This document provides information about deafness and hard of hearing individuals in the UK. It begins by explaining key terms used to describe levels of hearing loss. It then shares some facts and figures, noting that approximately 9 million people in the UK are deaf or hard of hearing and the prevalence increases with age. Causes of hearing loss are also outlined, including age, disease, loud noise, and other medical conditions. The document discusses communication methods for those with hearing loss such as lip reading, sign language, and technology. It provides an overview of hearing aids and other assistive devices available.
The document provides an overview of definitions, causes, challenges, and educational approaches related to deafness and hearing loss. It defines deaf and hard of hearing according to IDEA and discusses the debate around oral vs. manual communication methods. The document also summarizes prevalence data, the importance of early identification, challenges associated with hearing loss, and strategies for teaching students with hearing impairments.
Hearing impairment is defined under federal law as an impairment in hearing that negatively impacts educational performance but is not considered deafness. Common characteristics of those with hearing impairments include lack of attention, using gestures, monotone voice, speech delays, working best in small groups, and difficulty following directions. Teaching strategies include ensuring the student can see your face, using visual aids, speaking clearly without shouting, writing on boards, and using captions.
Guidance for commissioners of primary care mental health services for deaf pe...JCP MH
油
This guide is about the commissioning of primary care mental health services for deaf people. It has been written by a group with expertise and experience in the mental health of deaf people, including deaf and hearing professionals and academic researchers, in consultation with deaf patients and carers.
By the end of this guide, readers should:
- be more familiar with the particular needs of deaf people who have mental health problems, including issues of access, developmental difference, language and culture
- understand what effective primary care mental health services for deaf people should look like
- be aware of the range of services and interventions that should be on offer, and
- understand how those interventions can contribute to achieving recovery outcomes and make improvements in public mental health and wellbeing.
This document provides guidelines for using People First Language when referring to individuals with disabilities. It emphasizes referring to the person first rather than the disability, such as "person with a disability" rather than "disabled person." The guide offers preferred and avoided terms across a range of disabilities from autism to stroke. It explains that People First Language focuses on abilities and treats disabilities respectfully without defining the individual. The purpose is to reduce stigma and foster inclusion of people with disabilities.
Hearing impairment is a disability that affects a child's educational performance, whether permanent or temporary. It is similar to deafness but does not require a total inability to hear sound. Hearing impairment causes difficulty in speech, writing, and acquiring knowledge due to limited auditory feedback. This can impair language development and the ability to communicate normally, negatively impacting social development and educational achievement. Several professionals can help children with hearing impairment, including audiologists, hearing loss teachers, speech-language pathologists, and interpreters. Early use of visual communication methods like sign language can help reduce the possibility of language delays.
General guidelines for talking about disabilityDr V. JANAKI
油
This document provides guidelines for respectful language when talking about or to people with disabilities. It advises referring to disabilities only when relevant and using terms like "accessible" instead of "disabled." It discourages outdated terms like "crippled" and encourages describing people as "having" rather than being defined by their disability. The document also lists outdated and respectful terms for describing different types of disabilities.
En Voz Alta strives to further the developmental, educational, social and emotional growth of children with hearing impairment through education, advocacy and support.
Fostering Healthy Self Esteem in Deaf and Hard of Hearing Childrenloganbrooks
油
This document discusses ways to foster healthy self-esteem in deaf and hard of hearing children. It identifies several "senses" important for self-esteem, including connectiveness, uniqueness, power, and models. For each sense, it provides general suggestions and additional ideas specific for deaf/hard of hearing children, such as establishing communication guidelines, viewing the child as a whole person not defined by their hearing loss, and providing positive deaf/hard of hearing role models. The overall message is that with targeted support, deaf and hard of hearing children can develop strong self-esteem.
1) The document discusses key terms and concepts related to deaf culture and identity such as the differences between Deaf, deaf, hearing, and hard of hearing.
2) It outlines important aspects of deaf culture such as American Sign Language, etiquette, technology, education approaches, deaf clubs, and perspectives on music.
3) The document encourages keeping an open mind and imagining what it would be like to be deaf without language as a way to better understand the deaf experience.
Collaboration with parents of deaf and hearing-impaired children - Joanna Kos...Monika Lehnhardt PhD
油
The document discusses collaboration with and support of parents of deaf and hard of hearing children. It makes several key points:
1) Parents experience crisis after learning of their child's diagnosis and need therapeutic help and support, not criticism, as they adjust.
2) Counselors should understand the emotional stages parents go through, from shock to acceptance, and accept the parents for who they are.
3) Providing psychoeducation to parents on normal development, communication, coping strategies, and supporting their child is important.
4) Support groups allowing parents to share experiences over multiple meetings provide effective non-professional counseling.
