Deaf students’ linguistic access in online education: The case of Trinidad

2021 ◽  
pp. 1-17
Author(s):  
Noor-ud-din Mohammed
Keyword(s):  
Online Education ◽  
Deaf Students

Online Learning and Deaf Students

2018 ◽  
Author(s):  
Stephanie W. Cawthon ◽  
Jessica I. Mitchell
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Asynchronous Communication ◽  
Deaf Students ◽  
Face To Face ◽  
Education Environment ◽  
Critical Issues ◽  
Face To Face Instruction ◽  
And Function ◽  
Role And Function

Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.

scholarly journals Usage of Online Education in the Field of Mathematics for Hearing Impaired and Deaf Students

2020 ◽  
Vol 35 ◽  
pp. 05002
Author(s):  
Dmitry M. Chirkov ◽  
Mikhail D. Konstantinov ◽  
Artyom N. Semakin ◽  
Galina P. Yemgusheva ◽  
Mikhail V. Mozgovoy
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Inclusive Education ◽  
Online Courses ◽  
Video Recording ◽  
Hearing Impaired ◽  
Online Course ◽  
Impaired Hearing ◽  
Deaf Students ◽  
Mathematics Knowledge

The article is devoted to problems of usage of online education in the inclusive education process in BMSTU. Russian and foreign experience in the field of mass open online courses in the system of higher education is briefly described. Information on foreign platform Coursera, Russian online courses construction platform Stepik and the National Open Education platform is given. The experience of Ural Federal University in development of two first online courses for people with disabilities is shown. The article describes educational features and specific needs of students with impaired hearing in the system of higher education on the base of BMSTU’s years-long experience in work with groups of students of that type. The model of inclusive higher education in Bauman university is briefly described and explained. Main stages of development and approbation of online course on elementary mathematics knowledge actualization for hearing-impaired and deaf students on the first year of education in BMSTU are revealed. Practical recommendations for online courses’ authors on materials selection, preparation, video recording and other stages of online course creation are given. Prospects of the developed course usage and plans for further activities of the university in that field are shown.

scholarly journals Improving Accessibility in Online Education: Comparative Analysis of Attitudes of Blind and Deaf Students Towards an Adapted Learning Platform

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
Concepcion Batanero-Ochaita ◽  
Luis De-Marcos ◽  
Luis Felipe Rivera ◽  
Jaana Holvikivi ◽  
Jose Ramon Hilera ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Online Education ◽  
Deaf Students ◽  
Learning Platform

Exploring the Potential Impact of Sentence-Level Comprehension and Sentence-Level Fluency on Deaf Students' Passage Comprehension

2020 ◽  
Vol 63 (7) ◽  
pp. 2281-2292
Author(s):  
Ying Zhao ◽  
Xinchun Wu ◽  
Hongjun Chen ◽  
Peng Sun ◽  
Ruibo Xie ◽  
...  
Keyword(s):  
Independent Predictor ◽  
Vocabulary Knowledge ◽  
Group Differences ◽  
Regression Analyses ◽  
Deaf Students ◽  
Mediating Role ◽  
Sentence Level ◽  
Mediating Mechanisms ◽  
Potential Impact ◽  
The Relationship

Purpose This exploratory study aimed to investigate the potential impact of sentence-level comprehension and sentence-level fluency on passage comprehension of deaf students in elementary school. Method A total of 159 deaf students, 65 students ( M age = 13.46 years) in Grades 3 and 4 and 94 students ( M age = 14.95 years) in Grades 5 and 6, were assessed for nonverbal intelligence, vocabulary knowledge, sentence-level comprehension, sentence-level fluency, and passage comprehension. Group differences were examined using t tests, whereas the predictive and mediating mechanisms were examined using regression modeling. Results The regression analyses showed that the effect of sentence-level comprehension on passage comprehension was not significant, whereas sentence-level fluency was an independent predictor in Grades 3–4. Sentence-level comprehension and fluency contributed significant variance to passage comprehension in Grades 5–6. Sentence-level fluency fully mediated the influence of sentence-level comprehension on passage comprehension in Grades 3–4, playing a partial mediating role in Grades 5–6. Conclusions The relative contributions of sentence-level comprehension and fluency to deaf students' passage comprehension varied, and sentence-level fluency mediated the relationship between sentence-level comprehension and passage comprehension.

Author response for "Opinion of students on online education during the COVID ‐19 pandemic"

2020 ◽  
Author(s):  
Pinaki Chakraborty ◽  
Prabhat Mittal ◽  
Manu Sheel Gupta ◽  
Savita Yadav ◽  
Anshika Arora
Keyword(s):  
Online Education ◽  
Author Response

Author response for "Opinion of students on online education during the COVID ‐19 pandemic"

2020 ◽  
Author(s):  
Pinaki Chakraborty ◽  
Prabhat Mittal ◽  
Manu Sheel Gupta ◽  
Savita Yadav ◽  
Anshika Arora
Keyword(s):  
Online Education ◽  
Author Response

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

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