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Sign languages are languages that use the visual-manual modality to convey meaning, instead of spoken words. Sign languages are expressed through manual articulation in combination with non-manual markers. Sign languages are full-fledged natural languages with their own grammar and lexicon. Sign languages are not universal and are usually not mutually intelligible, although there are also similarities among different sign languages.
Asperger syndrome (AS), also known as Asperger's, was previously considered a neurodevelopmental disorder characterized by significant difficulties in social interaction and nonverbal communication, along with restricted and repetitive patterns of behaviour and interests. The syndrome is no longer recognised as a diagnosis in itself, having been merged with other disorders into autism spectrum disorder (ASD). It was considered to differ from other diagnoses that were merged into ASD by relatively unimpaired spoken language and intelligence.
Hearing loss is a partial or total inability to hear. Hearing loss may be present at birth or acquired at any time afterwards. Hearing loss may occur in one or both ears. In children, hearing problems can affect the ability to acquire spoken language, and in adults it can create difficulties with social interaction and at work. Hearing loss can be temporary or permanent. Hearing loss related to age usually affects both ears and is due to cochlear hair cell loss. In some people, particularly older people, hearing loss can result in loneliness. Deaf people usually have little to no hearing.
Makaton is a communication tool together with speech and symbols, to enable people with disabilities or learning disabilities to communicate. It is not a British Sign Language (BSL) or any form of Sign Language in its own right. Makaton supports the development of essential communication skills such as attention, listening, comprehension, memory and expressive speech and language. The Makaton language programme has been used with individuals who have cognitive impairments, autism, Down's Syndrome, specific language impairment, multisensory impairment and acquired neurological disorders that have negatively affected the ability to communicate, including stroke and dementia patients.
Williams syndrome (WS), also Williams–Beuren syndrome (WBS), is a genetic disorder that affects many parts of the body. Facial features frequently include a broad forehead, underdeveloped chin, short nose, and full cheeks. Mild to moderate intellectual disability is observed in people with WS, with particular challenges with visual spatial tasks such as drawing. Verbal skills are relatively unaffected. Many people with WS have an outgoing personality, an openness to engaging with other people, and a happy disposition. Medical issues with teeth, heart problems, and periods of high blood calcium are common.
In psychology, theory of mind refers to the capacity to understand other people by ascribing mental states to them. This includes the knowledge that others' mental states may be different from one's own states and include beliefs, desires, intentions, emotions, and thoughts. Possessing a functional theory of mind is considered crucial for success in everyday human social interactions. People use such a theory when analyzing, judging, and inferring others' behaviors. The discovery and development of theory of mind primarily came from studies done with animals and infants. Factors including drug and alcohol consumption, language development, cognitive delays, age, and culture can affect a person's capacity to display theory of mind.
Home sign is a gestural communication system, often invented spontaneously by a deaf child who lacks accessible linguistic input. Home sign systems often arise in families where a deaf child is raised by hearing parents and is isolated from the Deaf community. Because the deaf child does not receive signed or spoken language input, these children are referred to as linguistically isolated.
Bimodal bilingualism is an individual or community's bilingual competency in at least one oral language and at least one sign language, which utilize two different modalities. An oral language consists of an vocal-aural modality versus a signed language which consists of a visual-spatial modality. A substantial number of bimodal bilinguals are children of deaf adults (CODA) or other hearing people who learn sign language for various reasons. Deaf people as a group have their own sign language(s) and culture that is referred to as Deaf, but invariably live within a larger hearing culture with its own oral language. Thus, "most deaf people are bilingual to some extent in [an oral] language in some form" In discussions of multilingualism in the United States, bimodal bilingualism and bimodal bilinguals have often not been mentioned or even considered, in part because American Sign Language, the predominant sign language used in the U.S., only began to be acknowledged as a natural language in the 1960s. However, bimodal bilinguals share many of the same traits as traditional bilinguals, as well as differing in some interesting ways, due to the unique characteristics of the Deaf community. Bimodal bilinguals also experience similar neurological benefits as do unimodal bilinguals, with significantly increased grey matter in various brain areas and evidence of increased plasticity as well as neuroprotective advantages that can help slow or even prevent the onset of age-related cognitive diseases, such as Alzheimer's and dementia.
Speech-language pathology is a healthcare field of expertise practiced globally. Speech-language pathology (SLP) specializes in the evaluation, diagnosis, treatment, and prevention of communication disorders, cognitive-communication disorders, voice disorders, and swallowing disorder across the lifespan. It is an independent profession that is sometimes considered a "related health profession" or allied health profession by professional bodies like the American Speech-Language-Hearing Association (ASHA) and Speech Pathology Australia. Allied health professions include audiology, optometry, occupational therapy, rehabilitation psychology, physical therapy and others.
Muteness or mutism is defined as an absence of speech while conserving or maintaining the ability to hear the speech of others. Mutism is typically understood as a person's inability to speak, and commonly observed by their family members, caregivers, teachers, doctors or speech and language pathologists. It may not be a permanent condition, as muteness can be caused or manifest due to several different phenomena, such as physiological injury, illness, medical side effects, psychological trauma, developmental disorders, or neurological disorders. A specific physical disability or communication disorder can be more easily diagnosed. Loss of previously normal speech (aphasia) can be due to accidents, disease, or surgical complication; it is rarely for psychological reasons.
