Hearing-impaired Students Research Articles

Hand Gesture Recognition for Interactive On-Screen Drawing with Real-Time Subtitling for Teaching

This research presents the development of an innovative educational tool leveraging hand gesture recognition for interactive on-screen drawing with real-time subtitling. Built on OpenCV and Python, the platform enables educators to draw and manipulate digital content through intuitive hand gestures, enhancing classroom engagement. Additionally, real-time subtitle generation offers accessibility for hearing-impaired students by converting drawn content into text notes. This system addresses key challenges in traditional digital drawing tools, such as limited interaction methods and accessibility, aiming to deliver a more inclusive learning environment. Preliminary results indicate high recognition accuracy, smooth interaction, and potential for broader educational applications. Future improvements will involve expanding the gesture set and refining accuracy for complex gestures. Keywords: Hand Gesture Recognition, Interactive Learning, Real-Time Subtitling, Educational Technology, OpenCV

Equality Between and the Hearing-Impaired Based on the Relationship with Peers with Hearing Disabilities

Objective: This study examines the prediction of high equality scores between hearing people and those with hearing disabilities, according to the type of relationship existing between them. Theoretical Framework: Inequality regarding hearing-impaired individuals is a challenge that must be addressed by society to ensure that this population enjoys a full quality of life. Therefore, policies should be adopted to ensure inclusion and to address the harmful perspectives that continue to exist. Method: The study sample consisted of 823 adolescents aged 13 to 16, enrolled in Compulsory Secondary Education. For data collection, the Scale of Attitudes towards People with Hearing Disabilities and the Scale to Evaluate the Relationship with Peers with Hearing Disabilities were administered. Logistic regression and ROC Curves were used to analyze the influence of social relationships on equality between hearing and hearing-impaired individuals. Results and Discussion: The Odds Ratio predicts that the probability of earing a high score on equality between the hearing and the hearing-impaired will increase with each point of increase of the analyzed variables. Research Implications: The results suggest the need to promote positive attitudes among hearing and hearing-impaired students to encourage social relationships between them and to promote equality. These implications could influence depending on the social and educational context in which the student is immersed. Originality/Value: This study contributes to the literature by showing how the relationships, interactions and contact between students with and without disabilities provide an egalitarian and quality environment.

Relationship between Self-Esteem and Academic Performance of Hearing-Impaired Students at Kuja School for the Deaf, Rongo Sub-County, Migori County, Kenya

Conducted in Kuja School for the Deaf, Rongo Sub-County, Migori County, the research investigated if there existed a relationship in academic performance between students with different levels of self-esteem. Study objectives sought to assess the levels of self-esteem, the academic performance of students with high or low self-esteem and how hearing-impaired students cope as they protect and enhance their self-esteem. Hierarchy of Needs theory propounded by Abraham Maslow guided the study. The theory states that individuals will strive to satisfy higher-level needs when lower needs in the hierarchy are fulfilled. The study also used Person-centred theory by Carl Rogers; this theory posits that a child will attain self-understanding when they accept the self and reality. This study was descriptive in nature and utilized a quantitative approach to collecting data with the use of a mixed questionnaire. The study used Rosenberg's self–esteem assessment tool for the measurement of self-esteem levels, academic performance was measured using examination scores, and coping mechanisms were measured using a Likert scale. Students and administrators of Kuja School for the Deaf made the target population for this study. In total, 290 participants were targeted, and 98 participants were sampled to participate in the study using purposive and simple random sampling. Quantitative data was organized and then analyzed using SPSS version 23; the data was displayed through tables, charts and frequency distributions. From the study, it was deciphered that a majority (77.08%) of the students exhibited high self-esteem, while a few (22.92%) portrayed low self-esteem. The findings also showed that the mean difference between hearing-impaired students showing low self-esteem and students who showed high self-esteem was not statistically significant. The findings further revealed that the students sometimes or often employ various coping strategies, including withdrawal and bicultural skills. This study, therefore, concluded that students with hearing impairment mostly exhibit high self-esteem, and their academic performance is not necessarily determined by self-esteem levels. Further, the study concluded that there are coping strategies that enable students with hearing impairment to protect their personal self-esteem. On the basis of these findings, this study suggests that teachers and administrators of schools for the hearing impaired should seek to understand the needs and challenges of their students, which could be affecting their academic performance and adopt strategies to address them.

