Use Of Signs Research Articles

Modelling contrast and feature inventory: the nature of [web] in French Sign Language

Abstract Feature-based models of sign language use distinctive features to describe the phonological structure of signs. We use near-minimal pairs and phonological phenomena like productivity and neutralisation in French Sign Language to show that the feature [web], which refers to the webbing part of the fingers, should be (re)introduced into the list of phonologically active features. In discussing potential cases of [web] in other sign languages and the impact on the shape of phonological inventories, we first offer an account of [web] in terms of a location feature in line with most traditional feature-geometry models. We then offer some speculations on why a more uniform characterisation of [web] and the features in the same subclass in terms of the orientation type results in more economical models.

Community-based interventions for mitigating cognitive-linguistic decline in older adults.

This study focuses on exploring the effectiveness of interventions in two community-based language rehabilitation care centers located in an economically underdeveloped region of northwest China. The research focuses on 35 older adults with cognitive-linguistic decline enrolled in both centers. The interventions provided to the participants include auditory training, sign language use enhancement, second language interest classes, and the promotion of elderly-mode applications on smartphones. The interventions were particularly effective in enhancing auditory processing and language comprehension skills. Additionally, the promotion of elderly-mode applications on smartphones proved to be a valuable tool in improving participants' language cognition. The study underscores the importance of tailored community-based interventions in improving language skills and cognition and provides a basis for further research in this area.

Deaf Women’s Use of Sign Language and Deaf Identity: Focusing on Growth Over Time

Deaf Women’s Use of Sign Language and Deaf Identity: Focusing on Growth Over Time

Enhancing Engagement of Hearing-impaired Pupils in Inclusive Tanzanian Classrooms through Teaching and Learning Materials

Teaching and learning materials are essential tools for enhancing the engagement of hearing-impaired pupils in inclusive classrooms. This study investigated enhancing the engagement of hearing-impaired pupils in teaching and learning materials. The study employed a qualitative, phenomenological design to gain insights into the lived experiences of the participants. Forty-four participants were purposefully selected, including head teachers, teachers, hearing-impaired pupils, and hearing pupils. Data were collected through interviews and observations and analyzed thematically using Excel pivot tables. The findings indicate that hearing-impaired pupils are engaged with teaching and learning materials, such as textbooks, reference books, maps, and diagrams, through prioritizing, showing the materials, and hands-on activities. However, their engagement is hindered by limited time and communication barriers. Furthermore, most teachers reported having limited proficiency in sign language, which hinders their ability to support these pupils in the learning process. The study recommends reviewing inclusive education policies, establishing teacher training programs, and emphasizing the use of sign language as a medium of instruction for hearing-impaired pupils.

Opening up Corpus FinSL: enriching corpus analysis with linguistic ethnography in a study of constructed action

Abstract Corpus methods are now established within the field of signed language linguistics. Empirical investigations of signed language corpora have challenged many early assumptions about the nature of deaf community signed languages, while making us more aware of the limitations of traditional corpus documentation methods. One limitation relates to insufficient documentation of ethnographic information that is often necessary for accurately understanding and interpreting corpus data. Linguistic ethnography offers unique possibilities for addressing this limitation. This article outlines a novel interview method developed to enrich the original Corpus of Finnish Sign Language (Corpus FinSL) with additional ethnographic information eight years after it was first documented and archived with standard IMDI corpus metadata. We interviewed 22 Corpus FinSL signers about their family and social networks, as well as their lifelong language, geographical, educational, and employment trajectories. Here we describe how this information illuminates the linguistic analysis and interpretation of constructed action – an enactment-based way to express meaning – in Corpus FinSL data. Our results reveal constructed action in FinSL discourse is influenced by factors like signer’s educational background and age, but not exclusively by family networks or use of other sign languages. The interview materials demonstrate diversity and change in the communicative ecologies of FinSL, which is discussed in relation to the use of constructed action in FinSL. We argue that this kind of approach enables signed language corpus linguistics to “open up” more to signers’ lived experiences, while still “tying down” empirical descriptions of FinSL. A major benefit is the enrichment of both machine-readable annotations and metadata, while supporting deeper engagement between deaf signing communities and signed language corpus projects.

