Hearing Students Research Articles

Early mathematical performance of deaf and hard of hearing toddlers in family-centred early intervention programmes

ABSTRACT Research indicates that establishing a strong foundation in early mathematics is essential for later academic learning. Previous research with students who are deaf or hard of hearing (DHH) has shown varying differences in the performance and achievement when compared to typically hearing (TH) students. While the majority of research in this area has been conducted in the United States, studies in other countries suggest that these differences may be global. The present study investigated the early mathematics abilities of 3-year-old DHH children enrolled in family-centred early intervention in the Netherlands. Fifty-three DHH and TH children were given an adapted version of the Early Mathematics Performance Diagnostic. Results showed that on average, the DHH and the TH children performed similarly on all domains, except for Measurement. Likewise, both groups showed similar mathematical knowledge in most early mathematics tasks measuring sub-concepts such as counting objects, shape matching, or measuring weight. Differences were identified in some basic tasks measuring the sub-concepts (e.g. rote counting, measuring time, solving puzzles), however, not on the more advanced tasks measuring these same sub-concepts. These findings are important for parents, teachers, and early interventionists.

Teaching Collaborative Practices: A Scoping Review of Preservice Interprofessional Education With a Focus on Preservice Speech-Language Pathologists and Preservice Teachers of Deaf and Hard of Hearing Students

Purpose: Speech-language pathologists (SLPs) and teachers of students who are deaf and hard of hearing (TODs) often work with the same students in a school setting to support their linguistic and educational needs. Previous research has extensively documented the importance of interprofessional practice and how educator and professional preparation programs have modified the curriculum to become more focused on collaboration. What is currently missing from the literature, however, is a discussion of the evidence-based methods used to teach preservice SLPs and TODs how to effectively collaborate together in support of Deaf and hard of hearing students. Method: We reviewed the literature related to interprofessional education (IPE) for preservice SLPs and preservice TODs across eight databases with a focus on the methods used to teach and develop interprofessional collaboration skills. Results: We located six relevant articles focused on IPE for preservice SLPs and TODs. Due to the limited number of studies, we expanded our search criteria to also include relevant studies that focused on IPE strategies from related fields. Conclusions: This review integrates research about best practices for educating preservice professionals in effective collaboration strategies to make evidence-based recommendations on implementing effective collaboration-focused IPE for preservice SLPs and TODs. Recommendations include joint classroom experiences, explicit instruction in critical skills and competencies for successful collaboration, modeling collaboration through co-teaching, and explicit instruction and practice in conflict management and perspective-taking.

Teacher’s Strategy In Teaching Vocabulary To Deaf Or Hard-Of-Hearing Students

Deaf students are students who have little or no speech depending on the severity of the hearing loss, meanwhile hard of hearing students are students who may have speech impairments as a result of their inability to hear their own voices clearly. By applying the qualitative approach with the descriptive method, the study depicts the strategy used by the teacher in teaching vocabulary to seven students of the eleventh grade at SLB Dharma Wanita-Bogor, which was conducted from May 15 to December, 15th 2022. The data were collected through observation, documentation, and interview. The observations were done from August to September 2022, meanwhile, the interview was on 15th October 2022. The participants of the study were two targeted English teachers at SLB Dharma Wanita-Bogor who fulfilled the criteria that they have a background in teaching English, have been teaching English for more than 5 years, are qualified, and are experienced in teaching deaf students. From the observations, the documentation, and the interview, it is revealed that both teachers had carried out the steps written in their lesson plans completely, and the strategy used by both teachers are repetition, lip reading, gesture, body movement, through-the-air language comprehension, and the use of media. In lip reading and through the air communication, they pronounced each word carefully and slowly and asked each student to repeat what they said, used the media/pictures which are available in the class, and asked the students to look up the dictionary to find the words. If the students still find difficulties in saying the words, both of the teachers used sign language, through air conversation or body movement. They confess that the students so far can follow the lesson well, and their final grades are considered enough until good.