Practices Used to Diagnose Hearing Impaired Students with Learning Difficulties in Mathematics

This study aimed to examine how teachers perceive the diagnostic practices used to identify mathematical learning difficulties among hearing-impaired students. This study adopted a quantitative research design, sampling 300 teachers using simple random sampling. We collected data using a self-developed questionnaire and analyzed the data using descriptive and inferential statistics in SPSS. The study highlights the importance of visual aids, non-verbal assessment, and teamwork between the audiologist and educator to identify hearing-impaired students. Teachers believe that we need to design more versatile tools in addition to norm-referenced tests. This underscores the shortcomings in the diagnostic tools. There was a lack of specialized diagnostic equipment for both hearing and learning disabilities, as reported during the observation. It also highlights the need for continuous practice improvement and excellent collaboration among all stakeholders. These findings contribute to the broader literature on inclusive education and underscore the necessity for innovation in diagnostic tools to support students with hearing impairments better. In this area, emerging technologies should be the focus of further research to improve diagnosis.

A Study on the Impact of Voice-to-Text Technology on Academic Achievement of the Hearing-Impaired

Hearing loss is a significant barrier to academic achievement, with hearing-impaired (HI) individuals often facing challenges in speech recognition, language development, and social interactions. Lip-reading, a crucial skill for HI individuals, is essential for effective communication and learning. However, the COVID-19 pandemic has exacerbated the challenges faced by HI individuals, with the face masks hindering lip-reading. This literature review explores the relationship between hearing loss and academic achievement, highlighting the importance of lip-reading and the potential of artificial intelligence (AI) techniques in mitigating these challenges. The introduction of Voice-to-Text (VtT) technology, which provides real-time text captions, can significantly improve speech recognition and academic performance for HI students. AI models, such as Hidden Markov models and Transformer models, can enhance the accuracy and robustness of VtT technology in diverse educational settings. Furthermore, VtT technology can facilitate better teacher-student interactions, provide transcripts of lectures and classroom discussions, and bridge the gap in standardized testing performance between HI and hearing students. While challenges and limitations exist, the successful implementation of VtT technology can promote inclusive education and enhance academic achievement. Future research directions include popularizing VtT technology, addressing technological barriers, and customizing VtT systems to cater to individual needs.

On the Acquisition of Chinese Written Sentence Patterns by Hearing-Impaired Students Based on Corpus

This paper presents a review of existing research on the Chinese written language corpora for hearing-impaired students and their acquisition of sentence patterns. It discusses the construction of a Chinese written sentence pattern corpus for hearing-impaired students and the procedures and content of research on their acquisition of written sentence patterns. Finally, the significance and value of this study are highlighted.

Parent Communication with Hearing-Impaired Students

Parent Communication with Hearing-Impaired Students

Implementation of Adaptive Physical Education for Hearing Impaired Students in Kuala Lumpur

Implementation of Adaptive Physical Education for Hearing Impaired Students in Kuala Lumpur

Evaluating Instructional Package for Teaching Mathematics for the Hearing-impaired Students

This study evaluated a package for teaching algebra with sign language video to students with hearing difficulties within Oyo State, Nigeria. Seventy-four participants, comprising 37 males and 37 females, were involved in the pre-test-post-test design to assess the effectiveness of such a package. At the Federal College of Education (Special), Oyo, the reliability test returned an alpha value of 0.812 and 0.670, in which items used had very strong internal consistency among 26 hearing-impaired Economics students. The collection of data was done in three different stages: initial collation of resources, conducting a pre-test, and subsequently after six weeks, a post-test evaluation. The results show that the package strongly improved students' performances, with females doing better than males, as was confirmed by a statistically significant p-value (<0.05). It becomes obvious that the video package efficiently enriches comprehension in algebra and thus supports individual learning among students to help them be able to solve problems on their own. The findings suggest the special role that visual aids can play in the education of students with special needs. The results further suggest that video packages can be considered surrogate teachers that inculcate positive attitudes toward learning among hearing-impaired students. As an instructional strategy, this should, when implemented, lead to improved students' profile performance and a better understanding of mathematical concepts among Nigerian Colleges of Education.

Supporting hearing impaired students in medical school

Supporting hearing impaired students in medical school

Mathematics without Barriers: Empowering Hearing-Impaired Students in Numerical Fluency

Mathematics without Barriers: Empowering Hearing-Impaired Students in Numerical Fluency

OPTIMISING LEARNING FOR HEARING-IMPAIRED STUDENTS: A COMPARATIVE ANALYSIS OF LET'S WRITE, A MOBILE APPLICATION, AND GOOGLE CLASSROOM LEARNING PLATFORM ON USABILITY, LEARNING MOTIVATION AND ACADEMIC PERFORMANCE

