Deaf Learners Research Articles

A práxis pedagógica e os aprendentes surdos: implicações e pressupostos do paradigma vygotskyano na prática

Esse artigo trata sobre o Paradigma da Aprendizagem de Levy Vigostsky (1896 -1934) e as implicações que essa mesma teoria pode possibilitar para uma prática educativa que dinamize a aprendizagem dos educandos surdos. Destarte, a teoria sociointeracionista com seus pressupostos de aprendizagem pode viabilizar práticas que medeiem conhecimentos significativos, partindo das especificidades e das experiências sócio-históricas dos educandos surdos. Nesse sentido, esse estudo analisou as possíveis implicações do Paradigma Sociointeracionista de Levy Vigotsky para a práxis pedagógica com educandos surdos e como esses mesmos princípios podem viabilizar práticas voltadas para a aprendizagem desses sujeitos. A metodologia utilizada por esse trabalho foi a análise documental, a qual contribuiu para uma compreensão mais aprofundada das implicações do sociointeracionismo para o processo de ensino-aprendizagem dos aprendentes surdos. Os resultados deste estudo é a consolidação de um rico ensaio teórico e pedagógico que permite a compreensão e possível aplicação dos constructos teóricos do sociointeracionismo de Vygotsky para a prática pedagógica com educandos surdos, de forma a fomentar aprendizagens significativas.

The Effect of Computerized Glossary Instructional Program on Deaf Students' Learning English Language Vocabulary and Their Retention in Jordan

In Jordan, deaf learners suffer from great weakness in English language; this is attributed to using the traditional method for implementing modern or more active methods. Therefore, this study aimed at looking into the effect of a computerized glossary instructional program on deaf students to learn English language vocabulary skills and their retention in Jordan. The two questions of the study were: Are there any statistically significant differences at (α=0.05) in student’s vocabulary skills that are attributed to the teaching strategy? Are there statistically differences in deaf students’ retention of the new vocabulary items attributed to the teaching strategy? The design of the research is quasi-experimental with an experimental group and a control group. Pre-post test was used to collect the data. The delayed is used to measure students' retention. The participants of the study were male and female students from Al Amal School for deaf students in Irbid city. They were randomly divided into a control group (21 students) and an experimental group (22 students). The results of the study showed that the computerized glossary had a significant effect on deaf students' vocabulary skills as well their retention. Thus, the deaf students had the ability to remember the computerized glossary through spelling the new words, reading them, and remembering their meanings in Arabic through using the sign language. In light of the results, it is recommended to integrate the computerized glossary to deaf students in the Jordanian EFL curriculum for teaching English language and vocabulary skills.

Designing math lessons within a unified approach to educational activities for deaf learners in primary classes (Part 2)

Designing math lessons within a unified approach to educational activities for deaf learners in primary classes (Part 2)

Designing math lessons within a unified approach to educational activities for deaf learners in primary classes (Part 1)

Designing math lessons within a unified approach to educational activities for deaf learners in primary classes (Part 1)

The impact of school culture on the academic progress of deaf learners in Tanzanian inclusive schools

The impact of school culture on the academic progress of deaf learners in Tanzanian inclusive schools

Early language intervention in deaf children of hearing parents

Language development is often hampered by the fact that 90 per cent of deaf children are born into hearing families who do not know Sign language (SL) or haven't had any previous contact with the deaf world. Such parents often use only spoken language to communicate with the child, which results in no or very little language exposure. Many deaf children only start to learn a language, signed or spoken, when they start attending school, usually between the ages of three and seven. As a result, the deaf child has a delay in cognitive and language development and finds it hard to learn a SL, like South African Sign Language (SASL), as well as a written language (e.g., English). This late exposure to SL proves to be a serious cognitive problem for deaf children when compared to those children who acquired language from birth. This problem led to the research question namely, whether deaf children’s language and cognition can still develop to the required level for school readiness if early language intervention (ELI) takes place within the critical period of language acquisition. To answer the question, a case study was done at a school for the deaf and blind with a small group of deaf learners in the foundation phase. The results show that the little language exposure these children received in only one year of school already made a huge difference to their language and cognitive development. This article also makes recommendations to the various stakeholders in deaf education.

