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Deaf-mute individuals have a right to inclusive education in today's global context. The primary objective of this study is to design a mobile application that caters to the specific needs of students with hearing and speech disabilities, contributing to the promotion of inclusive and equitable education. To conduct this study coherently, the effective Design Sprint methodology was employed, consisting of five well-defined phases. Throughout this process, interviews and surveys were conducted with various stakeholders, including students, parents, and specialists in inclusive education. The results of these investigations formed a robust foundation for understanding user needs and perspectives, ensuring the optimal adaptation of the mobile application to the demands of this demographic. In conclusion, this study underscores the importance of creating inclusive solutions for students with hearing and speech disabilities, emphasizing the need for collaboration and commitment from educational authorities to successfully implement such solutions. [ABSTRACT FROM AUTHOR]

Deaf and hard of hearing college students encounter unique challenges and pressures in their daily lives and academic pursuits, often leading to heightened anxiety levels, which may increase the likelihood of academic procrastination. This study aims to investigate the relationship between anxiety and academic procrastination in deaf and hard of hearing college students, with a focus on the mediating role of rumination and the moderating effect of psychological resilience. The findings offer valuable insights into strategies for reducing anxiety and academic procrastination in this population. A total of 685 deaf and hard of hearing college students were assessed using the Generalized Anxiety Disorder Scale, Academic Procrastination Scale, Rumination Scale, and Psychological Resilience Scale. The study revealed three key findings: (1) Anxiety is a significant positive predictor of academic procrastination in deaf and hard of hearing college students; (2) Rumination partially mediates the relationship between anxiety and academic procrastination, suggesting that anxiety indirectly influences procrastination through rumination; (3) Psychological resilience moderates the relationship between rumination and academic procrastination, with higher levels of resilience diminishing the impact of rumination on procrastination. The findings of this study provide a deeper understanding of the complex relationship between anxiety and procrastination in deaf and hard of hearing college students, within the context of ecosystem theory and resilience theory of development. [ABSTRACT FROM AUTHOR]

This study aimed to identify the professional structure required by teachers working in primary schools for deaf students in Japan. Ten university teachers training in education for deaf students at Japanese universities participated in semi‐structured interviews. Data were analysed using the KJ method of qualitative analysis based on similarity, with 409 codes, 12 categories and 99 sub‐categories extracted. The results were aggregated into teaching skills and knowledge and collaborative skills categories, clarifying the specific structure of expertise required for teachers of deaf students. Teaching skills and knowledge have already been integrated into teacher training programmes; however, curriculum development for collaborative skills is required. The results of this study suggest that teachers need to acquire a wide range of professional skills to educate children with hearing impairment. We recommend improving social mechanisms for training these teachers in the future. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the first systematic review and meta‐analysis on cross‐linguistic correlations between sign language and spoken/written language competences in bilingual d/Deaf learners. A total of 202 effect sizes were identified based on 70 independent samples that appeared in 52 studies from 1981 to 2023 (N = 3570). The effect sizes involved seven sign language correlates (e.g., fingerspelling, phonological awareness [PA], lexico‐semantic knowledge) and eight spoken/written language correlates (e.g., PA, lexico‐semantic knowledge, word reading, reading comprehension). Estimated mean correlations of 26 cross‐linguistic relationships ranged from r = 0.322 (p < 0.001) for sign language PA and reading comprehension to r = 0.645 (p < 0.001) for fingerspelling and word reading. Among other moderators, age/grade (elementary, secondary, vs. university/adult), signer status (native vs. non‐native), program type (bilingual vs. Total Communication/SimCom), and task type (passage vs. sentence comprehension) either showed significant moderation effects or resulted in differing size (small, medium vs. large) in the correlation coefficients among subgroups of primary studies. The meta‐analytic findings lend support to the legitimate application of linguistic interdependence, common underlying proficiency, cross‐linguistic transfer facilitation, and their associated constructs to the educational development of signing/bimodal bilingual learners. The moderator analysis results, in particular, have shed light on the conditioning of linguistic interdependence and transfer and expanded current understandings about the complexity of the issue and its practical implications in bilingual deaf education. [ABSTRACT FROM AUTHOR]