Production of a guide in Brazilian Sign Language for chemical laboratory utensils

The inclusion of deaf people in the Brazilian educational system is guaranteed by the use of Brazilian Sign Language (Libras). It is important that the learning process of these students, especially when dealing with abstract concepts such as those related to Chemistry, is offered based on teaching tools that cover this language. The objective of this work was to develop a guide with signs in Libras, already existing in the literature, of chemistry laboratory materials as a didactic device aiming to promote inclusion and facilitate access to experimental chemistry teaching for deaf students. The work began with meetings to plan the preparation of the booklet and choose the most common materials in laboratory classes (analytical balance, volumetric flask, beaker, burette, Erlenmeyer flask, funnel, suction bulb, volumetric and graduated pipettes, beaker and glass clock) accompanied by searching for the corresponding sign in Libras. The guide was created considering the five Libras parameters: point of articulation, movement, facial/body expression, configuration and orientation of the hands. Therefore, the material created constitutes a facilitator and important tool for interaction between teacher and student in laboratory classes, resulting in a more dynamic and efficient teaching and learning process for the target audience.

Unravelling Receptive Language Acquisition: A Comprehensive Study of Deaf Students' English Language Acquisition

This study aims to explore in-depth understanding of receptive language acquisition and English language acquisition of deaf students. The focus of the research is on the aspects of receptive language acquisition and English language acquisition of deaf students. This research uses the literature analysis method which involves the study of scientific articles, research reports, and other related literature at the national and international levels that relate to the receptive language acquisition and English language acquisition of deaf students. The data was analysed qualitatively with a descriptive approach. The findings of this study are that deaf children have great potential, despite facing barriers in language acquisition. they tend to have a visual learning type, and the use of various learning media can help improve language acquisition. A total communication approach, which involves multiple forms of communication, can help in deaf children's first language acquisition. In addition, factors such as the degree of deafness, hearing aid use, and family background also affect their language development. In foreign language learning, the use of national sign language and effective learning strategies can help deaf students overcome difficulties. And the importance of co-operation between teachers, students, parents and the learning environment is crucial in helping deaf children overcome their language challenges.

Upaya Meningkatkan Kosakata Pada Anak Tunarungu

This research focuses on efforts to improve vocabulary in deaf children by conducting an in-depth literature review. Through a systematic literature review method, this research reviews various techniques that have been implemented and recorded in the academic literature on vocabulary education for deaf children. The data sources are journal articles from 2019 to 2024, which discuss teaching methods and technology applications including the use of visual aids, sign language, and hearing support devices. The purpose of this study was to assess the effectiveness of various existing methods and recommend the most effective techniques based on empirical data. The results of the review showed that the integration of visual, interactive and context-based methods often provided substantial improvements in vocabulary acquisition in deaf children. Based on these results, the study makes recommendations for teaching practices as well as future research directions.

Sign Language Detection Using Deep Learning

Abstract: Millions of citizens worldwide suffer from deaf and hard of hearing (DHH), a communication impairment that makes speaking difficult and necessitates the use of sign language. This communication gap frequently hampers access to education and opportunities for employment. Although AI-driven technologies have been studied to tackle this problem, no research has specifically looked into the intelligent and automatic translation of American sign gestures to text in low-resource languages (LRL), such as Nigerian languages. We suggest a unique end-to-end system for translating the American Sign Language, or ASL, Our framework uses the "no language left behind" translation model and the Transformer-based model for ASL-to-Text generation. converting the text generated from LRL to English. We assessed the ASL-to-Text system's performance. The people who participated were able to understand the translated text and expressed satisfaction with both the Text-to-LRL and ASL-toText models, according to a qualitative analysis of the framework. Our suggested framework shows how AI-driven technologies can promote inclusivity in sociocultural interactions and education, particularly for individuals with DHH living in low-resource environments. To bridge the gap between the non-sign language and hearing/speech impaired communities, sign language recognition is crucial. Sentence detection is more useful in real-world situations than isolated recognition of words, yet it is also more difficult since isolated signs need to be accurately identified and continuous, high-quality sign data with distinct features needs to be collected. Here, we suggest a wearable system for understanding sign language using a convolutional neural network (CNN) that combines inertial measurement units attached to the body with flexible strain sensors to detect hand postures and movement trajectories. A total of 48 frequently used ASL sign language terms were gathered and utilized to train the CNN model. This resulted in an isolated sign language word recognition accuracy of 95.85%.

