The most important medium through which human beings can form relationships and connections is using different methods such as speaking, writing and sign language. The point that deaf or semi-deaf people are ignored in communities is because of their disability in forming intimate relationships, and also the lack of common training''s according to what is needed in the society. The present study seeks to design a system that receives spoken language as an input and changes it to Farsi sign language after all the necessary normal language analysis is done. The challenges on our way are: a) number of sign language words which are few compared to the words in spoken language and b) the ambiguity and pun normally used in Farsi language. So, common systems architecture could not be applied. Therefore, an architecture is introduced in which Farsi to sign language translation system performance is improved and accuracy and practicality are reinforced through removing pun modules and changing inputs in ways applicable to the world of the deaf applying the related ontology.

In this retrospective study, 5 to 22 years old deafs files at Isfahan were evaluated. There is 602 deafs in the educational centers (87.2 % congenital and 12.8% non congenital). Congenital deafs was case group, and 1000 healthy students matching for age and sex were as control group. The etiology of congenital deafness was: hereditary familial, unknown, undiagnosis viral diseases, rubella, birth asphyxia, birth trauma, genetic syndrom, chicken pox, erythroblastosis, drugs, syphilis, radioactivity and mumps. 81.7% of case group and 29.4% of control group had family marriage between parent's (P<0.001).    

The purpose of the present study was designed to compare non-verbal intelligence of hearing impaired and hearing students in three age groups of 6, 9 and 12 years old. All three groups of subjects were selected by cluster sampling method. Each group included 60 students. The Leiter International Performance Scale and the Goodenough Draw-a-man Test were administered in this study. For analysing the data One-way Analysis of Variance (ANOY A) and Scheffe post-hoc method were applied. The results revealed that: (a) in the group of six years old between hearing and non-hearing students there were no significant differences, (b) in the groups of nine and twelve years old, between both groups found significant differencces on two tests, (c) between severely hearing impaired and profoundly hearing imparied students were found no significant differences.

This empirical research was conducted to find an applied pathological way in the realm of exceptional children in general and the deaf in particular. It was hypothesized that the participation of the deaf students in learning karate would enhance their self-respect. 94 deaf students from a guidance school were selected. Cooper-Smith Self-respect test was used to collect the data. The findings indicated that their self-respect had improved in comparison with the past. Also, the self-respect of the cases was found to be significantly different from the post-test results of the control group. Therefore, it was concluded that learning a martial art such as Karate positively enhanced the self-respect in deaf students.

Recent research on educational integration suggests that the most benefit of educational integrated programes is that such programes provides opportunities for social contact and interaction between normal and exceptional students.Therefore, the present study was designed to investigate the attiudes of sixty students (girls) who were studied in three integrated high-school in comparison with the attitudes of sixty students (girls) who were studied in three non-integrated high schools in Mashad toward hearning impaired students and their educational integration. For this purpose Beh-Pajooh's Attitude Scale (1991) was adapted and administered in group settings. The findings indicated that (a) between the attitudes of secondary students who had social contact with hearing impaired students in integrated high-schools in comparison with non-integrated students' attitudes there were no significant differences, (b) a similar result was found on attitues toward their educational integration, (c) there found significant differences between attitudes of first and fourth graders toward hearing impaired student in integrated high-schools.

Hearing disability in children should be detected early, in order to avoid developmental disorders in language, speech, psychological and social behavior. Objective: To determine Risk factors for sensorineural hearing loss in children. Material & methods: The association of selected risk factors with sensorineural hearing loss was assessed in a case- control study of 396 children aged under 6 years from 1374 to 1376 in Tehran. 200 cases with diagnosed sensorineural hearing loss who were attending to deaf educational centers were compared with 195 controls who were chosen among the nurseries. The questionnaire was used to obtain information about maternal and child risk factors. Results: Multiple Logistic Regression Analysis showed the following factors to be independently associated with increased risk of sensorineural hearing loss in children: positive family history of hearing loss (Odds ratio=11.9, 95%C 1=5.3- 27.2), parental consanguinity (Odds ratio=4.1 ,95% CI=2.2 -7.4), seizure (Odds ratio=6.8 , 95% CI=2.2 20.8), hyperbilirubinemia needing exchange transfusion ( Odds ratio=3.3 , 95% CI=1.05 - 10.7), head trauma (Odds ratio=3 , 95% CI=1.001- 9.1), ototoxic drugs(Odds ratio=3.1, 95% CI=1.4 - 6.8), maternal (prenatal) trauma( Odds ratio=15.9 , 95% CI=1.5 -164.4), maternal (prenatal) rash (Odds ratio= 13.8, 95% CI=1.4 - 136.3) and delivery complication (Odds ratio=1.9, 95% CI=1.003 - 4). Conclusion: We believe that a dramatic increase in the early detection of hearing impairment in early infancy is achievable. Initially, this would best be accomplished by adopting a policy of screening high risk infants. Pediatricians, in particular, must consider earlier referral of high-risk patients.