Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Atmospheric and fast-paced, this novel of manners set in a provincial South Korean city leads readers through the silent corridors of a school for hearing-impaired children and the city’s foggy back streets and murky centers of power to a stirring courtroom climax. Gong Jiyoung’s Togani (The Crucible), published in Korean in 2009, is based on a historic case of child sexual abuse at a state-run institution. The novel went on to sell nearly a million copies and, along with a 2011 film adaptation directed by Hwang Dong-hyuk, prompted the South Korean National Assembly to pass the “Togani Laws” to provide greater legal protections for children and vulnerable adults under state care and harsher penalties for those convicted of their abuse. At a time when Korean popular culture drives cultural production worldwide, Togani reminds us of the power of fiction to effect meaningful societal change.A story of courage in the face of corruption, Togani offers nuanced portraits of a failed young businessman seeking a new life as a teacher and his counterpart, a young woman committed to a career in human rights; a police officer of humble origins who rose through the ranks as he turns a blind eye to the abuse of students by the school’s administrators; and a hearing-impaired teenage girl, a victim of that abuse, who cares deeply for the other children at the school. The book testifies to the legacy of neo-Confucian class conflict, gender disparity, and the vulnerability of those near the bottom of the social ladder. It is a heart-wrenching and provocative work that helped bring about change to a system it dared to challenge.

Korean fiction. --- Korean literature. --- deaf. --- hard of hearing. --- sexual assault.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"This book will provide school personnel with functional information and the necessary academic tools to manage the instructional needs of children with auditory disorders - either peripheral hearing loss or auditory processing disorders. Treatment strategies to help mitigate the detrimental effects of hearing disorders in the classroom are explored, including the classroom conditions and barriers that impact children. The book emphasizes the responsibility of educational personnel to recognize and identify the presence of an auditory deficit. Signature topics include: (1) classroom acoustics and the negative impact of noise, reverberation, and the signal to noise ratio; (2) language development and hearing loss with an overview of the general trajectory of speech and language development; (3) the importance of a team approach for aiding deaf and hard of hearing children, including independent function, work, community contributions and support groups; (4) auditory processing disorders and the assessment of APD, intervention within environmental/classroom modifications, teacher modifications, direct therapeutic intervention and neuroauditory training; (5) the psychology of hearing loss in children and adolescents plus early detection of emotional issues that co-exists and impacts school performance; and (6) educational law including an overview of Section 504, the IDEA, and the implementation of either the 504 Plan or the IEP, and the knowledge that all children with disabilities are entitled to a FAPE. The strategies and discussions in this comprehensive resource will be of special interest to speech language pathologists, educational audiologists, teachers for children with hearing loss, and early intervention service providers and social workers"--

Deaf children --- Hearing impaired children --- Education. --- Hard of hearing children

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Hearing impaired --- Hearing disorders --- United States --- Hard of hearing people

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Deaf people --- Hard of hearing people --- Legal status, laws, etc.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Deaf and hard-of-hearing students form a specific group of foreign language learners. They need to use foreign languages just like their hearing peers if they want to enjoy the same benefits of globalization and technical advancements of today, yet they cannot take part in the same foreign language education. As sign language users, lip-readers or persons relying on hearing aids or cochlear implants in their everyday communication, they need special support in learning a foreign language. This book has been written by teachers and researchers involved in teaching English as a foreign language (EFL) to deaf and hard-of-hearing students in various different European countries, including the Czech Republic, France, Hungary, Norway, Poland, and Serbia. The chapters mirror both the authors' personal journeys through this field and give insight into various aspects of empirical research into the foreign language acquisition of hearing-impaired learners. They discuss mainly the issue of specific methodology for teaching EFL vocabulary, grammar, reading, writing and speaking to deaf and hard-of-hearing persons and the challenge of effective communication during the classes via sign language, cued speech or the oral approach. Special chapters are also devoted to EFL teachers' experience in special schools for the deaf. Educators interested in practical advice, responses to challenges and worked-out solutions to problems will particularly welcome this book as a useful source of ideas. It will also help novice teachers embarking on their careers in English language education for deaf and hard-of-hearing children and adults.

Hearing impaired --- Deaf --- Deaf-mutes --- Deaf people --- Deafness --- Deafblind people --- Hard-of-hearing --- Hearing disorders --- Partial hearing --- Partially hearing --- People with disabilities --- Education --- Patients --- Hard of hearing people