Learning Together by Deaf and Hearing Students in a Japanese Primary School

2019 ◽  
pp. 69-82 ◽  
Author(s):  
Takashi Torigoe
Keyword(s):  
Primary School ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Multiple Flows ◽  
Language Interpretation ◽  
Full Participation ◽  
Regular Classrooms ◽  
Deaf Adults ◽  
Learning Together

This chapter describes a project to introduce co-enrollment practices for deaf and hard-of-hearing (DHH) pupils in a Japanese regular primary school. This project consisted of three parts: (1) instruction of sign language to the DHH pupils, (2) instruction of sign language to the teachers and hearing pupils, and (3) sign language interpretation in regular classrooms. The focus was on the challenges of sign language interpretation. The results showed that the multiple flows of information and overhearing others’ speech in the classrooms provided challenging conditions for sign language interpretation. New ways of communication and interaction (actually introducing a new culture) and the presence of deaf adults were needed to establish full participation by DHH pupils in the co-enrollment classrooms. The possible future of practices concerning the inclusion of DHH children is discussed.

scholarly journals Między niepełnosprawnością a przekładem. Osoby niepełnosprawne jako twórcy i odbiorcy przekładu

2021 ◽  
Author(s):  
Wojciech Figiel
Keyword(s):  
Sign Language ◽  
Disability Studies ◽  
Hard Of Hearing ◽  
People With Disabilities ◽  
Translation Studies ◽  
Audio Description ◽  
Language Interpretation ◽  
Sociology Of Translation ◽  
Inclusive Approach ◽  
Access Services

This paper deals with the relations between the phenomena of disability and translation studies. Translation studies and disability studies are relatively new fields, which up until recently had little in common. However, for more than a dozen years now, scholars of translation have focused on research concerning access services for people with disabilities. These services include, among others, audio description, sign language interpretation and subtitles for the deaf and the hard of hearing. However, there is not too much research concerning people with disabilities as creators, and not recipients, of translation. There is also a lack of translation scholars with disabilities. The interdisciplinary perspective of sociology of translation and disability studies may help to bridge this gap by providing a more inclusive approach to studies on translation.

Inclusion of Signing Deaf or Hard-of-Hearing Students: Factors That Facilitate Versus Challenge Access and Participation

2020 ◽  
Vol 5 (4) ◽  
pp. 971-983
Author(s):  
Maryam Salehomoum
Keyword(s):  
General Education ◽  
Sign Language ◽  
Inclusive Education ◽  
Hard Of Hearing ◽  
Subject Area ◽  
Classroom Communication ◽  
Classroom Activities ◽  
Language Interpretation ◽  
Interactive Nature ◽  
Practice Gap

Purpose Past studies have consistently indicated a need for improvements in inclusive educational practices. Many have focused on a single actor (e.g., the student), not taking into account the interactive nature of communication. Method A qualitative study, involving multiple participants in two subject area general education high school classrooms, was completed to examine factors that promote versus challenge deaf or hard-of-hearing (DHH) students' access to communication and participation in classroom activities. Participants included four classroom teachers, two sign language interpreters, and three DHH students who used sign language as their primary mode of communication. Data consisted of eight 60- to 75-min in-class observations, two interviews, and three questionnaires. Data were analyzed using a participation framework of interaction as coordinated linguistic and nonlinguistic actions between multiple actors. Results Despite the availability of technological tools and sign language interpretation, DHH students had inconsistent access to classroom communication and lower participation than their hearing peers. Conclusions The results correspond to those of past studies, which suggest a research-to-practice gap that needs to be addressed if we are to see improvements in inclusive practices, particularly for students who use signed communication. Several recommendations are proposed in consideration of teacher, interpreter, and student as integral participants. Speech-language pathologists can participate in assessing whether inclusive education is meeting desired results and contribute to the development and implementation of necessary adaptations. Future studies are needed to systematically examine the efficacy of specific education and training programs.

scholarly journals The Reading Comprehension Skill of d/Deaf and Hard-of-hearing Poles and Its Importance for Media Accessibility

2019 ◽  
Vol 2 (1) ◽  
pp. 26-52
Author(s):  
Pawel Aleksandrowicz
Keyword(s):  
Hearing Loss ◽  
Second Language ◽  
Reading Comprehension ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Control Group ◽  
Comprehension Skill ◽  
Demographic Questionnaire ◽  
Language Interpretation ◽  
The Relationship

The study investigates the reading comprehension skill of d/Deaf and hard-of-hearing (DHH) Poles in the context of media accessibility. Deriving from the assumption that spoken Polish typically acts as a second language for the DHH, the study employed state certificate exams designed for foreigners learning Polish as a second language. A reading comprehension test was composed on the basis of these exams, containing tasks at B1, B2 and C1 proficiency levels. It was administered to 126 participants: 87 d/Deaf and hard-of-hearing (DHH) and 39 hearing persons acting as the control group. It was also accompanied by a demographic questionnaire to determine the relationship between the reading skill and such aspects as age, education, degree of hearing loss, onset of hearing loss, preferred means of communication (sign language, spoken Polish, both), declared proficiency in Polish and preferred media accessibility method (sign language interpretation, subtitling, either of the two).

