Artykuły w czasopismach: „Teaching the hearing impaired”

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Luckner, John L., i Stephen L. Isaacson. "Teaching Expressive Writing to Hearing-Impaired Students". Journal of Childhool Communication Disorders 13, nr 2 (grudzień 1990): 135–52. http://dx.doi.org/10.1177/152574019001300202.

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Alonso, F., A. de Antonio, J. L. Fuertes i C. Montes. "Teaching communication skills to hearing-impaired children". IEEE Multimedia 2, nr 4 (1995): 55–67. http://dx.doi.org/10.1109/93.482296.

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Kuzugudenli, Emre, Huseyin Goktas, Canpolat Kaya i A. Fatih Kilic. "NATURE EDUCATION TEACHING TECHNIQUES FOR HEARING IMPAIRED PEOPLE". International Journal of Research -GRANTHAALAYAH 5, nr 12 (30.06.2020): 298–301. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.506.

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Nature is one of the most important elements that affect human life positively. Studies conducted up to this time have also revealed the relation of nature to human health and psychology. Nature education activities for people with disabilities come to the fore in recent years. There are various studies in this subject. The aim of the study is to determine this nature education technique for the hearing impaired students. For this purpose, 192 hearing impaired students were given nature education. As a result of the study, interviews were evaluated and nature education techniques for hearing impaired people were determined.

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Sass-Lehrer, Marilyn. "Competencies for Effective Teaching of Hearing Impaired Students". Exceptional Children 53, nr 3 (listopad 1986): 230–34. http://dx.doi.org/10.1177/001440298605300305.

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Instructional supervisors' ratings of competencies critical to teaching effectiveness for hearing impaired students were collected and analyzed. Supervisors from special schools and public school programs for hearing impaired students (N = 150) rated 40 competency statements using a modified forced choice Q-sort procedure. Confidence interval testing was used to determine which competencies were rated as most critical to teaching effectiveness, and 11 competencies were identified. Supervisors in special schools and public school classes agreed on 10 of the 11 competencies as those most critical to effective teaching. The results indicate that while supervisors in different educational settings may disagree about the relative importance of some competencies, they agree on 10 competencies which are the most critical to the effective teaching of hearing impaired students.

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Wray, Denise, Joan Hazlett i Carol Flexer. "Strategies for Teaching Writing Skills to Hearing-Impaired Students". Language, Speech, and Hearing Services in Schools 19, nr 2 (kwiecień 1988): 182–90. http://dx.doi.org/10.1044/0161-1461.1902.190.

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The purpose of this article is to explore a vital component of a language program for hearing-impaired adolescents—the development of writing literacy. A discussion of the writing process precedes the presentation of a detailed step-by-step program employed to teach writing skills to two hearing-impaired college students. This writing approach attempts to maximize students' residual hearing and improve listening skills through oral readings.

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Thangarasu, S., i K. Karthigadevi. "A Study Report on Teaching Skills to Speech and Hearing-Impaired Students in Higher Education Sector". Journal of Engineering Education Transformations 36, nr 1 (1.07.2022): 60–66. http://dx.doi.org/10.16920/jeet/2022/v36i1/22137.

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Abstract : It is vital to offer appropriate education and guidance to speech and hearing-impaired (SHIP) students. It is necessary for their successful life. The usage of modern technology will give a better solution for the speech and hearing-impaired students. The main goal of this research study is to apply the updated technologies to the SHIP students in higher education. In this paper, we have summarized the teaching approaches for speech and hearing-impaired students. Establishing a good communication channel between teachers and special students is essential for effective teaching and learning method. Here, Expectation for more findings and submissions has been produced to attain their goal. Keywords : Speech and hearing-impaired persons (SHIP), Teaching and learning, Technology effectiveness, Education

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Tanridiler, Ayse, Yildiz Uzuner i Umit Girgin. "Teaching and Learning Mathematics with Hearing Impaired Students". Anthropologist 22, nr 2 (listopad 2015): 237–48. http://dx.doi.org/10.1080/09720073.2015.11891874.

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Harris, N. D. C., i N. Mustafa. "Teaching Hearing‐Impaired Children in Iraq Using a New Teaching Method". PLET: Programmed Learning & Educational Technology 23, nr 2 (maj 1986): 160–65. http://dx.doi.org/10.1080/0033039860230211.

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Masood Khan, Abid. "A STUDY TO EXPLORE PRESENCE OF SOCIAL SKILLS AMONG HEARING IMPAIRED STUDENTS". Pakistan Journal of Humanities and Social Sciences Research 2, nr 02 (30.12.2019): 01–09. http://dx.doi.org/10.37605/pjhssr.2.2.1.

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Present study attempted to explore presence of social skills among hearing impaired students taking education from government special education schools and to compare different level of social skills based on different demographic variables. It is a descriptive study in nature and survey method is used to collect the data. Population of study is hearing impaired children living in division Faisalabad and Lahore. Sample of N=200 hearing impaired students are selected through convenient sampling technique. Responses of social skills are taken from mothers as mothers have better knowledge of proficiencies of their hearing impaired children’s social skills. Children’s age group was 05-20 years. Age range of mothers was 25-55 years. Social skills checklist was used to as tool of the study for collection of data. It is a mixed method approach and statistical measures were made via frequency distribution, t-test and ANOVA. Results of current study clearly depicted that 82% hearing impaired students have low level of social skills and 18% hearing impaired students have best level of social skills. Current study also find out that there is significant difference in social skills of students on the basis of living area and children age and there is no significant difference in presence of social skills in hearing impaired students based on mother’s working status (house wife and job holders) and mothers education level. Study also demonstrated that there was positive correlation among presence of social skills in hearing impaired students and their age. The study concluded that teachers should focus on individual differences while teaching social skills to hearing impaired children and should adopt different teaching methods and teaching strategies for every student. It was also recommended that job holder mothers should manage their time table and must spare their proper time for their special children to make them beneficial and socially adjusted child of community.

