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Deafness: more books (100)

Understanding Deafness Socially by Paul C. Higgings, 1987
Early Childhood Deafness
Deafness and Mental Health by John C Denmark, 1994-04-01
Educational and psychosocial aspects of deafness (American lecture series, no. 931. A publication in the Bannerstone Division of American lectures in social and rehabilitation psychology) by Richard E Hardy, 1974
Deafness (Industrial Diseases) by Alistair MacDuff, 1997-01
How to Cure Catarrhal Deafness and Head Noises. Self Help Series. by J. Russell Sneddon, 1966
The Cultural Meaning of Deafness: Language, Identity and Power Relations by Jennifer Harris, 1995-08
Genetic and Metabolic Deafness by Bruce W. Konigsmark, 1976-08
On the Varieties of Deafness, and Diseases of the Ear: With Proposed Methods of Relieving Them by William Wright, 2010-01-11
Breaking Silence: A Family Grows With Deafness by Ferne Pellman Glick, Donald R. Pellman, 1982-06
Dearest Mum, Dearest Dad: Adjusting to Old-Age Deafness by Angela Foulkes, 1995-01
Choices in Deafness: A Parents Guide
Deafness by David Wright, 1975-03
How to cure catarrhal deafness and head noises (Self help series) by J. Russell Sneddon, 1973

lists with details

OCRID
Information on the OCRID organization and leadership, sign language interpreting and interpreting and deafnessrelated events in Ohio and beyond.
http://www.OCRID.org/
Miracles Of Jesus Christ Today
Miracle healing testimonies of people healed of cancer, deafness, MS, stroke, schizophrenia, paralysis and raised from the dead, with faith building Christian articles.
http://born-again-christian.info/miracles.htm
Maine Division Of Deafness
The Maine Bureau of Rehabilitation Services Division of deafness provides services to Deaf, Hard of Hearing and Late Deafened people of Maine.
http://www.state.me.us/rehab/dod/

Extractions: 207-624-5980 FAX For information about the Division's services, please e-mail: PROGRAMS AND SERVICES The Division of Deafness (DoD) provides a variety of services for Deaf, Hard of Hearing and Late-Deafened citizens of Maine, including: The Division of Deafness also manages contracts that provide a variety of services to Maine's Deaf and Hard of Hearing communities: PUBLICATIONS DoD has authored and distributed several documents for and about Maine's Deaf and Hard of Hearing communities: ADVISORY COUNCIL LINKS TO OTHER WEB RESOURCES
Deafness/Hearing Loss
deafness. The words deaf and deafness are generally used to describe total loss of hearing or such a significant and profound
http://www.dbpeds.org/conditions/conditions.cfm?Abbrev=deafmess
Flashygrlz Sign Language Interpreter Connection
Autobiographical information about the author and a list of deafness and sign languagerelated links.
http://members.tripod.com/~flashyboyz/Sign2Me.html

Extractions: Y e s I m a T e r p A POEM The best and most beautiful things in the world cannot be seen or even touched. They must be felt with the heart. Helen Keller Hola from the beautiful southwestern desert!! I am an educational sign language interpreter in the great state of Arizona. I am taking a survey to find out how many deaf or hard of hearing mainstreamed students have ever traveled outside the U.S. without an interpreter for a school and or sports sponsered event. If you have an experience you would like to share please contact me. Other than my absolute love of sign language I also play a native american flute sometimes while hiking in the desert. I have two siamese cats and have a great interest in traveling, metaphysics, gemology, energy, healing, telepathy, and topics yet to be explained. Hope to hear from you soon!!!! Flashygrlz P.S. Check out my set of Links!!!!!!! DONT FORGET TO LEAVE ME A THOUGHT OR TWO ON MY MESSAGE BOARD!!!!! My boyfriends Motorcycle Web Page : Parts and more Parts
Congenital Deafness
Congenital deafness. features. Nonsyndromic (80% of congenital deafness) About 80% of genetic hearing loss is non-syndromic. Between
http://www.tchain.com/otoneurology/disorders/hearing/cong_hearing.html

Extractions: Last updated 7/2001 While acquired deafness associated with age or noise exposure more common than genetic deafness by roughly 2 orders of magnitude, congenital deafness occurs in 1 per every 1000-2000 births with autosomal recessive inheritance being the most common form (more than 75%). Non-inherited abnormalities of the inner ear such as the Mondini malformation, account for roughly 20% of congenital sensorineural deafness. The bulk of the remaining, genetic deafness is non-syndromic, meaning that it does not have any obvious distinguishing features. About 80% of genetic hearing loss is non-syndromic. Between 1992 and 2001, 38 loci for autosomal dominant nonsyndromic deafness have been mapped and 11 genes have been cloned. Autosomal dominant locii are called DFNA, autosomal recessive as DFNB, and X-linked as DFN. An update on current locii can be found on the hereditary hearing loss homepage , which is hosted by the University of Iowa. Non-syndromic deafness is highly heterogeneous but mutations in the connexin-26 molecule (gap junction protein, gene GJB2) account for about 49% of patients with non-syndromic deafness and about 37% of sporadic cases. Assays for connexin-26 are commercially available at s
Kennedy Center - Welcome
Provides services ranging from vocational to residential for disabilities, including psychiatric, developmental and physical to workrelated injuries, deafness and brain damage.
http://www.thekennedycenterinc.org