An intergroup contact approach for understanding attitudes and behaviours towards deaf students among hearing students in Malaysia

PurposeThis study examines the hearing students' attitudes and behaviors towards deaf students in Malaysia using the intergroup contact approach.Design/methodology/approachPurposive sampling was used to recruit 439 hearing students at secondary schools. Hearing students were asked to fill in questionnaires that contained four measurements: contact with deaf people, sources of knowledge about deaf people, attitudes towards deaf people and behaviors toward deaf people. A serial mediation model was proposed to investigate the hypothetical mediating role of knowledge and attitudes toward deaf students in the relationship.FindingsThe results of this study showed that contact frequency is negatively associated with attitudes towards deaf people. However, such a relationship is suppressed, only when knowledge is included as a mediator. In addition, mediation analysis supports that sources of knowledge and attitudes about deaf people mediate the relationship between contact and behaviors toward deaf people. Moreover, the frequency of contact indirectly contributes to behaviors through knowledge and attitudes.Originality/valueThe findings indicate that increasing the contact between hearing and deaf students would improve hearing students' attitudes and behaviors towards deaf students. However, this is only when the contact can improve hearing students' knowledge about deaf people and deafness.

The Use of Youtube English Educational Videos in Improving Listening Comprehension

This research aims to find out how students can use YouTube's educational English videos to enhance their listening skills. A Google Form online survey was used as the survey methodology for this quantitative research. The target population for this research is senior high school students taking English classes. Due to the application's beneficial effects on the student's hearing, the data analysis showed that the student can enhance their listening comprehension with YouTube's educational English videos. The results of this research suggest that watching English instruction videos on YouTube can improve students' listening comprehension. The results were supported by every student, who agreed that using YouTube to improve their listening comprehension could be helpful. This research is far from perfect and still has many flaws. The researcher therefore expects that another researcher will continue their study into how to use YouTube's application for English educational videos more effectively, especially in listening comprehension across a range of academic levels. The study's benefits and potential to help other researchers who want to look into a connected topic are also anticipated by the researcher.

Prepositional Phrases in Deaf and Hearing Students’ Narratives: A Functional Perspective

Comprehending the linguistic features of deaf student writers in comparison to those of the hearing group at the further phase helps in providing pedagogical treatment for mitigating the linguistic gap between both. In line with this idealism, the present study aims to reveal the phenomena of prepositional phrase positions and patterns of deaf and hearing students in representing the circumstances of their real-life narratives. Four stories about being chased by a dog were elicited from each of the groups. The analysis was carried out by employing the table adapted from the experiential framework of Halliday and Matthiessen (2004). The findings in general reveal the less flexible positions of prepositional phrases and the less complex prepositional phrase patterns of the deaf group. Though the results of this study might not be absolutely conclusive, at least they portray the insight into the certain tendency between both groups of students in representing the circumstances for their meaning making of narratives. At the further phase, the findings of the present study are expected to provide benefits for language teachers and practitioners in the context of special education especially the case of deafness.

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.

Evaluating the accessibility of higher education programs for deaf and hard of hearing students in the Arab countries

The opportunity to pursue higher education (HE) can greatly affect an individual's success in later life, but students who are Deaf or Hard of Hearing (DHH) face different challenges than their hearing peers when seeking a university degree. In addition, the acquisition of HE is more significant for this population as it can provide these learners with opportunities to develop skills that improve their ability to integrate into the overall hearing society. We investigated HE programs in the context of DHH students in Arab countries through mixed methods research that employed exploratory sequential design. The target Universities were eight of the top 10 Arab region universities, as ranked by Quacquarelli Symonds (QS) for 2022. We examined documents and interviewed 12 administrators at the eight institutions. In addition, 34 faculty members at the universities participated in a survey designed to obtain their perceptions regarding existing provisions for DHH students. Our investigation found that some Arab universities have recently launched programs to support DHH students in higher education. However, while Hard-of-Hearing (HoH) students are admitted to most Arab universities in various academic disciplines on an equal basis with their hearing peers, deaf students are only admitted to a few universities, are limited in the majors they are permitted to consider, and their admission is only allowed under strict conditions. From administrators, we found Arab countries have established only moderate requirements for HE programs regarding admitting and accommodating the DHH. Accordingly, we propose a set of mechanisms to improve such programs for DHH students in Arab countries to advance the educational opportunities for this population and establish recommendations on how to improve deaf education overall.

