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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
Barriers to Effective Communication II01:21

Barriers to Effective Communication II

The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
Hearing01:31

Hearing

When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.
Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...

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Sound Source Localization Testing in Single-sided Deafness Following Bone Conduction Intervention
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Service-learning: recentering the deaf community in interpreter education.

Sherry Shaw1, Len Roberson

  • 1University of North Florida, Jacksonville, USA.

American Annals of the Deaf
|December 5, 2009
PubMed
Summary
This summary is machine-generated.

Interpreter education is evolving to recenter the Deaf community by integrating service-learning. This approach prioritizes Deaf community needs in curriculum development for ASL/English Interpreting programs.

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Area of Science:

  • Deaf Studies
  • Interpreter Education
  • Curriculum Development

Background:

  • Interpreter education programs are shifting from stakeholder focus to academic emphasis.
  • This shift necessitates re-evaluating program structures to include community needs.
  • The Deaf community's perspective is crucial for relevant interpreter training.

Purpose of the Study:

  • To explore the recentering of the Deaf community in interpreter education.
  • To implement and assess a curriculum prioritizing Deaf community needs.
  • To integrate community-based learning into ASL/English Interpreting programs.

Main Methods:

  • Developing stand-alone service-learning courses within an ASL/English Interpreting program.
  • Implementing a curriculum focused on community-based transformational learning.
  • Distinguishing service-learning pedagogy from traditional practicum and internship models.

Main Results:

  • Successful implementation of new service-learning courses in interpreter education.
  • Demonstrated progress in recentering the program around Deaf community needs.
  • Integration of program strategic planning with university's community engagement goals.

Conclusions:

  • Service-learning pedagogy effectively recenters interpreter education towards the Deaf community.
  • Curriculum development must actively involve and prioritize the Deaf community.
  • Community-based learning enhances the relevance and impact of interpreter training programs.