Deaf Dog Ink is a tattoo shop located in Jason Court off Highway 94. They opened just 10 months ago, and their business is growing gradually. A good friend of mine, Bobby Black is currently an apprentice at the shop, looking forward to go to school to get his tattoo license. Bobby is an amazing artist. I labeled his work in my PowerPoint presentation. He started tattooing a little while ago, and I can tell his work has improved significantly. The shop is very tidy and set up like a maze. Each artists room surrounds the break/sketch-up room located in the central part of the shop. As you can see in my presentation, art covers the walls and also the artists bodies.
The document summarizes reviews and testimonials from alumni of Business School Lausanne (BSL). It describes how BSL provided:
- An international environment that exposed students to different cultures and helped them think outside the box.
- Opportunities to build long-lasting relationships and network with people from around the world.
- Hands-on learning from professors with industry experience that students could apply in their careers.
This document discusses five speech/language disorders and their associated psychological problems:
1. Stuttering can cause anxiety, depression, frustration, guilt, hostility and anger due to social failures and loss of control over speech. Avoidance and isolation may also lead to psychological disorders.
2. Specific language impairment can cause language deficits like limited vocabulary and comprehension problems. It may also cause social communication disorders and increased avoidance of conversation over time.
3. Aphasia can cause depression, social isolation, and occupational frustration for patients and their loved ones due to the sudden inability to communicate. It often leads to post-stroke depression.
4. Learning disabilities are associated with anxiety disorders, depression, and social problems
Supporting deaf or hard of-hearing individuals in the workplaceAuditory Sciences
油
Reviews ADA regulations for customers and employees that are deaf or hard of hearing, and provides suggestions for what you can do to be in compliance with these regulations
Empowering Deaf Young People in a Hearing World
Gain insight into how Exeter Deaf Academy approaches language acquisition and development through the use of British Sign Language (BSL) and other communication methods.
This 3-phase strategy document outlines a 2017 development plan. Phase 1 involved initial analysis and evidence gathering through a June 2015 workshop. Phase 2 focused on generating and evaluating strategic options, which were discussed at a June 2016 workshop. Phase 3 included engagement, drafting the plan, and preparation for launching the first year in March 2017.
Dr. Joanna Cannon and Dr. Anita Hubley, both professors in Educational & Counselling Psychology, and Special Education (ECPS) at UBC, discuss how they formed a collaborative and mutually beneficial relationship within the same department, despite their different areas of research.
Dr. Cannon brings expertise in language acquisition for students who are Deaf and hard of hearing. Dr. Hubley brings applied measurement expertise assessing reliability and validity with vulnerable, challenging, or understudied groups.
The story of how they bridged their interests through collaboration on multiple grant-funded projects was presented.
Learn more about ECPS and Drs. Cannon and Hubley: http://ecps.educ.ubc.ca/
This document discusses research into specific language impairment (SLI) in deaf children who use sign language. The study found that SLI does occur in British Sign Language (BSL) and shares some similarities to SLI in spoken languages. Tests of nonsense sign repetition, sentence repetition, and fluency revealed impairments in some deaf signing children with SLI. The findings suggest SLI children need specialist sign language therapy in addition to placement in an enriched signing environment. More research is still needed to better understand and support these children.
The document summarizes key information about deafness and hard of hearing, including:
1) It defines deafness and hard of hearing, and provides statistics on prevalence nationally and locally.
2) It discusses the history and development of education for the deaf, including the first schools established in Europe and America.
3) It outlines the major causes of hearing loss in children and lists common assistive technologies and support organizations.
4) It emphasizes the importance of early testing and intervention to support language development and cognitive abilities in children with hearing loss.
1. learning bls (british sign language) pp for studentsHCEfareham
油
This document provides instructions for signing the letters of the British Sign Language (BSL) alphabet. It describes how to form each letter sign by positioning the fingers and hands in a specific configuration. Most letters are formed by touching different fingers between the hands, but some, like H and J, involve movement. The instructions emphasize the precise finger and hand placements needed to distinguish between similar letters like L and T or D and P.
This document discusses language development in deaf children. It notes that language develops through acquisition and learning, and that all languages are equal in facilitating development when accessible to a child. For typical development, a child needs an accessible language from ages 0-5, when 80% of total knowledge is learned and language develops in the brain. Deaf children of deaf parents and hearing children of deaf parents develop language normally when the language is accessible through full family integration and clear communication. However, deaf children of hearing parents often face communication problems as their need for language grows faster than their skills. Access to an accessible language is critical for cognitive development.
Direct Method (DM) of Language TeachingAyesha Bashir
油
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
The document provides information about deafness, including:
1) It discusses the different levels of deafness from mild to profound and their decibel ranges.
2) It outlines some of the challenges deaf individuals may face educationally, such as difficulty hearing in class or pronouncing words correctly.