The Social and Epistemological Violence of Inclusive Education for Deaf Learners


 
 
 This paper begins by describing several recent human rights complaints brought by Canadian parents of deaf children who have not been able to access an education in sign language in provinces where a deaf school has been closed. The paper outlines some ways in which so-called inclusive educational systems perpetuate social and epistemological violence by depriving deaf children of direct instruction in sign language and access to a community of signing deaf peers. Inclusive educational systems have disrupted intergenerational sign language transmission and resulted in deaf children’s loss of identity. The paper calls for sign language policies and sign language-medium educational practices to ensure the viability of deaf futures.
 
 

Information and Communication Technologies (ICT) for Teaching Deaf in an Inclusive School Context

This article reports on the conclusions drawn from a study conducted on the relationship between the elements of the ICT trinomial, social status, and acquisition of sign language in an inclusive environment. Through this article, we have explored the educational inequalities that exist between deaf learners in terms of the use of technologies (computer and internet ...). These stem from their social status as a determining variable in academic success. The data were collected through a survey that reached 25 deaf learners from different backgrounds. In the case of deaf beginners, the use of ICT not only allows access to knowledge but also to the initial learning of sign language as a communication tool. The collected data were analyzed using frequency, mean, and test distributions. The results of the study confirmed significant differences between deaf learners and also the importance of the computer tool in the acquisition of sign language inside and outside the classroom. This contribution could be an important reference to understand how social inequalities influence educational inequalities by also confirming Bourdieu's theory.

CHALLENGES PARENTS FACE IN LEARNING KENYAN SIGN LANGUAGE: HEARING PARENTS OF DEAF CHILDREN’S PERSPECTIVES

Purpose: The purpose of this study was to find out the challenges faced in learning Kenyan sign language from the perspective of hearing parents of deaf learners. 
 Methodology: This study employed case study design, qualitative research approach adopting the interpretive paradigm. The study adopted purposive sampling technique to come up with a study sample of 177 informants. Data was collected using interview schedules, Focus Group Discussion guides and Document analysis guide. Qualitative data was transcribed, coded and organized into themes and reported.
 Findings: Results revealed that parents had three major challenges in learning Kenyan sign language: that Kenyan sign language was too difficult to learn, it was too costly to learn and that the institutions for parents to learn in were not readily available.
 Unique contribution to theory, practice and policy: The recommendations of this study were that; hearing parents of children with hearing impairments be given support in the process of learning Kenyan sign language and that parents should make deliberate efforts to learn Kenyan sign language and other modes of communication in order to communicate with their children with hearing impairments.

Math study habits on deaf learners

The purpose of this study was to obtain a picture of mathematics learning habits for deaf students. The subjects in this study were 99 deaf students taken purposively in across 4 schools, including, SLB B Karya Murni Ruteng, SMPLBN Semarang, SLB B Don Bosco Wonosobo, and SLB B Denaupakara Wonosobo. The research involved a quantitative and qualitative research design where the quantitative data was taken from a set of questionnaires that included a commitment attitude questionnaire, a disciplinary attitude questionnaire and a commitment attitude questionnaire in learning mathematics; meanwhile, a qualitative data was gained through the observation of learning activities at their schools and at their boarding house. The results of the analysis showed that students’ consistent attitude, disciplined attitude, and attitude of commitment in learning mathematics were in a good category; therefore, we assumed that deaf students maintained good habits in learning mathematics. By having these good study habits, they were expected to acquire basic skills related to basic arithmetic operations that will be applied in life skills such as sewing, making patterns, carpentry, and automotive. Also, good study habits might improve their cognitive skills that impacted their study result and learning achievements that in turn enable them to reach their goals.