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Fletcher, Samuel G., Paul A. Dagenais i Paula Critz-Crosby. "Teaching Vowels to Profoundly Hearing-Impaired Speakers Using Glossometry". Journal of Speech, Language, and Hearing Research 34, nr 4 (sierpień 1991): 943–56. http://dx.doi.org/10.1044/jshr.3404.943.

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Glossometry was used to teach the four point vowels (/i, æu,a/) to 6 profoundly hearing-impaired children. Prior to treatment, all subjects evidenced centralized tongue positions during vowel productions. After 15 to 20 fifty-minute training sessions over 3- to 4-week time periods, all subjects showed greater diversification of tongue postures for the vowels, especially in tongue height. Listener identifications were generally better after therapy. The training results suggested that visually presented models and feedback of tongue positions can facilitate more appropriate tongue postures and improve vowel intelligibility by hearing-impaired speakers.

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Yadav, Abhishek. "Challenges Faced in Using Technology in Education for Hearing Impaired Children". International Journal of Research Publication and Reviews 03, nr 12 (2022): 665–67. http://dx.doi.org/10.55248/gengpi.2022.31212.

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The main objective of this study is to provide proper education to the hearing impaired children, from the traditional point of view, hearing Using teaching methods for handicapped children is not enough for education. It is very important to use technology for hearing impaired children, so that hearing impaired children will be able to understand fully in learning. A review of the literature reveals that there is limited use of technology in the education of hearing impaired children. The main objective of this study is to investigate the technology used in the training of hearing impaired children. So that the findings of the study were presented as technologies that contribute to the development of academic and linguistic skills of hearing impaired persons. Analytical method has been used in this study as a qualitative research method.

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Brokāne, Larisa, i Inamora Zaiceva. "PSYCHOSOCIAL EDUCATIONAL FOR HEARING IMPAIRED CHILDREN IN LATVIA". SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (9.05.2015): 59. http://dx.doi.org/10.17770/sie2012vol2.84.

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The article deals with the approach of psychosocial educational problems for hearing impaired children. These problems based on skill teaching and social interaction for hearing impaired children in Latvia. This review investigates the theories behind psychosocial educational and to be mostly based on psychoeducation theory. The findings of this review provide support for the use and further expansion of psychosocial educational interventions for hearing impaired children.

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Hara, Agness Chimangeni Chaliwa. "Inclusion or Exclusion? Critical Needs of Hearing Impaired Learners during an English Reading Comprehension Lesson". Journal of Law and Social Sciences 4, nr 1 (18.12.2020): 41–53. http://dx.doi.org/10.53974/unza.jlss.4.1.384.

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Drawing on the social inclusion theoretical model, this study examines critical needs of hearing impaired learners during an English reading comprehension lesson. Some of the challenges that hearing impaired learners experience arise due to their exclusion from activities, participation and access. The study utilised qualitative approaches through semi-structured interviews. A total of twenty-six participants from three secondary schools located in the northern region of Malawi participated in this study as follows: seven regular teachers, two specialist teachers, two resource persons and fifteen hearing impaired learners. The results reveal that most hearing impaired learners do not manage to attain all reading comprehension objectives. Although teachers use a combination of strategies during a reading comprehension lesson, they do not utilise strategies that promote higher-order cognitive thinking skills. Finally, the results reveal that hearing impaired learners encounter several challenges some of which may be avoided if teachers embrace inclusive practices. The results have implications for stakeholders, teachers and researchers as follows: there is a need to improve the inclusive system of education by providing in-service training for teachers and employing competent specialist teachers and resource persons to facilitate the learning of hearing impaired learners. There is also a need to improve the learning and teaching facilities for inclusive schools as teachers and learners bemoan lack of teaching and learning materials suitable for hearing impaired learners. Teachers would be able to overcome some of the barriers to participation and learning which arise due to inadequate teaching and learning resources. Further research

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Fletcher, Samuel G., Paul A. Dagenais i Paula Critz-Crosby. "Teaching Consonants to Profoundly Hearing-Impaired Speakers Using Palatometry". Journal of Speech, Language, and Hearing Research 34, nr 4 (sierpień 1991): 929–43. http://dx.doi.org/10.1044/jshr.3404.929.

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Five profoundly hearing-impaired children were taught the consonants /t,d,k,g,s,z∫/ using palatometry. Changes in linguapalatal contact patterns and listener perceptions showed significant improvement in the place and manner of consonants produced by all subjects. Velar stops were as easily and accurately learned as alveolar stops. Distinctive sibilants were also found by the end of training. Sounds not previously present in a subject’s phonetic repetoire were learned more accurately than those present but inaccurate prior to therapy. Voicing errors persisted. Two of the subjects showed evidence of newly established, unsolicited coarticulated movements. The results indicated that visual articulatory modeling and feedback of linguapalatal contact patterns is an effective means of teaching consonants and improving speech intelligibility.

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Abana, Ertie, Kym Harris Bulauitan, Ravy Kim Vicente, Michelle Rafael i Jay Boy Flores. "Electronic Glove: A Teaching AID for the Hearing Impaired". International Journal of Electrical and Computer Engineering (IJECE) 8, nr 4 (1.08.2018): 2290. http://dx.doi.org/10.11591/ijece.v8i4.pp2290-2298.