3) It provides tips for communicating with and helping deaf individuals, such as getting their attention appropriately, speaking in full sentences, and ensuring good eye contact when signing.
The document discusses sensory impairments including deafness, hearing loss, blindness, visual impairment, and deaf-blindness. It covers the characteristics, prevalence, and causal factors of different sensory disabilities. It also describes clinical assessments used to evaluate sensory functions. The document outlines early intervention services and educational approaches for students with sensory impairments from elementary through high school levels. Challenges these students face in postsecondary and employment settings are also summarized.
What Is Deafness? What Is Hearing Loss? - Medical News Todaylonglounge7191
油
This document discusses various types of hearing loss and deafness. It defines deafness as the inability to hear and hearing loss as a diminished ability to hear sounds. There are different degrees of hearing loss from mild to profound. Causes can include diseases, medications, aging, noise exposure, and genetic factors. Symptoms and diagnosis are also outlined. Hearing loss can be conductive, sensorineural, or mixed. Doctors use tests like audiograms and tuning forks to evaluate hearing ability at different frequencies and volumes.
This document provides information about deafness and communicating with deaf people. It begins with introducing ground rules for the session and an icebreaker activity. It then describes different types of deafness such as conductive, unilateral, bilateral, sensorineural, mixed, acquired, moderate, and severe hearing loss. Next, it explains the difference between being deaf and being Deaf. The document provides tips for communicating with deaf people, such as making sure your face is visible, speaking clearly without shouting, and using gestures. It concludes with thanking participants and requesting feedback.
Deafness and Hearing Loss -SPED106 Dr. Cresly-Amy Cabfeo.pptxAmyFCabfeo
油
This document discusses deafness and hearing loss. It defines different levels of deafness from mild to profound. Causes of deafness include being born deaf, aging, illness or injury. The document also describes various ways that deaf people communicate, including sign language, lip reading, gestures, hearing aids and cochlear implants. Sign language varies between countries and regions. Types of hearing loss are also defined from mild to profound. Common causes of hearing loss include ear infections, fluid in the ears, tumors and impacted earwax.
This document discusses deafness and hearing loss. It defines different levels of deafness from mild to profound. Causes of deafness include being born deaf, aging, illness or injury. The document also describes various ways that deaf people communicate, including sign language, lip reading, gestures, hearing aids and cochlear implants. Sign language varies between countries and regions. Types of hearing loss are also defined from mild to profound. Common causes of hearing loss include ear infections, fluid in the ears, tumors and impacted earwax.
1) The document discusses key terms and concepts related to deaf culture and identity such as the differences between Deaf, deaf, hearing, and hard of hearing.
2) It outlines important aspects of deaf culture such as American Sign Language, etiquette, technology, education approaches, deaf clubs, and perspectives on music.
3) The document encourages keeping an open mind and imagining what it would be like to be deaf without language as a way to better understand the deaf experience.
Collaboration with parents of deaf and hearing-impaired children - Joanna Kos...Monika Lehnhardt PhD
油
The document discusses collaboration with and support of parents of deaf and hard of hearing children. It makes several key points:
1) Parents experience crisis after learning of their child's diagnosis and need therapeutic help and support, not criticism, as they adjust.
2) Counselors should understand the emotional stages parents go through, from shock to acceptance, and accept the parents for who they are.
3) Providing psychoeducation to parents on normal development, communication, coping strategies, and supporting their child is important.
4) Support groups allowing parents to share experiences over multiple meetings provide effective non-professional counseling.
Deaf Dog Ink is a tattoo shop located in Jason Court off Highway 94. They opened just 10 months ago, and their business is growing gradually. A good friend of mine, Bobby Black is currently an apprentice at the shop, looking forward to go to school to get his tattoo license. Bobby is an amazing artist. I labeled his work in my PowerPoint presentation. He started tattooing a little while ago, and I can tell his work has improved significantly. The shop is very tidy and set up like a maze. Each artists room surrounds the break/sketch-up room located in the central part of the shop. As you can see in my presentation, art covers the walls and also the artists bodies.
The document summarizes reviews and testimonials from alumni of Business School Lausanne (BSL). It describes how BSL provided:
- An international environment that exposed students to different cultures and helped them think outside the box.
- Opportunities to build long-lasting relationships and network with people from around the world.
- Hands-on learning from professors with industry experience that students could apply in their careers.
This document discusses five speech/language disorders and their associated psychological problems:
1. Stuttering can cause anxiety, depression, frustration, guilt, hostility and anger due to social failures and loss of control over speech. Avoidance and isolation may also lead to psychological disorders.
2. Specific language impairment can cause language deficits like limited vocabulary and comprehension problems. It may also cause social communication disorders and increased avoidance of conversation over time.
3. Aphasia can cause depression, social isolation, and occupational frustration for patients and their loved ones due to the sudden inability to communicate. It often leads to post-stroke depression.