Quantitative Understanding of Deaf Children Written Form of Communication through the Use of Word Types

Deaf children, due to the impossibility of transforming the internal speech scheme into expressive speech in mutual written communication, make maximum use of abbreviated speech schemes that determine the ability to communicate. The aim of the study is to examine the content comprehensibility and semantic level of written communication of deaf children through the number of used types oaf words in written communication, and to determine the existence of statistical significaance of differences between deaf and hearing respondents in the use of word types at the level of statistical significance p=0.001. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, a control group of 70 hearing students, of the same chronological age and gender. The measurement instrument “Test of understanding the written form of expression” was applied. The frequencies and percentages of responses to each of the variables used were calculated. The t-test and the F (Fisher) test were used to determine the statistical significance of the differences between deaf and hearing subjects. The results of the study showed that deaf students do not have contextual understanding and recognition of word types through testing of linguistic competence in relation to the hearing population, because 67.10% do not understand, and 10.00% of deaf students partially understand the contextual application of word types in writing textual task. Deaf students in the written form of communication use nouns (65.70%), pronouns (34.30%), verbs (45.7%), adjectives (28.60%), adverbs (22.90), prepositions (54.30%), exclamations (15.70%), particles (12.90%) and numbers (32.90%). There is a statistically significant difference between hearing and deaf respondents, in favor of hearing, in all applied types of words, except the use of verbs.

Effectiveness of teaching student teachers using E-Learning during COVID-19: A glance at inclusive education from the Zambian perspective

The use of technology as an alternative to traditional teaching during pandemics such as COVID-19 is attracting attention globally. This study sought to explore the effectiveness of teaching student teachers using E-Learning during COVID-19. Hearing students were learning together with students with hearing impairments in an inclusive environment before the closure of an institution. A mixed approach involving concurrent design was used and 193 student teachers who were purposively sampled from Kitwe College of Education in Zambia participated in the study, of which 4 of the participants were hearing impaired. The findings were that 53.9% of the participants had access to e-learning services, whereas 48.1 % had no. The study also revealed that 86% of the participants disagreed to having benefited from e-learning and cited lack of technological devices, poor network and expenses to purchase internet bundles as some of the barriers to e-learning. The study concluded that despite 53.9% of the participants having access to e-learning, 86% of the participants did not benefit from the use e-learning, due to lack of access to internet and expenses to purchase internet bundles, and that students with hearing impairments were disadvantaged due to lack of text and sign language interpretation during e-learning lectures. The study recommended the need to provide free internet bundles to students if e-learning is to be effective, educators record lessons and enable students to access, as well as need to consider students with hearing impairments during inclusive e-learning by providing sign language interpretation and texts.

Reaching into the Community to Interpret Labor History

Reaching into the Community to Interpret Labor History

Interpreters’ use of environmentally coupled gestures to achieve mutual understanding of speaker identity in a deaf and hearing classroom

Focusing on turn-taking, this article investigates how embodiment and environmentally coupled gestures are used by a signed language interpreter to facilitate intersubjective understanding of the speaker’s identity in interpreter-mediated dialogues between deaf and hearing students. The researcher draws on observations, interviews, and video-recorded data from a case study situated in a Norwegian mainstream, upper secondary school. In the classrooms, hearing students can identify different speakers’ by distinguishing their voices and looking around to see who is talking. However, deaf and hard-of-hearing students can find it more difficult to identify the speaker, especially in multi-party interactions. They are often unable to hear others’ voices directly, and in interpreter-mediated dialogues their gaze is mostly focused on the interpreter’s mediation. This study shows how the interpreter uses several environmentally coupled gestures to mediate information about the ongoing interaction, including speaker identity. The gestures include pointing, shifts in body positions (left–right stepping while standing, and left–right orienting while sitting), shifts in gaze orientation, and shifts in face gestures. Both deaf and hearing students use the mediated resources as information cues to coordinate their interaction, and to establish an intersubjective understanding of actions within participation frameworks.

