Investigating the Effect of Physical Activities on Social Skills in Athletes and Non-athletes Deaf and Hard of Hearing Students

Research has shown that many deaf students do not develop age-appropriate reading and writing abilities. This study evaluates the literacy skills of deaf students, hard of hearing students, and students with cochlear implants in bilingual/bicultural schools in Denmark. The results show that 45 per cent of the students did not have any reading and writing difficulties (i.e. they were no more than 1 year behind in school). Regression analysis models show that language abilities (either aural-oral or signed) and additional disabilities were explaining factors. Neither the level of hearing loss nor cochlear implantation was found to be significantly related to literacy skills. The results are discussed in relation to the Danish bilingual/bicultural approach in deaf education, an approach which appears to improve literacy skills among students with hearing impairment but does not eliminate all literacy difficulties.

The difficulties in learning skills that deaf and hard of hearing students encounter stem from morphology and syntactic morphology (morpho-syntax) and it is clear that there are limited studies related to these. In this study, it is aimed at examining hearing and deaf and hard of hearing students' morpho-syntactic actions which are compatible with the Turkish Sign Language and the awareness skills of these actions in the time categories. In total 122 students; 57 deaf and hard of hearing students from secondary and high school and 65 hearing students have participated this study. The data is gathered through DMASTR and SuperLab 5 software programs where data is collected by a process with a "word reading method" and "an inclusion of agreement and tense categories in actions". In the outcome of the study it is identified that students hard of hearing had an underachievement in the agreement and tense categories compared to hearing students. At the agreement category, in terms of reading duration it is seen that deaf students' verbs with disagreement compared with verbs with agreement, they read faster. In the tense category, it is clear that deaf and hard of hearing students' accuracy rate of reading words have got similarities in the categories of past and future tenses whereas they have got inadequacies in the present tense, when the data is observed in terms of the speed of reaction and reading duration, it is seen that they are more successful in the past tense. In accordance with these findings, it is indicated that hard of hearing students have shared the same reading skills with their hearing peers whereas they had plenty of difficulties related to reading skills some of them which are from the fields of morphology and syntactic morphology, in the steps of formal education.

The evaluation of the educational system is performed through the prism of the relationship between the individual person and society, taking into account social and economic, political, cultural, socio-economic, family tendencies and directions of development. Therefore, the analysis of the influence of social, economic, welfare, psychological and school factors is necessary in order to identify the positive, but also the negative influences of the factors and thus prevents the poor academic results of the deaf and hard of hearing students. The research problem is aimed at a wider understanding of the factors of academic achievement or failure of the deaf and hard of hearing students in order to improve the quality of their education and upbringing of deaf and hard of hearing students in schools for the deaf and hard of hearing, but also in the field of inclusive education. This paper presents a part of the research results related to the correlation between the indicators of the wider social context and the academic performance of the deaf and hard hearing students. The sample consisted of 59 respondents attending schools for the deaf and hard of hearing students in the Republic of Serbia. For this research, the method of theoretical analysis and synthesis was used in the study of the relevant literature and the determination of theoretical facts important for the research problem, and the survey and content analysis were used as the research techniques. The results showed that there were no statistically significant differences in academic achievement in relation to the type of environment in which the students are living, or in relation to the presence of the cultural institutions in the environment. There is a difference in the academic achievements of the deaf and hard of hearing students in whose environment there are or there are no active organizations for the deaf and hard of hearing, which represents important data in order to create strategies to support the deaf and hard of hearing students.

The work was created with the desire to point out the problem of peer violence among deaf and hard of hearing students. Due to their specific characteristics created under the influence of hearing impairment, deaf and hard of hearing students are exposed to a greater risk of peer violence compared to their hearing peers. The aim of the paper is to analyze the available literature from years 2002-2022 and determine whether deaf and hard-of-hearing students are exposed to peer violence and what its nature is. The following search engines were used to search the literature: Ebscohost, ScienceDirect,, KoBSON, Google Scholar. The results of the literature review show that deaf and hard of hearing students are exposed to peer violence and that the frequency of peer violence is higher among deaf and hard of hearing students compared to their hearing peers. Deaf and hard of hearing students are more often exposed to traditional forms of violence than to cyberbullyng. Research also shows that the frequency of peer violence is higher in special than in regular schools. As due to the nature of their communication and social functioning, deaf and hard of hearing students are actually not always able to recognize and report peer violence, the question arises of the actual level of frequency of peer violence among these students. The problem of peer violence among deaf and hard of hearing students indicates the need to develop programs for the prevention and stopping peer violence that will be adapted to deaf and hard of hearing students.