4. Learning disabilities are associated with anxiety disorders, depression, and social problems
Supporting deaf or hard of-hearing individuals in the workplaceAuditory Sciences
油
Reviews ADA regulations for customers and employees that are deaf or hard of hearing, and provides suggestions for what you can do to be in compliance with these regulations
Empowering Deaf Young People in a Hearing World
Gain insight into how Exeter Deaf Academy approaches language acquisition and development through the use of British Sign Language (BSL) and other communication methods.
This 3-phase strategy document outlines a 2017 development plan. Phase 1 involved initial analysis and evidence gathering through a June 2015 workshop. Phase 2 focused on generating and evaluating strategic options, which were discussed at a June 2016 workshop. Phase 3 included engagement, drafting the plan, and preparation for launching the first year in March 2017.
Dr. Joanna Cannon and Dr. Anita Hubley, both professors in Educational & Counselling Psychology, and Special Education (ECPS) at UBC, discuss how they formed a collaborative and mutually beneficial relationship within the same department, despite their different areas of research.
Dr. Cannon brings expertise in language acquisition for students who are Deaf and hard of hearing. Dr. Hubley brings applied measurement expertise assessing reliability and validity with vulnerable, challenging, or understudied groups.
The story of how they bridged their interests through collaboration on multiple grant-funded projects was presented.
Learn more about ECPS and Drs. Cannon and Hubley: http://ecps.educ.ubc.ca/
This document discusses research into specific language impairment (SLI) in deaf children who use sign language. The study found that SLI does occur in British Sign Language (BSL) and shares some similarities to SLI in spoken languages. Tests of nonsense sign repetition, sentence repetition, and fluency revealed impairments in some deaf signing children with SLI. The findings suggest SLI children need specialist sign language therapy in addition to placement in an enriched signing environment. More research is still needed to better understand and support these children.
The document summarizes key information about deafness and hard of hearing, including:
1) It defines deafness and hard of hearing, and provides statistics on prevalence nationally and locally.
2) It discusses the history and development of education for the deaf, including the first schools established in Europe and America.
3) It outlines the major causes of hearing loss in children and lists common assistive technologies and support organizations.
4) It emphasizes the importance of early testing and intervention to support language development and cognitive abilities in children with hearing loss.
1. learning bls (british sign language) pp for studentsHCEfareham
油
This document provides instructions for signing the letters of the British Sign Language (BSL) alphabet. It describes how to form each letter sign by positioning the fingers and hands in a specific configuration. Most letters are formed by touching different fingers between the hands, but some, like H and J, involve movement. The instructions emphasize the precise finger and hand placements needed to distinguish between similar letters like L and T or D and P.
This document discusses language development in deaf children. It notes that language develops through acquisition and learning, and that all languages are equal in facilitating development when accessible to a child. For typical development, a child needs an accessible language from ages 0-5, when 80% of total knowledge is learned and language develops in the brain. Deaf children of deaf parents and hearing children of deaf parents develop language normally when the language is accessible through full family integration and clear communication. However, deaf children of hearing parents often face communication problems as their need for language grows faster than their skills. Access to an accessible language is critical for cognitive development.
Direct Method (DM) of Language TeachingAyesha Bashir
油
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
The document provides information about deafness, including:
1) It discusses the different levels of deafness from mild to profound and their decibel ranges.
2) It outlines some of the challenges deaf individuals may face educationally, such as difficulty hearing in class or pronouncing words correctly.
3) It provides tips for communicating with and helping deaf individuals, such as getting their attention appropriately, speaking in full sentences, and ensuring good eye contact when signing.
The document discusses sensory impairments including deafness, hearing loss, blindness, visual impairment, and deaf-blindness. It covers the characteristics, prevalence, and causal factors of different sensory disabilities. It also describes clinical assessments used to evaluate sensory functions. The document outlines early intervention services and educational approaches for students with sensory impairments from elementary through high school levels. Challenges these students face in postsecondary and employment settings are also summarized.
What Is Deafness? What Is Hearing Loss? - Medical News Todaylonglounge7191
油
This document discusses various types of hearing loss and deafness. It defines deafness as the inability to hear and hearing loss as a diminished ability to hear sounds. There are different degrees of hearing loss from mild to profound. Causes can include diseases, medications, aging, noise exposure, and genetic factors. Symptoms and diagnosis are also outlined. Hearing loss can be conductive, sensorineural, or mixed. Doctors use tests like audiograms and tuning forks to evaluate hearing ability at different frequencies and volumes.
This document provides information about deafness and communicating with deaf people. It begins with introducing ground rules for the session and an icebreaker activity. It then describes different types of deafness such as conductive, unilateral, bilateral, sensorineural, mixed, acquired, moderate, and severe hearing loss. Next, it explains the difference between being deaf and being Deaf. The document provides tips for communicating with deaf people, such as making sure your face is visible, speaking clearly without shouting, and using gestures. It concludes with thanking participants and requesting feedback.
