scholarly journals The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia

2019 ◽  
Vol 31 (2) ◽  
pp. 177
Author(s):  
Tadesse Tedla ◽  
Dawit Negassa
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Phenomenological Study ◽  
Main Tool ◽  
Structured Interview ◽  
Qualitative Inquiry ◽  
Deaf Children ◽  
Inquiry Approach ◽  
Preparatory Schools ◽  
Teaching Learning

The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.

scholarly journals The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia

2019 ◽  
Vol 31 (2) ◽  
pp. 177
Author(s):  
Tadesse Tedla ◽  
Dawit Negassa
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Phenomenological Study ◽  
Main Tool ◽  
Structured Interview ◽  
Qualitative Inquiry ◽  
Deaf Children ◽  
Inquiry Approach ◽  
Preparatory Schools ◽  
Teaching Learning

The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.

scholarly journals Educação e sua Importância no Processo de Inclusão de Crianças com TDAH: Inquietações a serem enfrentadas no Ensino Regular / Children with ADHD: Concerns to be Faced in Regular Education

2021 ◽  
Vol 15 (58) ◽  
pp. 726-736
Author(s):  
Eliane Da Silva Ferreira Moura ◽  
Fabiana Correia Bezerra
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Inclusive Education ◽  
Attention Deficit ◽  
Regular Education ◽  
Structured Interview ◽  
Students With Special Needs ◽  
Equity In Education ◽  
Hyperactivity Disorder ◽  
Adequate Information ◽  
Teaching Learning

Resumo: O intuito da pesquisa foi conhecer a importância da educação de acordo com o processo de inclusão, o que afirmam os pesquisadores acerca do Transtorno de Déficit de Atenção e Hiperatividade (TDAH). Quanto ao processo metodológico, foi realizada pesquisa bibliográfica com abordagem qualitativa e estudo de caso com entrevista semiestruturada. Os efeitos apontaram as dificuldades de adaptação por conta da falta de qualificação específica dos professores no ensino regular, falta de conhecimento por parte das famílias, dificuldades de aprendizagens e deficiência quanto à equidade no ensino. Concluiu-se que a educação inclusiva ainda está se moldando e se adaptando, seja na sociedade ou nas políticas públicas. Ao mesmo tempo em que parte da dificuldade de aprendizagem desses alunos com necessidades especiais, é dos pais sem informação adequada e os profissionais da educação, como também a sociedade e a comunidades escolares sem nenhuma formação ou informações adequadas. Palavras-chave: Ensino-aprendizagem. Inclusão. Transtorno de Déficit de Atenção e Hiperatividade. Capacitação.   __________________________ Abstract: The purpose of the research was to know the importance of education according to the inclusion process, which researchers claim about Attention Deficit Hyperactivity Disorder (ADHD). As for the methodological process, a bibliographical research was carried out with a qualitative approach and a case study with semi-structured interview. The effects pointed out the difficulties of adaptation due to the lack of specific qualification of teachers in regular education, lack of knowledge on the part of families, learning difficulties and deficiencies in terms of equity in education. It was concluded that inclusive education is still shaping and adapting, whether in society or in public policies. While part of the learning difficulty of these students with special needs is parents without adequate information and education professionals, as well as society and school communities without any training or adequate information. Keywords: Teaching-learning. Inclusion. Attention Deficit Hyperactivity Disorder. Training.

scholarly journals Commentary: Shapes and Sites of Deaf People’s Transinstitutionalization

2020 ◽  
Vol 9 (3) ◽  
pp. 16-27
Author(s):  
Kristin Snoddon ◽  
Joanne Weber
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Deaf Children ◽  
Language And Identity ◽  
Deaf People ◽  
Educational Settings ◽  
Sign Languages ◽  
Language Support ◽  
Mainstream Education ◽  
Deaf Teachers

This commentary describes our perspective on transinstitutionalization as deaf teachers and researchers from different regions of Canada, and accounts for some of the ways in which transinstitutionalization manifests in the lives of deaf people, particularly in educational settings. In the present day, so-called inclusive education is often presented as the progressive alternative to institutionalization, or deaf schools. However, mainstream education in regular settings without adequate sign language support and the continuing polarization of language and identity options for deaf children are two of the main ways in which transinstitutionalization recurs for deaf children and adults and threatens the vitality of sign languages.

scholarly journals The Social and Epistemological Violence of Inclusive Education for Deaf Learners

