Deaf Students

Δημοσιεύτηκε στην ιστοσελίδα Ψηφιακή Πύλη Ειδικής Αγωγής www.specialeducation.gr μετά από κρίση σε επιστημονική επιτροπή στις 6/11/2015.

Το παρόν άρθρο πραγματεύεται το θέμα της εκπαιδευτικής ένταξης των κωφών και βαρήκοων ατόμων στη γενική εκπαίδευση. Αρχικά, γίνεται λόγος για την αποσαφήνιση του όρου παιδαγωγική της ένταξης και ο διαχωρισμός της από την παιδαγωγική της ενσωμάτωσης. Επίσης, γίνεται πλήρης ανάλυση των όρων ένταξη και ενσωμάτωση, μέσα από τις απόψεις που διατυπώνουν έλληνες και ξένοι ερευνητές. Στη συνέχεια, γίνεται αναφορά στα πιο συνηθισμένα μοντέλα ένταξης, σε θεωρητικό επίπεδο, καθώς και παρουσιάζεται δείγμα ερευνών που πραγματοποιήθηκαν πάνω σε αυτά τα μοντέλα. Επιπλέον, αναφέρονται στοιχεία τα οποία έχουν προκύψει από έρευνες που έχουν υλοποιηθεί πάνω στην ένταξη κωφών και βαρήκοων μαθητών σε γενικό σχολείο, αλλά και στις επιπτώσεις αυτής της ένταξης. Τέλος, σκιαγραφείται το προφίλ των εκπαιδευτικών, καθώς και η στάση τους απέναντι στο μείζον θέμα της ισότιμης ένταξης των κωφών και βαρήκοων παιδιών στα τυπικά σχολεία.
Λέξεις-κλειδιά: Παιδαγωγική της Ένταξης, παιδαγωγική της ενσωμάτωσης, μοντέλα ένταξης, κωφός/βαρήκοος, στάσεις. 
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The present study aims at identifying the needs of the teachers of visually impaired students in Amman city. For this end, the researchers have developed a special tool which consists of 31 statements. The tool has been validated by a group of professionals from the University of Jordan and World Islamic University. The liability of the tool was calculated by using (Cronbach’s, alpha=0.953). The sample has been collected from some governmental and no governmental schools which deliver special education services to students with visual impairment. The community research comprises (100) teachers of both sexes, from 20 schools. Sixty participants (60) have been chosen to a chief the purpose of the study. The participants had been chosen according to the following criteria; teach at least one visual impaired or blind student, have an experience at least 6 months. For the purpose of this study, the researchers have tested the assumption. Through using SPSS program (Version 21). A suitable statistical approaches (Mean, SD Percentages; t-test; Chronback alpha test). ANOVA, Ancova and post comparative have been used to analysis the data.
The results of the study revealed the need for training in braille writing and reading, communication skills for the visually impaired teachers (mean=2.07/4) which is the lowest and for all statements was (mean=2.81/4) with percentage of 70.28%. Which consider moderate according the scale? However the statement which indicated the need for early intervention has a (Mean=3.52) which was the highest of all  scale items. Also the study indicates no relation between demographic variable (sex; education; experience; class level) and training needs (sig 0.677, 0.094, 0.434, 0.322; respectively) but there is a significant difference (*.003) due to teachers' characteristics. In addition, when  Scheffe’s test for post Hoc comparison (*0.76) the results indicate presence of  significant differences in quality and quantity of training needs of the teachers of the visually impaired students relate to teachers' characteristics toward the sighted teachers of visually impaired students (mean=3.06). The results of Scheffe’s test for Post Hoc comparison (*0.89) also indicate a presence of significant, a difference in the teachers of the visually impaired student between the blind and partially sighted teachers in favor of partially sighted teachers (mean=3.19).