Deafness and Hearing Loss -SPED106 Dr. Cresly-Amy Cabfeo.pptxAmyFCabfeo
油
This document discusses deafness and hearing loss. It defines different levels of deafness from mild to profound. Causes of deafness include being born deaf, aging, illness or injury. The document also describes various ways that deaf people communicate, including sign language, lip reading, gestures, hearing aids and cochlear implants. Sign language varies between countries and regions. Types of hearing loss are also defined from mild to profound. Common causes of hearing loss include ear infections, fluid in the ears, tumors and impacted earwax.
This document discusses deafness and hearing loss. It defines different levels of deafness from mild to profound. Causes of deafness include being born deaf, aging, illness or injury. The document also describes various ways that deaf people communicate, including sign language, lip reading, gestures, hearing aids and cochlear implants. Sign language varies between countries and regions. Types of hearing loss are also defined from mild to profound. Common causes of hearing loss include ear infections, fluid in the ears, tumors and impacted earwax.
The document discusses understanding hearing impairment and provides information on several key topics:
1. Over 360 million people worldwide have disabling hearing loss, including 32 million children. Early detection and management of hearing loss in infants is important.
2. Hearing loss can be classified based on age of onset, language development impact, location of impairment in the ear, and degree of loss. Causes include genetic factors, illness, injury, certain drugs, and age-related hearing loss.
3. Hearing impairment can impact vocabulary development, language skills, socialization, learning, and academic achievement. Deaf individuals are visual learners and develop concepts differently than those without hearing loss.
any of various difficulties (such as a physical, emotional, behavioral, or learning disability or impairment) that causes an individual to require additional or specialized services or accommodations (such as in education or recreation) students with special needs.
On Friday 7 May 2021 our Assemblies focused on Deaf Awareness Week and we are extremely grateful to parent Aicha Reid for providing signing videos which we have used in class each day. Our P4 and P7 Equalities Advisors produced their own signing videos to share at Assembly. Unfortunately, we experienced technical difficulties which forced us to abandon the live P1-3 Assembly broadcast which was hugely disappointing. We managed to get operational for the P4-7 Assembly and gave some information about deafness and hearing impairment and shared the story of Helen Kellers life and amazing achievements. We will broadcast the Assembly to P1-3 on Monday and will first make sure all is working well in cyberland!
Hearing loss can have many meanings and definitions. It refers to an inability to hear sounds within a typical range without assistance. Hearing loss is measured by intensity and frequency of sounds a person can hear. There are different types of hearing loss including conductive, sensory, and mixed. Degrees range from mild to profound. Causes include ear infections, genetic conditions, aging, and loud noise exposure. Hearing loss impacts language development and academic performance in children. While many with hearing loss can speak, sign language is the primary language for some. Technologies like hearing aids and cochlear implants can help but do not restore normal hearing. Communication methods include lip reading, sign language, and assistive devices.
The document discusses concepts related to deafness and sign language. It provides information on Filipino Sign Language (FSL) including that it is the natural sign language of Filipino Deaf communities and is used to communicate and express creativity. Several terms related to deafness are defined and some misconceptions about the deaf are addressed. The document also discusses the difference between viewing deafness from a medical perspective versus a socio-cultural perspective where deaf people are respected as a cultural group with their own language and identity.
Navigating the criminal justice system can be a very difficult and confusing experience for victims of crime. During this session, victim service providers will discuss how to help various underserved victim populations in California effectively navigate the system.
Action on Hearing Loss Scotland are delighted to be involved in encouraging intergenerational working and will be running an informative & interactive session on deaf awareness; including communication tactics such as British Sign Language & Lipreading, demonstrating equipment that can help people in their social life and how people of all ages can take action.
RNIB Scotland and Deaf Action: Innovation in improving outcomes for people wh...Sophie40
油
RNIB Scotland and Deaf Action are presently undertaking pioneering activity in three key areas which includes: Hidden Sensory Loss (Learning Disability, Stroke and Dementia); Ethnic Minorities; and Early Intervention Family Support. This workshop predominantly explores the Hidden Sensory Loss issues for people with complex needs and introduces the innovative Sensory Champion Training Programme which is being delivered across Edinburgh and the Lothians throughout 2014. Contributed by: RNIB
Hearing loss is a sudden or gradual decrease in how well you can hear. It is one of the most common conditions affecting older and elderly adults. Approximately one in three people between the ages of 65 and 74 has hearing loss and nearly half of those older than 75 have difficulty hearing.
Hearing Loss that is also known as Hearing Impairment, is a problem in which a person has the inability of hearing. Dealing with any health problem can be easy if the reason for that health problem is understood at the beginning of that problem.