Introduction: This longitudinal study sought to examine the dynamic influence of perceived stress on academic engagement among deaf college students, as well as assess the moderating role of positive emotions in this relationship. Given the unique challenges faced by deaf students in educational environments, understanding these dynamics becomes crucial for developing effective support strategies. Methods: Across a seven-month period, encompassing two semesters, 223 deaf college students were evaluated three times using the Perceived Stress Questionnaire, the Academic Engagement Questionnaire, and the Positive Emotions Questionnaire. Results: The results indicated that these students experienced high and variable levels of perceived stress, along with inadequate and similarly fluctuating levels of academic engagement. Their positive emotions were moderately low but relatively consistent. Perceived stress was found to be a negative predictor of academic engagement, while positive emotions positively predicted academic engagement. Furthermore, positive emotions acted as a moderating factor, alleviating the negative effects of perceived stress on academic engagement and serving as a protective mechanism for the academic engagement of deaf college students. Discussion: This research sheds light on the impact of perceived stress on academic engagement in deaf college students, and reveals the underlying mechanisms, contributing precious empirical evidence to further our comprehension and enhance special education services. [ABSTRACT FROM AUTHOR]

The primary objective of this study is to examine the statistically homogeneous clustering in the hierarchical arrangement of the use of adverbial clauses for location, recognition, and comprehension of words presented in three-dimensional, rebus, and distorted forms. The study was conducted on a sample of 140 participants. The first subset of participants constituted the experimental group, consisting of 70 deaf students, while the second subset formed the control group, comprising 70 hearing students of the same chronological age. A battery of tests was utilized as a measurement instrument, including the "Test of Writing and Comprehending Adverbial Clauses for Location," "Test of Reading, Writing, and Comprehending Words Presented in Three-Dimensional Form," "Test of Reading, Writing, and Comprehending Words Presented in Rebus Form," and "Test of Reading, Writing, and Comprehending Words Presented in Distorted Form." In the descriptive analysis, frequencies of the total words achieved by both deaf and hearing participants were computed for the different types of measurement instruments employed. To identify the most robust homogeneity of participants concerning the applied variables, non-hierarchical and hierarchical Cluster Analyses were employed. The research results indicate a significant lag in the use of adverbial clauses for location, writing, reading, and understanding words presented in three-dimensional, rebus, and distorted forms among deaf children in comparison to their hearing peers. The Cluster Analysis revealed the most significant linkage between the variable "Number of used adverbial clauses for location" and the variable "Number of recognized words presented in three-dimensional form." This link was clustered with the variable "Number of written words presented in rebus form" and the variable "Number of written words presented in three-dimensional form." An analysis of variance for isolated clusters identified a statistically significant difference in the entire measurement space of adverbial clauses for location, three-dimensional, rebus, and distorted forms of words, with a level of statistical significance at p=0.00. [ABSTRACT FROM AUTHOR]

In deaf students, there is no contextual understanding and recognition of word types through linguistic competence testing compared to the hearing population, because 67.10% do not understand, and 10.00% of deaf children partially understand the contextual application of word types in a written text task. The aim of the study is to determine the distance of language discourse between deaf and hearing respondents and to establish a discrimination factor that can be used for practical purposes in a classification sense, with the aim of determining the priority of linguistic education and language elements of deaf children in relation to their lagging behind hearing children. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, the control group of 70 hearing students, of the same chronological age and gender. The measuring instrument "Test of comprehension of the written form of expression" was applied. The collected data were processed using the discriminant analysis method. The results of the study showed that the discrimination factor is in the sequence of the use of words, adjectives, exclamations and adverbs. Nouns and prepositions have a negative correlation, which points to the fact that these four types of words are in direct implication with nouns and prepositions, and represents information that these four types of words must be more represented in the educational materials of written expression of deaf children. The results of the study also open up a series of questions focused on the quality of the educational processes of deaf children, as well as the level of lag in written communication compared to hearing children. The results of the study can influence the raising of general rehabilitation procedures to a higher level of responsibility in education centers where deaf children are educated. [ABSTRACT FROM AUTHOR]

