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Posted: November 29th, 2022
INDS 4000 Capstone PowerPoint
to be submitted through BlazeView (using the Assignments link under Assessments:
(Suggestions and directions for creating your Capstone PowerPoint)
GENERAL OBJECTIVES OF THE POWERPOINT:
Based upon your INDS 4000 Capstone Paper that you have developed and submitted, create a 15 slide PowerPoint (plus 1 or 2 for citations/sources/references) presenting the key points of your Capstone Paper, including the main points of your research and also your main opinions and criticisms (your opinions and criticisms should be 15 to 20 % of the total PowerPoint). Think of the PowerPoint as a key way of presenting your research to an appropriate group, symposium, or meeting.
The PowerPoint is a summary of the key points and ideas of your Capstone Paper. Present your Capstone Paper in summary, but in good detail, stating clearly the key issues or topics you have developed.
INCLUDE ON EACH SLIDE (INCLUDING THE “YOUR OPINION/CRITICISMS” SECTION AS NEEDED OR REQUIRED) the sources/references of your information—this can be in quite small print at the bottom of a slide, but do include it.
Your primary effort is to present an overall summary of your paper, but also to offer a summary of your opinions and criticisms of the information in your paper (your opinions and criticisms should be 15% to 20% of the total paper).
Also, remember and apply these points:
A. Based on your Capstone Paper, develop your PowerPoint in a carefully organized manner.
B. Use proper grammar.
C. Do not plagiarize—check the link in our syllabi for more details, if you need them (give credit where credit is due, cite sources/references, give page numbers—IN PARTICULAR, INCLUDE ON EACH SLIDE (INCLUDING THE “YOUR OPINION/CRITICISMS” SECTION AS REQUIRED) the sources of your information—this can be in quite small print at the bottom of a slide, but do include it.
D. Your abilities in comprehension, writing, research, and reasoning are to be demonstrated, but also your ability to summarize and carefully present your research to an audience.
E. You should also include a sources/citation slide(s) at the end of the PowerPoint (slide 16 and perhaps 17).
15 slides summarizing your Capstone paper (with small footnote references at the bottom), including your opinions and criticisms (15 to 20% of the total PowerPoint). 1 or 2 additional slides for your sources/references.
Psychological Challenges faced by Deaf Adolescent Students as they are to Adapt to a Hearing Environment
A deaf adolescent is a person who was raised in a hearing environment but has acquired speech and language acquisition skills through alternative means. Deaf adolescents face psychological challenges as they attempt to adjust to a hearing environment (Bennett et al., 2021). When participating in various activities at or outside of school, deaf adolescents face a social situation. They perceive their ability to communicate differently because they perceive themselves as outsiders; they experience various forms of marginalization, making them feel different from others and may be perceived as not being a part of mainstream society (Bennett et al., 2021). The perception of one’s abilities has a significant impact on how one views oneself. As they transition from their home to their school environment, Deaf Adolescent Students (DAS) face a variety of psychosocial challenges. These difficulties include socio-psychological complexities, the development of one’s quality of life and identity, coping mechanisms with CI technology, and self-perception. Positive psychology’s psycholinguistic approach appears promising for DAS who want to cope and adjust to the new world. Deaf people face a wide range of psychological difficulties (Bennett et al., 2021). Deaf adolescents who do not receive a high-quality education face numerous challenges, making it difficult to deal with these situations quickly. This causes mental stress and, in some cases, total breakdown. Recognizing these issues is critical because it may help reduce the number of such cases.
Deaf Adolescent Students’ Psychological Difficulties Quality of Life
Ashori and Jalil-Abkenar (2020) investigate the emotional intelligence of deaf and hard-of-hearing adolescents. The authors discovered that this population had significantly lower levels of emotional intelligence than their hearing peers—differences that were strongly associated with poor quality of life. According to the researchers, this could be due to a lack of understanding about how to use emotions appropriately. They specifically note a gap between what adolescents can do intellectually and what they can do when expressing their feelings (Ashori & Jalil-Abkenar, 2020). They also speculate that this disparity may be related to a lack of support from family members or peers, which may result in low self-esteem and anxiety (Ashori & Jalil-Abkenar, 2020). The authors also consider potential solutions for improving the quality of life for this population, such as education programs that teach students how to better manage their emotions and communicate.