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Learning how to speak in order to communicate with others is part of growing up. Like a normal person, deaf and mutes also need to learn how to connect to the world they live in. For this purpose, an Electronic Glove or E-Glovewas developed as a teaching aid for the hearing impaired particularly children. E-Glove makes use ofthe American Sign Language (ASL) asthe basis for recognizing hand gestures. It was designed using flex sensors and an accelerometer to detect the degree of bend made by the fingers as well asa movement of the hand. E-Glove transmits the data received from the sensors wirelessly to a computer and then displays the letter or basic word that correspondsto a gesture made by the individual wearing it. E-Glove provides a simple, accurate, reliable, cheap, speedy gesture recognition and user-friendlyteaching aid for the instructors that are teaching sign language to the deaf and mute community.

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Moulton, Robert D., Lane Roth i Jiang Jiang. "Barriers to the Teaching Profession for Hearing-Impaired Adults". American Annals of the Deaf 132, nr 5b (1987): 372–75. http://dx.doi.org/10.1353/aad.2012.1493.

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Abayeva, G. A. "ON THE USE OF SIGN LANGUAGE IN TEACHING HEARING-IMPAIRED CHILDREN". BULLETIN Series of Pedagogical Sciences 71, nr 3 (15.09.2021): 168–79. http://dx.doi.org/10.51889/2021-3.1728-5496.17.

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Teaching children with hearing impairment for a long time, mainly a verbal form of education is used in Kazakhstan, based on the development of auditory perception. Subsequently, along with a relatively small number of positive cases, we have a number of generations of deaf citizens who are not able to read and write correctly, express their thoughts, etc. Grown - up children with hearing impairment, despite the efforts of sign language teachers and teachers, still communicate with each other in sign language and use written speech when communicating with hearing people. At the same time, the role of sign language in teaching the deaf cannot be overestimated, since it meets the special educational needs of children with hearing impairment. This article discusses traditional and alternative approaches to teaching the deaf; provides a brief overview of the existing normative legal acts regulating the status of sign language; presents the results of a survey of teachers on the use of sign language in teaching deaf children; identifies strategic aspects and conditions for using of sign language in educational organizations.

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Donnelly, Kenneth, i Nancy Creaghead. "Amplifying Pragmatics: A Decade Later". Journal of Clinical Speech and Language Studies 2, nr 1 (1.09.1992): 30–49. http://dx.doi.org/10.3233/acs-1992-2105.

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Despite advances in technology and educational methods, it is obvious that for many hearing impaired adolescents, normal communication is not a reality. Clinicians who work with these childr.en are aware of their communication problems which extend beyond limitations in syntax, semantics and phonology. Hearing impaired children exhibit deficits in the full range of pragmatic communication behaviours. The communicative skills of these teenagers suggest the need for stressing communicative competence at the preschool and elementary-school levels. Developing these abilities requires the careful coordination of amplification and teaching strategies. These papers will present information regarding the integration of amplification and teaching techniques in order to help hearing impaired children develop pragmatic communication skills, including the full range of communicative functions, strategies for effective maintenance of conversations, clarification strategies, and social appropriateness. Attention will be given to bridging the gap from amplification systems and teaching methods in the classroom to personal hearing aid use and communication in the “real world”.

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Baglama, Basak, Meltem Haksiz i Huseyin Uzunboylu. "Technologies Used in Education of Hearing Impaired Individuals". International Journal of Emerging Technologies in Learning (iJET) 13, nr 09 (29.09.2018): 53. http://dx.doi.org/10.3991/ijet.v13i09.8303.

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It is very important to provide proper and appropriate education for the hearing impaired individuals. Today, it appears that using only traditional teaching methods is not sufficient for the education of hearing-impaired individuals. The use of modern technology makes training for hearing-impaired individuals more useful. Looking at the literature, it is seen that there are a limited number of studies on the comprehensive use of technologies used in the education of hearing impaired individuals. In this context, the aim of this study is to examine the technologies used in the training of hearing impaired individuals. In this study, document analysis method was used as a qualitative research method. The findings of the study were presented as technologies that contribute to the development of academic and linguistic skills of hearing impaired individuals. Prospects for further research and application were given in the light of the findings.

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Xu, Bo. "Using New Media in Teaching English Reading and Writing for Hearing Impaired Students—Taking Leshan Special Education School as an Example". Theory and Practice in Language Studies 8, nr 6 (1.06.2018): 588. http://dx.doi.org/10.17507/tpls.0806.05.

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Based on socio-cultural interactive mode, this paper attempts to teach reading and writing for hearing impaired students in senior high special education school via new media, such as multimedia technology, smart cell phone, Ipad ,wechat, Mooc, microblog, etc. which facilitates acquisition mode of hearing impaired students. This paper constructs an interactive mode in which teacher teaches hearing impaired students English reading and writing through multimedia in class on-line and students learn English via smart cell phone, Ipad, wechat, Mooc, Microblog off-line. The online and offline class constitutes a whole learning mode for them. Through this mode, this paper puts forward some strategies and methods to train reading and writing competence for hearing impaired students.

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Soon-Woo Kwon. "Case Study on Hearing Impaired Teachers' Adaptationto the Teaching Profession". Journal of speech-language & hearing disorders 22, nr 4 (grudzień 2013): 181–206. http://dx.doi.org/10.15724/jslhd.2013.22.4.011.

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Datsenko, Darya. "SELF-IDENTIFICATION OF CHILDREN WITH HEARING IMPAIRMENT". Educological discourse 36, nr 1 (2022): 130–40. http://dx.doi.org/10.28925/2312-5829.2022.17.