Social participation in school, including schoolyard interactions, is considered important for all aspects of child development. Students with disabilities, such as those who are deaf and hard‐of‐hearing, are at risk of experiencing inaccessibility and social exclusion in mainstream classes, yet this has been hardly researched in the schoolyard context. We exploratively compared preadolescents (M = 10.48, SD =.93) with (N = 8) and without (N = 207) hearing loss in their continuous schoolyard interactions during 21 recess assessments, using proximity sensors and field observations, alongside measurements of peer acceptance, friendships and sense of connectedness, based on peer nominations and self‐reports. Deaf and hard‐of‐hearing preadolescents spent less time interacting in the schoolyard, a trend which was stable throughout recess. Deaf and hard‐of‐hearing students interacted with the same number of partners as their classmates, but posthoc analyses suggest that towards the end of long recess periods they had a sharper drop in the number of their interaction partners. Field observations suggest that deaf and hard‐of‐hearing preadolescents who were socially active became more isolated the longer the break lasted, and that physical proximity did not necessarily indicate positive interactions. Findings underscore the importance of using multimethod designs that assess various dimensions of social participation and account for the temporal dynamics of recess interactions. Proximity sensors, combined with qualitative observations, enabled to detect social difficulties not detected by more traditional measures, hence valuable for social inclusion research and interventions. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article explores the intersection between language and culture in Japan's Deaf/deaf society through an interview with Dr. Steven Fedorowicz, a cultural anthropologist. It delves into the differences between "deaf" and "Deaf culture," highlighting the cultural and linguistic aspects that shape identity and communication styles. The text also discusses the unique features of Japanese Sign Language (JSL) and the challenges faced by Deaf communities in Japan, emphasizing the importance of promoting awareness and understanding. Overall, the article provides insights into the rich diversity and cultural nuances within Japan's Deaf community. [Extracted from the article]

The biggest challenge faced by deaf students in education is the limited access to verbal communication, which affects their participation in learning. Communication technology and translation solutions are viewed as potential remedies, but their application in educational settings remains suboptimal. This study highlights the importance of exploring and identifying the most effective assistive technologies to support the communication and academic access of deaf students, with the goal of creating an inclusive and empowering learning environment that enhances their academic outcomes. The research methodology employed a qualitative approach, with in-depth interviews conducted with 10 teachers at Gallaudet University to gain deep insights into the most relevant and effective assistive technologies. The findings indicate that communication technology and translation solutions, such as mobile applications, iCloud services, and sign language, have great potential to support learning, help deaf students efficiently translate educational content, and facilitate knowledge sharing in the classroom. In conclusion, assistive technologies play a significant role in improving the communication and translation abilities of deaf students, thereby contributing to their academic achievement.

Purpose This research aims to evaluate adaptive physical education learning in deaf students at special elementary schools. Methods This study employs an evaluation model approach to assess the efficacy of adaptive physical education instruction. Specifically, this research utilizes the CIPP (Context, Input, Process, and Product) model for evaluation. The participants in this study were teachers who taught physical education in West Sumatra, with a sample size of 60 teachers in West Sumatra, Indonesia. Data collection was carried out using a research instrument in the form of a questionnaire administered via Google Forms. The results showed that all statement items of the questionnaire were valid for reliability testing. Results The results of this research showed that the evaluation using the context and input components of the CIPP scored 74.32% and 70.71%, respectively, indicating both as good. However, the process and product aspects attained a score of 50.83% and 48.10% indicating them as enough. Conclusions This research concluded that the implementation of adaptive physical education learning for deaf students was good. Based on the results, this research recommends that evaluations be conducted at the school level for students with special needs. Additionally, evaluation is also needed using participants involved in education.

Foreign languages are linguistic tools that allow access to various resources in the global world. However, access to foreign language education for K-12 deaf students is restricted because deaf students are often disqualified from foreign language courses based on presumed disability status. This study identifies ideologies underpinning education policies that limit foreign language education for K-12 deaf students and compares Türkiye and the United States. The study employs a qualitative approach and analyzes both countries' constitutions, education laws, and education regulations through critical discourse analysis based on the theories of linguistic human rights and Bourdieu’s forms of capital. Findings reveal ideological contradictions concerning deafness and language education for deaf learners, restricting access to foreign language education for K-12 deaf students in both countries.