Hearing-impaired students struggle with writing, frequently make errors, and have limited sentence construction skills. Current learning platforms like Google Classroom do not have sign language support or content specifically designed for students with lower written comprehension, leading to frustration, sentence structure difficulties, and decreased motivation, as their unmet needs affect academic achievement. This study aimed to investigate if Let's Write, a mobile application, could address the essential writing skills needed for simple sentences, specifically focusing on the Preposition of Positions. The goal was to improve handwriting, accuracy, sentence structure, and punctuation by comparing it to the Google Classroom learning platform. The study was conducted using an experimental design, and the participants were chosen from government schools in Perak and Penang using purposive sampling. The study divided 80 hearing-impaired students into control (n=40) and experimental (n=40) groups, each using a different platform. Pre-tests, treatment (platform use), and post-tests were used to measure academic progress, while questionnaires assessed usability and motivation. The results showed that the Let's Write application provided a significantly more user-friendly and interactive learning environment. Students using the Let's Write application displayed higher self-assessment, focused on learning from mistakes, sought independent knowledge, and reported overall satisfaction. Importantly, the Let's Write application group showed greater academic improvement than the Google Classroom learning platform group. This suggests that mobile applications, particularly those incorporating sign language, can greatly enhance learning for hearing-impaired students by improving usability and learning motivation. It highlights the importance of tailored educational technologies in bridging the achievement gap. The study provides valuable insights for educators and developers to refine digital learning tools further.

Assessment of refractive errors, amblyopia, strabismus, and low vision among hearing-impaired and deaf students in Kermanshah

Background and AimRefractive errors, amblyopia, strabismus, and low vision are more common among children with hearing impairments in comparison with their hearing peers. Neglecting visual disorders can pose educational and social problems for these children. The present study aimed to assess the prevalence of refractive errors, amblyopia, strabismus, and low vision among hearing-impaired and deaf students in Kermanshah.Materials and methodsA total of 79 deaf and hearing impaired students within the age range of 7–20 years (mean age of 15.01 ± 2.72) underwent optometric examinations, including autorefractometry, retinoscopy, ophthalmoscopy, slit lamp, visual acuity measurement, and cover-uncover test. Those who needed further evaluation were referred to the Ophthalmology Clinic of Imam Khomeini Hospital.ResultsRegarding the prevalence of refractive errors, 32 (40.5%) subjects had one or a combination of refractive errors, the most common of which was astigmatism (36.7%), followed by amblyopia (15.1%). The most common type of strabismus was latent strabismus (heterophoria) (88.6%), followed by exophoria (81%). Moreover, 3 (3.7%) cases had nystagmus. A significant difference was observed between the prevalence of amblyopia and the degree of hearing loss (P = 0.026), and no significant difference was detected in other cases.ConclusionAs evidenced by the obtained results, refractive errors, amblyopia, strabismus, and low vision are more prevalent among deaf and hearing-impaired children compared to normal children because deaf and hearing-impaired children are not able to convey their vision problems and need to compensate for their poor hearing with an enhanced sense of sight, inattention to these disorders can present these children with serious educational and social problems. Therefore, eye screening examinations are of paramount importance in deaf and hearing-impaired children.

Teacher Opinions on the Role of Educational Robots in Enhancing Programming Skills among Hearing-Impaired Students

Teacher Opinions on the Role of Educational Robots in Enhancing Programming Skills among Hearing-Impaired Students

The Effectiveness of Using Sondet Smart Augmented Reality Based Application to Improve Sound Understanding for Hearing Impairment Special School Students in Central Java

Hearing impairment children are individuals who have lost the ability to hear, thereby hampering the process of information through their hearing, whether they use hearing aids or not. This research will test the effectiveness of using the Sondet Smart Augmented Reality based application in improving sound understanding for hearing impairment children. This research uses a quantitative approach with experimental techniques to test the use of the Sondet Smart Augmented Reality based application. The research subjects involved 124 hearing impairment students attending special schools in Central Java, then these students were divided into two groups, control and experimental groups. The research results were calculated using SPSS with the Chi Square test resulting in a asymp-sig calculation of 0.010 using alpha of 0.05, so asymp-sig. < 0.05. Therefore, the use of the sondet application to improve the sound understanding of hearing impairment students in Central Java has proven to be effective in increasing students' sound understanding.

The Relationship Between Temporal Sense and Psychopathologies of College Students with Sensory Impairments: Mediation of Religions.

Previous studies on the relationship between temporal sense and negative mental health symptoms have focused primarily on healthy college students, overlooking the role of religion. This study sought to examine the impact of religion on college students with sensory impairment and fill a gap in the research on the relationship between temporal sense and negative mental health symptoms in this population. The results were obtained from a cross sectional survey of 540 participants, including 370 hearing-impaired students and 140 visually impaired students. The survey investigated the mediating effect of religion on the relationship between temporal sense and negative mental health symptoms in impaired students. The rates of negative mental health symptoms (depression, anxiety, and stress) detected were 18.9%, 31.1%, and 2.9%, respectively. Students with different types of sensory impairments showed significant differences in their perception of time. The percentages of students with sensory impairments who attended church and practiced religion were 2.0%, 6.0%, and 1.0%, respectively. The results revealed a significant positive correlation between temporal sense and negative mental health symptoms, with religion serving as a mediating factor.