Extractions: T: 203.365.8522 TDD: 203-339-3034 FAX: 203.365.8533 about contact links print ... MAGIC! Our Mission promotes the empowerment of consumers with diverse abilities, disabilities, and experiences toward optimal participation and inclusion in the community. ...and thank you for visiting our site. We hope you find it both informative and fun. The Kennedy Center
Children's Hearing And Deafness Research, Cincinnati Children's Hospital Medical
Includes research activities and contact details for the center based at the Children's Hospital Medical Center of Cincinnati, Ohio.
http://www.cincinnatichildrens.org/programs_services/585/research/

Extractions: Home Contact Us Site Map Go to Advanced Search ... Hearing and Deafness Research Center Overview Conditions Treated Research Activities Services Grand Opening ... Faculty and Staff The Center for Hearing and Deafness Research at Cincinnati Children's Hospital Medical Center was established with the following primary objectives: The mission of Cincinnati Children's Center for Hearing and Deafness Research receives impetus from the observation that as many as one out of every 2,000 children born in the United States will demonstrate a moderate or worse hearing loss, making congenital hearing loss one of the most common birth defects in the U.S. In Ohio alone, 450 to 500 children will be born each year with such a handicapping hearing loss. Of these congenitally deaf children, approximately 50 percent will have a genetic / hereditary basis to their deafness. Therefore, the study of genes involved in hearing and deafness is crucial to our understanding and care of children with handicapping hearing loss. Contact Us
Dalmatian Club Of America Position On Dalmatian Deafness
The Dalmatian Club of America Position on Dalmatian deafness For further information, please contact Carol Chase. Return to the deafness Information Page.
http://www.thedca.org/deaf1.html

Extractions: Position on Dalmatian Deafness From the Board of Governors of the Dalmatian Club of America With the rising popularity of the Dalmatian breed, there has been a rapid increase in the number of deaf Dalmatian pups showing up in homes, pet shops and Humane Societies across the country. THIS IS A VERY SERIOUS PROBLEM. Deafness is NOT uncommon in Dalmatians. It has been estimated that from 10% to 12% of the breed is deaf. Recent discoveries in the genetics of deafness have made it possible to reduce the incidence of deafness, with the possibility of virtually eliminating it in the future. Hearing research is currently being financed by the Dalmatian Club of America, various regional Dalmatian clubs and interested individuals. However, for the time being, it is important that deaf pups be dealt with in a responsible and HUMANE fashion. Responsible breeders NEVER knowingly sell, place or give away deaf pups to pet homes. Deaf pups should ALWAYS be humanely destroyed by a veterinarian. In the event that a deaf pup is inadvertently placed, it should be replaced with a hearing pup. Many breeders have their deaf pups put down at three to four weeks, though some choose to wait a few weeks longer. Dalmatian pups normally start to hear at fourteen to sixteen days of age, and hear by five weeks of age if they are going to hear. The deaf pups which are showing up in unsuspecting homes, pet shops and Humane Societies are generally bred by either "commercial breeders" (puppy mills) or by inexperienced Dalmatian owners who are unaware of deafness in the breed, are unable to identify deaf pups or are unwilling to have them put down. NO ONE should consider raising a litter of Dalmatians without being prepared to deal responsibly with any resulting deaf puppies.
Deafsign.com
Information, links and resources on British Sign Language (BSL) and deafness. Regularly updated news, notice board, and guest book with personal responses. fingerspelling keyboard, illustrated signs and section for schools.
http://www.deafsign.com
RNID - Information - Factsheets - Facts And Figures On Deafness And Tinnitus
Facts and figures on deafness and tinnitus. About this factsheet. This factsheet is part of RNID s general range. Measuring hearing loss and deafness.
http://www.rnid.org.uk/html/factsheets/general_statistics_on_deafness.htm

Extractions: Hearing aids BSL DDA Benefits Tinnitus Noise Please select This factsheet is part of RNID's general range. It is written for people who would like to know more about the numbers of deaf, hard of hearing and deafened people in the UK today. We also include figures for people with tinnitus. At the end of this factsheet we give you details of organisations you can contact for further information This factsheet looks at: How hearing loss and deafness is measured. Definitions of deafness. Where we get information on deafness and tinnitus from. Deaf, deafened and hard of hearing adults and children. Deafblind people. Black and minority ethnic deaf and hard of hearing people. Deaf people with additional disabilities.How age and gender affects the figures.
Georgia Association Of The Deaf, Inc.
Consumer oriented site providing membership information, descriptions of types of deafness, contact information for Georgia Schools for the Deaf and a listing of popular assistive devices and services.
http://gadeaf.org/index.html

