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.

scholarly journals Outwit, Outlast, Outplay: Survival Techniques (for Teachers and Students) in the Large Language Classroom

2016 ◽  
Author(s):  
Teresa Lobalsamo ◽  
Ramón A. Victoriano-Martínez
Keyword(s):  
Learning Environment ◽  
Student Body ◽  
Large Classes ◽  
Language Class ◽  
Language Classes ◽  
Language Classroom ◽  
Teachers And Students

What once began as experimental has now become a trend whereby large classes (50 students or more) are the norm. Language classes, where a small student body is ever more preferred, is also part of the same growing movement. Literature tells us, however, that students feel the larger the size of the class, the more negatively it will affect their ability to learn; yet, universities are reluctant to provide the small classes that are essential for an effective and organic learning environment. The following paper provides readers with 1. a brief summary of the research conducted on the effectiveness or otherwise of large classes; 2. practices that the authors have found to be most effective for the successful delivery of a large language class - practices which can also be implemented in lectures with fewer students.

scholarly journals PELATIHAN PENERAPAN APLIKASI AUGMENTED REALITY PENGENALAN BAHASA ISYARAT DI SLB NEGERI LURAGUNG DESA CIRAHAYU KECAMATAN LURAGUNG KABUPATEN KUNINGAN PROVINSI JAWA BARAT

2019 ◽  
Vol 2 (02) ◽  
Author(s):  
Tito Sugiharto ◽  
Gentur Priguna
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Sign Language ◽  
Community Service ◽  
Learning Process ◽  
Deaf Students ◽  
Service Activities ◽  
Teachers And Students ◽  
Development Of Language ◽  
Media Applications

AbstractCommunity Service Activities/ Kegiatan Pengabdian Kepada Masyarakat (PKM) with the theme "Training on Application of Augmented Reality Application for Sign Language Introduction in SLB Negeri Luragung, Cirahayu Village, Luragung Subdistrict, West Java Province" has a target of Teachers and Students in schools. The problems faced by partner institutions in community service activities include: the learning process of Sign Language in SLB Negeri Luragung still uses book media as the main media in learning. Besides learning media provided at SLB Negeri Luragung also by reading utterances through lip movements combined with cued speech.In addition, the problem faced by teachers in schools for deaf students is the development of language in its function as a means of communication, both verbally and signaling. Language development and speech go together with hearing acuity. Due to limited hearing, deaf students do not occur in the process of imitation of sound, imitation process is only limited to visual imitation. Therefore we need an alternative media for learning that can help the process of visual imitation. The absence of additional alternative learning media used in SLB Negeri Luragung that can help teachers and students in helping students communicate and learn easily becomes a special goal in community service activities. Community service aims to train and implement Augmented Reality Technology as an innovation and development of sign language learning media applications in SLB Negeri Luragung. Deaf students in SLB Negeri Luragung are expected to be able to more easily and quickly understand the sign language learning process with the application of learning based on Augmented Reality.Keywords: Augmented Reality, Deaf, Learning, SLB Negeri Luragung, Sign Language

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 Early Development of Chinese Sign Language in Shanghai Schools for the Deaf

2021 ◽  
Vol 12 ◽  
Author(s):  
Hao Lin
Keyword(s):  
Sign Language ◽  
Early Development ◽  
Deaf Education ◽  
Vital Role ◽  
Key Factors ◽  
Deaf Students ◽  
Sign Languages ◽  
Schools For The Deaf ◽  
Deaf Teachers ◽  
Deaf School