Design and Development of a Humanoid Robot for Sign Language Interpretation

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Ragib Amin Nihal ◽  
Nawara Mahmood Broti ◽  
Shamim Ahmed Deowan ◽  
Sejuti Rahman
Keyword(s):  
Sign Language ◽  
Humanoid Robot ◽  
Design And Development ◽  
Language Interpretation

A Modern Approach for Sign Language Interpretation Using Convolutional Neural Network

2019 ◽  
pp. 431-444 ◽  
Author(s):  
Pias Paul ◽  
Moh. Anwar-Ul-Azim Bhuiya ◽  
Md. Ayat Ullah ◽  
Molla Nazmus Saqib ◽  
Nabeel Mohammed ◽  
...  
Keyword(s):  
Neural Network ◽  
Convolutional Neural Network ◽  
Sign Language ◽  
Modern Approach ◽  
Language Interpretation

scholarly journals TEACHING SCIENCES AND BIOLOGY FOR DEAF INDIVIDUALS: INVESTIGATING THE CONTEXT OF TEACHING PRACTICE IN REGULAR CLASSROOMS OF A MUNICIPALITY IN THE STATE OF PARANÁ

2018 ◽  
Vol 11 (26) ◽  
pp. 201-218
Author(s):  
Lucken Bueno Lucas ◽  
Renan Guilherme Pimentel ◽  
Simone Luccas
Keyword(s):  
Sign Language ◽  
Teaching Practice ◽  
Deaf Students ◽  
Sign Language Interpreters ◽  
Public Network ◽  
The Public ◽  
Inclusion Process ◽  
Regular Classrooms ◽  
Brazilian Sign Language ◽  
The City

The process of school inclusion for people with disabilities is a recent development, especially for the deaf individuals, so the study of how this inclusion process occurs and the teaching of Sciences/Biology for these individuals is still incipient. The objective of this work was to investigate how science/biology teaching takes place for deaf students in the city of Cornélio Procópio-PR and what difficulties are encountered by the students, teachers, and sign language interpreters in the scenario of school inclusion. To reach this goal, we interviewed teachers and interpreters who work in elementary and middle schools of the public network that attend deaf students in Cornélio Procópio. The results of the interviews demonstrated that all those involved in this process face difficulties, the interpreters indicate language as an obstacle to the interpretation of Sciences and Biology classes, since Brazilian Sign Language presents a deficit of lexicons in relation to the Portuguese Language. On the other hand, the main difficulty for the teachers is the lack of preparation to work in classes which include deaf people, jeopardizing not only their interaction with the students, but also the teaching of Sciences and Biology. 

scholarly journals Experiences of Teachers of Deaf and Hard- of- Hearing Students’ in a Special Needs School: An Exploratory Study

2019 ◽  
Vol 7 (7) ◽  
pp. 79 ◽  
Author(s):  
Kayi Ntinda ◽  
S’lungile K. Thwala ◽  
Bonginkhosi Tfusi
Keyword(s):  
Special Needs ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Teaching And Learning ◽  
Professional Training ◽  
Group Discussion ◽  
Further Education ◽  
Assessment Instruments ◽  
Policy And Practice ◽  
Learner Engagement

This study reports on the experiences of teachers of the deaf and hard-of- hearing students in a special needs high school for the deaf in Eswatini. The study adopted a qualitative approach and was exploratory in nature. Participants comprised of eighteen (n =18) purposively sampled teachers of deaf and hard-of-hearing students. They participated in individual in-depth and focus group discussion interviews on the teaching and communication aspects with deaf and hard- of- hearing students. Data were also collected through documents review. Credibility and trustworthiness of data were established through member checks. Data were thematically analysed for important meanings. Teachers reported to experience gaps in professional competencies to teach the mainstream curriculum for which they needed further education. Variation in sign language impacting learner engagement hindered teachers’ communication with the deaf and hard-of-hearing students and their parents. Teachers reported to have in service professional training needs which included collaboration, consultation, assessment instruments and language skills. The findings have important implications for policy and practice in educating the deaf and hard- of- hearing students and for interpreting previous research. There is urgent need for the country to consider having a standardized sign language which could enhance positive teaching and learning outcomes as well as social integration for the future lives of these students. Understanding experiences of these teachers from the lived cultural milieu are important for the design and implementation of programmes for supporting the deaf and hard- of hearing learners, their teachers and parents.

scholarly journals Η αντιληπτική λειτουργία παιδιών 8-13 ετών με προγλωσσική απώλεια ακοής

2021 ◽  
Vol 26 (1) ◽  
pp. 169
Author(s):  
Χρήστος Γεωργοκωστόπουλος ◽  
Μαρία Τζουριάδου
Keyword(s):  
Cochlear Implant ◽  
Sign Language ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Oral Communication ◽  
Main Method ◽  
Co Morbidity ◽  
Language Communication ◽  
Hearing Children ◽  
Perceptual Function

In this study, we investigated the perceptual function of deaf/hard of hearing children. The sample of the study consisted of 58 pupils aged 8-13 years old (3rd-6th graders) with severe (60-90 db) or profound (90 db and above) neurosensory hearing loss – pre-lingual with or without cochlear implants. Children with co-morbidity (intellectual disabilities, syndromes, autism, motor disorders, etc.) and children with post-lingual deafness/hearing impairment were excluded. In order to investigate their perceptual function, the Perceptual Functionality Criterion was used. The results of the study show that deaf/hard of hearing participants exhibit a “sporadic” profile regarding the general perceptual functionality. In particular, the participants were found to perform similarly in terms of visual-perceptive skills, while there was one exception, i.e. their visual-motor skills were worse. Higher scores have been shown in the domain of kinesthetic and tactile perception and lower ones regarding vestigial perception, especially in terms of the sense of balance. In addition, the perceptual function was investigated among the cochlear implant participants and those with conventional hearing aids. The results showed no significant differences between the two groups regarding the perceptual function, although the visual perception was found to be significantly better among the users of conventional hearing aids relative to cochlear implant users. Finally, the perceptual function was investigated in terms of the main method of language/communication used. The data indicated that participants, regardless of whether they use sign language, total/bilingual or oral communication, performed roughly similarly on the test variables. Among the different types of main method of language/communication, statistically significant differences were absent, though regarding the visual and kinesthetic perception sign language users outperformed the users of oral communication.

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