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This article examines the process of formation of self-identification of children with hearing impairment. In particular, the main attention is focused on the formation of self-identification of a hearing-impaired child, as a result of reading artistic works. The paper outlines the general state of the inclusive educational and teaching process and suggests ways of solving personal barriers through the implementation of quality literary teaching in the educational and teaching process

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S. Elivera, Mary Janelle, Chrisha Barriga, Drachelle Mae L. Basalo, Jannah Marie Contridas, Grace Lee Endrina, Angelito Cabanilla i Venus M. Cortes. "Effects of Pandemic on Special Education Teachers Teaching Hearing Impaired (HI) Students". Journal of Humanities and Education Development 4, nr 3 (2022): 196–204. http://dx.doi.org/10.22161/jhed.4.3.23.

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The goal of this paper was to determine the effects of pandemic on Special Education teachers teaching the hearing impaired (HI) students. This qualitative-quantitative research was designed to see how the COVID-19 pandemic affected teachers who were educating hearing-impaired students during the mandated school closures in March 2020A three-part standardized and customized questionnaire with open-ended interview questions was given to special education teachers from three selected schools in Cebu Province. Participant responses to the online questionnaire revealed that there is a lack of preparation in online teaching which contributes to their stress. In addition, assessing Hearing Impaired students during distance learning were very hard to establish due to lack of preparation and lack of exposure to online teaching before. Also, the results indicated that teachers find it extremely stressful teaching HI students online during COVID-19. With the findings of this study, school leaders may be able to develop protective factors that help to foster resilience in special education teachers during this time of pandemic. School administrators should facilitate in improving the teaching skills of teachers through assessment of their needs and weaknesses in the delivery of instruction online. This includes giving teachers relevant trainings regarding online tools for assessment and strategies that would help them effectively teach their lessons.

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Jablan, Branka, Jasmina Kovacevic i Milja Vujacic. "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools". Zbornik Instituta za pedagoska istrazivanja 42, nr 1 (2010): 165–84. http://dx.doi.org/10.2298/zipi1001165j.

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The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.

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Shi, Li Juan, Ping Feng, Jian Zhao, Li Rong Wang i Na Che. "Study on Dual Mode Fusion Method of Video and Audio". Applied Mechanics and Materials 734 (luty 2015): 412–15. http://dx.doi.org/10.4028/www.scientific.net/amm.734.412.

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In order to solve the hearing-impaired students in class only rely on sign language, amount of classroom information received less, This paper studies video and audio dual mode fusion algorithm combined with lip reading、speech recognition technology and information fusion technology.First ,speech feature extraction, processing of speech signal, the speech synchronization output text. At the same time, extraction of video features, voice and video signal fusion, Make voice information into visual information that the hearing-impaired students can receive. Make the students receive text messages as receive visual information, improve speech recognition rate, so meet the need of the classroom teaching for hearing-impaired students.

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Xu, Bo. "Constructing English Reading and Writing Learning and Teaching Mode for Senior High Hearing Impaired Students and Teachers on the Basis of New Media". English Language Teaching 11, nr 10 (21.09.2018): 113. http://dx.doi.org/10.5539/elt.v11n10p113.

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New media is widely used in English teaching and learning, special education, in particular. In the new settings, hearing impaired students’ learning features are individualized learning style, visual-based learning mode, weakness in understanding and laziness in learning. It is easy for hearing impaired students to learn English via micro course of American Sign Language, English reading and writing. Students learning process is divided into three stages: pre-class: micro-course learning; while-class: cooperative learning in groups; post-class: extensive reading for writing. Finally, English reading and writing learning and teaching mode is constructed on the basis of new media.

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Boboshko, M. Yu, O. A. Krasil’nikova, E. A. Pinka i Yu V. Motovilova. "School education of children with hearing loss: 50th anniversary of cooperation of laboratory of hearing and speech of Pavlov University and boarding school No. 33". Russian Otorhinolaryngology 21, nr 5 (2022): 127–36. http://dx.doi.org/10.18692/1810-4800-2022-5-127-136.

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Teaching hearing-impaired children is a current problem not only for pedagogy but also for audiology, otorhinolaryngology, rehabilitation medicine. The data on the prevalence of hearing loss among children, the importance of its timely detection and early correction, information from the history of school education of hearing-impaired and deaf children in the world and in Russia are presented in the article. The article also tells about the history of the emergence and further development of boarding school No. 33 that implements programs for the education and upbringing of hearing-impaired, late-deaf, and cochlear implanted children. Using the example of boarding school No. 33 in Saint Petersburg, with which the Laboratory of Hearing and Speech of Pavlov First Saint Petersburg State Medical University has been cooperating for 50 years, the features of school education of children with hearing loss are outlined, the achievements of correctional pedagogy and further opportunities for improving special schools working on adapted educational programs for children with hearing impairments are discussed.

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Oreshkina, O. A., i P. V. Slitikov. "Comparative Analysis of Approaches to Teaching Students with Hearing Impairments and Students without Disabilities at a Technical University". Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, nr 6 (2.07.2020): 92–101. http://dx.doi.org/10.31992/0869-3617-2020-6-92-101.

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This paper provides a comparative analysis of approaches to teaching natural sciences disciplines on the example of chemistry to hearing impaired students and students without disabilities. Hearing impaired students make up the most difficult category of students at university of a general type with a verbal form of education due to their hearing impairment and concomitant disturbances in body functions that cause their disability. The key problem of their training at technical university is the limited content accessibility of the disciplines of the natural science cycle, including chemistry. They can master these disciplines only as subjects of adapted (inclusive) basic professional educational programs with creating special (distinctive) learning conditions for them. The authors developed and tested a methodological approach to solving the problem of content accessibility of educational resources in chemistry for hearing impaired students at technical university by creating special conditions for their mastering, taking into account their limitations. Particular educational conditions include support of hearing impaired students by additional adaptational course of chemistry with a focus on individualized teaching applying a number of cognitive technologies. In this regard, the offered approach is compensatory in nature. It allows teachers to identify the individual educational and rehabilitation needs of students with hearing impairment and meet those using organizational, technological and pedagogical solutions, thus leveling their educational opportunities with ones of students without disabilities. Due to the use of assistive tools and technologies compatible with the educational environment, it is possible to make it accessible to various categories of students.