Investigation of Turkish Sign Language Instructor and Interpreter Education Programmes

ABSTRACT This study aims to investigate Sign Language Instructor and Interpreter Education Programmes, based on the use of sign language, in academic and vocational education and training processes. A qualitative research method was used in this study. A semi-structured interview form was prepared and experts’ opinions were canvassed. Twenty participants who had completed the 200-hour training programme organised in Izmir Province by the Ministry of Education, in the Directorate General of Lifelong Learning in 2019 were interviewed face to face. The data were analysed using the NVivo program and obtained under five main themes: professional competence and employment, educational process, assessment, hearing impairment and sign language, interdisciplinary studies and family education.

Factors that influence stress in caregivers of 5-year-old children with hearing loss wearing hearing aids or cochlear implants

ObjectiveStress levels among caregivers of children with hearing loss could influence caregiver-child interactions and ultimately, children's developmental outcomes. Given the limited understanding of stress levels among caregivers of Australian children with hearing loss, the present study aimed to examine stress in caregivers of 5-year-old children with hearing loss wearing hearing aids or cochlear implants and to identify factors associated with greater stress levels. MethodsA total of 99 caregivers of 70 hearing aid users and 29 cochlear implant users participated in the study. Caregivers' stress was measured using the 68-item Pediatric Hearing Impairment Caregiver Experience (PHICE) questionnaire that examines caregivers’ context-specific stress levels in relation to caring for a child with hearing loss. Factors contributing to stress were identified in relation to eight domains including communication, education, emotional well-being, equipment, financial, healthcare, social, and support. ResultsAcross domains, the three most common predictors of increased stress were the use of cochlear implants over hearing aids, use of sign and oral language (mixed) over oral language as the communication mode at home, and increased behavioural difficulties of the child. ConclusionOverall, reported stress levels among Australian caregivers were low. Identified factors influencing stress levels can inform service provision improvement.

Neurotopographical Transformations: Dissecting Cortical Reconfigurations in Auditory Deprivation.

Within the intricate matrices of cognitive neuroscience, auditory deprivation acts as a catalyst, propelling a cascade of neuroanatomical adjustments that have, until now, been suboptimally articulated in extant literature. Addressing this gap, our study harnesses high-resolution 3 T MRI modalities to unveil the multifaceted cortical transformations that emerge in tandem with congenital auditory deficits. We conducted a rigorous cortical surface analysis on a cohort of 90 congenitally deaf individuals, systematically compared with 90 normoacoustic controls. Our sample encompassed both male and female participants, ensuring a gender-inclusive perspective in our analysis. Expected alterations within prototypical auditory domains were evident, but our findings transcended these regions, spotlighting modifications dispersed across a gamut of cortical and subcortical structures, thereby epitomizing the cerebral adaptive dynamics to sensory voids. Crucially, the study's innovative methodology integrated two pivotal variables: the duration of auditory deprivation and the extent of sign language immersion. By intersecting these metrics with structural changes, our analysis unveiled nuanced layers of cortical reconfigurations, elucidating a more granulated understanding of neural plasticity. This intersectional approach bestows a unique advantage, allowing for a discerning exploration into how varying durations of sensory experience and alternative communication modalities modulate the brain's morphological terrain. In encapsulating the synergy of neuroimaging finesse and incisive scientific rigor, this research not only broadens the current understanding of adaptive neural mechanisms but also paves the way for tailored therapeutic strategies, finely attuned to individual auditory histories and communicative repertoires.