Problems faced by visually impaired individuals include difficulty navigating unfamiliar environments without assistance. They feel more comfortable traveling in familiar areas but prefer to bring a companion or guide to new places for safety. Crowded streets with obstacles like parked vehicles and potholes pose challenges. Blind individuals also desire clear footpaths without encroachments.
Problems faced by hearing impaired individuals include difficulty understanding speech in noisy environments or when auditory information is not amplified enough. Those who are deaf from birth have greater difficulty with language. In work settings, everyday noises that do not bother others can profoundly affect those with hearing impairments. Accommodations like interpreters, note takers, and visual aids help address these challenges.
The document lists home office equipment including a keyboard, monitor, printer, telephone and wall mounted clock. It also lists a container of assorted sweets and a pair of black heels. The items are numbered for inventory purposes.
The document provides a costume list and analysis for a character named Carly featured in various film shots. It describes the clothing, accessories, and colors used for Carly in different scenes and explains the suggested meanings and story implications. For example, an outfit with a scarf and t-shirt in shots 1, 4, and 12 is meant to suggest cold weather and that Carly has something to hide. Another outfit featuring a coat, bag, and jeans in multiple shots emphasizes fashion but a cold environment. The various costumes are meant to subtly convey details about Carly's personality, emotional state, and the surrounding context through symbolic meanings of the clothing choices and colors.
The document summarizes the technical elements used in the short film "The Exam", including camera shots, editing techniques, sound, titles, codes and conventions, representation, audience, and themes. Camera shots included extreme close-ups, close-ups, and medium shots. Editing primarily used straight cuts and fades between shots. The film also includes dialogue, non-diegetic sounds, and diegetic sounds. It represents the characters through different camera shots and levels and includes stereotypes. The intended audience is teenagers and university students who can relate to the comedy genre and themes about working hard to succeed in life.
The document summarizes the production meetings for a student film project over several sessions. It discusses the development of the narrative, location scouting, casting, filming initial scenes, reviewing footage, completing additional filming, and rough editing. The film's story is about a deaf girl who attends a sign language center to learn about how she lost her hearing.
This document discusses three disability posters found through an online search. The first poster depicts deaf eyes to represent how deaf people rely on sight for communication. The second poster shows two women where one appears shy while being closely watched by the other, possibly representing overpowering or patronizing attitudes. The third poster uses advanced Photoshop techniques and bright colors on a technology-focused image that could inspire how the group portrays technology changes for their film poster.
Permission was obtained to film at an empty office and a bar in Slough. At the office, emergency exits were identified and the lighting could be adjusted as needed. A test was done beforehand and no sound or video issues were found. Filming details were confirmed with the crew. At the bar, areas inside and outside were checked for safety and the owner was aware of the filming. Most filming would be indoors or at night, and the crew had parking permission. Photos were taken of the locations beforehand to plan shots and avoid issues later.
The film follows a young woman named Laura who loses her hearing in a tragic accident. She goes to a sign language center seeking help in coming to terms with her deafness. The film flashes back to show the night of Laura's accident at a bar with friends that altered her life forever. By the end of the film, Laura is learning her first sign as she works to communicate in her new situation. The documentary aims to increase awareness of the challenges faced by deaf people, especially with communication and social situations.
This document is a production log for a group school project detailing meetings between 4 students - Alice, Liv, Hannah, and Jack. It documents the development of their story idea, screenplay, storyboarding, and filming over several weeks. However, it notes that Hannah and then Jack left the group, leaving Alice and Liv to complete the project themselves. They finished editing their film and completed all associated folder work by the deadline.
This document summarizes the process of creating a short film about deafness awareness. The group conducted research on deafness, reviewed similar films to identify conventions, and considered representation and target audiences. They decided on a storyline where the main character becomes deaf after an attack to bring awareness to challenges of living with disabilities. Advanced technology like DSLR cameras and editing software allowed professional-quality production. Ancillary materials like a poster further promoted the film's educational message.
Toy Story is an animated film about Woody, a cowboy toy, whose position as Andy's favorite toy is threatened by the arrival of Buzz Lightyear. When Woody accidentally gets left behind during a family move, he and Buzz must work together to escape from Andy's neighbor and return to their rightful owner. The film was nominated for several awards for its animation and story. It uses techniques like point-of-view shots and lighting to develop its characters and story.
The document discusses the target audience, representation, editing techniques, genre, themes, ideology, and narrative of a short film created by the author. The target audience was 16+ due to topics covered and included portraying modern youth culture. Characters were portrayed as working class, white teenagers to allow for natural performances and audience relatability. Editing techniques from shows like Skins were utilized to engage audiences. The film aimed to raise awareness about disabilities through its themes while also portraying contemporary British culture like drinking at pubs. The narrative was non-linear with flashbacks to challenge conventions and maintain audience attention.
