Abstract
The article deals with the problem of organizing distance learning for Deaf students in a pandemic situation. This problem is evaluated differently by experts, many of whom speak of a complete failure. However, the description of how two Siberian universities, which have a relatively large number of students with hearing impairments, organized a remote format, allows us to talk about the possibility of more or less successful practices. The article presents empirical studies of the Trans-Baikal State University and Novosibirsk State Technical University, on the basis of which the analysis is carried out, the opinions of students, teachers and interpreters of the Russian sign language are compared. The results of the study prove that the system of distance education of the Deaf more satisfied the requests of Deaf students where sign language interpreter worked, who simultaneously carried out control and support. During the study, organizational problems were discovered. Solving the identified problems will allow us to build a more successful model, which will make it possible to prevent risks and find effective remote technologies for teaching the Deaf.
Highlights
In a few months of 2020, almost all educational institutions in the world were in educational chaos [1]
Let's take the experience of two Siberian universities that can be fully classified as inclusive: Novosibirsk State Technical University (NSTU) and Trans-Baikal State University (TBSU)
The most important thing was that interpreter Russian sign language had to be included in the remote process, while technically ensuring that the image was transmitted in good quality on both sides – the interpreter and the student, prepare a video with subtitles, and rewrite the audio material into text
Summary
In a few months of 2020, almost all educational institutions in the world were in educational chaos [1]. Human Rights Watch called for additional measures to protect the rights of people with disabilities when responding to the pandemic [3]. Such measures include the organization of distance learning for students with disabilities of different nosological groups and, first of all, with hearing and visual impairments. The situation of the pandemic from the very beginning revealed the unpreparedness of most universities in terms of overcoming these problems, but they were gradually solved and we can state the presence of individual experience of each educational organization.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