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Luckner, John L. "Skills Needed for Teaching Hearing-Impaired Adolescents: The Perceptions of Teachers". American Annals of the Deaf 136, nr 5 (1991): 422–27. http://dx.doi.org/10.1353/aad.2012.0440.

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Conner, Karen, i Harry G. Lang. "Teaching the Hearing-Impaired College Student: Current Practices in Faculty Development". To Improve the Academy 6, nr 1 (czerwiec 1987): 145–56. http://dx.doi.org/10.1002/j.2334-4822.1987.tb00114.x.

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Abdul Mutalib, Ariffin, Sobihatun Nur Abdul Salam, Mazida Ahmad, Massudi Mahmuddin i Sharifah Nadiya Syed Yahaya. "Technology Influence: Assistive Video or Assistive Courseware for Hearing-Impaired Learners". International Journal of Engineering & Technology 7, nr 3.20 (1.09.2018): 45. http://dx.doi.org/10.14419/ijet.v7i3.20.18729.

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Technology has widely absorbed into daily life. In fact, various technologies have been carried out in supporting teaching and learning. In conjunction to that, this paper explains about a comparison between two technologies for hearing-impaired learners in their learning purpose. The technologies are assistive video for hearing-impaired learners (AV4HI) and assistive courseware for hearing-impaired learners (AC4HI). The rationale is that previous statement was made after learners experience normal courseware, not the courseware specifically designed for them. Hence, perhaps if the courseware is designed special for them, the hearing-impaired learners would experience differently, and behave more positive upon the AC4HI. Hence, this paper aims at describing the execution of the comparison. It involves a 3-stage process: designing the AC4HI, developing the AC4HI, and user experience. In the end, it was found that users are happy with both, but in terms of content acquisition, they prefer to have notes in the learning material.

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As Sabiq, Agus Husein, i Maulani Anjani Sukirno. "VISUAL MEDIA UTILIZATION IN MASTERING ENGLISH VOCABULARY OF HEARING-IMPAIRED STUDENTS". INSANIA : Jurnal Pemikiran Alternatif Kependidikan 25, nr 2 (11.11.2020): 162–73. http://dx.doi.org/10.24090/insania.v25i2.3911.

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Hearing-impaired students are visual learners. Thatâ€™s why the visual media selection will be the most appropriate media assistance for teachers, especially in teaching vocabulary. This research aimed to investigate the use of visual media and teacher challenges in developing English vocabulary for hearing-impaired students. This research used a qualitative descriptive approach. The participants of the research were an English teacher and eight hearing-impaired students in the 8th grade of SMPLB N Banjarnegara. The data were obtained through observation, interviews, and studentsâ€™ self-reports. The researchers found that the teacher used limited visual media at around the combination of a whiteboard, images, picture dictionary, and realia. The teacher used a whiteboard to write and draw the material. Images and picture dictionary were used to give an overview and insight to the students and sign language was used as language instruction in the teaching process. Less practice pronouncing the words and misunderstanding on reading the lips movements became the challenges for the teacher. Furthermore, the teacher has less technical skills to utilize technological-based media in delivering the materials.

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Wu, Jiaojiao, i Yuhan Xie. "THE EARLY INTERVENTION TENDENCY OF CHINESE CHILDREN WITH COCHLEAR IMPLANTS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (26.05.2016): 222. http://dx.doi.org/10.17770/sie2016vol3.1430.

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From the change of adult unilateral cochlear implantation into young children even under the age of six implant cochlear, sequential bilateral cochlear implantation, which benefit by early hearing screening and technological development of cochlear implants. It is a worldwide trend that simultaneous bilateral cochlear implantation for hearing impaired children under the age of three. Cochlear implants bring changes of education opportunities and choices for children with hearing impairment. Family-centered postoperative early intervention is important, at the same time, hearing impaired children group characteristics tend to be diversified. A growing number of children with cochlear implants study in regular school, consequently, the number of deaf student is decreasing in deaf school. Regular school faces the challenge of lacking of professional teaching staff.

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Safitri, Devi Ratna, i Ulfatul Ma’rifah. "The Effectiveness of Interactive Writing Instruction toward Hearing Impaired Students’ Ability in Writing Skill at SMALB-B Kemala Bhayangkari 2 Gresik". Journal of English Teaching, Literature, and Applied Linguistics 3, nr 2 (4.02.2021): 24. http://dx.doi.org/10.30587/jetlal.v3i2.2256.

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The positive relationship between literacy on writing and phonological toward hearing impaired students in which the use of phonological information writing is important to produce a good composition in writing that indicated as a problem of hearing impaired student. Based on the previous studies, interactive writing instruction can be used for teaching learning writing especially for hearing impaired students. Further, the study suggests that it will be more effective if the researcher provides visual aids such as flash card an access for phonological information in a visual form. This study was designed to investigate the significant effect of interactive writing instruction toward hearing impaired students’ ability in writing skill. The design of this study was pre experimental design in the form of one group pre-test and post-test design because only one subject was treated in this study. It means that, the study was done in one group only without other control group. The researcher chose students of first grade in SMALB-B Kemala Bhayangkari 2 Gresik. The data was collected by using test pre-test and post-test about announcement text. After getting the data, the researcher analyzed the data by using SPSS 16.00 and Wilcoxon Sign Rank test. The research finding showed that sign. (2-tailed) is .046. The sig. (2-tailed) was lower than 0.05 (0.04 < 0.05). Ho can be rejected because p value was above 0.05 that was 0.046 at 5% level. There was enough evidence to conclude that the use of interactive instruction on writing skill toward 5 hearing impaired students were significantly different. Therefore, the researcher suggests to English teacher for implementing of interactive writing instruction as an alternative strategy in English teaching. The researcher hopes for the further researcher to apply interactive writing instruction in other skills, and levels.