هدفت الدراسة الحالية إلى التعرف على مجالات استخدام التقنيات المساعدة في تعليم الطلبة الصم وضعاف السمع والوقوف على أبرز التحديات التي تواجه ممارسات التنفيذ في البيئة التعليمية الرقمية من قبل معلمي الصم وضعاف السمع. ولفهم أعمق تم استخدام المنهج النوعي لجميع وتحليل البيانات من خلال تحليل الوثائق ذات العلاقة وإجراء المقابلات الفردية مع (8) مشارکين من المساهمين في صناعة القرار التعليمي في المملکة العربية السعودية. توصلت الدراسة إلى أن مجموعة من التحديات تواجه تنفيذ المعلمين في البيئة الرقمية بمدارس التعليم العام في مدينة الرياض تتمثل أبرزها في: المناهج الدراسية، قلة البرامج الرقمية وضعف المحتوى الرقمي، ضعف توظيف الأطر والنماذج والأدلة الخاصة بممارسات التنفيذ، الضبابية عند تنفيذ التدخلات، کما توصلت الدراسة إلى ضرورة تفعيل استخدام التقنيات المساعدة والاستفادة منها في تطوير المهارات الأکاديمية کالقراءة والکتابة، والمهارات الاجتماعية وتحسين التواصل والاستقلالية لدى التلاميذ الصم وضعاف السمع. هدفت الدراسة الحالية إلى التعرف على مجالات استخدام التقنيات المساعدة في تعليم الطلبة الصم وضعاف السمع والوقوف على أبرز التحديات التي تواجه ممارسات التنفيذ في البيئة التعليمية الرقمية من قبل معلمي الصم وضعاف السمع. ولفهم أعمق تم استخدام المنهج النوعي لجميع وتحليل البيانات من خلال تحليل الوثائق ذات العلاقة وإجراء المقابلات الفردية مع (8) مشارکين من المساهمين في صناعة القرار التعليمي في المملکة العربية السعودية. This study aimed to identify areas for the application of assistive technologies in the education of deaf and hard of hearing students and to identify the most prominent challenges facing implementation practices in the digital learning environment by teachers of the deaf and hard of hearing. For a deeper understanding, a qualitative approach was used to collect and analyze data by analyzing relevant documents and conducting individual interviews with (8) participants from the contributors to educational decision-making in the Kingdom of Saudi Arabia. The study found that a set of challenges facing teachers' implementation in the digital environment in public education schools in the city of Riyadh, most notably: curricula, lack of digital programs, weak digital content, poor employment of frameworks, and approaches for implementation practices, and ambiguity when implementing interventions, as the study found. The study also concluded the necessity of activating the use of assistive technologies and utilizing them in developing academic skills such as reading and writing, social skills, and improving communication and independence among deaf and hard of hearing students. The study recommends swift implementation of the application practices, it's phases and prerequisites to ensure efficiency and quality of interventions for the Deaf and hard of hearing education in the digital environments

Online libraries provide access to a wide range of information, with an almost limitless amount of resources and options that can be accessed from anywhere and at any time. However, most of the online libraries do not cater to the needs of Deaf and Hard of Hearing (DHH) students. It has been observed that DHH pupils were mostly excluded from education during COVID-19. Curriculum resources for K-12 DHH students’ education are the same as regular school students’ materials. Most of the DHH students prefer gestures and learn through visual representations. Therefore, a picture book was developed for the photosynthesis concept. Similarly, a home sign language video was recorded. These were included as an integral part of the developed online library prototype. This study focused on validating the usability of the online library application. Students acknowledged the usefulness of the online library prototype.

