Deaf And Hard-of-hearing Students Research Articles

"I Learned as I Went": an online distance education case study.

Interactions between deaf and hard of hearing (DHH) students and instructors in online distance education (ODE) increased exponentially during the COVID pandemic. To understand this phenomena, we conducted a comprehensive literature review about evolving ODE formats customized for deaf student's needs. This literature shows increasing multimodal, multilingual, and interactive features. Next, we examined empirical data from a collective case study implemented to better understand ODE phenomena from the perspectives of DHH students and faculty in higher education. We used 4 data collection strategies: (1) in-depth, semi-structured faculty interviews, (2) observations of teaching-learning interactions, (3) focus-groups featuring undergraduate and graduate DHH students, and (4) curriculum document analyses. We coded the dataset using MAXQDA software and uncovered 10 triangulated themes; 4 focus on instructors, 4 center students, and 2 describe student-faculty interactions. Overall, this qualitative analysis is a particularizing account of our participant's lifeworlds; however, we close with general recommendations for improving ODE practices through research.

Peculiarities of developing deaf and hard-of-hearing students’ study skills in the digital learning environment based on gamification

Introduction. The article focuses on the problem of designing educational procedures aimed at developing skills of information searching on the Internet for deaf and hard-of-hearing (DHH) technical university students. The purpose of the research is to reveal the peculiarities of developing deaf and hard-of-hearing students’ study skills in the digital learning environment based on gamification. Materials and Methods. The authors used theoretical (analysis, comparison) and empirical methods including observation; V. K. Gerbachevsky’s survey to evaluate the level of aspiration after the game; a questionnaire designed for this study. Experimental study was conducted with the use of the original game. The Wilcoxon test was chosen as a statistical criterion for verifying the reliability of data matches and differences. Results. The results showed positive dynamics in the target skills, and the feedback received from the students was positive. The analysis of the personality motivational structure that arose during the game allowed the authors to identify factors that positively influenced the use of gamification for teaching DHH students. Observation identified challenges in conducting a group game for this category of students. Conclusions. The obtained results proved gamification to be effective to develop DHH students’ information search skills in a digital environment.

“Language means freedom to me” perspectives of Deaf and hard-of-hearing students on their experiences in the English as a foreign language classroom

IntroductionTeaching English as a foreign language (EFL) to Deaf and hard-of-hearing (DHH) students is regarded as a major challenge.The aim of the study is to examine the perspectives of DHH students regarding their experiences in the EFL classroom.MethodsUtilizing a qualitative design, semi-structured interviews were conducted with 17 former DHH students who learned English at German schools for the DHH.ResultsThe findings reveal various language combinations within the EFL classroom, which entirely depend on the teacher. Several critical aspects of the EFL classes were highlighted, including the insufficient foreign sign language competences of teachers, the juxtaposition of German Sign Language (DGS) signs and spoken English, and the lack of Deaf cultural content and awareness in the teaching. Additionally, the absence of interactive engagement in the EFL classroom was noted as a significant issue. Based on the DHH students’ EFL learning experiences, both English and American Sign Language (ASL) served as foreign languages for young DHH individuals, particularly in the context of international communication and social media engagement.DiscussionThis study underscores the importance of integrating ASL into EFL classrooms to better support DHH students’ language learning needs. The findings highlight the critical role of teacher training in ASL and the necessity for standardized approaches to EFL instruction. By aligning teaching practices with students’ lived experiences and incorporating sign language, educators can foster more inclusive, effective learning environments that not only enhance academic success but also affirm students’ identities and rights.

Pedagogical Approaches in Music and Audio Education for Deaf and Hard-of-Hearing Students

Learning about music, sound or audio can present significant challenges for individuals who are deaf and hard of hearing (DHH). Given the advancements in technology and the increasing emphasis on equality, diversity and inclusion (EDI) in education, this article proposes pedagogical approaches aimed at facilitating the learning process for DHH students in the areas of music and audio production. These approaches encompass sound visualisation, haptic feedback, automated transcription, tactics in non-linear editing and digital signal processing. Importantly, these approaches do not necessitate advanced technical skills or substantial additional resources, thus lowering barriers for DHH students to overcome challenges in music and audio production. Furthermore, these strategies would enable content creation and editing for individuals with DHH, who may have previously been excluded from participating in music and audio production. Recommendations are provided for the implementation of these approaches in diverse educational settings to promote the integration of EDI in music and audio education.

