Inclusive education for Deaf students: Literacy practices and South African Sign Language

2012 ◽  
Vol 30 (1) ◽  
pp. 25-37 ◽  
Author(s):  
Meryl Glaser ◽  
Ermien van Pletzen
Keyword(s):  
Sign Language ◽  
South African ◽  
Inclusive Education ◽  
Literacy Practices ◽  
Deaf Students

scholarly journals ‘Nothing about us without us’: Assessing the Attitudes of Deaf Learners towards Inclusive Education

2021 ◽  
pp. 125-131
Author(s):  
Andile Alfred Mdikana
Keyword(s):  
Sign Language ◽  
South African ◽  
Inclusive Education ◽  
Thematic Analysis ◽  
Convenience Sample ◽  
Sign Language Interpreter

This article reports on a study conducted on South African Deaf learners’ attitudes towards inclusive education. Respondents were a non-probability (convenience) sample of seven learners aged between 17 and 25 years. A questionnaire containing ten open-ended questions was designed and administered to assess learners’ attitudes towards inclusive education. The questionnaire took participants between 30 and 60 minutes to complete in a group-based context. The help of a sign language interpreter was undertaken. The data collected were analysed using thematic analysis. The results reveal that six of the respondents were in favour of being granted the opportunity to express their innermost feelings rather than be told by teachers what their attitudes should be.

scholarly journals Educational Interpreters, Deaf Students and Inclusive Education?

2020 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 27-46
Author(s):  
Campbell McDermid
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Classroom Environment ◽  
Job Descriptions ◽  
Deaf Students ◽  
Language Class ◽  
Language Classes ◽  
Class Environment ◽  
Teachers And Students ◽  
Deaf Teachers

A review of the literature was conducted to consolidate the findings of numerous studies concerning the efficacy of including a Deaf student in a regular classroom environment with a sign language interpreter. Numerous challenges were identified including a lack of appropriate qualifications in many educational interpreters, such as fluency in sign language, class content, and ability to interpret accurately. A number of recommendations were noted in the literature like the need to shift paradigms from Deaf students as disabled to Deaf Gain, which includes respect for the culture, language and identity of Deaf people and recognition of how society benefits from their presence and diversity. Specific recommendations were clear job descriptions for educational interpreters, mandatory sign language classes for everyone in the school, and modifications to the class environment both physically, to ensure clear sight lines, and pedagogically, to include aspects of the discursive practices of Deaf teachers and students.

Revisiting Curricula for Deaf Students

2018 ◽  
Author(s):  
Stein Erik Ohna
Keyword(s):  
Sign Language ◽  
Educational System ◽  
School System ◽  
First Language ◽  
National Curriculum ◽  
Educational Context ◽  
Deaf Students ◽  
National Policies ◽  
Classroom Processes ◽  
The Right

The Norwegian National Curriculum in 1997 introduced four subject curricula for deaf students as part of new legislation giving deaf students who have acquired sign language as their first language the right to instruction in the use of sign language and through the medium of sign language. A few years later, new hearing technologies contributed to substantial changes in the educational context. This situation has challenged the school system, schools, and teachers. The chapter is organized in three sections. First, the educational system and the process leading to the introduction of new legislation is presented. The second section deals with information about the use of curricula for deaf students. The last section discusses issues of students’ achievements, classroom processes, and national policies.

Teaching South African Sign Language as a second language to university students: an integrated pedagogy

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Marga Stander ◽  
Annemarie Le Roux
Keyword(s):  
Second Language ◽  
University Students ◽  
Sign Language ◽  
South African ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Specific Method ◽  
Language Curriculum ◽  
Popular Language ◽  
Output Hypothesis

Abstract South African Sign Language (SASL) has become an increasingly popular language that hearing university students want to learn as a second language. This requires more qualified SASL instructors and new curricula at South African universities. This paper considers ways in which challenges associated with the teaching and learning of SASL can be overcome. Krashen’s Comprehension Input Hypothesis and Swain’s Output Hypothesis form the theoretical framework as reference to our own independent experience, praxis, and reflection. This study considered different teaching methods and pedagogies and found the post-method approach suggested by Kumaravadivelu (2003) a viable method for teaching SASL as a second language. This method aligns with the method we had independently identified as the most empowering for teachers to create their own strategies focused on their intuition, experiences and pedagogy. Therefore, we do not favour one specific method above another, but rather adopt an integrated approach. We make a few suggestions regarding sign language curriculum content and further research in sign language as an L2, which need urgent attention.

scholarly journals Inclusive education policy provision in South African research universities

2018 ◽  
Vol 33 (3) ◽  
pp. 349-373 ◽  
Author(s):  
Maria Ramaahlo ◽  
Kerstin Monika Tönsing ◽  
Juan Bornman
Keyword(s):  
Education Policy ◽  
South African ◽  
Inclusive Education ◽  
Research Universities ◽  
Inclusive Education Policy

Guia ilustrativo de sinais em Libras para o ensino de Biologia

2021 ◽  
Author(s):  
Daniela Copetti Santos ◽  
◽  
Josiane Fiss Lopes ◽  
Cátia Roberta de Souza Schernn ◽  
Juliane Ditz Knob ◽  
...  
Keyword(s):  
Biological Sciences ◽  
Sign Language ◽  
Deaf Students ◽  
Deaf Student ◽  
Brazilian Sign Language

The use of LIBRAS (Brazilian Sign Language) during the classes helps in the learning of deaf students. By creating an illustrative Handbook we seek to facilitate the learning of the deaf student and advise teachers in the area of Biological Sciences. After the preparation of this material we verify how essential it is that other students have access to it, seeking to disseminate it.

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 Impact of the variability of presentation ways of stimuli and their associated sign-language explanation in educational computer programs on academic achievement of the English language among Deaf High school students: أثر اختلاف أسلوب عرض المثيرات والشرح الإشاري المصاحب لها في برامج الحاسوب التعليمية على التحصيل الدراسي في مادة اللغة الإنجليزية لدى التلاميذ الصم بالمرحلة الثانوية

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Adnan Abdulhamid Saati
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Sign Language ◽  
Visual Stimuli ◽  
School Students ◽  
Deaf Students ◽  
Integration Program ◽  
Educational Computer ◽  
The Impact

This research aims at exposing the impact of the variability of presentation ways of visual stimuli and their associated sign-language explanation(visual stimuli without sign-language explanation/ visual stimuli followed by sign-language explanation/ visual stimuli simultaneous with the presentation of sign-language explanation) in educational computer programs on academic achievement of some English words among high school students (deaf group) in the integration program At Ain Jaloot Secondary School and the integration program in Dumah Al Jandal Secondary School. The study population included students of the integration program of the two schools, the sample size was determined and it included (36) deaf students who were randomly distributed into three pilot groups. The prior assessment was applied by using the electronic achievement test prepared by the Quiz Creator application, its reliability and validity were then confirmed by checking the coherence of the three groups. The three pilot groups enrolled for an educational computer program, in which the first group studied the impact of the variability of visual stimuli without sign-language explanation, the second group studied the visual stimuli followed by sign-language explanation, then the third group studied the visual stimuli simultaneous with the presentation of sign-language explanation the groups and each group of the three groups included a sample of 12 deaf students. The results of the study showed: Presence of differences which are statically significant (P value= 0.05) between the average degrees of the three groups in favor of the second group who studied the visual stimuli followed by a sign-language explanation.

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