Teachers’ perspectives on the education of deaf and hard of hearing students in India: A study of Anushruti

The introductory programming college course is usually difficult for many new students, as they struggle to master basic programming concepts and to develop logically correct programs. Surveys in college have estimated that around 30 percent of these students drop out or fail it. These tasks are even more difficult for Deaf and Hard of Hearing (DHH) students, even when provided with accessible visual translations through sign language interpreters or real-time captions. We have extended the idea of traditional audio capture and transmission accessible technology devices by developing and testing use of smart phones as multimedia recording devices to record multiple videos and stream them to the deaf or hard of hearing student. We call this approach multiple video perspectives.

Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data were derived from the Olweus Bullying Questionnaire (Olweus, 2007b), a standardized self-reported survey with multiple-choice questions focusing on different aspects of bullying problems. Significant bullying problems were found in deaf school programs. It appears that deaf and hard of hearing students experience bullying at rates 2-3 times higher than those reported by hearing students. Deaf and hard of hearing students reported that school personnel intervened less often when bullying occurred than was reported in the hearing sample. Results indicate the need for school climate improvement for all students, regardless of hearing status.

Learning English as a second language is challenging for Deaf and Hard of Hearing (DHH) students at Wangsel Institute for the Deaf. One of the most important components for improving English language is vocabulary knowledge. Vocabulary is fundamental for communicating, reading, thinking, and learning. This action research aims at examining the effectiveness of the use of pictures in teaching English vocabulary to DHH students at Wangsel Institute. The research also examined the effective strategies to teach vocabulary to DHH students. A pre-intervention interview was conducted to ask about students’ experience in learning English. A total of thirty students participated in the study. They were provided intervention for this action research for a period of over two months with focus on teaching targeted words using pictures. The participants' understanding of the targeted words were assessed and analysed using pre-intervention and post-intervention vocabulary tests. It was found that all the participants had improved scores during the post-intervention vocabulary test compared to pre-intervention vocabulary test. The finding of the study indicated that the use of pictures to teach English vocabulary to DHH students was effective. It also calls for teachers of the Deaf to use pictures to enhance the effectiveness of the teaching and learning of English vocabulary for DHH students.

Teaching a homograph by using context clues is more effective than just teaching vocabulary separately. The goal of the study reported on here was to teach 12 homographs to d/Deaf and Hard of Hearing (d/Dhh) students in the sixth grade by applying metacognitive skills to understand the meanings and contexts in sentences. A single case design (multiple probe design across subjects) was employed to achieve the goal of this study with 2 profoundly deaf students in the sixth grade. From baseline to follow-up, the study was completed in 4 weeks. The results show that d/Dhh students encountered challenges in their understanding of the meanings through context.

The study aimed to identify the degree of use of educational technologies by teachers of deaf and hard of hearing students in Al-Amal institutes and programs from their point of view and its relationship to some variables. The study sample consisted of 126 teachers of deaf and hard of hearing students in the institutes and programs of Al-Amal in Riyadh. The researcher used the descriptive analytical method. The results of the study showed that the most frequent response related to the level of teachers' use of educational techniques in the educational process of deaf and hard of hearing students was "intermediate knowledge", followed by a lesser response, and finally a response indicating that the techniques were not employed or used. The study found no statistically significant differences between the average scores of teachers of deaf and hard of hearing students in their performance on the scale measuring the actual use of educational techniques according to the educational qualification variable (institute/integration program) and the educational qualification variable of the teacher.

