Deaf children have been integrated into secondary schools in Cyprus since 1990. This article reports the results of a major study carried out in Cyprus, the aim of which was to evaluate for the first time the support services available for deaf children receiving their education in secondary general schools. For the purposes of our study, four types of questionnaires were designed and administe...

This study investigated the contribution of verbal working memory to the oral and written story production of deaf children. Participants were 29 severely to profoundly deaf children aged 8-13 years and 29 hearing controls, matched for grade level. The children narrated a picture story orally and in writing and performed a reading comprehension test, the Wechsler Intelligence Scale for Children...

Background: There always has been a question about the best age for cochlear implantation (CI) in prelingual deaf children. The age factor in the outcome of cochlear implantation in prelingual deaf children has been the subject of many studies. The aim of the present study was to find the effect of age at the time of implantation on hearing threshold of these children. Methods: One hundred and ...

We evaluated the cognitive development of 48 profoundly deaf children from hearing families (born 1994-2002, mean age M = 8.0 years at time of test, none of whom had received early auditory-verbal therapy) as a function of family socioeconomic status and number of siblings. Overall, the deaf children matched a younger group of 47 hearing controls (M = 4.6 years) on verbal ability, theory of min...

teachers often experience burnout and challenges during their active career. different studies have shown that those directly involved with teaching children with special needs are more subject to burnout. due to advance screening tools, more children with autism are now diagnosed and involved in special education. the aim of the present study was to investigate the professional burnout in teac...

Joint attention between hearing children and their caregivers is typically achieved when the adult provides spoken, auditory linguistic input that relates to the child's current visual focus of attention. Deaf children interacting through sign language must learn to continually switch visual attention between people and objects in order to achieve the classic joint attention characteristic of y...

Despite advanced technologies in auditory rehabilitation of profound deafness, deaf children often exhibit delayed cognitive and linguistic development and auditory training remains a crucial element of their education. In the present cross-sectional study, we assess whether music would be a relevant tool for deaf children rehabilitation. In normal-hearing children, music lessons have been show...

Over the last 10 years our understanding of the short-term memory (STM) codes and processes used by hearing children has increased dramatically. In contrast, relatively little is known about the development of these processes in deaf children. This paper explores the development of these processes. In particular the relationship between the use of STM codes and reading ability of deaf children ...