Understanding deaf and hard-of-hearing users' interest in sign-language interaction with personal-assistant devices

2021 ◽  
Author(s):  
Abraham Glasser ◽  
Vaishnavi Mande ◽  
Matt Huenerfauth
Keyword(s):  
Sign Language ◽  
Hard Of Hearing ◽  
Personal Assistant

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.

An investigation into the relationship of foreign language learning motivation and sign language use among Deaf and hard of hearing Hungarians

2013 ◽  
Vol 51 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Edit H. Kontra ◽  
Kata Csizér
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Language Use ◽  
Foreign Language Learning ◽  
Hearing Impaired ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
The Relationship

Abstract The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in our research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, we can conclude that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated.

Establishing a Bimodal Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary Data

2019 ◽  
pp. 149-164
Author(s):  
Johannes Hennies ◽  
Kristin Hennies
Keyword(s):  
Sign Language ◽  
Hard Of Hearing ◽  
Preliminary Data ◽  
Spoken Language ◽  
The Political ◽  
Bilingual Programs ◽  
Regular School ◽  
Schools For The Deaf ◽  
Hearing Children

In 2016, the first German bimodal bilingual co-enrollment program for deaf and hard-of-hearing (DHH) students, CODAs, and other hearing children was established in Erfurt, Thuringia. There is a tradition of different models of co-enrollment for DHH children in a spoken language setting in Germany, but there has been no permanent program for co-enrollment of DHH children who use sign language so far. This program draws from the experience of an existing model in Austria to enroll a group of DHH children using sign language in a regular school and from two well-documented bimodal bilingual programs in German schools for the deaf. The chapter describes the preconditions for the project, the political circumstances of the establishment of bimodal bilingual co-enrollment, and the factors that seem crucial for successful realization.

Bilingual, Inclusive, Mixed-Age Schooling in Vienna

2019 ◽  
pp. 133-148
Author(s):  
Silvia Kramreiter ◽  
Verena Krausneker
Keyword(s):  
Bilingual Education ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Current Model ◽  
Teaching Philosophy ◽  
Age Classes ◽  
Austrian Law ◽  
Mixed Age ◽  
Individual Placement

In 1993 Austrian law established the option of co-enrollment of pupils with and without disabilities. Simultaneously, the first endeavors with bimodal bilingual schooling of deaf and hard-of-hearing pupils started. This chapter summarizes Austrian experiences with bimodal bilingual education since the 1990s and offers information about its legal and political backdrop. Various models in different regions are summarized, with a focus on Vienna. The current model practiced in Vienna is described in detail: it is bilingual and inclusive, encompasses pupils of mixed ages, and has a progressive teaching philosophy. In Austria, these models always include two teachers per classroom. Mixed-age classes are the answer to low numbers of DHH pupils, and the resulting group inclusion is an alternative to the (socially and linguistically problematic) practice of individual placement of one deaf, sign language-using pupil. The chapter concludes with a discussion of the benefits of and prerequisites for successful bimodal bilingual co-enrollment.

scholarly journals Emerging linguistic features of Sao Tome and Principe Sign Language

2017 ◽  
Vol 20 (1) ◽  
pp. 109-128 ◽  
Author(s):  
Ana Mineiro ◽  
Patrícia Carmo ◽  
Cristina Caroça ◽  
Mara Moita ◽  
Sara Carvalho ◽  
...  
Keyword(s):  
Sign Language ◽  
Hard Of Hearing ◽  
Syntactic Structure ◽  
Linguistic Features ◽  
Sign Languages ◽  
Common Space ◽  
Sao Tome And Principe ◽  
Preliminary Study ◽  
Common Sign ◽  
Set Up

Abstract In Sao Tome and Principe there are approximately five thousand deaf and hard-of-hearing individuals. Until recently, these people had no language to use among them other than basic home signs used only to communicate with their families. With this communication gap in mind, a project was set up to help them come together in a common space in order to create a dedicated environment for a common sign language to emerge. In less than two years, the first cohort began to sign and to develop a newly emerging sign language – the Sao Tome and Principe Sign Language (LGSTP). Signs were elicited by means of drawings and pictures and recorded from the beginning of the project. The emergent structures of signs in this new language were compared with those reported for other emergent sign languages such as the Al-Sayyid Bedouin Sign Language and the Lengua de Señas de Nicaragua, and several similarities were found at the first stage. In this preliminary study on the emergence of LGSTP, it was observed that, in its first stage, signs are mostly iconic and exhibit a greater involvement of the articulators and a larger signing space when compared with subsequent stages of LGSTP emergence and with other sign languages. Although holistic signs are the prevalent structure, compounding seems to be emerging. At this stage of emergence, OSV seems to be the predominant syntactic structure of LGSTP. Yet the data suggest that new signers exhibit difficulties in syntactic constructions with two arguments.

scholarly journals Barriers to the use of health services among deaf and hard of hearing adults in Greece: a Cross-Sectional Study

2018 ◽  
Vol 6 (4) ◽  
pp. 638 ◽  
Author(s):  
Dialechti Tsimpida ◽  
Daphne Kaitelidou ◽  
Petros Galanis
Keyword(s):  
Health Services ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Healthcare Providers ◽  
Healthcare Services ◽  
Cross Sectional Study ◽  
Minority Population ◽  
Health Providers ◽  
Cross Sectional ◽  
Use Of Health Services

Rationale, Aims and Objectives: To explore the issues related to the use of health services by deaf and hard of hearing adults in Greece.Method: The study population consisted of 140 adults with hearing loss (86 deaf and 54 hard of hearing). We gathered information about sociodemographic characteristics, use of health services characteristics, satisfaction from health providers and complaints during the use of health services.Results: A considerable percentage of the participants did not make appropriate use of healthcare services, as they made avoidable visits to emergency departments even for minor, short-term conditions (p=0.002) or used to just wait for the symptoms to pass in an illness occurrence (p=0.06). They also experienced major difficulties as part of the health visit (p=0.01) and the quality of communication with health providers (p=0.002). The absence of assistive technology, along with the lack of low availability of Sign Language interpreters, were important barriers for those that communicate in Sign Language. Regarding the engagement with healthcare providers, there were high rates of dissatisfaction from doctors, nurses and receptionists related to issues during the use of health services.Conclusions: Our results underscore the fact that deaf and hard of hearing persons constitute a minority population that experience major barriers during the use of health services and considerable difficulties in the healthcare provider-patient relationship. In light of these findings, a special effort must be made to ensure that deaf and hard of hearing individuals receive appropriate, ethical and person-centered healthcare.

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