هدفت الدراسة إلى الکشف عن القدرات اللغوية والکتابية للطلاب الصم وضعاف السمع ببرنامج السنة التأهيلية بجامعة الملک، وتکونت عينة الدراسة من (61) طالبا أصم وضعيف سمع، منهم (29) طالبا أصم، و(32) طالبا ضعيف سمع من طلاب برنامج السنة التأهيلية بجامعة الملک سعود، وطبق على العينة اختبار القدرات اللغوية والکتابية لدى الطلاب الصم وضعاف السمع (إعداد / الباحث)، والذي تکون من ثمانية أبعاد تنتظم في محورين، المحور الأول: القدرات اللغوية، ويتضمن الأبعاد: الحصيلة اللغوية، والشخصيات، والأعمال المهنية، والتعريفات والمعاني، واللغة والإعراب، والشعر، والعبارات والفقرات، والمحور الثاني، ويشمل القدرات الکتابية. توصلت الدراسة في نتائجها إلى الآتي: وجود فروق ذات دلالة إحصائية بين متوسطات درجات استجابات الطلاب الصم وضعاف السمع في محور القدرات اللغوية، وذلک على اختبار القدرات اللغوية والکتابية تعزى إلى متغير الحالة السمعية، وذلک لصالح الطلاب ضعاف السمع. وجود فروق ذات دلالة إحصائية بين متوسطات درجات استجابات الطلاب الصم وضعاف السمع في محور القدرات الکتابية، وذلک على اختبار القدرات اللغوية والکتابية، تعزى إلى متغير الحالة السمعية، وذلک لصالح الطلاب ضعاف السمع . عدم وجود فروق ذات دلالة إحصائية بين متوسطات درجات استجابات الطلاب الصم وضعاف السمع على اختبار القدرات اللغوية والکتابية، تعزى إلى متغير الخيار التربوي. The study aimed at identifying the linguistic and writing abilities of the deaf and hard of hearing students of the preparatory year program in King Saud University. The study sample consisted of 61 deaf and hard of hearing students (29 deaf and 32 hard of hearing) registered in the preparatory year program in King Saud University. A linguistic and writing teast pprepared by the researcher was administered to the sample. The test consists of eight elements covering two dimensions. The liguistic abilities dimension includes the elements: language vocabulary, characters, profesional work, definitions and meanings, language and structure analysis, poetry, and sentences and paragraphs. The second dimension includes the writing skills. The study was concluded with the following results: 1- There were statistically significant differences in the mean scores of the deaf and hard of hearing students in the linguistic abilities dimension of the test that could be attributed to the hearing condition in favor of the hard of hearing students. 2- There were statistically significant differences in the mean scores of the deaf and hard of hearing students in the writing abilities dimension of the test that could be attributed to the hearing condition in favor of the hard of hearing students. 3- There were no statistically significant differences in the mean scores of the deaf and hard of hearing students in linguistic and writing abilities dimension of the test that can be attributed to the educational choice variable.

This study examines the academic and social challenges faced by Deaf and Hard of Hearing (DHH) students at a Jordanian university. A purposive sample of 38 male and female students. Data were collected using a structured questionnaire, with the assistance of a sign language interpreter. The results showed that (DHH) students face notable challenges, particularly in language proficiency, written communication, and building social relationships with non-(DHH) peers. Statistical analysis confirmed significant gender-based differences in the challenges reported. Qualitative findings highlighted several potential solutions, including developing students’ self-skills and introducing institutional strategies tailored to their needs. The study contributes to a clearer understanding of (DHH) students’ experiences in higher education and emphasises the importance of academic resilience in overcoming barriers. It also stresses the need for inclusive educational environments supported by flexible systems and adequate resources. These findings have meaningful implications for university policies aiming to enhance accessibility and equity. Further research is recommended to explore and evaluate effective practices that promote academic achievement and social inclusion among DHH students in university settings.

Strong correlations exist between signed and/or spoken English and the literacy skills of deaf and hard of hearing students. Assessments that are both valid and reliable are key for researchers and practitioners investigating the signed and/or spoken English skills of signing populations. The authors conducted a literature review to explore which tests researchers are currently using, how they administer the tests, and how reliability and validity are maintained. It was found that, overall, researchers working with this population use the same tests of English employed by practitioners working with hearing students (i.e., the Peabody Picture Vocabulary Test, Expressive One-Word Picture Vocabulary Test, and Clinical Evaluation of Language Fundamentals). There is a disconnect between what is being used in research with deaf and hard of hearing students and what is being used in practice with them. Implications for practice are discussed.