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Kontopoulou, Maria-Theofania, Vasilis Papageorgiou, Evgenia Malli, Louiza Mertsioti i Athanasios Drigas. "Special education in science teaching". Technium Education and Humanities 2, nr 4 (24.09.2022): 19–33. http://dx.doi.org/10.47577/teh.v2i4.7385.

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During the past years, Information and Communication Technologies (ICTs) have been studies in a large number of fields. The term ICTs refers to all kinds of technologies that let users to have access, use and manipulate information (Drigas & Ioannidou, 2013a). ICT can bridge the gap between groups of people with special (educational) needs. The growing number of researches that connects ICTs and assistive technologies (Drigas & Ioannidou, 2013), shows us that the use of them in the life of children and adults with special education needs is huge. In this part of the research we will report some of the most indicative uses of ICTs in the education of people with different learning needs (autism, visually impaired, hearing impaired/loss, sensory and physical impaired and dyslexic learners). Using ICTs and assistive technologies, involves more than overcoming environmental barriers, it is also a means of communication and expression of the personal and social characteristics of the learner. ICTs in special education (and education generally) can be used in every domain to improve it.

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Kotwal, Renu, Gajendra Singh Chauhan i Swagata Ghosh. "Challenges and Opportunities in Online Learning Amid COVID-19: A Study on Hearing–Speech Impaired Students of Jammu and Kashmir". Media Watch 13, nr 1 (styczeń 2022): 118–34. http://dx.doi.org/10.1177/09760911221086356.

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The pandemic is a distressing time for academia. The past 24 months have caused a deeper rift between learning and teaching. Online classes have become necessary overnight, but the transition was not smooth and productive. Moreover, educating students with speech and hearing disabilities online is not similar to those who can hear and speak. The present study explores the challenges of online classes, the struggles of the student–teacher community, and the limitations of technology to make virtual education possible for the hearing–speech impaired students in Jammu and Kashmir. The study also captures some of the possibilities of effective deliverance. Finally, it suggests imperative changes to make online learning accessible, inclusive and meaningful for the hearing–speech impaired community that depends on facial expressions, lip-sync and sign language to learn and communicate. This article encapsulates how accessible and effective online learning is among the hearing–speech impaired students in the region.

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USUDA, EMIKO, i TSUGUAKI SUDO. "TEACHING OF INTERROGATIVES FOR HEARING IMPAIRED CHILDREN : when, where, what and how". Japanese Journal of Special Education 23, nr 3 (1985): 1–12. http://dx.doi.org/10.6033/tokkyou.23.1_3.

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Odarchuk, N. A., i T. M. Tachynska. "METHODOLOGICAL PECULIARITIES OF TEACHING ENGLISH TO HEARING, VISION, AND SPEECH IMPAIRED STUDENTS". Academic Studies. Series “Humanities”, nr 2 (2022): 58–63. http://dx.doi.org/10.52726/as.humanities/2022.2.8.

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Kim, Ki-ryong, Sang-bae Choi i Sam-sup Kim. "The Importance Performance Analysis of Teaching Competencies of Hearing Impaired Education Teachers". Korean Association For Learner-Centered Curriculum And Instruction 18, nr 23 (15.12.2018): 1415–37. http://dx.doi.org/10.22251/jlcci.2018.18.23.1415.

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Langga, Prences Mae M., Kithamae N. Sabandal, Roseniya T. Datu-Ulama, Wardah D. Guimba, Adelyn N. Sialana-Nalla i Jerryk C. Alico. "Communication Approaches of Hearing-Impaired Students in an English Language Learning Classroom: The Case of a Public Elementary School". International Journal of English Language Studies 3, nr 4 (26.04.2021): 89–99. http://dx.doi.org/10.32996/ijels.2021.3.4.8.

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English as a second language (ESL) learning among hearing-impaired individuals is a unique area that has not been widely investigated in Southern Philippines, where Special Education (SPED) Program is still emerging. To fill in this gap, this qualitative study dealt with the communication approaches of hearing-impaired students to learn English. The participants were six students and one SPED teacher. Semi-structured interviews and non-participant observation were employed to determine the participants’ communication approaches and challenges in expressing themselves using the target language. Findings disclosed that all participants used sign language based on Manually Coded System and fingerspelling while only the teacher communicated with the aid of speech and visuals. Students’ and teacher’s challenges in English learning and teaching, respectively, were students’ problematic retention, apprehensive behavior during class evaluations, and slow comprehension. This paper has its limitation for other variables that could make the study more relevant were not focused such as the hearing-impaired students’ medical backgrounds, writing skills, and communicative resources available at home. Hence, it is imperative that further studies be done to shed better light on hearing-impaired students’ English language learning.

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Winarsih, Murni. "PENINGKATAN KEMAMPUAN GURU DALAM PEMBELAJARAN TUNARUNGU MELALUI PELATIHAN CONTEXTUAL LEARNING DI SEKOLAH INKLUSIF". Perspektif Ilmu Pendidikan 28, nr 2 (16.10.2014): 114. http://dx.doi.org/10.21009/pip.282.5.