The mod subculture originated in London in the late 1950s and peaked in the early-to-mid 1960s. Mods listened to modern jazz, R&B, and beat music from bands like The Who. They favored tailored suits and rode Italian motor scooters. As youth began having more disposable income, boutique stores opened selling mod fashion. Mods and rockers were two youth subcultures that emerged in the early 1960s and clashed, with mods seen as sophisticated and rockers as scruffy.
2. People who are deaf or hard of hearing
Were RNID, the charity
working to create a world
where deafness or
hearing loss do not limit
or determine opportunity,
and where people value
their hearing.
www.rnid.org.uk
2
3. People who are deaf or hard of hearing
This leaflet tells you about people who are deaf
or hard of hearing in the UK today.
There could be lots of reasons why you want to know more about
people who are deaf or hard of hearing. Maybe a colleague is
deaf. A member of your family, your friend or partner may be hard
of hearing. Perhaps you teach students who are deaf. You may
have clients or customers who are deaf or hard of hearing.
Whatever your reason, this leaflet gives a brief introduction to
deaf and hard of hearing issues. You should read it if you want
to know about:
how deafness is described and facts and figures
what causes deafness
hearing aids
communicating with people who are deaf or hard of hearing
equipment for people who are deaf or hard of hearing.
You can find details of other information you can get from us.
Contact the RNID Information Line (see back page) to find
out more.
3
4. People who are deaf or hard of hearing
How do we describe deafness?
Being deaf or hard of hearing can mean very different things to
different people. Some people will feel more comfortable with
particular words to describe their own deafness. They might
feel strongly about terms they dont like. At RNID, we use the
following terms:
People who are deaf. We use this term in a general
way when we are talking about people with all degrees of
hearing loss.
People who are hard of hearing. We use this term to describe
people with a mild to severe hearing loss. We quite often use it
to describe people who have lost their hearing gradually.
People who are deafened. People who were born hearing and
became severely or profoundly deaf after learning to speak are
often described as deafened.
4
5. People who are deaf or hard of hearing
People who are deafblind. Many people who are deafblind
have some hearing and vision. Others will be totally deaf and
totally blind.
The deaf community. Many people who are deaf whose first or
preferred language is British Sign Language (BSL) consider
themselves part of the deaf community. They may describe
themselves as Deaf, with a capital D, to emphasise their
cultural identity.
Some facts and figures
Deafness and hearing loss may be more common than you
thought. For example:
There are an estimated 9 million people in the UK who are deaf
or hard of hearing. This figure is rising as the number of people
over 60 increases.
In the UK, there are about 20,000 children aged 0-5 years who
are moderately to profoundly deaf. Many more have temporary
hearing problems in early childhood.
There are an estimated 123,000 people in the UK aged 16 and
over who are deafened.
There are about 23,000 people in the UK who are deafblind.
It is difficult to say how many people in the UK use BSL as their
first or preferred language current estimates vary between
50,000 and 70,000.
Most of the 9 million people in the UK who are deaf or hard of
hearing developed a hearing loss as they grew older. About 2%
of young adults are deaf or hard of hearing. Around the age of
50, the proportion of people who are deaf begins to increase
sharply and 55% of people over 60 are deaf or hard of hearing.
For more information, see our factsheet Facts and figures on
deafness and tinnitus.
5
6. People who are deaf or hard of hearing
What causes deafness?
There are many reasons why some people are born deaf or hard
of hearing or lose their hearing later. Sometimes people may lose
their hearing temporarily and it comes back when they receive
medical treatment. For others, deafness and hearing loss are
permanent.
Causes of permanent deafness and hearing loss include:
Presbycusis also known as age-related hearing loss. It is the
most common type of deafness and affects many older people
certain diseases such as mumps or meningitis
certain drugs, in particular aspirin in high doses, or antibiotics
called aminoglycosides
frequent exposure to loud noise
serious head injury
if a mother has rubella (German measles) while she is pregnant,
her baby may be born deaf
if a baby is born prematurely or the mother has a difficult labour
medical conditions such as M辿ni竪res disease
repeated infections in the middle ear (behind the eardrum)
particularly if they continue for a long time and are not treated.
Are there different types of deafness?
Yes there are two main types of deafness:
Conductive deafness where sound has difficulty passing
through the outer or middle ear.
Sensorineural deafness where the cause of deafness is in the
cochlea or hearing nerve.
6
7. People who are deaf or hard of hearing
Some people may have the same type and degree of hearing loss
in each ear, or it may be different in each ear.
A hearing test will identify what type of deafness a person has.
For more information, see our leaflet Is your hearing going?
Hearing aids
About two million people in the UK have hearing aids, but at least
five million others would benefit from them.