Introduction: The incorporation of narratives in Chilean Sign Language enriches classroom practices, preserving and transmitting Deaf culture. However, that within the Chilean educational context, the narratives used for instructing Deaf students are translations from written Spanish. This study aims to describe and analyze the narrative structure and the use of Highly Iconic Structures in these translations conducted by Deaf co-teachers into Chilean Sign Language. Method: The research adopts a qualitative approach and a descriptive case study design, involving two deaf teachers from an Inclusive Education Program in a school. The data analyzed focus on the video-recorded LSCh translations of the short story "The Greedy Squirrel". Manual annotations were made on the corpus gloss transcription to first segment by narrative structure for description and then to identify the transfer operations. Results: The co-teachers make variations to the narrative structure of the translated text and incorporate specific visual-gestural elements such as the change of narrator to first person; the 45% of the translation is composed of transfer operations. Discussion: These findings suggest that the variations in structure and the new visual-gestural information provided by the co-teachers reflect their understanding and use of sign language narrative norms for translation. The use of transfer operations enhances the storytelling experience, although it cannot be conclusively stated how and why teachers decide to use them in translation. The results are limited, as they require comparison with other corpora on translations from written Spanish to LSCh and software-assisted analysis to standardize data, which implies further research on the topic. For now, it is essential that the time allocated to the preparation of educational materials in LSCh be more extensive and better planned. [ABSTRACT FROM AUTHOR]

The educational inclusion of deaf students in England is usually interpreted as placement in mainstream settings alongside hearing students, creating unintended pressure for assimilation to the communicative needs of hearing people. In this context, it is deaf students and their communication support staff who are left to deal with communicative disparities found in educational settings. This ethnographic study explored episodes of communication breakdown in communicative interactions of 5 deaf college students in a further education college in Northern England. Analysis coded what was the source of breakdown, who noticed it, who repaired communication and what strategy was used. Findings were organised into three themes, reflecting how breakdowns were dealt with either by deaf students or their Communication Support Workers, or as a shared concern with teaching staff. Overall, deaf students were noted to deal with miscommunication through translanguaging, deploying their multilingual and multimodal repertoires to engage with multiple audiences and repair communication. Findings reflect how deaf students are overburdened with responsibility for ensuring communication is sustained, which opens further questions regarding the pressure to assimilate to hearing normative ways of communicating. Restricting deaf students’ communication to English may limit their development as bi/multilinguals and their learning experiences. [ABSTRACT FROM AUTHOR]

Introduction: The incorporation of narratives in Chilean Sign Language enriches classroom practices, preserving and transmitting Deaf culture. However, that within the Chilean educational context, the narratives used for instructing Deaf students are translations from written Spanish. This study aims to describe and analyze the narrative structure and the use of Highly Iconic Structures in these translations conducted by Deaf co-teachers into Chilean Sign Language. Method: The research adopts a qualitative approach and a descriptive case study design, involving two deaf teachers from an Inclusive Education Program in a school. The data analyzed focus on the video-recorded LSCh translations of the short story "The Greedy Squirrel". Manual annotations were made on the corpus gloss transcription to first segment by narrative structure for description and then to identify the transfer operations. Results: The co-teachers make variations to the narrative structure of the translated text and incorporate specific visual-gestural elements such as the change of narrator to first person; the 45% of the translation is composed of transfer operations. Discussion: These findings suggest that the variations in structure and the new visual-gestural information provided by the co-teachers reflect their understanding and use of sign language narrative norms for translation. The use of transfer operations enhances the storytelling experience, although it cannot be conclusively stated how and why teachers decide to use them in translation. The results are limited, as they require comparison with other corpora on translations from written Spanish to LSCh and software-assisted analysis to standardize data, which implies further research on the topic. For now, it is essential that the time allocated to the preparation of educational materials in LSCh be more extensive and better planned. [ABSTRACT FROM AUTHOR]

In deaf students, there is no contextual understanding and recognition of word types through linguistic competence testing compared to the hearing population, because 67.10% do not understand, and 10.00% of deaf respondents partially understand the contextual application of word types in a written text task. In written communication, deaf students use nouns (65.70%), pronouns (34.30%), verbs (45.7%), adjectives (28.60%), adverbs (22.90%), prepositions (54.30%), exclamations (15.70%), particles (12.90%) and numbers (32.90%). The aim of the study was to examine the factor solutions of quantitative indicators of contextual understanding of the word's types used and the relation of isolated factors of the words types words in the written text task of deaf students. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, the control group of 70 hearing students, of the same chronological age and gender. The measurement instrument "Test of comprehension of the written form of expression" was applied. The collected data were processed using the method of oblique rotation and the method of factor analysis. The results of the study showed that the language discourse of the deaf in the quantitative use of word types in the written form of expression is organized significantly differently compared to the hearing population. By factor analysis, three main factors were isolated in the deaf population, and four main factors were isolated in the hearing population. Considering the saturation of variability, it is possible to accurately determine in practice the direction of teaching deaf children the types of words in their native language. Isolated factors are part of separate, statistically unrelated entities in both deaf and hearing respondents and confirm the justification of successive teaching of the deaf respondents according to the types of words that are present in the comparative analysis of hearing respondents. [ABSTRACT FROM AUTHOR]