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Abstract: This study aimed at producing a set of contextual-learning based training package for teachers of inclusiveschool to teach hearing impaired students. The absence of the instructional packages for hearing impairedstudents and the lack of the teachers’ competence at inclusive school were underlied the need for this research. Borgand Gall’s Research and Development methods were employed in this study and Instructional Development Model(MPI) was applied to develop the package. At the end, the research produced a set of contextual-learning-basedtraining package for teachers to teach hearing impaired students, it included the design of training, user’s guidefor instructure and participant, 4 modules with soft-copy (CD) of training materials that had been tested for theeffectivity, efficiency, and feasibility. Besides, the research provided a number some of recommendation. Keywords: a training package, inclusive school, teaching the hearing impairment, contextual learning

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Rubinstein, Adrienne, Rochelle Cherry, Perri Hecht i Carrie Idler. "Anticipatory Strategy Training: Implications for the Postlingually Hearing-Impaired Adult". Journal of the American Academy of Audiology 11, nr 01 (styczeń 2000): 52–55. http://dx.doi.org/10.1055/s-0042-1748008.

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AbstractThe present study was designed to determine if speech recognition performance will improve after subjects prepare for an unfamiliar communication situation as opposed to a familiar one. Forty-five normal-hearing subjects were divided into three groups: one trained using a well-known fairytale, one trained using an obscure fable, and one without training. Post-training, all groups performed similarly when tested on the familiar tale. When test material involved the unfamiliar fable, only the group trained on that material obtained significantly better scores than the other groups. Results support teaching clients that increasing their knowledge of upcoming unfamiliar events can improve subsequent speech recognition. Abbreviations: ANOVA = analysis of variance

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Al Hashimi, Sama’a, i Dalal Alsindi. "Optimizing Online Learning Experiences and Outcomes for Hearing-Impaired Art and Design Students". International Journal of Learning, Teaching and Educational Research 20, nr 7 (30.07.2021): 1–22. http://dx.doi.org/10.26803/ijlter.20.7.1.

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As many universities transitioned to online learning during the COVID-19 pandemic, the distance learning environment presented various accessibility challenges for deaf and hard-of-hearing students (DHH). In art and design higher education programs, the transition from face-to-face learning to virtual learning is difficult for students in general, and even more difficult for students with hearing loss. Art and design educators have explored approaches to effectively compensate for these challenges and optimize the distance learning experiences for DHH students. This paper aims to investigate these challenges and attempts to explore the international best practices in distance education for deaf learners. Action research is used as a methodology to guide the professional development of art and design educators on ways to refine and hone their online teaching approaches. Ten DHH students (5 Males and 5 females) participated in the action research for the needs of this study. Their challenges, experiences, preferences, needs and artworks were analysed in an attempt to optimize their online learning outcomes and provide recommendations that will lead to the implementation of effective teaching strategies and the design of appropriate e-learning environments for hearing-impaired art and design students. The preliminary findings of the study revealed that the main challenges DHH students and their instructors faced were communication barriers and misinterpretation of tasks, which led to difficulties in fulfilling the course intended outcomes. The recommendations formulated on the basis of the findings are to adapt the intended learning outcomes and teaching approaches to optimize the learning experiences of the DHH students.

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Aziz, Abdul, Faiza Saeed i Muhammad Saeed. "FACTORS EFFECTING MOTIVATION AND SATISFACTION OF TEACHERS OF HEARING IMPAIRED". Pakistan Journal of Rehabilitation 4, nr 1 (10.01.2015): 29–36. http://dx.doi.org/10.36283/pjr.zu.4.1/007.

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Objective This study aimed at investigating motivational factors for improved job satisfaction of teachers working in special schools for hearing impaired children in the Punjab province of Pakistan. Study Design and Sampling Techniques Being qualitative in its nature, this study explored in depth responses of teachers selected purposively. Participants The participants comprised both genders with a teaching experience of more than ten years in any educational institute rendering services for education of hearing impaired students. Data Collection Tools Focus group discussions were arranged and a semi structured interview guide was used to elicit in-depth responses of the participants. These responses were then transcribed and thematically analyzed. Results Gazetted post, high pay scale, recognition, serving persons with disability and less working hours came out as the motivating factors, whereas improper student placement, lack of appreciation from administration, stress level, low job status, low respect level emerged as major job dissatisfying factors for the teachers of children with hearing impairment. Conclusion The stakeholders must be aware of top motivational factors and try to nourish them. Non motivating factors should be minimized for teachers of hearing impaired children for their retention and prosperous organizational atmosphere which will ultimately lead to better student achievement.

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Kasumović, Ahmet. "Introduction To Hearing And Speech Rehabilitation". Journal Human Research in Rehabilitation 4, nr 1 (styczeń 2014): 54–55. http://dx.doi.org/10.21554/hrr.011401.