Starters writing assessment is a systematic process by using appropriate instruments in order to determine learning behavior, placement, and learning in starters writing. Therefore, certain difficulties could be detected early. This study aims to conduct initial assessment to find deaf students with barriers in starters writing at State Elementary School for Exceptional Children of Kendalrejo, Talun, Blitar. The study is qualitative descriptive with 6 deaf students of 1st grade as samples. Data collection procedures of the study are in-depth interview with teacher by using structured interview guide, classroom observation, individual assessment analysis and documentation. The data are then verified and analyzed through theoretical interpretation to identify the barriers, needs, and recommendations in treating each student based on the writing process. Study results of the starters assessment show that there is a deaf student who has problem in eye-hand coordination and fine motoric. At last, the study offers solutions of needs and recommendations on writing skills through the fine motoric practice needs, training the students to continue writing, involving the students gradually, choosing the strategies that fit their difficulty level in the writing tasks, building confidence of the students, and arranging parenting class by the school.

It is 25 years since the Salamanca Statement called on the international community to endorse the approach of inclusive education, including at the tertiary level. The past quarter century has witnessed the global massification of postsecondary education, yet this explosion of facilities and enrollment has largely entrenched and exacerbated the exclusion of people with disabilities from the sector. Higher education systems must become disability-inclusive in order to meet international obligations and global frameworks.

The purpose of this study is to develop a product in the form of the module writing sentence structure. Modules that are developed are expected to be useful for teachers as a source of more information in the learning process. This research method is using Research and Development (R&D) and the development of the product arrived at validity test phase only after being evaluated by experts. As expert and validator a media expert, a linguist and an expert in the field of deaf disabilities were considered. Data collection techniques in the research of using the now with the results of the eligibility of the contents of the received value of 93, 94 languages, feasibility presentation 97, and feasibility graphics 90, with the average on all aspects of scored 93. Based on the value it can be said that the module writing sentence structure contained within the category of very decent.

This paper provides a brief review of the history of deaf education in Australia, Australian Sign Language (Auslan), and Auslan interpreting. A panel of Australian deaf university students from diverse linguistic and educational backgrounds provides insights into their perceptions of sign language interpreting provision in university lectures. They commented on their interpreting preferences after viewing two videotaped segments of university lecture interpretation, one demonstrating a predominantly free approach and the other a predominantly literal approach. Expectations of the deaf students were explored in relation to the educational backgrounds and qualifications of university interpreters; comprehension of interpreters is also discussed. Results suggest that the university students preferred interpreters to combine both interpretation styles, switching between literal and free approaches when appropriate. In doing so, students can access lecture content in Auslan while accessi...

Although progress has been made in protecting deaf sign language users fundamental rights to health and education, all too often deaf children are still denied the right to learn and use sign languages in their education and in accessible physical and psycho-social environments in accordance with both the Convention on the Rights of Persons with Disabilities (CRPD) and recent Spanish laws (Act 27/2007 and Act 17/2007). The main objective of the present study was to collect information about some strategic factors that may facilitate healthy, inclusive schooling through sustainable, high-quality deaf bilingual programmes in Spain. A descriptive study was conducted, with some components of participatory action research and a strategic analysis framework. The two main megatrends found to have spurred the current change toward bilingual education in order of priority are: (1) societal and political changes towards a growing acceptance of diversity and Deaf issues and (2) growing Deaf activism, selfawareness and empowerment. The two main hindering megatrends are: (1) the view of deafness as a medical condition with a technological solution and (2) phonocentrism and societal resistance to the unknown. Although some schools have achieved CRPD-recommended standards, the majority of deaf bilingual programmes in Spain are still in a very early stage of formulation and implementation and are far from being equally distributed across the country. Transforming schools into healthier, more inclusive settings for deaf children implies the implementation of a well-planned strategy involving the active participation of relevant sectors and organizations, particularly deaf communities through their representative organizations. Unless there is a radical change of perspective, health and education will not be available to all, and therefore social inequalities will increase.

Computers increasingly are prevalent in the classroom, with student laptops becoming the norm, yet some beneficial uses of this widespread technology are being overlooked. Speech recognition software is maturing, and possesses the potential to provide real-time note taking assistance in the classroom, particularly for deaf and hard of hearing students. This paper reports on a practical, portable and readily deployed application that provides a cost-effective, automatic transcription system with the goal of making computer science lectures inclusive of deaf and hard of hearing students. The design of the system is described, some specific technology choices and implementation approaches are discussed, and results of two phases of an in-class evaluation of the system are analyzed. Ideas for student research projects that could extend and enhance the system also are proposed.