One of the most difficult challenges for deaf adolescents as they attempt to adjust to a hearing environment is their emotional intelligence (Azizan et al., 2021). Their emotional intelligence is frequently impacted by their inability to communicate with their peers, making it difficult for them to understand what is going on around them. This can cause them to feel frustrated and sad, lowering their quality of life (Azizan et al., 2021). A better solution would be for schools to provide more opportunities for students and teachers to interact. This could improve these students’ emotional intelligence while also making it easier for them to interact with other hearing students.
Qi et al. (2020) provide an interesting perspective on the psychological challenges that deaf adolescent students face as they adjust to a hearing environment. Students in a group with other hearing students had lower self-esteem than students in a group with other deaf students, according to the researchers. This can be attributed to social exclusion, which many adolescents face (Qi et al., 2020). The authors argue that more attention should be paid to this issue because it has a significant impact on these adolescents’ quality of life (Qi et al., 2020). The authors also discuss how teachers can support and encourage students as they cope with their experiences. This would assist them in developing positive attitudes toward learning, which is essential for any student’s success in school and later in life.
Many deaf adolescents struggle to communicate with their peers and teachers because they may not be able to hear each other or the teacher clearly (Azizan et al., 2021). As a result, they may feel isolated from others who can hear and speak normally. Deaf children frequently struggle to understand what others are saying or to ask questions that require interpretation, making it difficult for them to understand what is going on in class or at home (Azizan et al., 2021). Many of these children feel as if they don’t belong anywhere—they don’t understand why so many people treat them differently than other kids or why no one wants to be around them. This lack of acceptance frequently leads to feelings of depression and anxiety in these adolescents; however, schools can help.
Application of CI technology
McNicholl et al. (2019) offer an intriguing perspective on the use of CI technology. The authors’ findings suggest that more research is needed in this area because students with disabilities may be unable to use certain levels of assistive technology due to their impairments (McNicholl et al., 2019). One of the difficulties these students may face is that they may require assistance in accessing all areas of their environment as they would if they could hear. One student who was deaf had difficulty accessing her email account because she did not know how to use the computer keyboard. This leads me to believe that this could have been avoided if these students had been better prepared for any future difficulties (McNicholl et al., 2019). Another issue these students face is difficulty communicating with others due to hearing loss or absence. This can make them feel isolated from others, making socializing difficult because others will not understand what they are saying.
Using CI technology can assist deaf students in making sense of their surroundings and succeeding academically. However, there are some drawbacks to using CI technology to assist deaf students in making the transition to a hearing environment (McNicholl et al., 2019). The authors point out that there is evidence that CI technology can help deaf students improve their communication and social skills. However, more research is needed to determine whether these benefits outweigh the negative consequences, such as low self-esteem or frustration with being misunderstood by others (McNicholl et al., 2019). The authors also point out that because most hearing-impaired people do not use a CI device, they may feel excluded or isolated from those around them. This can lead to low self-confidence in those who rely on CI devices on a daily basis but lack a fundamental understanding of how they work or what purpose they serve beyond being able to communicate with others solely through spoken language.
It is safe to say that the use of CI technology has been a revolutionary development in recent years, profoundly affecting the lives of deaf adolescent students as they try to adapt to a hearing environment (Holt, 2019). This technology allows these people to hear and communicate with the world around them in ways that were previously impossible. However, these students face some psychological challenges as they try to adjust to this new technology and environment. One of the most difficult challenges is rejection from non-deaf peers. These students may feel isolated and alone in their new environment, making it difficult for them to connect with others. Another issue is that they may require assistance in comprehending and applying the CI technology (Holt, 2019). This technology is still relatively new and constantly evolving, making it difficult for these students to keep up. It is also costly, and not every family can afford it for their children. Overall, the use of CI technology has benefited deaf adolescent students. It has enabled them to hear and communicate with the world around them in ways that were previously impossible.
Andersson and Lyngbäck (2011) discuss the psychological challenges faced by deaf adolescent students as they adapt to a hearing environment in Identity Development Language. As they transition from mainstream to deaf schools, these students frequently struggle with identity development, according to the authors. Researchers interviewed deaf students at a Swedish high school for the hearing impaired for this study (Andersson & Adams Lyngbäck, 2021). The researchers discovered that these adolescents faced psychological difficulties as a result of their transition to a new environment and a lack of social support from their peers and teachers. They also mentioned several reasons why these teenagers might be anxious or depressed, such as difficulty learning English, feeling isolated from other students or teachers, and feeling like an outsider or outsider within the community (Andersson & Adams Lyngbäck, 2021). The researchers identified several factors that could help alleviate some of these issues, including increased access to services and resources, improved communication among parents, teachers, and administrators, and increased diversity among teachers to help them better understand the deaf culture (Andersson & Adams Lyngbäck, 2021). These findings suggest that there are numerous ways to ensure that deaf adolescent students have access to quality education while also assisting them in developing positive identities.