Susan Goldin-Meadow is the Beardsley Ruml Distinguished Service Professor in the Departments of Psychology, Comparative Human Development, the college, and the Committee on Education at the University of Chicago. She is the principal investigator of a 10-year program project grant, funded by the National Institute of Child Health and Human Development, designed to explore the impact of environmental and biological variation on language growth. She is also a co-PI of the Spatial Intelligence and Learning Center (SILC), one of six Science of Learning Centers funded by the National Science Foundation to explore learning in an interdisciplinary framework with an eye toward theory and application. She is the founding editor of Language Learning and Development, the official journal of the Society for Language Development. She was President of the International Society for Gesture Studies from 2007–2012.
John D. Bonvillian (1948-2018) was a psychologist and associate professor - emeritus in the Department of Psychology and the Interdepartmental Program in Linguistics at the University of Virginia in Charlottesville, Virginia. He is the principal developer of Simplified Signs, a manual sign communication system designed to be easy to form, easy to understand and easy to remember. He is also known for his research contributions to the study of sign language, child development, psycholinguistics, and language acquisition.
The superior temporal sulcus (STS) is the sulcus separating the superior temporal gyrus from the middle temporal gyrus in the temporal lobe of the brain. A sulcus is a deep groove that curves into the largest part of the brain, the cerebrum, and a gyrus is a ridge that curves outward of the cerebrum.
Several factors complicate the diagnosis of Asperger syndrome (AS), an autism spectrum disorder (ASD). Like other ASD forms, Asperger syndrome is characterized by impairment in social interaction accompanied by restricted and repetitive interests and behavior; it differs from the other ASDs by having no general delay in language or cognitive development. Problems in diagnosis include disagreement among diagnostic criteria, the controversy over the distinction between AS and other ASD forms or even whether AS exists as a separate syndrome, and over- and under-diagnosis for non-technical reasons. As with other ASD forms, early diagnosis is important, and differential diagnosis must consider several other conditions.
Vicki Hanson FACM FRSE FBCS, is an American computer scientist noted for her research on human-computer interaction and accessibility and for her leadership in broadening participation in computing.
Low-functioning autism (LFA) is a degree of autism marked by difficulties with social communication and interaction, challenging behavior, and differences in social or emotional reciprocity. Sleep problems, aggression, stereotypical, and self-injurious behavior are also common symptoms. LFA is not a recognized diagnosis in the DSM-5 or ICD-10, as neither subdivides autism based on intellectual capabilities.
Language deprivation in deaf and hard-of-hearing children is a delay in language development that occurs when sufficient exposure to language, spoken or signed, is not provided in the first few years of a deaf or hard of hearing child's life, often called the critical or sensitive period. Early intervention, parental involvement, and other resources all work to prevent language deprivation. Children who experience limited access to language—spoken or signed—may not develop the necessary skills to successfully assimilate into the academic learning environment. There are various educational approaches for teaching deaf and hard of hearing individuals. Decisions about language instruction is dependent upon a number of factors including extent of hearing loss, availability of programs, and family dynamics.
Developmental language disorder (DLD) is identified when a child has problems with language development that continue into school age and beyond. The language problems have a significant impact on everyday social interactions or educational progress, and occur in the absence of autism spectrum disorder, intellectual disability or a known biomedical condition. The most obvious problems are difficulties in using words and sentences to express meanings, but for many children, understanding of language is also a challenge. This may not be evident unless the child is given a formal assessment.
Lauren Bernstein Adamson was a developmental psychologist known for her research on communicative development, parent-child interaction, and joint attention in infants with typical and atypical developmental trajectories. She was a Regents' Professor Emerita of Psychology at Georgia State University.
Deaf and hard of hearing individuals with additional disabilities are referred to as "Deaf Plus" or "Deaf+". Deaf children with one or more co-occurring disabilities could also be referred to as hearing loss plus additional disabilities or Deafness and Diversity (D.A.D.). About 40–50% of deaf children experience one or more additional disabilities, with learning disabilities, intellectual disabilities, autism spectrum disorder (ASD), and visual impairments being the four most concomitant disabilities. Approximately 7–8% of deaf children have a learning disability. Deaf plus individuals utilize various language modalities to best fit their communication needs.
References
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- ↑ "University of Essex :: Latest news :: New Dean of Health for the University :: Colchester Campus" . Retrieved 12 January 2015.
- ↑ Grove, Nicola (2013). Using Storytelling to Support Children and Adults with Special Needs. ISBN 9780415687751 . Retrieved 12 January 2015.
- ↑ Loncke, Filip; Clibbens, John; Arvidson, Helen; Lord, Lyle (8 October 1999). Augmentative and Alternative Communication. ISBN 9781861561435 . Retrieved 12 January 2015.
- ↑ company check ltd. "JOHN STEPHEN CLIBBENS". Company Check. Retrieved 12 January 2015.
- 1 2 3 "DASSH UK – Council of University Deans of Arts, Social Sciences and Humanities". Archived from the original on 13 January 2015. Retrieved 12 January 2015.
- ↑ Aldridge, Michelle (1996). Child Language. ISBN 9781853593161 . Retrieved 12 January 2015.