Deaf Education Research Articles

The Degree of using Teachers of Deaf and Hard of Hearing Students’ Educational Technologies in Al-Amal Institutes and Programs from their Perspectives and its Relationship to some Variables

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.

Mathematics Learning Research for Deaf Elementary School Students in Indonesia: A Systematic Literature Review

Mathematics education for deaf elementary school students is a crucial goal outlined in Article 31 of Indonesia's 1945 Constitution. Immediate and focused interventions are essential to support their mathematical education, a fundamental field for problem-solving in various aspects of life. This study involves a systematic literature review (SLR), examining the substance of multiple scholarly articles listed on Google Scholar and published across Indonesia from 2013 to 2022. Its primary focus is on different facets concerning the learning of mathematics for elementary school students who are deaf in Indonesia. While there hasn't been a notable upward trend in research studies focused on the learning of mathematics among deaf elementary school students over the past three years, it is revealed that the predominant research design is quantitative. The most researched material is "Numbers," and the commonly chosen instrument is "tests." Research locations are most frequently in Java, particularly East Java Province. Moreover, many studies highlight the central attention given to creating educational materials as a primary area of interest. These findings have led to the proposal of several suggestions for future research concerning the education of mathematics for deaf elementary school students in Indonesia, including the need to enhance research efforts in this area, explore more complex mathematical topics, and ensure a more equitable distribution of chosen research locations.

Обусловленность понимания социальной причинности глухими младшими школьниками особенностями семьи

The most important natural condition for the social development of the personality of any child is full-fledged interpersonal communication, which is impossible without the elementary skills of a cause-and-effect analysis of a problem situation of interaction based on an understanding of social causality, identifying causal relationships between the actions of individuals in the process of joint activity and communication. The process of developing an understanding of social causality in a child with hearing impairment has its own specifics. These children have difficulty mastering the logical connections and relationships between phenomena, events and people's actions. This hinders both their adequate assessment of others and the formation of an understanding of social causality. There is a relationship between the emotional, moral and social development of deaf children and the characteristics of the parental family. In families where both the child and the parents have hearing impairments, emotional relationships develop that are close to those that are typical for hearing families. In contrast, hearing parents cannot develop the same successful relationship with their children. Thus, the focus of our attention is the conditionality of the understanding of social causality by deaf junior schoolchildren by the characteristics of the family. Based on the foregoing, the purpose of the study is to analyze the influence of the characteristics of a family with deaf and hearing parents on the general level of development of a child's understanding of social causality, which will optimize this process in a family and educational organization. The paper presents the results of our own experimental study, containing a qualitative analysis of empirical data. It has been established that the impoverishment of understanding of social causality in deaf children with hearing parents is largely due to the inability of adult hearing people to provoke small deaf children to emotional communication. Deaf elementary school students raised by deaf parents are relatively more socially adapted and have a greater level of development of understanding of social causality than deaf elementary school students from families of hearing parents. The results of the study can be used as a basis for purposeful correctional and developmental work with deaf junior schoolchildren and their families to develop an understanding of social causation.

Chaining Strategy and Language Comprehension Development among Deaf Pupils in Tanzania

Comprehension among deaf pupils in Tanzania has been a persisting problem for decades. Interesting enough, deaf pupils in the country have been attending primary education for ten years whereby chaining strategy has been a common strategy for teaching them reading skills. Despite the use of chaining strategy which is being promoted by different scholars in the world as a strongest strategy in promoting reading skill, still, deaf graduate with poor reading ability. Thus, the current study intended to find out the usefulness of chaining strategy in developing language comprehension among deaf pupils in Tanzania. The study was conducted in four special primary schools for deaf from Dare es Salaam, Njombe, Kagera and Tabora and was guided by the theory of simple view of reading and (VARK) model. It employed mixed research approach with a convergent research design. In-depth interview and a five Likert scale questionnaire were used to collect data from 20 teachers, while test as well as observation were employed in collecting data from 162 deaf pupils. Data were analyzed through descriptive, simple linear regression and content analysis. It was revealed that chaining strategy had significant contribution in developing deaf pupils’ ability of generating meaning from individual words (p = .000) and short sentences (p = .002). On the other side, chaining strategy had insignificant influence in developing deaf pupils’ ability of generating meaning from long sentences (p = .672) and reading texts without challenges (p = .089). The conclusion drawn from the findings was that, chaining strategy does not guarantee the development of language comprehension among deaf pupils, unless extra innovations are done. It was recommended that, deaf need to be identified and exposed to sign language in early ages, also early grade teachers need to be competent in sign language.