Deaf/hard of hearing students' experiences with higher education's real-time captioning services.

Real-time captions appear to be an effective tool in assisting deaf and hard of hearing (DHH) college students' access information and communication in certain classroom settings. However, there is limited knowledge of DHH students' direct experiences with real-time captioning services. In this study, we gathered narratives from 15 DHH college students across the United States about their experiences with real-time captioning services in college. We analyzed the stories using thematic narrative analysis and uncovered 4 types that students told about their experiences. The story types were (a) stories of overcoming obstacles, (b) stories of resignation, (c) pragmatic stories, and (d) stories of personal connection. These story types reveal that although many students eventually experience effective communication access through real-time captioning services, they can initially struggle to overcome barriers to using the services successfully. Making time and space to listen to DHH students' narratives can teach educators and professionals how to support these students and resolve barriers before they arise.

Validity and reliability of Turkish version of the secondary screening instrument for targeting educational risk questionnaires

ABSTRACT Objective The Secondary Screening Instrument for Targeting Educational Risk Questionnaires (Secondary S.I.F.T.E.R.) is a scanning tool for teachers to evaluate the challenges and educational risks faced by deaf and hard of hearing (DHH) students. In Turkey, there is a need for a screening tool to identify academic risks among DHH students. This study aimed to adapt the Turkish version of the Secondary S.I.F.T.E.R. (Secondary S.I.F.T.E.R.-T) and evaluate its validity and reliability. Materials and Methods The Secondary S.I.F.T.E.R.-T was translated and cross-culturally adapted. Subsequently, the Secondary S.I.F.T.E.R.-T was administered by teachers of 104 DHH students (group 1) and 69 normal-hearing students (group 2) in the 6th to 12th grades to evaluate. Results In the validity analysis of the Secondary S.I.F.T.E.R.-T, the item-total correlation coefficients, content validity ratio, and index were found to be compatible with the literature, and the subscale and total scale scores of the two groups were significantly different. High internal consistency reliability was determined using Cronbach's alpha, split-half Spearman-Brown correlation, and Guttman's coefficients. A scoring grid was developed to identify low-, middle-, and high-performing students. Conclusions The validity and reliability analyzes of the Secondary-S.I.F.T.E.R.-T were found to be acceptable, and scoring grids were determined. Secondary-S.I.F.T.E.R.-T can be used as a screening tool to identify academic risks among DHH students in Turkey.

Academic verb knowledge of DHH college students and their hearing peers.

This study addressed the critical gap in research on the academic English vocabulary knowledge of deaf and hard-of-hearing (DHH) students at the college level, with a specific focus on academic English verbs. An English vocabulary test was developed to assess knowledge of academic verbs at three distinct corpus-defined lexical frequency ranges. The test was administered to the DHH students along with two comparison groups of college peers-students of English as an Additional Language (EAL)1 and hearing native-English-speaking students. Results revealed near-ceiling performance by hearing native speakers but significant vocabulary challenges in the DHH and EAL learner groups, who exhibited parallel lexical knowledge. Learner group performance increased as verb frequency range increased and as overall English proficiency level increased. The findings demonstrate that lexical frequency effects guide English verb acquisition in the targeted populations.2.

Impact of Interactive Reading Intervention on Vocabulary Development of Deaf and Hard of Hearing Students at Wangsel Institute of the Deaf

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.

The quality of teaching behaviors in learning environments of DHH students.

Classrooms are complex learning environments, with instruction, climate, and teacher-student interactions playing important roles in students' academic progress. To investigate the learning environments of deaf and hard-of-hearing (DHH) students, we developed a new observational tool called the Quality of the Learning Environment-DHH rating scale (QLE-DHH) and rated 98 teachers of DHH students being educated in a range of classroom environments. The present study sought to (1) determine if the items on the QLE-DHH are good indicators of theoretically meaningful dimensions of classroom quality; (2) determine to what extent these dimensions predicted language and reading outcomes of DHH students; and (3) examine how teachers of DHH students were rated on the indicators of classroom quality. The findings suggested that the QLE-DHH has excellent structural validity. Ratings predicted student reading outcomes. Finally, the QLE-DHH was able to capture teachers' strengths and skills in need of improvement. The QLE-DHH appears to hold promise for use in both research and teacher preparation programs.