Use of American Sign Language and Deaf Participants in Dance Theater: Considerations in Practice

ABSTRACT Productions can be made more accessible for Deaf and hard of hearing (DHoH) dancers, performers, and audiences. This article provides ideas and guidelines on how to include and accommodate them. Reflecting on our experiences developing the dance theatrical production of “Within Dreams,” we describe the need for making space for DHoH individuals in various areas of dance productions in higher education: in participation, patronage, and the use of American Sign Language (ASL) in dance pieces. Our hope is that elucidating what we learned makes it easier for other companies and universities to explore and incorporate thoughtful and successful relationships between sign languages, deaf, and dance.

THE USE OF SIGN LANGUAGE AS A MEDIA FOR DELIVERING INFORMATION ON NATIONAL TELEVISION NEWS BROADCASTS

Sign language is communication using non-verbal words which are delivered without words but with body movements/body language or facial expressions. Sign language has evolved into a practical mode of communication that forms the basis of deaf communities. It is a visual-spatial language based on positional and visual elements including the shape of digits and hands, position, orientation, limb, and gestures. This signal can be seen in a small box at the corners of television newscasts. This research reviews the use of sign language as media in delivering information (news) in TV broadcasts. This research was library research. The analysis showed that news programs broadcast by television stations become one of the providers of information. The existence of sign language facilities in news programs at this time at least minimizes gaps in the right to access information among persons with deaf disabilities. Several previous studies show that sign language is media information read by the news anchor to the TV audience (viewers) with the intermediary of a sign language interpreter. Sign language plays an active role for deaf people based on three effects of mass communication which provide direct cognitive, affective, and conative effects for deaf people. There is a relationship between the influence of the use of sign language in news programs on deaf people such as attracting the attention of deaf audiences with an easy visualization. A presentation of the news is enough to meet the information needs of the deaf person by continuing to prioritize the latest information. 

Imperial optics and colonial disability: missions to blind and deaf children in ‘the East’, c. 1880-1939

ABSTRACT This article explores missions to blind and deaf children in late nineteenth and early twentieth-century India, Sri Lanka, and China which were established by the Church of England Zenana Missionary Society. Manly staffed by women, these missions can be seen as innovative in the colonial treatment of disability in South and East Asia, pioneering the use of sign languages, tactile alphabets, and oralism as methods of special education in what they referred to as ‘the East’. In making appeals to British readers, missionaries emphasized the humanity of those with whom they worked. At the same time, their representation of disability, ethnicity, and gender were firmly rooted in longstanding colonial and Orientalist discourses which emphasized difference as much as they did universality. I argue that these representations were ambivalent, encouraging both affective connections between missionaries, their subjects, and their supporters back in Britain and defined by racialized and ableist othering. As such, the article aims to track their development and analyse missionary praxis and discourse in relation to disability and colonialism.

Komunikasi Interpersonal Perangkat Desa Dengan Masyarakat Tunagrahita Dalam Pembentukan Rumah Harapan

This term is often used to describe the condition of individuals who have limitations in terms of cognitive abilities, physical development and social adaptation abilities. Individuals with mental retardation may need special support in various aspects of daily life, such as education, work, and social interactions. Every country cannot be separated from the problem of mental retardation, Indonesia has a law regarding the empowerment of the mentally retarded in Law No. 4 of 1997 concerning people with disabilities, and also the national action plan for people with disabilities 2009-2014. The formation of Rumah Harapan is a form of empowerment for the mentally retarded, with the main aim of helping them achieve their best potential and improving their quality of life as well as helping them achieve progress and be independent according to their abilities. In empowering the formation of houses of hope, interpersonal communication carried out by village officials as organizers with the mentally retarded community cannot be separated. The aim of this research is to identify how interpersonal communication is carried out by village officials in an effort to empower mentally retarded communities to build houses of hope. The research was carried out using a constructivist paradigm, a qualitative case study approach, collecting data from observations, interviews and analysis of village archive documentation. The results of this research are the use of simple sign language in accordance with the identification of communication elements and then speed up understanding of the interpersonal communication process.

Linguistic identity in multigenerational ethnic minority/ethnically heterogeneous deaf families.