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Rehabilitation of hearing and speech represents a theory that needs to be confirmed, and also the practice, also a process which is in continuous progress. It is simultaneously a science (research activity), the profession, school subject, issue, principle and method. Continuously be upgraded, and the search for new knowledge. Deaf and severely hearing-impaired people are often deprived from birth hearing and listening skills, and thus the ability to successfully speaking, standard, oral-vocal speech, language or hearing. In the absence of hearing, their psychological structure has been changed, so methods of learning that are used to hearing children, for them have no or have very small use. Therefore, the rehabilitation theory and practice need to seek for new methods, programming models, test materials, and researching the effectiveness of these methods in teaching speech and language skills of hearing impaired population. In this book, besides the general scientific, theoretical and practical regularity, related to the subject of Speech and Hearing Rehabilitation, are described the anatomical and physiological basis of auditory organs, and organs to speak, and the essential characteristics of the hearing impairment, ways of communications, education and rehabilitation in relation to general characteristics of hearing impaired persons. It describes the communication of the deaf and hard of hearing as a determinant of rehabilitation, rehabilitation of hearing as a determinant of learning speech and language, speech and language as a determinant of communication and speech-language education as a determinant of rehabilitation. The importance of programming in the rehabilitation of hearing and speech is highlighted, and new, paradigmatic-pragmatic methods in speech-language rehabilitation of the deaf and severely hard of hearing people is described. From a scientific point of view, programming of dynamic rehabilitation content, has or may have a direct scientific contribution to the psychological development of deaf and severely hearing-impaired population. By development of deaf person, the possibility of regulating the relation between a deaf person-society and vice versa is opened. The results of research of the use of programmed dynamic content in rehabilitation showed a significant movement to improve linguistic competence and quality in the communication of the deaf and severely hard of hearing people with hearing world. Dynamic methodological approaches in speech-language education of deaf and hearing-impaired children, it provides easier learning of all elements of speech and language, primarily phonology and morphology, and semantics, syntax, grammar and language of the hearing community.

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Nikolic, T. "Teaching a Foreign Language in Schools for Blind and Visually Impaired Children". Journal of Visual Impairment & Blindness 81, nr 2 (luty 1987): 62–66. http://dx.doi.org/10.1177/0145482x8708100207.

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Blind and visually impaired children can be taught to speak, read, and write foreign languages if the techniques and materials are adapted to capitalize on their strengths, including excellent memory and good hearing. In this article, the author draws on the scant literature, his experience as a blind teacher in a school for the blind in Yugoslavia, and his tour of British schools for the blind to extrapolate general principles for successful teaching and the application of appropriate methods and approaches.

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Dr. Ibtasam Thakur, Dr. Asmaa Azeem i Dr. Moafia Nadar. "Learning Modalities of Elementary Grade Students with Hearing Impairment". Research Journal of Social Sciences and Economics Review (RJSSER) 2, nr 1 (18.03.2021): 352–64. http://dx.doi.org/10.36902/rjsser-vol2-iss1-2021(352-364).

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The contemporary study was descriptive in nature and by method it was exploratory. It is primarily conducted to unfold diverse learning modalities of students with hearing impairment (SHI) at elementary grades level. The objectives of the study were to investigate (a) diverse learning modalities of the hearing-impaired students (b) learning modalities of hearing-impaired students from different socioeconomic status (c) learning modalities and difference in their age group (d) learning modalities and difference in their hearing loss (e) school wise difference in learning styles (f) grade-wise difference among learning modalities. For qualitative data, twelve teachers and administrators were interviewed in the first phase and in the second phase, quantitative data was collected through a questionnaire from 220 students with hearing impairment, enrolled in elementary grades in different special education schools of Lahore. Researchers collected data through convenient sampling. 220 students (male & female) were selected as a sample from seven schools of hearing-impaired children. The research tool were semi-structured interviews and a five-level Likert scale, both tools were constructed by the researchers that covered the following learning modalities, visual, aural, reading/writing & kinesthetic /tactile. For data collection from students, the researchers also took help from sign language interpreters for effective results. The researchers started this research with the vision that the results shall significantly help the academic instructors not only at the school level but also at higher education. Cronbach Alpha of the tool was .873. One Way ANOVA was used to find out the mean difference. The major finding was that visual and kinesthetic/tactile learning modalities for executing teaching and learning processes were practiced in all schools for the teaching and learning processes and socioeconomic status was not reflecting any key concern in determining the learning modalities.

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Petrukhina, N. A., T. B. Mazurenko i O. V. Martynova. "Correctional and Developmental Program of Spiritual and Moral Education and Development of Primary General Education of Hearing-Impaired and Late-Deaf Students «Along the Roads of Little Parables»". Вестник практической психологии образования 18, nr 1 (2021): 14–23. http://dx.doi.org/10.17759/bppe.2021180102.

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The program belongs to the correctional and developmental direction. In this particular version, the program is aimed at ensuring the spiritual and moral development of hearing-impaired and late-deaf students at the stage of primary general education using digital educational resources. One of the most important principles in teaching children with hearing impairments is the principle of clarity and dosed educational material. First of all, it involves the construction of the educational process based on specific objects, images, actions and small texts that are directly perceived by them. The motivational moment in training is no less important. It is important to give the child not a name for this or that concept, but to form an understanding of the information received and teach how to use the knowledge gained in everyday activities. Thus, all the functions of the learning process for hearing impaired children can be successfully implemented only if they rely on scientific data on the characteristics of the mental development of deaf students and create conditions for purposeful work to ensure this development. It should be borne in mind that the additional (correctional) goals of education for the hearing impaired and the specificity of their cognitive activity (perception, speech, thinking) determine a number of distinctive features that characterize the learning process. This program is the most accessible for use in working with hearing impaired children, as it is based on visual con-tact, which allows you to convey information to hearing impaired children in a more accessible form, in the upbringing of the spiritual and moral qualities of their personality, which helps to improve the listening comprehension of short texts.

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Hirota, Eiko, i Yoshisato Tanaka. "Study of Postgraduate Training Systems for teaching Skills to Preschool Hearing-Impaired Children." Japan Journal of Logopedics and Phoniatrics 32, nr 3 (1991): 291–98. http://dx.doi.org/10.5112/jjlp.32.291.

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Bloor, C., D. A. S. Curran, J. Fowler, K. Manktelow, W. Middleton i A. O. Moscardini. "A hypertext system for teaching employment-related language to hearing-impaired school leavers". Computers & Education 18, nr 1-3 (styczeń 1992): 201–7. http://dx.doi.org/10.1016/0360-1315(92)90055-a.

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