2020 ◽  
Vol 9 (5) ◽  
pp. 185-213
Author(s):  
Kristin Snoddon
Keyword(s):  
Human Rights ◽  
Sign Language ◽  
Inclusive Education ◽  
Direct Instruction ◽  
Deaf Children ◽  
Educational Systems ◽  
Educational Practices ◽  
Language Policies ◽  
The Social ◽  
Epistemological Violence

This paper begins by describing several recent human rights complaints brought by Canadian parents of deaf children who have not been able to access an education in sign language in provinces where a deaf school has been closed. The paper outlines some ways in which so-called inclusive educational systems perpetuate social and epistemological violence by depriving deaf children of direct instruction in sign language and access to a community of signing deaf peers. Inclusive educational systems have disrupted intergenerational sign language transmission and resulted in deaf children’s loss of identity. The paper calls for sign language policies and sign language-medium educational practices to ensure the viability of deaf futures.

scholarly journals INCLUSIVE EDUCATION: PREPARATION OF TEACHERS, CHALLENGES IN CLASSROOM AND FUTURE PROSPECTS

2011 ◽  
Vol 28 (2) ◽  
Author(s):  
Malik Ghulam Bhehlol
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Structured Interview ◽  
Future Prospects ◽  
Learning Aids ◽  
Regular Classrooms ◽  
Inclusive Schools ◽  
Proper Training ◽  
Research Questions ◽  
Teaching Learning

The focus of this study was to examine the preparation of teachers, challenges in classroom and future prospects of inclusive education system in Pakistan. The major research questions of the study were: What is the attitude of teachers working in inclusive schools towards inclusive education? What is the preparation level of teachers working in the inclusive schools? What are the challenges faced by the teachers in these schools along with the future prospects of inclusive education system in Pakistan. It was a descriptive study and the researcher used semi-structured interview and accessibility checklist to collect qualitative and quantitative data to answer the research questions. The validated instruments were administered to six principals and twelve teachers working in inclusive schools. The study revealed that the teachers working in the inclusive education schools have not got proper training to work with the students having special needs. Moreover the accessibility of school infrastructure does not address the needs of all student. Curriculum, equipments, teaching learning aids and assessment methods also need to be readjusted. Principals and teachers have mixed opinions (positive as well as negative) about the success of inclusive education system in mainstream schools. They suggested that government may invest more financial and technical resources to train teachers and provide technological equipments if they want to integrate students with special into regular classrooms.

scholarly journals DEAFying Silence: Analyzing Inclusive Non-Verbal Communication Strategies Between Students with Deafness and Their Non-PWD Peers

2020 ◽  
Author(s):  
Zoe Sophia Berenice Taguibulos
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Communication Strategies ◽  
Group Discussion ◽  
Structured Interview ◽  
The Philippines ◽  
Verbal Communication ◽  
Frequent Use ◽  
The Status ◽  
Research Procedure

People would often attribute persons with deafness as ‘mute’ individuals due to their frequent use of non-verbal communication strategies. In the Philippines’ transition to an inclusive education system, the question is how Non-PWDs can accommodate the communication style and needs of students with deafness. The researcher answers the question: How do students with deafness and Non-PWD peers promote inclusion through non-verbal communication strategies? A qualitative research design was utilized as the framework, while the research procedure consisted of a digital semi-structured interview for the participant with deafness and a focus group discussion for the Non-PWD participants. A thematic data analysis was carried out to examine the findings and extract themes.The emerging themes revealed that students with deafness are provided with poor assistive services, and that there are issues involving the lack of social inclusivity in mainstream schools. Non-PWDs have shown initiative to shatter communication barriers by obliterating the stigma of communicating with students with deafness. Conversely, the status quo is that persons with deafness should apply spoken language instead of encouraging Non-PWDs to learn sign language. It has been concluded that persons with deafness are visual communicators. They use space to distinguish their relationship with another communicator, and they also apply kinesic behavior like sign language to deliver their messages, facial expressions to convey their emotions, and body language to further demonstrate their messages. Lastly, Non-PWDs should be enhancing their usage of time, silence, and developing their application of space to practice haptics.

scholarly journals Bilingualism of Colombian Deaf Children in the Teaching-Learning of Mathematics in the First Year of Elementary School

2011 ◽  
Vol 12 (2) ◽  
pp. 9 ◽  
Author(s):  
Olga Lucía León Corredor ◽  
Dora Inés Calderón
Keyword(s):  
Sign Language ◽  
First Grade ◽  
Written Language ◽  
Deaf Children ◽  
First Year ◽  
Experience Teaching ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Teaching Learning ◽  
Learning Issues

This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language) is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.

