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Victor of Aveyron was a French feral child who was found around the age of 9. Not only is he considered one of the most famous feral children, but his case is also the most documented case of a feral child. Upon his discovery, he was captured multiple times, running away from civilization approximately eight times. Eventually, his case was taken up by a young physician, Jean Marc Gaspard Itard, who worked with the boy for five years and gave him his name, Victor. Itard was interested in determining what Victor could learn. He devised procedures to teach the boy words and recorded his progress. Based on his work with Victor, Itard broke new ground in the education of the developmentally delayed.
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Language deprivation is associated with the lack of linguistic stimuli that are necessary for the language acquisition processes in an individual. Research has shown that early exposure to a first language will predict future language outcomes. Experiments involving language deprivation are very scarce due to the ethical controversy associated with it. Roger Shattuck, an American writer, called language deprivation research "The Forbidden Experiment" because it required the deprivation of a normal human. Similarly, experiments were performed by depriving animals of social stimuli to examine psychosis. Although there has been no formal experimentation on this topic, there are several cases of language deprivation. The combined research on these cases has furthered the research in the critical period hypothesis and sensitive period in language acquisition.
Language acquisition is a natural process in which infants and children develop proficiency in the first language or languages that they are exposed to. The process of language acquisition is varied among deaf children. Deaf children born to deaf parents are typically exposed to a sign language at birth and their language acquisition follows a typical developmental timeline. However, at least 90% of deaf children are born to hearing parents who use a spoken language at home. Hearing loss prevents many deaf children from hearing spoken language to the degree necessary for language acquisition. For many deaf children, language acquisition is delayed until the time that they are exposed to a sign language or until they begin using amplification devices such as hearing aids or cochlear implants. Deaf children who experience delayed language acquisition, sometimes called language deprivation, are at risk for lower language and cognitive outcomes. However, profoundly deaf children who receive cochlear implants and auditory habilitation early in life often achieve expressive and receptive language skills within the norms of their hearing peers; age at implantation is strongly and positively correlated with speech recognition ability. Early access to language through signed language or technology have both been shown to prepare children who are deaf to achieve fluency in literacy skills.
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.
Language exposure for children is the act of making language readily available and accessible during the critical period for language acquisition. Deaf and hard of hearing children, when compared to their hearing peers, tend to face more hardships when it comes to ensuring that they will receive accessible language during their formative years. Therefore, deaf and hard of hearing children are more likely to have language deprivation which causes cognitive delays. Early exposure to language enables the brain to fully develop cognitive and linguistic skills as well as language fluency and comprehension later in life. Hearing parents of deaf and hard of hearing children face unique barriers when it comes to providing language exposure for their children. Yet, there is a lot of research, advice, and services available to those parents of deaf and hard of hearing children who may not know how to start in providing language.
The first Achaemenid conquest of Egypt took place in 525 BCE, leading to the foundation of the Twenty-seventh Dynasty of Egypt, also known as the "First Egyptian Satrapy". Egypt thus became a province (satrapy) of the Achaemenid Persian Empire until 404 BCE while still maintaining Egyptian royalty customs and positions. The conquest was led by Cambyses II, the King of Persia, who defeated the Egyptians at the Battle of Pelusium, and crowned himself as Pharaoh of Egypt. Achaemenid rule was disestablished upon the rebellion and crowning of Amyrtaeus as Pharaoh. A second period of Achaemenid rule in Egypt occurred under the Thirty-first Dynasty of Egypt.
References
- ↑ Shattuck, Roger (1994) [1980]. The Forbidden Experiment: The Story of the Wild Boy of Aveyron. Kodansha International. ISBN 1-56836-048-7.
- ↑ Herodotus, History II:2, found in "An Account of Egypt".
- ↑ Danesi, Marcel and Paul Perron (1999). Analyzing Cultures: An Introduction and Handbook. Indiana: Indiana University Press, p. 138.
McCulloch, Gretchen (2014). Slate Magazine. "What Happens if a Child Is Never Exposed to Language?" - ↑ Medieval Sourcebook: Salimbene: On Frederick II, 13th Century
- ↑ "First Language Acquisition". Western Washington University. Archived from the original on 2017-07-20. Retrieved 2007-02-03.
- ↑ Dalyell, John Graham, ed., The Chronicles of Scotland by Robert Lindsay of Pitscottie, vol. 1, Edinburgh (1814) pp. 249-250.
- ↑ Davidson, J.P. (2011). Planet word. London: Michael Joseph. ISBN 9780141968933 . Retrieved 1 July 2014.
- ↑ M. Miles, SIGN, GESTURE & DEAFNESS IN SOUTH ASIAN & SOUTH-WEST ASIAN HISTORIES: a bibliography with annotation and excerpts from India; also from Afghanistan, Bangladesh, Burma/Myanmar, Iraq, Nepal, Pakistan, Persia/Iran, & Sri Lanka, c1200-1750 Archived 2008-02-22 at the Wayback Machine
- 1 2 Robin N Campbell & Robert Grieve (12/1981). Royal Investigations of the Origin of Language. Historiographia Linguistica 9(1-2):43-74 DOI: 10.1075/hl.9.1-2.04cam
- ↑ Wi.Pö. (2000). Waisenkinderversuche (= Orphan Experiments). Lexikon der Psychologie (= Encyclopedia of Psychology). Spektrum Akademischer Verlag, Heidelberg.
- ↑ Il segreto di Pietramala, La Nave di Teseo, Milano 2018; engl. transl. forthcoming