Knowledge and Competency of First Aids and Basic Life Support (BLS) Skills in Speech and Hearing Students

Abstract Purpose This study aimed to analyze speech and hearing students' knowledge, awareness, and attitude regarding first aid and basic life support (BLS). Methods A descriptive cross-sectional survey study was performed through a web-based questionnaire regarding knowledge of first aid and BLS skills, experience, and views about training on these skills among speech and hearing students. Results Four-hundred forty-two students from 26 different speech and hearing colleges participated in the study. About 88.23% of participants reported the necessity of knowledge about BLS skills and first aids. Fifty-five percent of participants encountered at least one emergency during their training. There is significant difference between awareness and confidence in performing these skills (Mann–Whitney U test= 76.5; /z/= −2.39; p = 0.019; effect size = 0.27). Most of the students (92.5%) reported not being trained to perform first aid and BLS skills and seek inclusion of these skills in their academic curriculum. Conclusions Overall confidence in first aid skills is less in the students of speech and hearing when compared with the awareness level. Hence, formal training of first aid and BLS should be introduced into the curriculum to provide students with sound knowledge and practical skills and help them boost their confidence.

Prevalence of Educationally Significant Disabilities Among Deaf and Hard of Hearing Students.

Deaf and hard of hearing (d/DHH) students are often labeled with one or more educationally significant disabilities in addition to their hearing loss. According to the Gallaudet Research Institution's most recent Annual Survey of Deaf and Hard of Hearing Children and Youth (2013), almost 40% of d/DHH students nationwide receive special education services for one or more comorbid disabilities. However, relatively few prevalence rate estimates have been published over the last decade. Knowledge regarding the current prevalence of educationally significant disabilities among d/DHH students is therefore limited. The present study surveyed teachers of the deaf and hard of hearing (TODHHs) in a midwestern state regarding the number of d/DHH students on their caseloads with one or more comorbid disabilities. Within the sample population (N = 451), nearly 65% were reported to receive special education services for disabilities other than deafness or hearing impairment.

The construction of algebraic thinking by deaf students from a systematic review of the literature

This article aims to analyze the specificities of the construction of algebraic thinking by deaf students in the early and final years of elementary school through a Systematic Review. The specific objectives are: to identify the curricular recommendations - National Common Curricular Base (2017) and Pernambuco Curriculum (2019) related to the construction of algebraic thinking by elementary school students; to retrieve from the CAPES Periodicals Portal, Brazilian Digital Library of Theses (BDTD) and Google Scholar research that deals with the construction of algebraic thinking or the learning of mathematical knowledge by deaf students; to point out the recommendations of the literature on the development of algebraic thinking by deaf elementary school students. The study was guided by a systematic literature review methodology based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), which started with searches for articles and dissertations in the CAPES Periodicals Portal, BDTD and Google Scholar databases. A total of 2 727 studies were identified. After applying the inclusion or exclusion criteria, nine studies were selected for review. The results indicated that deaf students, like hearing students, present particularities in the construction of mathematical knowledge, especially in the Algebraic Unit Theme.