A smart learning assistance tool for inclusive education

2021 ◽  
pp. 1-14
Author(s):  
Sangeeta Srivastava ◽  
Ashwani Varshney ◽  
Supriya Katyal ◽  
Ravneet Kaur ◽  
Vibha Gaur
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Cost Effective ◽  
Learning Tools ◽  
Special Schools ◽  
Smart Learning ◽  
Learning Assistance ◽  
The Government ◽  
Set Up ◽  
Teaching Learning

The government has established special schools to cater to the needs of children with disabilities but they are often segregated rather than receiving equitable opportunities. Artificial Intelligence has opened new ways to promote special education with advanced learning tools. These tools enable to adapt to a typical classroom set up for all the students with or without disabilities. To ensure social equity and the same classroom experience, a coherent solution is envisioned for inclusive education. This paper aims to propose a cost-effective and integrated Smart Learning Assistance (SLA) tool for Inclusive Education using Deep Learning and Computer Vision techniques. It comprises speech to text and sign language conversion for hearing impaired students, sign language to text conversion for speech impaired students, and Braille to text for communicating with visually impaired students. The tool assists differently-abled students to make use of various teaching-learning opportunities conferred to them and ensures convenient two-way communication with the instructor and peers in the classroom thus makes learning easier.

scholarly journals Self-advocacy for Inclusion: A Case Study of Blind Students in the University of Gondar, Ethiopia

2019 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Tadesse Abera ◽  
Dawit Negassa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Structured Interview ◽  
Qualitative Inquiry ◽  
Self Advocacy ◽  
Depth Interview ◽  
Interview Guide ◽  
The University ◽  
Blind Students

The purpose of this study was to investigate the self-advocacy practice for inclusion of blind students in the University of Gondar. A case study design with qualitative inquiry approach was used. In-depth interview guide which was developed out of comprehensive review of literature was used as data gathering instrument. The in-depth interview instrument on its content and construct validity was checked by one blind special needs education professional who works as an instructor in the Department of Special Needs and Inclusive Education in the University of Gondar. There were only five blind students in the university; three were taken as the rest two were unwilling. The data collected through semi-structured interview guide was analyzed thematically in four dimensions of self-advocacy: knowledge of self, knowledge of rights, communication and leadership. Additionally, there was a theme that investigates how the blind students were self-advocating in fighting back their challenges. Results indicate that the blind students were not found to be self-advocates for their inclusion. Except in knowledge of self to some extent, they were found to have limitations in their knowledge of rights, communication and leadership. Recommendations such as improving knowledge of rights, communications and leadership have been forwarded.

Meaning of happiness: A qualitative inquiry among adolescents

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Naina Kapoor ◽  
Shifa Rahman ◽  
Tejinder Kaur
Keyword(s):  
Meaning In Life ◽  
Life Experiences ◽  
Structured Interview ◽  
Qualitative Inquiry ◽  
Theory Analysis ◽  
Academic World ◽  
Adolescent Students ◽  
Professional Goals ◽  
Holistic Understanding ◽  
To Come

Research on happiness seems to be blooming in current academics. Psychology's engagement with psychopathology left no space for this concept to come to the fore. With rapid changes in the academic world, together with the shift in the focus towards more positive concepts has resulted in a renewed interest in the concept of happiness. The domain of qualitative research seeks to explore the diverse human experiences and the present study uses this domain to understand the subjective meaning of happiness in adolescent students. Using a qualitative approach, twenty adolescents were asked to share their life experiences using a semi structured interview schedule. A grounded theory analysis revealed that happiness forms a core concern for an individual where it depends not only on the cultural norm involving an individual where social relationships form an important part, but also goals and aims (s) he/she wishes to achieve in life. It exists in temporality but is impacted by the larger dimension of meaning in life which is relatively stable and covers a huge expanse of an individual's existence. Finding happiness in life involves both personal goals such as self growth and attainment of peace, and also professional goals like fulfilment of one's academic aim. Happiness is also seen as being impacted by an individual's past happenings, belief in selfworth and social responsibility. Analysis of the findings thus points to the fact that meaning of happiness varies across individuals, however, the essence remains the same for a given culture. The consideration of the emic approach not only creates sound knowledge, but also leads to a holistic understanding of human affairs.

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