American sign language to improve deaf and hard of hearing (DHH) English reading comprehension skills

Palestinian Sign Language (PSL) is used for teaching English language for DHH students in their schools. This hinders Palestinian deaf students communication with deaf foreigners. Hence, the use of American Sign Language (ASL) can solve the aforementioned problem. ASL is considered as an international sign language, thus, it can be useful for DHH students to learn this language to be able to communicate with their peers all over the world. This study aimed at investigating the effectiveness of American Sign Language (ASL) program in developing the Palestinian DHH students' English reading comprehension skills. in addition, the study explored the advantages and drawbacks of the ASL Program. The researchers used the quasiexperimental approach. One experimental group of (30) DHH, selected from Elrafie school for deaf in Gaza city, was assigned as the sample of the study. Those students attended a 20-hour training program which lasted for four weeks. In addition, the instruments used in the current study was a reading comprehension skills test which students did before and after the experiment, and a semi structured interview to reveal the advantages and drawbacks of the training program from the participants' perspectives. Results showed that the ASL training program is so effective in enhancing the reading comprehension skills of the DHH students. In addition, the findings revealed that the participants of the study liked the activities of the training program and they become so motivated to read various types of English texts. In light of the aforementioned results, the researcher recommends EFL Palestinian teachers to use the ASL when teaching English language to DHH students.

The Role of Institutional Practice in Promoting Inclusive Education for Deaf and Hard of Hearing Students: A Critical Analysis

This study conducted a critical analysis of the role of institutional practice in promoting inclusive education for deaf and hard of hearing (DHH) students in Saudi Arabian schools. Considering disabilities based on multiple models and theories enhances understanding and helps develop accessible educational settings. To successfully implement inclusive education, this study conducted a rigorous qualitative analysis with a focus group with eleven participants, including teachers of DHH students, general education teachers, principals, supervisors, and parents of DHH students. Content analysis of participants’ responses was conducted to identify major themes and subthemes. The results revealed providing appropriate educational environment as the major theme, and comprehensive environmental, support services, individualized education programs, general education teachers, and role of parents as sub-themes. Moreover, the findings emphasized the role of inclusive education regulations through interpretations of existing laws and expansion of prevention policy and practice.

Morphological Awareness and DHH Students' Reading-Related Abilities: A Meta-Analysis of Correlations.

This article presents the first meta-analysis on correlations of morphological awareness (MA) with reading-related abilities in deaf and hard-of-hearing (DHH) students (k = 14, N = 556). The results showed high mean correlations of MA with all three reading-related abilities: rs = 0.610, 0.712, and 0.669 (all ps < 0.001), respectively, for word reading, vocabulary knowledge, and reading comprehension. A set of moderator analysis was conducted of language, DHH students' age/reading stage and degree of hearing loss, and task type. The correlation of MA with word reading was significantly stronger in alphabetic than in non-alphabetic languages, and for fluency than accuracy; for vocabulary knowledge, the correlation was significantly stronger for production MA tasks than for judgment tasks; for reading comprehension, derivational MA tasks showed a stronger correlation than those having a mixed focus on inflection and derivation. While no other moderator effects were significant, the correlations for subsets of effect sizes were largely high for a moderator. These findings reaffirmed the importance of morphology in DHH students' reading development. The present synthesis, while evidencing major development of research on the metalinguistic underpinnings of reading in DHH students, also showed that the literature on MA is still very limited.