Hand Gesture Recognition System Based on Indian Sign Language Using SVM and CNN

Hand gestures (HGs) have been extensively acknowledged as a communication standard for the deaf and dumb school system in the Indian sign language (ISL). We suggested an automated Indian sign language recognition (ISLR) method for English in this study. Initially, the hand region is segmented using the Grasshopper optimization algorithm (GOA) based on the skin color model method. The segmentation’s efficacy is further assessed using three techniques: GOA-based skin color detection algorithm (SCDA), particle swarm optimization-based SCDA (PSO-SCDA), and artificial bee colony-based SCDA (ABC-SCDA). Finally, a database for the retrieved motions representing distinct English alphabets is created. For gesture recognition, the system is trained, and a template-based matching approach is used. The classification technique employs the support vector machine (SVM) and the convolution neural network (CNN). Our suggested recognition method achieved the highest accuracy of 97.85% with GOA-SCDA, compared to 89.29% and 93.96% with PSO-SCDA and ABC-SCDA, respectively. Furthermore, CNN outperformed SVM in classification, with a high accuracy of 99.2% and precision of 81.8%.

Literacy and signing deaf students: a multi-national scoping review.

Many literature reviews or other types of reviews (e.g., meta-analyses, scoping reviews) in deaf education research are focused upon primarily or exclusively research that is performed in U.S. contexts or English-speaking contexts only. However, research that is conducted in non-English-speaking, non-U.S. settings that may be more likely to be multilingual, has value for our understanding of how deaf students using multiple languages may develop literacy skills. The objective of this review was to explore the literature on literacy development with deaf learners conducted outside of English-speaking contexts that has been published in English, Portuguese, or Spanish. We identified 13 English-language articles, 9 Portuguese-language articles, and 0 Spanish articles that met inclusion criteria. From these articles, we glean important insights into the reading process, including the teaching of subskills of reading, writing instruction, early literacy experiences, and the potential relationship between signed languages and literacy. We also note the need for multiple, converging sources of evidence and the value of an asset-driven approach to understanding deaf learners.

Application of Division Counting Machine Media for Deaf Students in Division Operation Material

Media is an effective tool used by teachers to support learning to convey the content of teaching materials. This study aims to determine the application of “division calculation machine” media for deaf students in division operation material. This research uses a descriptive approach with qualitative research. The data sources used are test questions, observation, interviews, and documentation. This research was conducted at SLB ABC Balung with the research subjects as many as 3 high school deaf students. The results of this study by applying the division calculation machine media used to solve division problems can help deaf students to understand the division operation material. Counting using the media “Division Counting Machine” can make it easier for students to count and make counting faster than counting manually although there is 1 student who says it is faster to use the manual than using the media but the student prefers to use the media because there is no need to count and only move the ice cream sticks. Based on this research, the media can make it easier for students to learn division and the media as a facilitator in the learning process in class.

Overview of Deaf Education in Morocco

Overview of Deaf Education in Morocco

Professional Issues in the Interpreted Education of Deaf and Hard of Hearing Students

Abstract: Through in-depth interviews, this qualitative study explored the perceptions of seven teachers of students who are d/Deaf and hard of hearing (D/HH) regarding inclusive and interpreted education. The findings revealed central themes of concern including inadequate support in inclusive placements, communication modality mismatches, and insufficient quality of interpreted education. The teachers' experiences underscore the need for more comprehensive educational support systems and the development of robust support mechanisms to effectively navigate the challenges of inclusive placements for students who are D/HH. Specifically, further attention must be given to improving the qualifications, training, support, and supervision of educational interpreters facilitating education in inclusive settings. These findings have implications for multiple stakeholders, including policymakers, educators, and supportive personnel involved in shaping inclusive education practices to ensure equitable access and the creation of supportive spaces where all students can thrive.

The technology or the child? Moving beyond technological fixes in deaf education in India and elsewhere

ABSTRACT As cochlear implants become the gold standard in intervening on deafness around the world, teachers of deaf children are increasingly expected to have technological expertise and to ensure that cochlear implants, and other hearing technology, are being used and that they are working. Students are only considered “ready to learn” if they are using their technology. Drawing from ethnographic research and semi-structured interviews with educators, families, surgeons, speech and language therapists, and audiologists in Indian cities, this article mobilises two conceptual frameworks from medical anthropology and public health – the “biotechnical embrace” and the “structural competency framework” to argue that teachers of deaf children, both in India and internationally, need to think and work beyond technology. Ultimately, focusing on a child does not mean focusing (only) on technology but rather on seeing a child as enmeshed in social, political, educational, and economic structures and relations. Expanding educators’ focus to consider micro and macro scales is especially urgent now, as countries around the world implement programmes in which technology is the goal.