One of the most significant challenges that deaf adolescent students face when adapting to a hearing environment is identity development in language (Leigh & O’Brien, 2020). It is critical to provide information, opinions, and criticism on this subject in order to help these students grow and thrive in their new environment. The ability to understand oneself and one’s culture is one of the most important aspects of identity development. For deaf adolescents, developing a strong cultural identity is critical because it can provide them with a sense of pride and belonging (Leigh & O’Brien, 2020). Deaf students may struggle to develop a strong cultural identity in a hearing environment because they are frequently surrounded by people who do not understand their language and culture. This can result in feelings of loneliness and alienation. Giving deaf students access to deaf role models is one way to help them develop a strong cultural identity. These role models can show deaf students that it is possible to be successful while also being proud of their deaf identity. It is also critical to provide opportunities for deaf students to interact with other deaf people, as this can help them feel connected to a larger community.
According to Pincock and Jones (2020), as they try to adjust to a hearing environment, Deaf Adolescent Students face a variety of psychological challenges. The most common difficulty is social isolation. The researchers discovered that 50% of the participants reported feelings of loneliness and alienation because they were excluded from social activities with other children their age in their study (Pincock & Jones, 2020). Self-esteem issues are another issue that Deaf Adolescent Students face. Researchers discovered that 27% of participants had low self-esteem because they did not fit in with other people their age in the study. Finally, because Deaf adolescents cannot hear verbal or body language cues from others, they may struggle to deal with bullying from hearing peers (Pincock & Jones, 2020). According to the findings of the study, 46% of participants reported being bullied by peers because they couldn’t hear others’ verbal or body language cues.
According to the article, these difficulties are primarily related to the marginalization of deaf adolescents as they attempt to adapt to a hearing environment. As a result, you have a negative self-image and low self-esteem (Pincock & Jones, 2020). Furthermore, there is a lack of understanding of Deaf culture and language. However, these difficulties can be overcome through a variety of methods such as role plays, videos, or presentations demonstrating how others speak and act. It can also provide opportunities for interaction between deaf and hearing people by providing information on deaf culture and developing an educational program that encourages communication among Deaf adolescents and their parents.
When it comes to the psychological challenges that deaf adolescents face as they attempt to adapt to a hearing environment, it is critical to provide a platform for their voices to be heard, as these challenges are often minimized or dismissed entirely (Leigh & O’Brien, 2020). One way to help deaf adolescents cope with their psychological difficulties is to provide them with accommodations and support in a hearing world. Allowing them to use sign language in the classroom, for example, can make them feel more at ease and supported. Outside-of-classroom resources and support, such as counseling or mentorship programs, can also be beneficial. It is also critical to consider the distinct perspective that deaf adolescents can bring to the world (Leigh & O’Brien, 2020). They can help challenge the dominant perspective in the hearing world if they are allowed to share their experiences and insights. This can help to build a more inclusive society for all.
Interaction with Others
Alshutwi et al. (2020) investigated the impact of an inclusion setting on deaf and hard-of-hearing students’ academic performance, social interaction, and self-esteem. (“A Study Report on Teaching Speech and Hearing-Impaired Students…”) (“A Study Report on Teaching Speech and Hearing-Impaired Students…”) They discovered a link between inclusion setting and academic performance, social interaction, and self-esteem. They also discovered no significant link between inclusion setting and social interaction or self-esteem (Alshutwi et al., 2020). These findings can be interpreted in two ways: they may indicate that students were not receiving adequate support at home or school to learn how to communicate effectively with their peers. On the other hand, it could imply that there is no direct relationship between these factors and academic performance/social interaction/self-esteem because they are influenced by other factors. As a result, the authors looked into how inclusion settings affected these students’ academic performance, social interaction, and self-esteem. They also identified the study’s strengths and weaknesses.