Hearing aids make sounds louder and clearer so that users are
able to hear them. They are battery-operated and are usually worn
in or behind the ear. In the UK, you can get hearing aids free of
charge on the NHS. Some people choose to buy them privately.
For more information, see our leaflet Getting hearing aids.
7
8. People who are deaf or hard of hearing
What are the different ways that deaf people
communicate?
People who are deaf or hard of hearing choose to communicate in
different ways, depending on their level of deafness.
Some people with a mild hearing loss might use hearing aids
or find lipreading helpful.
People with a moderate hearing loss will have difficulty hearing
what is said without hearing aids, particularly somewhere noisy.
People who are severely deaf may have difficulty following what
is being said even with hearing aids. Many lipread and some use
sign language or need other communication support.
Some, but not all, people who are profoundly deaf may find that
hearing aids are of little benefit to them. British Sign Language
(BSL) may be their first or preferred language.
For more information, see our leaflet Communication support
services.
Lipreading
Everyone lipreads to some extent, especially in noisy situations.
When you speak to someone, their facial movements will give you
information to help you understand the meaning of what they are
saying. Many people who are hard of hearing use lipreading too.
If you are talking to someone who relies on lipreading, remember
that it requires a lot of skill and concentration and can sometimes
be tiring. Many words look similar on the lips. Some sounds are
pronounced at the back of the throat and have no visible lip shape.
Go to www.lipreading.org.uk/about_atla/classes.htm to find
a local class or contact our Information Line (see back page).
If there is no class in your area, ask your local adult education
centre or college to provide one.
For more information, see our leaflet Watch this face.
8
9. People who are deaf or hard of hearing
Sign language
British Sign Language (BSL) is the most widely used method
of signed communication in the UK. Some people use Sign
Supported English (SSE). SSE is not a language in its own right,
but a kind of English with signs.
BSL develops naturally, as do spoken languages. It uses a range
of communicative methods hand shapes and movements, facial
expressions, and shoulder movements. BSL is structured differently
to English and, like any language, has its own grammar.
For more information, see our leaflet Sign language or contact the
RNID Information Line (see back page).
Fingerspelling
People who use BSL also use fingerspelling. Certain words, usually
names of people and places, are spelled out on fingers. For
example, each finger represents one of the five vowels: a,e,i,o and
u. Fingerspelling alone is not sign language but it can be very
useful when communicating with BSL users who are deaf.
Contact the RNID Information Line for one of our fingerspelling
cards (see back page).
9
10. People who are deaf or hard of hearing
What equipment is available for people who are
deaf or hard of hearing?
A range of equipment is available for use in the home, car,
workplace and when socialising. It includes:
equipment to alert someone to different sounds, such as an
alarm clock, doorbell or smoke alarm
equipment to help someone use the telephone better
listening equipment to help someone have a conversation,
watch television or hear music.
For more information, see our leaflet Products to make life easier.
10
11. People who are deaf or hard of hearing
Where can I get further information?
You might find some of our other factsheets or leaflets useful:
Is your hearing going? (leaflet)
What to do about it and how we can help.
Getting hearing aids (leaflet)
What to expect at a hearing test and how hearing aids work.
Communication tips card
A double-sided card with tips on one side if youre deaf or hard
of hearing, and tips on the other side if youre hearing and
speaking to someone whos deaf.
Watch this face (leaflet)
How lipreading can help if you are deaf or hard of hearing.
Sign language (leaflet)
What British sign language is, and how to learn it.
Fingerspelling alphabet (bookmark, card or poster)
Products to make life easier (leaflet)
Equipment to make life easier if you are deaf or hard of hearing.
Solutions
Our catalogue of products for people who are deaf or hard of
hearing or who want to protect their hearing.
Communication support services (leaflet)
Information on the range of communication support services
available for people who are deaf.
Facts and figures on deafness and tinnitus (factsheet)
Please contact the Information Line (see
back page) for free copies of these. And
let us know if you would like any of them
or this leaflet in Braille, large print or
audio format.
11
12. Were RNID, the charity
working to create a world
where deafness or hearing
loss do not limit or determine
opportunity, and where
people value their hearing.
There are a number of ways
to support us. To find out more:
Go to
www.rnid.org.uk
Information line
Telephone 0808 808 0123
Textphone 0808 808 9000
SMS 0780 0000 360
(costs vary depending on your network)
Or write to us
informationline@rnid.org.uk
19-23 Featherstone Street
London EC1Y 8SL
Fax 020 7296 8199
3486/0509 Photography Stuart Freedman, Philip Meech
The Royal National Institute for Deaf People. Registered office 19-23 Featherstone
Street, London EC1Y 8SL. A company limited by guarantee registered in England and
Wales number 454169. Registered charity numbers 207720 (England and Wales) and
SC038926 (Scotland).