Effect of Emotional Intelligence on the General Health and Life Orientation of Adolescents Who Have a Hearing Impairment

ABSTRACT Deafness is a common sensorineural disorder that can lead to lower quality of life and life orientation. Hence, we examined the effect of emotional intelligence (EI) on the general health and life orientation of adolescents who have a hearing impairment. The Participants were 32 adolescents aged 16–19 years selected via random sampling method from Deaf schools in Isfahan. They were randomly divided to intervention and control groups. Each group also consisted of 16 adolescents. The intervention group participated in an EI program for 12 sessions. These sessions were implemented for 45 minutes a day, two days a week for six weeks. Data were collected by a General Health Questionnaire (GHQ) and Life Orientation Test (LOT). The findings suggested that EI training significantly influenced the general health and life orientation of the experimental group, after participation in the intervention sessions. These results suggest that EI might result in positive and effective consequences and might play an important role in the improvement of general health and life orientation of the participants. For this reason, these findings have critical implications for therapists, teachers, and parents in supporting adolescents who have a hearing impairment to develop their general health and life orientation.

The Wa Concept and its Effects on Deaf Education in Japan

Japanese society has been noted for the emphasis it places on social harmony. As with other cultural values, ideas of harmony may have played a part in written and unwritten rules of the community. As a marginalized group whose existence itself is seen to not be in accordance with the norm, disabled people might particularly be affected by such normative values. This research discusses how values within the wa concept are interwoven in the educational practice for deaf children, as well as the effects it has on them. Values of self-reliance and ‘sameness’ pushes deaf children into assimilation, and to become independent society members that can adapt to the comfort of their surroundings. The deaf education system that has been permeated by the wa concept has resulted in numerous issues, mainly in regards to the childrens’ linguistic skills, as well as social and emotional development. This research shows that while the wa concept is supposed to create societal harmony, normative values created through the lens of the wider and typical society could create a paradoxical situation when applied to marginalized groups such as deaf people.

Traumatize anterior teeth, dento-facial anomalies among deaf person in the middle region of Iraq

This study was designed to determine the type and prevalence of trumatic dentalinjuries, aenterio—posterior molar relation among (519) deaf persons and (532) schoolstudents at 5-16 years of age in the middle region of Iraq. The study showed that theprevalence of traumatic dental injuries were 6.94% for deaf persons and 5.83% forschools students. Males showed a higher percentage of traumatized teeth than females ininstitutions and school students. Enamel dentine fracture without pulp exposure was themost predominant type among deaf persons while simple enamel fracture was the mostpredominant among schools students. The majority of deaf persons and schools studentsdemonstrated normal type of occlusion 57.42%, 55.64% respectively. Deaf personshowed significantly with percentage of 4.62% mesial full cusp deviation from normal.antero·postrior molar relation compared to school students 2.07%

Method of health education for deaf: A systematic review

Method of health education for deaf: A systematic review

The interpreter's role and deaf students' autonomy in mainstream classrooms.

This article explores the interpreter's role and approaches to working with deaf students as seen from deaf individuals' and interpreters' perspectives. A group of 41 formerly mainstreamed deaf individuals and interpreters offered insights into how the interpreter's role in mainstream classrooms influences deaf student autonomy and participation. This research illustrates the significance of autonomy for mainstreamed deaf students and suggests a correlation between the interpreter's role and deaf students' perceived autonomy in the classroom. In addition, the findings suggest that deaf students do not always know what an interpreter is supposed to do in K-12 classrooms. This study also finds that educational team members do not always explicitly communicate their roles and responsibilities to deaf students, leading to confusion that impacts their autonomy and overall experience. Finally, this research finds that deaf students are not trained with the ability to negotiate and renegotiate the interpreter's role. This article concludes with considerations and recommendations for deaf education and interpreter education communities.