Extractions: Decatur, GA 30030 P.O. Box 1616 Stockbridge, GA 30281-1616 A NAD Affiliate E-Mail Your Questions GAD Conference information on Local News. Please see the "News of Interest" for the GAD ByLaws and information on ByLaws Revisions. Hot Links www.GaRID.org www.nad.org www.gachi.org http://georgiaenterprises.com ... www.signit2.com All Rights Reserved
Center On Deafness, Postsecondary Education Consortium
Center on deafness. The Postsecondary Education Consortium (PEC) is a federallyfunded project located in the Center on deafness at The University of Tennessee.
http://sunsite.utk.edu/cod/pec/

Extractions: The University of Tennessee The Postsecondary Education Consortium (PEC) is a federally-funded project located in the Center on Deafness at The University of Tennessee . It is one of four Postsecondary Education Regional Technical Assistance Centers funded by the US Department of Education. This web site has been developed to assist people in locating information related to postsecondary education and students who are deaf and hard of hearing. PEC is a consortium of state outreach and technical assistance centers which are housed at postsecondary programs serving students who are deaf or hard of hearing. The mission of the Consortium is to enhance learning environments that empower these individuals. PEC promotes quality programs and services through innovative practices and outreach. To provide outreach and technical assistance to participating states To develop training materials and proven models of service provision that can be included in technical assistance and outreach efforts To develop professional proficiency and technical expertise among service providers To develop cross-regional initiatives for outreach and technical assistance.
Children's Hearing And Deafness Research, Cincinnati Children's Hospital Medical
The Childrens Hospital Medical Center of Cincinnati Center for Hearing and deafness Research is focused on improving the clinical care and quality of life of
http://www.cincinnatichildrens.org/svc/prog/hearing/

Extractions: Home Contact Us Site Map Go to Advanced Search ... Hearing and Deafness Research Center Overview Conditions Treated Research Activities Services Grand Opening ... Faculty and Staff The Center for Hearing and Deafness Research at Cincinnati Children's Hospital Medical Center was established with the following primary objectives: The mission of Cincinnati Children's Center for Hearing and Deafness Research receives impetus from the observation that as many as one out of every 2,000 children born in the United States will demonstrate a moderate or worse hearing loss, making congenital hearing loss one of the most common birth defects in the U.S. In Ohio alone, 450 to 500 children will be born each year with such a handicapping hearing loss. Of these congenitally deaf children, approximately 50 percent will have a genetic / hereditary basis to their deafness. Therefore, the study of genes involved in hearing and deafness is crucial to our understanding and care of children with handicapping hearing loss. Contact Us
Document Sans Titre
Free deafness and sign language Ecards ASL, LSQ, LSF, and deaf-themed postage stamps from around the world. In English, French, Spanish, German, and Italian. Hosted by c©gep du Vieux Montreal.
http://www.cvm.qc.ca/dcb/carte/index.htm
NICHCY- General Info About Deafness And Hearing Loss
General information about deafness And Hearing Loss including definition, incidence, characteristics, educational implications, and a list of resources and
http://www.kidsource.com/NICHCY/deafness.all.dis.3.html

Extractions: A Guide to Children's Literature and Disability The Individuals with Disabilities Education Act (IDEA), formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related service programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses, including deafness, the regulations for IDEA define hearing loss and deafness separately. Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance." Deafness is defined as "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification."
Faculty Of Education
Adult and vocational education and training, deafness and special education, primary and secondary teacher education, music education, and technology education.
http://www.gu.edu.au/faculty/edu/
Deafness/Hard Of Hearing
Education Selected Internet Resources for deafness/Hard of Hearing. About deafness/Hard of Hearing http//deafness.about.com. Alexander
http://ericec.org/faq/deaf-x.html
Welcome To Australian Hearing
Providing treatment for hearing related problems including ear infection and deafness. Government subsidised services including fm system, cochlear implants and bernafon.
http://www.hearing.com.au
Deaf-FAQ
ERIC Clearinghouse on Disabilities and Gifted Education. deafness/Hearing Impairments (updated June 2003). The ERIC Clearinghouse
http://ericec.org/faq/deaf.html

Extractions: Internet: http://ericec.org What teaching strategies can be used with students who are deaf or hard of hearing? The debate over the best way to teach a child with a hearing loss to communicate has raged since the 1500s (Winefield, 1987). Although this debate continues today, there is a growing number of individuals who recognize that no one system of communication is right for all children. The choice of a communication system must be made on an individual basis, taking into consideration the characteristics of the child, the resources available, and the commitment of an individual family to a communication method. Additional ERIC digests explore each of these options in depth. As an orientation, the following definitions are useful:

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