Digitalized Versus Interpreted Biology Instructions for Deaf Learners: Implications for a Technosociety

Deaf learners have strived to enrol in science-related subjects but barriers towards effective teaching and learning have contributed to low performances in science-related subjects. Although previous studies have affirmed that learners’ attitude towards scientific instructions and pedagogical strategies used by science teachers creates barriers to effective learning and expected learning outcomes, but gaps still exist in the use of digital components in learning outcomes of deaf learners. Therefore, this study, determined the moderating effects of onset of deafness on the attitudes of deaf learners towards Biology in Ibadan, Nigeria. Twenty-seven deaf learners were exposed to an 8-week digitalized and interpreted Biology instructions. Data were collected using the Biology Achievement Test before and after the treatment sessions. The data generated were analysed using the Analysis of Variance at p < 0.05. The results revealed that deaf learners in the digital Biology class performed better than their peers in the interpreted Biology instructions. Variations in the attitude toward Biology based on onset of hearing loss were observed. Based on the findings, recommendations were made to adequately prepare the deaf for a technologically-driven inclusive society.

Barriers affecting access to health information and health care services among the Deaf Community in Namibia

Health is a crucial aspect in an individual’s life as it enables people to enjoy their potential as human beings. Consequently there has been an enormous emphasis on equity in access to health care. Just like anybody else, Deaf people have a right to access health information and services and should not be discriminated against in any way. Unfortunately Deaf people are usually marginalised within society and as such their experiences with health care systems across the world
 are not readily understood (Scheer, Kroll, Neri & Beatty, 2003). For example, it is assumed that everyone who seeks health service hears and can communicate in a spoken language to receive a standard quality of health care. This study explored the barriers experienced by the Deaf community when accessing health information and health care services in Namibia. The study applied a qualitative approach, and conducted semi-structured interviews with Deaf learners, teachers and other employees in purposefully selected special schools (now known as Resource schools, [MoE, 2013]) and centres for people with disabilities in Namibia. The results indicate that the implementation of regulatory and policy frameworks surrounding disability are still hindered by structural inequalities, social prejudices and stigmatisation of the Deaf community. Therefore, the study recommends changes in the broader structural and social arrangement beyond the health sector if Deaf people are to receive equitable health care.

Strengthening teacher education to support deaf learners

ABSTRACT Deaf learners are among the most disadvantaged when it comes to educational outcomes in South Africa. The aim of this paper, therefore, is to explore the educational needs of learners who are deaf and use the findings as a basis from which to strengthen their education. This research employed a qualitative research design, drawing on interviews with deaf learners, teachers, school management team members (SMTs) and parents. Data were analysed using thematic analysis. Findings reveal that deaf learners have significant difficulty in communicating with their teachers, and that teachers of the deaf in South Africa are not sufficiently trained to understand the educational needs of their learners. Recommendations regarding the strengthening of training for teachers of the deaf are made.

Estratégias para o ensino de matemática para alunos surdos do ensino fundamental

Este artigo tem por objetivo apresentar estratégias para o ensino de conteúdos de Matemática (porcentagem e resolução de problemas aritméticos) para alunos surdos do Ensino Fundamental, com a utilização de materiais pedagógicos autênticos, a partir de uma perspectiva bilíngue de ensino-aprendizagem - Libras e Língua Portuguesa escrita (Brasil, 2002; 2005). Wallon (1879-1995) e Vygotsky (1896-1934) foram abordados, pois destacam a importância do lúdico, das brincadeiras e do cumprimento de regras para o desenvolvimento da linguagem e da cognição, assim como para o amadurecimento psicológico, motor, sensorial e afetivo do aprendiz. A pesquisa baseou-se no Decreto 5.626/2005 sobre ensino ministrado de forma dialógica, funcional e instrumental e nos estudos de Morais e Cruz (2016, 2019) que se dedicam à produção de materiais didáticos para aprendizes surdos, a partir de recursos visuais e da Libras como língua de instrução e L1 desses aprendizes.