The growing interest in written language has captured the attention of researchers engaged in the study of deafness, prompting a series of inquiries into the essential strategies and approaches to promote the development of reading and writing skills in deaf students. This article aims to analyze the results of teaching activities focused on Portuguese language centered on the academic abstract genre, developed for and with deaf students from the Libras Letters course at a public university in the northern interior of Rio Grande do Norte. The analyzed activities are part of the first phase of a didactic sequence (DOLZ, NOVERRAZ; SCHNEUWLY, 2004), linked to an ongoing doctoral research project. The results show that the activities carried out were successful, as they allowed students to express their thoughts in writing on the topic discussed, using sign language as a basis for their writing process. Through these activities, we were able to promote contact with written materials in the academic environment, encouraging reading and writing without suppressing Portuguese language in favor of Libras. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Special Needs Sciences is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Deaf students have more difficulties with emotion regulation due to their hearing loss. They are suffering higher socio-emotional risk than the hearing person. But there are few studies explored the neural mechanisms of impaired emotion regulation in the deaf college students. Methods: Thirty hearing college students and 27 deaf college students completed the emotion regulation task while recording ERP data and subjective emotion intensity. Results: Behavioral results found that deaf college students had higher emotional experience intensity compared to healthy controls. The ERP results showed the deaf college students had lower LPP amplitudes both using reappraisal and suppression strategies. Moreover, the LPP of expression suppression was associated with the increase of depression scores among deaf college students. Discussion: Deaf college students may have impaired emotion regulation so that they are more accustomed to using expression suppression strategies to regulate their negative emotions which lead to high risk to be depression. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this study was to investigate the reading outcomes of a Canadian cohort of school-aged deaf learners with cochlear implants (CIs). The goal was to investigate whether achievement approached that of hearing age peers and identify demographic factors influencing performance. Methods: Participants represent a subset of 13 students with CIs from a larger sample of 70 deaf students in grades four through 12 educated in inclusive settings within a large school board in central Canada. Data sources included demographic information, teachers' ratings on the Categories of Auditory Performance (CAP), and scores from the Woodcock-Johnson III Diagnostic Reading Battery [WJ III-DRB]. Results/Discussion: Participants performed within the low average range in all areas except for Phonological Awareness, which was in the low range; however, there was wide variability in scores across participants. None of the demographic variables (e.g. home language, additional disabilities) had a statistically significant association with performance, although older students had higher mean scores on the Phonological Awareness cluster. Conclusion: These findings add to the body of research on literacy achievement and cochlear implantation, providing evidence that this technology has a significant positive effect on outcomes for a population that has heretofore underperformed in this area. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the reality of transitional services provided for deaf and hearing impaired students from their perspective at King Saud University. The study sample consisted of (77) deaf and hearing impaired students. The descriptive-analytical approach was followed. A questionnaire, author-prepared, on transition services status was administered to the sample. The findings revealed that participants' responses regarding "independent living skills" showed higher agreement with an average score of 3.57. Responses on the 'Translation unit services for deaf students' dimension came with a moderate degree of agreement, with a mean of (2.99). For "academic support services", responses demonstrated a higher level agreement with an average score of 3.60. Responses concerning "psychological support services" also indicated increased agreement with an average score of 3.49. Additionally, responses pertaining to "integration and community participation services" showed a high level of agreement with an average score of 3.57. The study concluded that there were no statistically significant differences in responses related to transitional services based on gender and age, however, there were statistically significant differences based on the degree of hearing loss, favoring the deaf. [ABSTRACT FROM AUTHOR]

