditory input.

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