ANÁLISE DE DISCURSO E ENSINO DE LITERATURA BRASILEIRA COM SUJEITOS SURDOS ENTRE-LÍNGUAS: DIZERES SOBRE O RACISMO E SUJEITO NO BRASIL DO SÉCULO XIX E SUA INSISTÊNCIA NO XXI

Com base na Análise de discurso (PÊCHEUX, 2008, 2009, 2011; ORLANDI, 1984, 2002), relato procedimentos metodológicos de uma prática realizada na disciplina de literatura com aprendizes surdos no Ensino Médio do CAP-INES. Ao abordar o período considerado como Realismo/ Naturalismo no Brasil, trabalhamos com o discurso sobre o racismo na formação do Brasil-nação no século XIX e seus efeitos até hoje, analisando diferentes materiais, como O mulato (1881), de Aluísio de Azevedo, a pintura A redenção de Cam (1895), de Modesto Brocos; além de materiais de arquivo coletados em sites institucionais e redes sociais. O trabalho resultou na assunção de um lugar de leitor pelos aprendizes surdos, possibilitando que gestos de leitura sobre a temática fossem relacionados ao próprio lugar de sujeito na experiência com o discurso.

The effect of limited sign language as barrier to teaching and learning among Deaf learners in South Africa

In the study reported on here we investigated the effects of sign language barriers among Deaf learners in special schools for the Deaf and Blind in the Motheo District in the Free State province of South Africa. Semi-structured focus group interviews were held with 7 teachers (2 males and 5 females) and 10 Grade 8 learners (6 males and 4 females) who used sign language as their first language. We employed a qualitative research approach and data were collected, themes identified, and learners were observed in their natural classroom environment. Open-ended questions were used when interviewing the teachers and learners of the selected school. South African Sign Language (SASL) is used as language of learning and teaching in schools for the Deaf. A qualified sign language interpreter translated the data. The results of the study show a lack of in-service training in SASL for teachers. It was found that learners acquired language at school rather than in the home environment, and a lack of physical resources were responsible for the learners’ poor performance. We recommend that universities offer SASL as common subject – especially for education students. Keywords: Deaf learner; medium of instruction; performance; sign language

When You CAN See the Difference: The Phonetic Basis of Sonority in American Sign Language

Spoken and signed languages (SL) deliver perceptual cues which exhibit various degrees of perceptual validity during categorization: In spoken languages, listeners develop perceptual biases when integrating multiple acoustic dimensions during auditory categorization (Holt & Lotto, 2006). This leads us to expect differential perceptual validity for dynamic gestural units HANDSHAPE, MOVEMENT, ORIENTATION, and LOCATION produced by manual articulators in SLs. In this study, we use a closed-set sentence discrimination task developed by Bochner et al. (2011) to evaluate the perceptual saliency of the gestural components of signs in American Sign Language (ASL) for naïve signers and deaf L2 learners of ASL proficient in another SL. Our goal is to gauge which of these features are likely to present the phonetic basis of sonority in sign modality and relay phonemic contrasts perceptible for even first-time signers.25 deaf L2 ASL signers and 28 hearing English speakers with no experience in any SL participated in this study. Results reveal that phonemic contrasts based on HANDSHAPE presented an area of maximum difficulty in phonological discrimination for sign-naïve participants. For all participants, contrasts based on ORIENTATION and LOCATION and involving larger scale articulators, were associated with robust categorical discrimination.

What Do Spelling Errors Tell Us about Deaf Learners of French?

For deaf students, spelling acquisition is a considerable challenge, especially because the spelling code is based on an oral language to which most of them have limited access. Most studies conducted with deaf students have reported that they lag behind their hearing peers. However, few studies have used a fine-grained error classification grid. The use of such a grid makes it possible to draw a precise portrait of writers' orthographic knowledge. The purpose of this study was to describe the spelling skills of 19 deaf students (Mage = 10.9years) and to compare their errors with those of 20 hearing students of the same age and 17 younger hearing students at the same reading level. The results indicate that deaf students are not quantitatively different from hearing students but that their errors are qualitatively different from those of hearing students.

Mathematics Anxiety among Deaf Learners: An Analysis of Predictive Factors

Mathematics Anxiety among Deaf Learners: An Analysis of Predictive Factors

The design and evaluation of an interactive multimedia program for promoting deaf learners' reading skills

The design and evaluation of an interactive multimedia program for promoting deaf learners' reading skills