This paper discusses language use and identity patterns in ethnic minority/ethnically heterogeneous multigenerational deaf families in Romania, where at least one of the family members belongs to the ethnic Hungarian minority. Early childhood and school linguistic socialization, language use within the family, and cross-generational transmission of identity to children are explored. The research is based on five ethnic minority/ethnically heterogeneous multigenerational deaf family case studies. The research results show that within ethnic-national minority/ethnically heterogeneous multigenerational deaf families, complex identity patterns may develop and multifaceted linguistic communication models may prevail, including the use of national oral languages and national sign languages of the parties involved. At the same time, a kind of special linguistic and cultural enrichment, a striving for cultural-linguistic balance, may occur.

Sign language usage of deaf or hard of hearing Sri Lankans.

In Sri Lanka, about 300,000 Sinhala speaking people are either deaf or hard of hearing (DHH) and would benefit from a common Sinhala sign language, technological resources such as captioning, and educational and social support. There is no fully developed common sign language for members of the Sinhalese community, a severe shortage of sign language interpreters, and few resources for teachers. This exploratory study was undertaken in all nine provinces of Sri Lanka into the use of sign language, access to education for people with disabilities, and the availability of trained or qualified educators to work with the DHH people. Data were gathered via interviews and focus groups with Special Education Assistant Directors, Principals and Teachers in Deaf Schools, and Teachers of Special Education Deaf Units in mainstream schools. The DHH members of Sri Lankan society are marginalized, under-supported, and require urgent attention to their educational and social needs. This study provides a basis for much needed attention and reform.

Blind and Deaf Together: Cross-Disability Community at Virginia's Residential School for Black Disabled Youth

Disability history has embraced the cultural model of Deafness which argues that residential schools fostered a common identity unified around the use of sign language. This article argues that this model was built on examinations of primarily (and exclusively) white institutions, resulting in scholarship that erases the distinct experiences of deaf African Americans. Cross-disability experiences were central to the lives of Black children at the Virginia State School, a residential school for deaf and blind African American youth. Far from a statistical outlier, the majority of Southern states used this cost saving measure to educate blind and deaf African Americans. Though not exclusively utilized for African Americans, the disproportionate use of combined schools reflects a Jim Crow approach to disability designed to reduce state expenditures at the cost of services rendered to the Black community. Relying on previously unused sources of the Virginia State School, including surviving records of administrators and a school bulletin with student contributors, this article explores a community where nearly every aspect of life involved cross-disability relationships. Oral histories with former students add to this narrative, revealing how young people who came to identify as culturally Deaf, communicated with partially blind students through sign language and with fully blind students through spoken English. This approach to deaf and blind education regularized cross-disability interactions among African Americans in Virginia, producing a community at the school defined by their categorization as disabled and Black, more so than by specific disabilities.

Design of Sign Language Learning Media Based on Virtual Reality

Sign language has become a very important means of communication for individuals with hearing loss, allowing them to interact with people who are not hearing impaired. In recent years, virtual reality (VR) technology has advanced rapidly, opening up new opportunities to enhance the user experience in various situations. This study aims to design and develop an easy-to-use virtual reality-based interactive sign language application. The software development method used is the Software Life Cycle Development Method (MDLC), which includes the stages of analysis, design, implementation and testing. This app is designed to run on affordable and popular VR devices to make it accessible to as many individuals as possible. In the development process, we conducted an analysis of various sign languages used globally, focusing on hand gestures and facial expressions which have an important role in sign language communication. Users can learn and practice sign language through interactive experiences in a virtual environment that mimics real-life situations. This application is also equipped with visual and audio feedback features to help users improve and hone their skills. At the testing stage, this application was evaluated through trials involving participants with diverse backgrounds in the use of sign language. The test results show that users feel involved in the VR experience and experience increased confidence in using sign language after using this application. This research proves that VR technology can be an effective tool in sign language learning and development. Thus, the virtual reality-based sign language application that has been designed and developed in this study makes a significant contribution in increasing the accessibility of communication for individuals with hearing impairments. The implications of this research can be the basis for further development in the field of sign language and VR technology.