Особенности электронного обучения иностранному языку студентов с нарушением слуха в формате онлайн-марафона

Nowadays, the need to improve Internet accessibility brings the assessment of e-learning formats effectiveness to immediate attention of researches in inclusive higher education. This project aim was to understand the specifics of implementation of an online marathon for deaf and hard of hearing (DHH) students who learn a foreign language. The authors noticed some differences in the dynamics and activity of DHH students doing online courses in different formats. There was no statistically significant difference in the amount of homework submitted on time between the two formats. However, when students participated in the online marathon, the number of students who completed most of the assignments on time, and the frequency of the submitted assignments increased. The number of completed assignments increased steadily during the online marathon, while the number of submitted assignments decreased in the middle part of the electronic learning course. The microcourse which was designed and implemented in the online marathon format for DHH students at the M.T. Kalashnikov IzhSTU was included in the list of the “Marathon of Best Practices for Applying New Technologies for Education, Training, and Socialization of Students with Limited Health Abilities and with Disabilities in the Universities of the Russian Federation.”

청각장애 중〮고등학생의 미디어 이용과 교육 현황

Purpose: In this study, media use and media education status of Deaf and Hard of Hearing(DHH) adolescents were analyzed, and the results of the study are as follows. method: To achieve the purpose of the study, questionnaire items were developed and a questionnaire survey was conducted through literature analysis and expert consultation. Results: First, the most used social media by DHH adolescents was SNS, followed by video platform, messenger service, internet portal, online cafe, online blog, and metaverse platform. The reason for using social media was not only for conversation/communication, but also for the purpose of obtaining various contents or information/news, so the reasons for using social media were more diverse than that of hearing teenagers. As a result of examining applications for DHH adolescents, it was found that there is a lack of useful applications for DHH students as most of them have no experience in using them. Second, the contents of media education received at school accounted for a high proportion of online etiquette(netiquette) education, online personal information protection methods, information search, video filming and editing, followed by fact-checking and critical criticism. Evaluation and fairness judgment of news were relatively low. The path of learning to use media was in the order of self-practice, school teacher, friend or senior, parents, and out-of-school teachers such as media education instructors. This suggests that media education is not being carried out systematically and efficiently for students with hearing impairments in schools.

Is the Window of Learning Only Cracked Open? Parents' Perspectives on Virtual Learning for Deaf and Hard of Hearing Students.

During the COVID-19 pandemic, parents quickly assumed the role of teachers to support their children's learning at home. Deaf and hard of hearing (DHH) students often rely on additional accommodations to access their education. The authors investigated the perspectives of 40 parents of K-12 DHH students on the use of virtual learning during the pandemic. An electronic survey was distributed through Qualtrics to gain an understanding of the new learning environment of remote instruction. The participants' responses revealed that they felt that challenges occurred in the areas of time management, language access, technology, motivation, and children's ability to function independently. The respondents were almost evenly split between satisfaction and dissatisfaction with their child's overall educational experience during the pandemic. The results indicated that degree of access significantly influenced the children's experiences of education in virtual learning settings.

Teacher Reports of Secondary Writing Instruction with Deaf Students

Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a mixed-methods approach using a sequential explanatory design. Two hundred and twenty-two teachers responded to a survey about writing instruction, and 10 teachers participated in follow-up focus groups. The findings indicate that the primary difference between the hearing middle and high school student population and the DHH population is experiences of language deprivation, which impact the preparedness of teachers of DHH students, as well as the time and focus of their writing instruction. Teachers reported that American Sign Language/English bilingual instruction was the greatest area of need in research.

Developing and Evaluating a School-Based Tobacco and E-Cigarette Prevention Program for Deaf and Hard-of-Hearing Youth.

School-based programs are an important tobacco prevention tool. Yet, existing programs are not suitable for Deaf and Hard-of-Hearing (DHH) youth. Moreover, little research has examined the use of the full range of tobacco products and related knowledge in this group. To address this gap and inform development of a school-based tobacco prevention program for this population, we conducted a pilot study among DHH middle school (MS) and high school (HS) students attending Schools for the Deaf and mainstream schools in California (n = 114). American Sign Language (ASL) administered surveys, before and after receipt of a draft curriculum delivered by health or physical education teachers, assessed product use and tobacco knowledge. Thirty-five percent of students reported exposure to tobacco products at home, including cigarettes (19%) and e-cigarettes (15%). Tobacco knowledge at baseline was limited; 35% of students knew e-cigarettes contain nicotine, and 56% were aware vaping is prohibited on school grounds. Current product use was reported by 16% of students, most commonly e-cigarettes (12%) and cigarettes (10%); overall, 7% of students reported dual use. Use was greater among HS versus MS students. Changes in student knowledge following program delivery included increased understanding of harmful chemicals in tobacco products, including nicotine in e-cigarettes. Post-program debriefings with teachers yielded specific recommendations for modifications to better meet the educational needs of DHH students. Findings based on student and teacher feedback will guide curriculum development and inform next steps in our program of research aimed to prevent tobacco use in this vulnerable and heretofore understudied population group.