According to the findings of this study, Deafferentation is significantly associated with poor academic performance in Deaf Adolescent Students. It was also discovered that Deaf Adolescent Students who were included in an inclusion setting outperformed those who were not (Alshutwi et al., 2020). According to the authors, the inclusion setting improves the academic performance of deaf adolescent students. It was also discovered that some Deaf Adolescent Students had poor social interaction in their schools, while others had good social interaction. This is because there are differences between deaf children who use sign language at home and those who do not use sign language at home or at school (Alshutwi et al., 2020). Inclusion may help to reduce these differences, resulting in more opportunities for communication between deaf and hearing children.
The main psychological challenge that deaf adolescent students face is a sense of social isolation. This is because they are frequently excluded from social activities and conversations, leaving them lonely and isolated. They may also believe that they are unable to communicate effectively with their peers, which can contribute to feelings of isolation. Discrimination is another psychological challenge that deaf adolescents face (Leigh & O’Brien, 2020). This could be due to the fact that they are different from their peers and frequently face the stigma of being deaf. They may also believe they are not being treated fairly or are not being given the same opportunities as their hearing peers. This can lead to a sense of alienation and social withdrawal (Leigh & O’Brien, 2020). Finally, when transitioning from a deaf school to a hearing school, deaf adolescents may struggle to adjust to the change in environment. This is due to the fact that the hearing school is likely to be a completely new experience for them, and they may not know how to interact with the other students.
Psycholinguistic and positive psychology approaches to coping mechanisms
Howerton-Fox and Falk (2019) investigate the psychological difficulties that deaf adolescents face when attempting to adapt to a hearing environment. These difficulties are addressed psychologically and in terms of positive psychology. This article’s authors discuss how some people may experience anxiety or frustration when confronted with the unfamiliarity of a new environment or situation (Howerton-Fox & Falk, 2019). They also discuss how this can cause anxiety or frustration when faced with the unfamiliarity of a new language. They then discuss how these feelings can affect the performance of those who are having difficulty adapting to their environment, leading to self-doubt and low self-esteem. This article is very informative because it explains how some people’s mindsets can affect their performance in school or at work (Howerton-Fox & Falk, 2019). It demonstrates that there is a strong relationship between psychological well-being and academic or occupational success, which educators and employers should address. They also discovered that this was due to teachers not properly teaching students how to speak English (Howerton-Fox & Falk, 2019). They thought it would help them understand what others were saying and be more successful in school. The authors also concluded that these students require more support from parents and teachers in order to feel more fully integrated into their communities.
According to psychological research, deaf adolescent students face numerous challenges when adjusting to a hearing environment (Alramamneh et al., 2020). Communication is one of the most difficult challenges. Deaf students frequently struggle to communicate with their peers and adults, leading to feelings of isolation and exclusion. Coping mechanisms are one way that deaf students can deal with these challenges. Coping mechanisms are strategies that people employ to deal with stress and adversity. They can assist people in feeling more capable and in command of their lives. Sign language, finger spelling, and lip reading are three of the most common coping mechanisms used by deaf students. These strategies can help deaf students communicate more effectively and feel more connected to others (Alramamneh et al., 2020). Aside from communication, socialization is a major challenge for deaf students. Deaf students frequently struggle to make friends and participate in social activities. This can result in feelings of isolation and anxiety. Attending deaf schools or programs is one way deaf students can cope with these challenges. These programs can provide a welcoming environment in which deaf students can interact with other deaf students.
Despite widespread belief that deaf children are incapable of coping with psychological challenges, numerous recent studies have revealed that deaf adolescents have unique strengths that enable them to thrive in a hearing world. Given these findings, it is critical to consider how deaf adolescents can be best supported to achieve success (Alramamneh et al., 2020). Psycholinguistic intervention is one approach that has shown promise in supporting deaf adolescents. This approach emphasizes the use of language as a tool for dealing with psychological difficulties. Psycholinguistic intervention can assist deaf adolescents in developing effective coping mechanisms by teaching them how to identify and understand their emotions. Positive psychology is a similar approach that has been shown to help deaf adolescents (Alramamneh et al., 2020). This approach emphasizes the importance of approaching challenges with optimism and teaches people how to cultivate happiness and well-being. Positive psychology can help deaf adolescents develop resilience and adaptive coping strategies by helping them view their difficulties positively. Psycholinguistic intervention and positive psychology both offer promising approaches to assisting deaf adolescents in adapting to a hearing world (Alramamneh et al., 2020). These approaches, which emphasize the use of language and positive thinking, can assist deaf adolescents in coping with the challenges they face.