The Shanghai variant of Chinese Sign Language (SCSL) is one of the main variants of Chinese sign languages, greatly influencing other sign languages, such as Hong Kong Sign Language and Singapore Sign Language. This paper is a first attempt to trace its origins and early history and deaf education in Shanghai until 1949. The data are collected in two ways: first, by delving into the archives, i.e., written records of deaf history and education in China during that time; second, by interviewing surviving deaf students who went to school before or around 1949. Our findings are as follows: (a) SCSL began in the 1920s and emerged as a distinct sign language in the 1940s. Two deaf schools were the power shaping its progress among several deaf schools established in Shanghai: Fryer deaf school and Group learning deaf school. The sign variants of these two schools form the backbone of SCSL. (b) Deaf teachers are one of the key factors that affect the early development of a sign language. Chinese deaf played a vital role in the rise and spread of SCSL in the 1930s and 1940s, as some deaf teachers opened deaf schools in Shanghai and other cities, even other countries or areas, thus helping SCSL to spread. (c) Arising in an international and multilingual environment, SCSL is characterized by traces of foreign sign languages, especially ASL, due to language contacts linked to deaf education at that time, e.g., some proper names, like XUJIAHUI, SHANGHAI-1 and some high-frequency words like water. (d) However, foreign sign languages' direct influence is negligible due to the lack of participation of deaf foreigners in deaf education in Shanghai and oralism advocated by foreign educators in relevant deaf schools. To sum up, deaf teachers for deaf schools are key to the early development and spread of SCSL.

scholarly journals NEGOCIANDO SIGNIFICADOS CON NIÑOS SORDOS. ¿INCLUIR ES LO MEJOR?

2016 ◽  
Vol 3 (1) ◽  
pp. 285
Author(s):  
Omar Barbosa Azevedo
Keyword(s):  
Sign Language ◽  
Deaf Education ◽  
Deaf Children ◽  
Interactional Sociolinguistics ◽  
Deaf Students ◽  
Brazilian Sign Language ◽  
Deaf Teachers ◽  
Bilingual School ◽  
Constituent Elements ◽  
Medios De Comunicacion

Abstract:NEGOTIATING MEANINGS WITH DEAF CHILDREN. INCLUDE IS BEST?In this scientific communication I present the research that result in my doctoral thesis about the meanings negotiation (Bruner, 2009) of teachers and deaf children. From cultural translation, I understood meanings negotiation in five different scenes of filmed classes in a program of early stimulation program which adopted the use of Brazilian Sign Language (Libras). I have adopted etnoresearch as the theoretical and methodological framework of qualitative research and procedures of interactional sociolinguistics for the interpretation of the dialogues. Two deaf teachers participated along with three hearing teachers and thirteen deaf children. The students were aged between five and seven years old. I have described participants’ speech in turns which contain the registration of the constituent elements (Libras’ signs, gestures, body movements, facial expressions, etc.) and its translation into Portuguese/Spanish. With the results I discuss problems such as the linguistic exclusion of deaf students included in regular schools in Brazil and the struggle for the Bilingual School in the Brazilian Deaf Community.Keywords: 1. Deaf – Education. 2. Interpreters for the deaf. 3. Brazilian Sign Language. 4. Deaf – Means of communication.Resumen:En esta comunicación científica presento la investigación que da lugar a mi tesis doctoral sobre la negociación de significados (Bruner, 2009) de profesoras y niños sordos. Desde la traducción cultural, comprendi la negociación de significados en cinco diferentes escenas de clases filmadas de un programa de estimulación temprana que adoptaba el uso de la Lengua Brasileña de Signos (Libras). Adopté la etnopesquisa como marco teórico y metodológico de la investigación cualitativa y los procedimientos de la sociolingüística para la interpretación de diálogos. Participaron dos profesoras sordas, tres profesores oyentes y trece niños sordos. Los estudiantes tenían entre cinco y siete años de edad. Describí el habla de los participantes en turnos que contienen la anotación de los elementos constitutivos de los enunciados (signos de la Libras, gestos, movimientos corporales, expresiones faciales, etc.) y su traducción al portugués/ castellano. Con los resultados, discuto problemas como la exclusión lingüística de alumnos sordos incluidos en escuelas regulares en Brasil y la lucha de la Comunidad Sorda brasileña por las Escuelas Bilingües para Sordos.Palabras clave: 1. Sordos – Educación. 2. Intérpretes para sordos. 3. Lengua Brasileña de Signos. 4. Sordos – Medios de comunicación.

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.

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.

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