Educators of deaf and hearing interpreting students as agents of change: challenging the curriculum

ABSTRACT Educational systems change in top-down and bottom-up processes. One example is when authorities introduce a new curriculum, but it can also be changed by agents active in the system. In education, agents of change include educators, students and institutions. In this article, we explore the narratives of educators (n = 4) in the bachelor’s programme for signed language interpreter education (both deaf and hearing students) at Humak University of Applied Sciences in Helsinki, Finland. Data were collected through interviews conducted in 2016. We used content analysis and the theory of agency as a framework for analysis. Here, agency is understood as threefold building on the past, present and future. We explore the different dimensions of becoming an agent of change, being an agent of change and being an agent in a changing field. We find that within the context of this sign language interpreting programme, educators’ previous experiences, intercultural competence and ideas about the future contribute to changes in the curriculum and possibly to social change.

Bilingual education for deaf people: what we are talking about and how it happens in Brazil

This work analyzes issues related to the education of the deaf in Brazil, postulated from a teaching ideology supported in a bilingual perspective. This educational proposal is based on the principle of a linguistic policy that recognizes Sign Language as a language of instruction and mediation between deaf and hearing people and the teaching of the Portuguese language, in its written form. We aim to analyze the requirements of Brazilian legislation regarding the teaching of the Portuguese language, in the written segment, inserted in the proposal of a bilingual education. This is a documentary survey, which analyzes the legislation that supports bilingual education for the deaf in Brazil.

The effect of retrieval practice on vocabulary learning for DHH children.

On average, deaf and hard-of-hearing (DHH) children have difficulty developing expressive spoken vocabulary comparable to hearing peers. Yet, there are no evidence-based practices to guide classroom instruction for teachers of the deaf. Retrieval practice-a robust learning strategy-has been shown to improve children's retention of vocabulary, but it has not been investigated with DHH children who use listening and spoken language. The present study examined whether DHH children benefit from using retrieval practice to learn new vocabulary. Sixteen DHH children (in the age range of 5.0-8.11years) were taught a set of new vocabulary words using retrieval practice or repeated exposure. A recall test was administered two days later. Results showed that DHH children were twice as likely to recall a word taught through retrieval practice than exposure (OR = 2.01, p = .02). Presence of an additional diagnosis and number of practice trials were also significant predicting factors of vocabulary learning.

Building Inclusive Dispositions Within Interdisciplinary Training for Teachers of the Deaf and Speech-Language Pathologists

Effective services for students who are deaf or hard of hearing depend on uniquely skilled professionals who coordinate their support. University programs have developed interdisciplinary models, training different types of professionals together to equip them for work settings that are increasingly inclusive and collaborative. These training programs address standards-based knowledge and skills from various disciplines, but may not be as deliberate in addressing the professional dispositions that are foundational to collaborative practice. Particularly when belief systems intersect topics of language use and identity, dispositions can be challenging to teach and are often applied differently across professions. This article provides a narrative description of an interdisciplinary training program that equips teachers of the deaf and speech-language pathologists. Using a “self-reflective cycle” representative of participatory-action research, it considers both missteps and successes within a continuous improvement process, and the integration of interdisciplinary dispositions as a foundational component of training. A framework of “What to Teach,” Why to Teach It,” and “How to Teach It” is provided that can be embedded or adapted for similar interdisciplinary training programs. The identified dispositions are informed by research-based best practices and center on inclusivity.

Differentiating Language for Students Who Are Deaf or Hard of Hearing: A Practice-Informed Framework for Auditory and Visual Supports.

Speech-language pathologists (SLPs) serving students who are d/Deaf or hard of hearing (Deaf/hh) and their deaf education counterparts must navigate complexities in language that include modalities that are spoken or signed and proficiency, which is often compromised. This tutorial describes a practice-informed framework that conceptualizes and organizes a continuum of auditory and visual language supports with the aim of informing the practice of the SLP whose training is more inherently focused on spoken language alone, as well as the practice of the teacher of the Deaf/hh (TDHH) who may focus more on visual language supports. This product resulted from a need within interdisciplinary, graduate programs for SLPs and TDHHs. Both cohorts required preparation to address the needs of diverse language learners who are Deaf/hh. This tutorial includes a brief review of the challenges in developing language proficiency and describes the complexities of effective service delivery. The process of developing a practice-informed framework for language supports is summarized, referencing established practices in auditory-based and visually based methodologies, identifying parallel practices, and summarizing the practices within a multitiered framework called the Framework of Differentiated Practices for Language Support. Recommendations for use of the framework include guidance on the identification of a student's language modality/ies and proficiency to effectively match students' needs and target supports. An examination of established practices in language supports across auditory and visual modalities reveals clear parallels that can be organized into a tiered framework. The result is a reference for differentiating language for the interdisciplinary school team. The parallel supports also provide evidence of similarities in practice across philosophical boundaries as professionals work collaboratively.