ABSTRAT: Deaf and hard-of-hearing students were greatly affected by the COVID-19 pandemic due to communication barriers, social distancing, and difficulties with distance education. Numerous researchers have investigated the experiences of such students during the COVID-19 pandemic, but generally addressed single aspects of their lives; hence, there is a need to investigate the broader impact of the pandemic on deaf students. Notably, very few local or international studies on the experiences of deaf students in Georgia are available. To address this gap, I employed qualitative methods to frame the accounts and memories of deaf students during the COVID-19 pandemic. The data for this study were gathered through semi-structured interviews with 12 such students attending specialised boarding schools for the deaf in Georgia. Four main themes were identified: the impact of COVID-19 on their moods, the substantial increase in screen time due to distance learning and screen-based social interactions, the dual nature of COVID-19 as a catalyst for increased interactions with family members, and its role in prompting contemplations of the future. This article describes and explores the lived experiences of deaf students and contributes to the collective memory of affected communities by highlighting the value of individual voices, particularly in a small country that is often unknown or overlooked. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current body of scholarly literature highlights the increasing importance of Mixed Reality (MR) in the field of education since it provides an alternative way through visual stimuli inside an immersive environment. In recent years, the possibility for educators to use Mixed Reality as an additional pedagogical instrument has witnessed notable growth. Furthermore, the implementation of MR technology enhances the perceived benefits of employing it as a solution to the challenges encountered in educating and acquiring sign language skills among children who have hearing impairments or are deaf. The development and testing of deaf-friendly techniques for teaching sign language to Deaf or Hard-of-Hearing (DHH) pupils utilizing modern MR technology is the key endeavor of our research. In light of the specific aspects of the pilot study and the suggestions and preferences expressed by the participants, as outlined in previous attempts, we have endeavored to develop a series of instructional modules on the topic of animals. These modules employ various methods of sign demonstration and incorporate visual representations and concise encyclopedic descriptions. To achieve our research objectives, a total of 21 deaf students, ranging in age from 9 to 14 years, were selected for this study. These students study in a mainstream school that have inclusive educational programs. The participants have been offered two options for evaluation: a laptop and the application specifically designed for the HoloLens 2. [ABSTRACT FROM AUTHOR]

To better understand the individual differences in fairness, we used event-related potentials (ERPs) to explore the fairness characteristics of deaf college students through the ultimatum game task. Behaviorally, the significant main effect of the proposal type was found, which meant both deaf and hearing college students showed a lower acceptance rate for the more unfair proposal. Interestingly, we found a significant interaction between group and proposal type in the early stage (N1). Moreover, in the deaf college group, N1 (induced by moderately and very unfair proposals) was significantly larger than that of fair proposals. However, we found that deaf college students had smaller amplitudes on P2 and P3 than hearing college students. These results suggested that deaf college students might pursue more equity strongly so they are more sensitive to unfair information in the early stage. In a word, we should provide more fair allocations for deaf college students in our harmonious society. [ABSTRACT FROM AUTHOR]

The process of reform of the education system of the Ottoman Empire during the nineteenth century was central for the establishment of new institutes for the less advantaged members of the society. Among these, special schools for D/deaf students stand out, not least because all the communities that were part of the Empire could be enrolled in these institutes. Allowing traditional school subjects to be taught to D/deaf people, the establishment of these schools represents a turning point in the history of the Ottoman education system. Through an analysis of the legal and historical framework that led to their institution, the aim of this article is to contextualise the schools for the D/deaf within the education policies of the Ottoman Empire from the second half of the nineteenth to the first decade of the twentieth century. Moreover, through an examination of their academic programmes, this article proposes to investigate the role of these institutions and their educational curricula in the attempt to make D/deaf people an active part of the Ottoman civil society. [ABSTRACT FROM AUTHOR]

