scholarly journals Possibilities of using interactive resources in special education degree programmes

2021 ◽  
Vol 11 (2) ◽  
pp. 155-171
Author(s):  
Olga Aleksandrovna Krasilnikova ◽  
◽  
Anna Sergeevna Lukina ◽  
Olga Aleksandrovna Chizh ◽  
Ekaterina Evgenievna Kireenkova ◽  
...  
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Boarding Schools ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Online Questionnaire ◽  
Russian State ◽  
Multimedia Technologies ◽  
Education Degree ◽  
Interactive Resources

Introduction. The article studies the development of special education degree courses based on modern multimedia technologies. The purpose of the research is to reveal the possibilities of using interactive resources in the context of special education degree programmes. Materials and Methods. The study utilized a systematic approach to understanding the concept of special education and employed retrospective and comparative analyses. An online questionnaire was used to collect empirical data in order to clarify the possibilities of using interactive technologies in special education degree courses. The study involved 156 university students pursuing their undergraduate degrees in the field of Special education (Deaf education), as well as 60 teachers from special education settings for deaf, hearing-impaired and late-deaf children. The study was conducted at Herzen University (Herzen Russian State Pedagogical University), special boarding schools №1 and №31 for deaf children, and special boarding schools №33 and №20 for hearing impaired and late-deaf children in St. Petersburg. Results. The study has revealed the possibilities and areas of using interactive resources and clarified the role of multimedia technologies in special education degree programmes. The authors have identified the most convenient and informative types of hyperlinks for special education. The research findings suggest that special education teachers working with deaf and hard-to-hearing students need interactive resources for the purpose of self-education and professional development. Conclusions. In conclusion, the main possibilities of using interactive resources in the context of special education degrees are summarized. The results obtained indicate the need for increasing the number of multimedia resources in the field of special education, which can be used in a blended learning environment.

Equivalent Noise Dose Obtained Through Hearing Aids in the Classrooms of Hearing-Impaired Children

1990 ◽  
Vol 21 (3) ◽  
pp. 147-150
Author(s):  
Ronald A. Wilde
Keyword(s):  
Hearing Aids ◽  
High Gain ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Impaired Children ◽  
Very High ◽  
Hearing Impaired Children

A commercial noise dose meter was used to estimate the equivalent noise dose received through high-gain hearing aids worn in a school for deaf children. There were no significant differences among nominal SSPL settings and all SSPL settings produced very high equivalent noise doses, although these are within the parameters of previous projections.

Peranan dan Cabaran Guru-Guru Pendidikan Khas Membentuk Kemenjadian Murid-Murid Masalah Pendengaran dalam Abad ke 21

2018 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Siti Muhibah Hj Nor ◽  
Zetty Nurzuliana Rashed
Keyword(s):  
Special Education ◽  
Student Development ◽  
Special Education Teachers ◽  
Personal Development ◽  
Well Being ◽  
Academic Excellence ◽  
Hearing Impairments ◽  
Medical Expert ◽  
National Transformation

This article in a paper concept that discusses the roles and challenges faced by special education teachers in educating and enhancing hearing impaired students quality of life. This is consistent with the aspiration of the National Transformation 2050 (TN50) also focuses on student personal development to the future nation’s progress. In terms of student development, academic excellence in not the only main aims, but students must be educated holisticly to produce Malaysian citizens who are responsible; knowledgeable; have honourable manners, and be able to achieve personal well-being. Therefore, students with hearing impairments require special education system to suit their different necessities. Special education teachers should prepare themselves with various knowledge, expertise and skills to accomplish the national aspiration. In addition, cooperation, collaboration and support from parent, school management, medical expert and community are significantly required. Abstrak Artikel  ini  merupakan kertas konsep  yang akan  membincangkan  mengenai peranan dan cabaran guru-guru Pendidikan Khas  dalam  membentuk  kemenjadian  murid-murid  masalah  pendengaran.  Ia  selaras  dengan  kehendak  Tranformasi Nasional  2050  (TN50)  yang  memberi  fokus  untuk  melahirkan  kemenjadian  murid  sebagai  salah  satu  aspirasi  untuk memacu negara  di  masa  akan  datang.    Dalam  membentuk  kemenjadian  murid,  pencapaian  akademik  yang  cemerlang bukanlah  merupakan  fokus  utama  tetapi  murid  perlu  dididik  secara  holistik  untuk  melahirkan  warga  negara  Malaysia yang  bertanggungjawab,  berpengetahuan,  berakhlak  dan  mampu  mencapai  kesejahteraan  diri.  Dalam  aspek  ini  murid-murid  masalah pendengaran  memerlukan pendidikan  yang sesuai    mengikut tahap kemampuan  mereka.  Justeru guru-guru  Pendidikan  Khas  perlu  mempersiapkan  diri  dengan  pelbagai  pengetahuan,  kepakaran  dan  kemahiran  untuk mencapai  aspirasi  negara.  Selain  itu,  kerjasama,  kolaborasi  dan  sokongan  daripada  ibu  bapa,  pentadbir  sekolah,  pakar perubatan dan masyarakat amat diperlukan.

Isu dan Cabaran Dalam Penggunaan Bahasa Isyarat Malaysia (BIM) untuk Pengajaran Perkara Asas Fardhu Ain (PAFA)

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Syar Meeze Mohd Rashid ◽  
Norlidah Alias ◽  
Zawawi Ismail
Keyword(s):  
Special Education ◽  
Sign Language ◽  
Special Education Teachers ◽  
Deaf Community ◽  
Communication Barrier

This article discusses issues and challenges faced by special education teachers in using Bahasa Isyarat Malaysia to teach the deaf basics of fardhu ain. Firstly, the shortage of Islamic terminologies in sign language leads to communication barrier between the teacher and students. Besides that, the Fardhu Ain teachers are not well-versed with sign language. Another issue is that the curriculum used is meant for the typical community and unsuitable for the deaf community. Abstrak Artikel ini membincangkan tentang isu dan cabaran yang dihadapi guru  pendidikan  khas dalam  penggunaan  BIM untuk pengajaran PAFA kepada golongan pekak. Isu dan cabaran  yang  pertama  ialah  kekurangan  bahasa  isyarat agama  Islam  yang  menyebabkan  kesukaran  golongan pekak  dan  guru  yang  mengajar  untuk  berkomunikasi bagi  membincangkan  perkara   yang  berkaitan   dengan agama. Selain    itu,    isu    dan    cabaran    kedua    ialah ketidakmahiran    guru    PAFA    dalam    berkomunikasi menggunakan bahasa isyarat. Seterusnya isu dan cabaran ketiga   ialah ketidaksesuaian   kurikulum   PAFA   untuk golongan    pekak    kerana kurikulum    PAFA    yang digunakan kepada golongan pekak turut digunakan sama oleh golongan tipikal Muslim yang lain.

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