Prevalence of Ocular Morbidity and Associated Factors Among Hearing Impaired Children at Embangweni School of the Deaf in Mzimba District, Malawi.

To assess the prevalence of ocular morbidities and associated factors among hearing-impaired (HI) students at the Embangweni School for the Deaf in Mzimba, Malawi. This was an institutional cross-sectional study of HI students at Embangweni School for the Deaf. A series of optometric and audiometric tests was performed, and the results were exported to the Statistical Package for Social Science for statistical analysis (SPSS) version 25. Pearson's chi-square test was used to assess correlations and associations between variables. A P-value less significance was set at p < 0.05. A total of 147 children comprising of 76 (51.7%) males and 71 (48.3%) females participated in this study. The prevalence of ocular conditions and visual impairment was 39 (26.5%) and 2 (1.4%), respectively. The Prevalence of eye disease was significantly associated with male sex (p=0.02) and type of HI (p=0.031). Allergic conjunctivitis 36 (24.5%) was the most common ocular condition, followed by refractive error 28 (19%). The prevalence of ocular conditions among HI students was significant and associated with sex. Regular school vision screening of students with HI is highly advised to reduce the burden of visual impairment.

Examining Difficulties of Students with Hearing Impairments in Reading Comprehension According to Teacher Opinions

The aim of this study is to examine the problems faced by hearing impaired students in their reading comprehension skills based on teachers’ opinions. In this study, which was carried out with the qualitative research method, the data were obtained from semi-structured interviews. The participants were 10 classroom teachers working at Ankara Kemal Yurtbilir Hearing Impaired Primary School, and the data were analyzed using the inductive method. A total of 7 themes were determined from the findings. According to the research findings, reading comprehension skill is considered as an extremely important skill by all participants in the participation of students in educational process, academic success and participation in social life. Teachers stated that hearing impaired students do not have sufficient vocabulary, and they are insufficient in their suffix knowledge and usage. In addition, the participants stated that hearing impaired students experienced problems especially in the comprehension dimension of reading. All the teachers interviewed stated that the training program used was not prepared for students with hearing impairment, and that they needed a separate curriculum fort the hearing impaired. Training well-equipped personnel and providing educational materials are among the other notable expectations and suggestions.

DESAIN MEDIA PEMBELAJARAN BAHASA INGGRIS UNTUK SISWA TUNARUNGU BERBANTUAN TEKNOLOGI INFORMASI DAN KOMUNIKASI

Understanding words is one the language components that becoming a problem for students with hearing impairment – students with hearing and speaking problem. This difficulty exists because student with hearing impairment do have any perception about language. The difficulties of student with hearing impairment in understanding words will consequently causing problem for them in understanding and delivering sentences in written language and to interact in hearing community. The main goal of this research is to develop a media teaching and learning English based on Information Communication and Technology (ICT) and Edmodo – social network media that used exclusively as e-­‐learning tool, toward the ability of hearing impairment students in understanding meaning of words, semantic, and their interaction in learning English. The research also investigated the effectiveness of using the media in learning English for the students. The result shows that students with hearing impairment are very motivated in understanding words and sentences taught assisted with ICT and Edmodo. The everyday classroom interaction shows that the students are actively participating in individual and group works. In addition, students have a good perception about teaching assisted with ICT and Edmodo. Keyword: ICT and Edmodo, Hearing Impairment Students, Teaching and Learning English

CHALLENGES IN ONLINE LEARNING ENVIRONMENTS: FROM THE PERSPECTIVE OF HEARING-IMPAIRED UNIVERSITY STUDENTS AND THEIR LECTURERS

The global COVID-19 pandemic has led to significant challenges in Turkey, as in many other countries, in the transition from face-to-face to online education at all levels of education. This shift has brought forth numerous obstacles, particularly for d/Deaf and hard-of-hearing (d/Dhh) university students. Hence, this research aims to identify the challenges encountered during online learning amidst the pandemic at the School for the Handicapped (SfH), the only institution in Turkey providing vocational higher education to hearing-impaired students. Conducted as a qualitative case study at the SfH, the research involved 20 hearing-impaired students and 19 faculty members as participants. Data obtained from the Mergen Anadolu Learning Management System platform, WhatsApp Platform and other platforms, was used for online education. Interviews, open-ended questionnaires, and the researcher’s journal were compiled and analyzed inductively. Findings from the study highlighted a multitude of challenges encountered in the online learning process, affecting both faculty members and students at the SfH. The challenges encountered by participants in online learning at the SfH were found to be related to difficulty in understanding lessons, lack of subtitles and sign language translation, difficulty accessing computers and software, Internet problems, low camera usage, low motivation, and lack of interaction. Keywords: covid -19 pandemic, case study, hearing impaired, online learning