Abstract 162: Perceptions of e-Learning by Deaf and Hard of Hearing Students Using Asynchronous Multimedia STEM Tutorials

Abstract 162: Perceptions of e-Learning by Deaf and Hard of Hearing Students Using Asynchronous Multimedia STEM Tutorials

INVESTIGATING SOCIAL MEDIA USAGE AMONG THE DEAF AND HARD OF HEARING STUDENTS

This study aimed to identify the extent of social media use by deaf/hard of hearing (DHH) and to examine the most used social media for them in addition to identifying the reasons for their use of social media. Additionally, to explore gender-based differences in used social media. A cross-sectional study involved 121 DHH adolescent students in Saudi Arabia (MAge = 18.2 years; SDage = 2.98 years) using the questionnaire prepared by researchers titled “The extent of social media use among DHH.” Findings revealed that 95.86% use social media daily while 0.82% use social media poorly. The most used social media were Snapchat, Tiktok, and Instagram. The results also indicated that DHH uses social media to chat with groups of friends via video and messages; Watch and share videos and photos. There were no gender-based differences in the use of social media. The study recommended that teachers and professionals working with DHH offer them opportunities to learn the optimal and correct use of social media sites and to avoid engaging in suspicious social media sites. Keywords : Social Media, Deaf Students, Hard of Hearing Students, Adolescent, Saudi Arabia DOI： https://doi.org/10.35741/issn.0258-2724.58.1.14

Knowledge of Strategies to Teach Reading Components among Teachers of Hard of Hearing Students.

This study investigated Saudi Arabian elementary school teachers' knowledge of strategies to teach reading components to hard of hearing students. The study focused on four of the five reading components the National Reading Panel (NPR, 2000) identified: phonemic awareness; phonics; vocabulary; and reading comprehension, and explored the relation between teachers' demographic characteristics and their knowledge of the strategies as well. An explanatory sequential mixed methods design was used that included two phases. The quantitative phase examined the knowledge of these Arabic reading components among 89 elementary school teachers of hard of hearing students, and the qualitative phase consisted of interviews with 10 teachers. The results indicated that the teachers have a great deal of knowledge (above the mean score) of strategies to teach reading components. Specifically, teachers' knowledge of strategies to teach the vocabulary component was the highest. The results also showed no significant association between teachers' demographic characteristics and their knowledge of strategies to teach reading components. The qualitative analysis revealed two themes: (1) teachers' lack of basic knowledge of strategies to teach reading components, and (2) the absence of in-service courses and training programs in reading for teachers.

Predicting Reading Fluency in Chinese Deaf and Hard of Hearing Students: Contributions of Character Recognition, Expressive Vocabulary, and Syntactic Awareness.

To explore the roles of character recognition, expressive vocabulary, and syntactic awareness in deaf and hard of hearing (DHH) students' reading fluency, 52 Chinese DHH students (mean age = 13.29 years) in elementary school participated in the present study. The results showed that character recognition, expressive vocabulary, and syntactic awareness significantly predicted DHH students' reading fluency after age and nonverbal reasoning ability were controlled for. Specifically, character recognition and syntactic awareness uniquely and significantly accounted for the variance in reading fluency beyond the effect of the other two predictors in children in lower grades (grades 1-3), whereas the unique effects of expressive vocabulary and syntactic awareness were significant in children in higher grades (grades 4-6). These findings suggested that these three factors are important to Chinese DHH students' reading fluency, but that their relative contributions vary across different stages in elementary school.

The Relation Between Numerical Magnitude Processing and Mathematical Performance in d/Deaf and Hard of Hearing Children: The Influence of Fluency.

Pursuant to the criterion of fluency, two types of mathematical achievement tests were used in the present study: simple subtraction (to measure mathematical fluency) and number series completion (to serve as a nonfluency mathematics test). A cohort of 223 d/Deaf and hard of hearing (d/Dhh) students in grades 3-9 in special education schools took a series of cognitive and mathematical tests. After outlying data were considered, the sample was reduced to 198 students; the findings were consistent with expectations: The numerical magnitude processing did not add significantly to the prediction of mathematical reasoning (nonfluency mathematics) but did make a significant contribution to the prediction of arithmetic computation (fluency mathematics) after demographic variables and general cognitive processing were controlled for. The findings suggest that the effect of numerical magnitude processing on d/Dhh children's mathematical performance can be influenced by mathematical fluency.