Assessment of Co-Occurring Disabilities in Young Children Who are Deaf and Hard of Hearing

Overall, the literature is clear that more research is needed on various assessment techniques for identifying co-occurring disabilities in young children who are deaf and hard of hearing (DHH). As individualized, norm-referenced assessment measures are updated to keep up with the changing demographics of the United States, there appears to be more of an effort to include children with various disabilities within the standardization samples; however, the communication barriers and required assessment accommodations remain the most salient with DHH students. Because accommodations are test-specific, psychologists must be cognizant of the accommodation and interpretation procedures of each test they select for an assessment battery when attempting to determine co-occurring diagnoses or special education eligibility categories for young children who are DHH. This article reviews the literature on the assessment of common co-occurring disabilities in young children, including intellectual disability, specific learning disability, autism spectrum disorder, attention deficit hyperactivity disorder, and emotional and behavioral disorders.

Obrazovna praksa u poučavanju prirodnih nauka za gluve i nagluve učenike u Indoneziji

Introduction. Traditionally, the curriculum for deaf learners mainly involved language acquisition at the expense of other academic subjects. Currently, their subjects also include other disciplines, like science, to enrich students' knowledge related to human life. Objective. This study aims to describe the implementation of school science practices and identifies the challenges in improving science education in special schools for deaf and hard-of-hearing (DHH) students as a guide for improving inclusive education of these students. Methods. The sample included four principals and six classroom science teachers from five DHH schools, using purposive sampling in the five schools that provide education for DHH students in three regencies of Regional V Banyumas, Central Java, Indonesia. Data were gathered through interviews, field observations, and artifacts. Results. The teachers use various teaching strategies and rely on visual and handson activities for DHH students. The schools provide sign language interpreters and speech-development programs as support for teachers and DHH students. All teachers need professional development in teaching collaboration opportunities to develop their expertise in teaching DHH students. The policy implementation, instructional strategies, resources, and teacher qualifications were found to be extrinsic factors. Conclusion. The teachers need support from the government to include them in relevant training programs and prepare teachers with special or inclusive education knowledge by adding courses in university-level education for all prospective teachers. The results are insightful for DHH students, science educators, and policymakers.

Writing Instruction as an Authentic Context for Targeting Speech and Language Therapy Goals for Deaf and Hard of Hearing Children

Purpose: This tutorial describes how a speech-language pathologist (SLP) might incorporate writing-based principles into therapy sessions to target a variety of speech and language goals for deaf and hard of hearing (DHH) children in addition to writing. We present an illustrative example of one SLP's experience implementing Strategic and Interactive Writing Instruction (SIWI), an approach to writing instruction designed for DHH students, within a public elementary school setting. Method: We motivate this tutorial by first reviewing the literature related to the challenges for SLPs in targeting written language within therapy settings and then discuss writing and communication difficulties for DHH students. We describe the components of SIWI with illustrative examples of how one SLP applied these principles within her therapy sessions with DHH students. The SIWI instructional approach integrates well with the roles and responsibilities of an SLP in providing therapy across a variety of communication domains for the DHH students. This tutorial describes how the SLP scaffolds production of various morphological and syntactic linguistic structures as a natural part of cocreating text with her students. The highly interactive nature of SIWI allows for targeting pragmatic language goals with student–student and student–SLP interactions. Students also have opportunities for practicing articulation when generating or revising ideas for the cocreated text and when rereading the text. Conclusions: SIWI provides a framework to address DHH students' speech and language goals within authentic writing activities that may support increased generalization into classroom academic tasks. We provide suggestions about how an SLP can incorporate the principles of SIWI into therapy sessions to integrate writing instruction with the various speech and language goals they already target as a part of implementing a student's Individualized Education Program.