Inclusivity is the principle that underlies a just and equal society for all individuals, including students or pupils who have hearing disabilities such as the deaf. In an effort to realize inclusivity, technological developments have opened the door to solutions that can improve the quality of life for deaf users. One of the main challenges faced by deaf users is difficulty in understanding and communicating with the outside world through hearing. This article discusses how automatic transcription applications can serve as powerful tools in supporting inclusiveness by improving the listening skills of deaf users. An automatic transcription application is software that is capable of converting spoken conversations into text in real-time. This has the potential to enable deaf users to access previously difficult-to-reach information. The use of automatic transcription applications can provide significant benefits for deaf users. Firstly, it allows pupils and students to follow conversations and presentations better, improving their listening skills. Second, users can participate more actively in various social and educational activities, feeling more confident in interacting with friends, colleagues and instructors. Apart from that, the use of this application can also help in the development of their spoken language, because students can view the transcribed text while listening to the conversation. However, there are several challenges that need to be overcome in implementing this automatic transcription application. These include accuracy of transcription, availability of appropriate hardware and software, and community understanding of the needs and rights of deaf users. Therefore, collaboration between technology developers, the deaf community, and other interested parties is important in ensuring that automated transcription applications can be used effectively to increase inclusivity for deaf users. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study focuses on developing a learning medium using PowerPoint called SIAGA (Speaking Skills Games) to enhance the speaking skills in English of grade-eight deaf students at SMPLB Muhammadiyah Jombang. Considering that speaking is an important skill in communication, the research addresses the unique challenges faced by deaf students, such as delayed language development and reliance on visual learning. Utilizing R&D Method with ADDIE design, some concepts of gamification were combined with visual aids, animations, and sign language in this learning module to better respond to the needs of Deaf students. The application SIAGA was developed through consultation with experts, and then it went through validation procedures by media, language, and disability specialists. From these, the feedback about the relevance was 95% and that on media design was 79%, suggesting the need to improve the visuals, font readability, and clarity in instructions. In sum, post-implementation evaluations through student questionnaires averaged 89% regarding the effectiveness, ease of use, and motivational effect of the application. Application research in inclusive classrooms involving both deaf and hearing students would be valuable for further study of this medium.

This paper discusses disadvantaging situations that deaf students encounter in higher education in Sweden. We report two recent cases of deaf students’ academic welfare being put at risk. We foreground in these cases the ‘odd situations’ that arise when provisions that fail to access the particular nature of deaf experience also fail to secure deaf students’ participation rights, to be and become the deaf person they wish to be, lead the life they wish to live, and so on. Often, the ‘oddness’ of the situations that arise is in part indicated by no-one involved lacking in good intentions or not doing their very best: there is no lack of good will, but a lack of shared understanding. What deaf students know differently is rarely present in deliberation and not part of forward planning. We infer that situations of this sort reflect epistemic injustice. We propose that this form of formative epistemic injustice – educators not taking on board what deaf students know – can perhaps be overcome by higher education institutions proactively involving deaf students in matters that concern both them and future deaf students.

Education is very important for all individuals, including people with disabilities such as the deaf, to advance the nation and survive. In this case, effective communication of educational material is important to create a conducive learning environment. Most people also believe that deaf people can make a big contribution to society if they receive the right education, and this becomes a challenge for deaf teachers and students. Therefore, this paper aims to find a solution that can become a means of independent education for deaf people. This paper is using design thinking method to achieve the goal. The result of this research is the development of an educational mobile application specifically for the deaf, namely 'V-Voice'. This application provides various learning features, such as; animated videos, education games and texts that are attractively designed. Through 'V-Voice', it is hoped that deaf people can study harder independently and be helped to manage information and develop their soft skills and hard skills. [ABSTRACT FROM AUTHOR]

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This document is an index for Volume 24 of the journal "Sign Language Studies." It provides a list of articles and their page numbers, as well as an author index. The articles cover various topics related to sign language research, such as the history of sign languages, linguistic analysis, educational methods, and social justice issues. The journal aims to promote understanding of sign languages and Deaf communities by providing a platform for diverse perspectives. One specific article, "Urban Toponymy in South African Sign Language (SASL): Patterns and Variations" by Siyavoshi and Sibanda, examines how urban place names are signed in SASL. The authors analyze the linguistic and cultural aspects of this form of communication, and the article includes a photo gallery showcasing visual representations related to the topic. [Extracted from the article]

In Chile, education of deaf students historically revealed a position of subordination with respect to the hearing population, oppressive dynamics, and reparatory inclusion mechanisms. Therefore, the following questions are to be answered from the individual experiences of deaf adults: What situations experienced at school represent areas of social justice and injustice? And what do Chilean deaf adults expect from education in terms of social justice? The methodological approach corresponds to a biographical-narrative design, with the participation of six deaf adults connected to the educational system. The findings reveal the absence of affection, unequal treatment, and a lack of social esteem in the experiences related in these narratives in regular classrooms. That is, there is no information in the narratives revealing that Honneth's (1997) fundamental principles of reciprocal recognition were respected in their experiences. The narrators also state that deaf individuals should be taught through Chilean Sign Language (LSCh) and other visual strategies. The main conclusions indicate that a cooperative work is necessary to vindicate the spheres of recognition as a social justice approach, especially in favor of the linguistic and cultural rights of the deaf community. [ABSTRACT FROM AUTHOR]