Deaf adolescents face some of the most difficult challenges as they learn to adjust to a hearing environment. Regardless of the psychological issues, lack of self-worth and identity, new language, and communication skills that these students face. They must learn what is known as a typical developmental language acquisition. As a result, steps should be taken to break down the language barrier for deaf people. It is also critical for policymakers, educators, and parents of deaf children to consider identity development and quality of life issues so that children receive the best support system possible from their caregivers. Thus, deafness should not be considered an impairment, but rather a difference that must be accommodated by society in order for individuals with this disability to enjoy life and grow up confidently.
A. K. S. Alramamneh, O. A. O. Sabayleh, S. M. A. Abu hazim, and S. M. Abu Drei (2020). Hearing-Impaired Students’ Psychological and Social Problems and Coping Strategies in Deaf Schools 10(2), 205. Journal of Educational and Social Research https://doi.org/10.36941/jesr-2020-0039
S. M. Alshutwi, A. C. Ahmad, and L. W. Lee (2020). “The Impact of Inclusion Setting on Deaf and Hard of Hearing Students’ Academic Performance, Social Interaction, and Self-Esteem: A Systematic Review and Meta-Analysis.” (“The Influence of Inclusion Setting on Academic Performance… – IJLTER”) 248-264 in International Journal of Learning, Teaching, and Educational Research, 19(10). https://doi.org/10.26803/ijlter.19.10.14
S. Andersson and L. Adams Lyngbäck (2021). “But even though I can talk, I feel more at home in the Deaf world”: D/deaf adolescents’ experiences transitioning from a mainstream school to a Deaf school in Sweden. 1-18 in Deafness and Education International. https://doi.org/10.1080/14643154.2021.1970086
M. Ashori and S. S. Jalil-Abkenar (2020). “Emotional intelligence: Quality of life and cognitive emotion regulation in deaf and hard-of-hearing adolescents.” “What Hearing Parents of Deaf Children Can Teach Us.” 1-19 in Deafness and Education International. https://doi.org/10.1080/14643154.2020.1766754
C. R. Azizan, S. Roslan, M. C. Abdullah, S. Asimiran, Z. Zaremohzzabieh, and S. Ahrari (2021). Does a Person-Environment-Fit Promote Academic Achievement in Malaysian Polytechnics for Hearing-Impaired Students? Satisfaction and Adjustment as Mediating Factors 13381, International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph182413381
“Bennett, R. J., L. Saulsman, R. H. Eikelboom, and M. Olaithe (2021).” (“Social and emotional coping 1 – Pretoria University”) “A qualitative investigation using Leventhal’s self-regulation theory to address the social challenges and emotional distress associated with hearing loss.” (“Accommodating the social difficulties and emotional distress associated…”) 1–12 in International Journal of Audiology. https://doi.org/10.1080/14992027.2021.1933620
Holt, F. (2019). Deaf and hard-of-hearing spoken language learners can benefit from assistive hearing technology. (“Speech Assistive Technology for Deaf and Hard-of-Hearing People…”) 153 in Education Sciences, 9(2). https://doi.org/10.3390/educsci9020153
A. Howerton-Fox and J. L. Falk (2019). The Psycholinguistic Turn in Deaf Education: Deaf Children as “English Learners” (“Deaf Children as “English Learners”: The Psycholinguistic Turn… – ed”) 133. Education Sciences, 9(2). https://doi.org/10.3390/educsci9020133
I. Leigh and C. A. O’brien (2020). Deaf identities: breaking new ground. Oxford University Press (OUP).
A. McNicholl, H. Casey, D. Desmond, and P. Gallagher (2019). A systematic review of the impact of assistive technology use for students with disabilities in higher education. Assistive Technology, Disability and Rehabilitation, 16(2), 1-14. https://doi.org/10.1080/17483107.2019.1642395
K. Pincock and N. Jones (2020). “Using Qualitative Methods to Challenge Power Dynamics and Elicit Marginalized Adolescent Voices.” (“ORCID”) 160940692095889. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920958895
L. Qi, H. Zhang, R. Nie, A. Xiao, J. Wang, and Y. Du (2020). A Cross-Sectional Study of Hearing-Impaired Middle School Students in Hubei Province, China. DOI: 10.1007/s10882-019-09722-z Journal of Developmental and Physical Disabilities, 32(5), 821-837.
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