This investigation aimed to explore the feasibility of implementing the strategic and interactive signing instruction (SISI) framework and its potential to enhance the signed composition skills of four deaf students in a first/second-grade classroom. SISI was adapted from the existing strategic and interactive writing instruction (SIWI) framework that centered on utilizing evidence-based approaches to teaching. A mixed-methods approach involving both qualitative and quantitative data was employed. Qualitative analysis revealed six themes regarding the implementation of SISI: (1) composition topics and genres, (2) target skills, (3) explicit instruction, (4) video technology, (5) idea holding, and (6) accommodating younger ages. Broadly, SISI was successfully implemented, and areas for further adaptation were identified. Quantitative data were collected from four students, involving responses to prompts across three genres—narrative, informative, and persuasive. Pre- and posttest scores showed improvements in discourse-specific traits across these genres. While the findings suggest the feasibility and promise of SISI in facilitating the development of signed literacy, further larger-scale studies involving controls are required to fully investigate SISI's efficacy. [ABSTRACT FROM AUTHOR]

Background: Deafness can impact a student's life in various ways, including social adjustment, and negatively affect their flexibility. This study aimed to determine the effectiveness of teaching role-playing methods on positive and negative affect and social adjustment in deaf students. Methods: The present study employed a quasi-experimental pretest-posttest control group design. The target population comprised all deaf students between the ages of 14 and 18 enrolled in exceptional high schools in Ahvaz, Iran, during the 2023 academic year. Thirty participants were recruited through a convenience sampling method, and assigned to either the experimental or control group using random allocation (n=15 per group). The students completed the Scale of Positive and Negative Experience (SPANE) and the Bell Adjustment Inventory (BAI) at the pretest and posttest (two and a half months later). The experimental group received role-playing training in ten 90-minute sessions. The data were analyzed using the ANCOVA test. Results: The role-playing training group showed a statistically significant increase in positive affect from pretest (11.27±1.84) to posttest (18.60±2.11) (P=0.001). In contrast, the control group did not show a significant change in positive affect scores (10.32±1.06 at pretest; 11.14±1.66 at posttest). The role-playing training group exhibited a significant decrease in negative affect scores from pretest (22.27±3.08) to posttest (15.60±2.96) (P=0.001). The control group did not show a statistically significant change in negative affect (20.32±3.12 at pretest; 21.71±2.95 at posttest). The role-playing training group showed a statistically significant increase in social adjustment from pretest (11.27±1.84) to posttest (18.60±2.11) (P=0.001). The role-playing training group showed a statistically significant increase in social adjustment from pretest (40.87±5.21 at pretest; 53.15±7.00 at posttest; P=0.001). There was a statistically significant difference between the groups in the change of negative affect, positive affect, and social adjustment scores (P=0.001). Conclusion: Role-playing training can be an effective intervention for improving the emotional well-being and social adjustment of deaf students. The observed reduction in negative affect and improvement in positive affect suggest that interventions focusing on role-playing methods can effectively address emotional challenges faced by deaf students. [ABSTRACT FROM AUTHOR]

Resource provisions (or bases) are a form of educational provision in England intended to allow the inclusion of students with special educational needs and disabilities within a mainstream setting. Current research around the educational experiences of students within resource provision is limited. This small-scale study sought to explore the school experiences of a convenience sample of six deaf and hard-of-hearing students, aged between 12–18 years, educated in a resource provision within a mainstream secondary school. The study used a participatory approach in which all six students took on the role of co-researchers. Interviews and diary entries were used to collect the data and thematic analysis was carried out by the co-researchers to identify five themes. The themes highlight the complex interplay between individual agency, peer influence and societal barriers for this minoritised group. The co-researchers’ findings led to implications for action for themselves and for their immediate educational provision. The findings suggest implications for educational settings more widely in enabling the inclusion of deaf and hard-of-hearing students educated in resource provision. [ABSTRACT FROM AUTHOR]

The aim of this study was to identify the basic skills of Pakistan Sign Language (PSL) among university students who communicate with hearing impaired fellows in an inclusive environment and face troubles. The hearing students face communication barriers in inclusive environment to communicate with hearing impaired peers. A survey method of quantitative type of research was used to conduct this study. The population of this study was hearing students at university level who studying with hearing impaired students in inclusive environment and the sample comprised of 100 hearing students. The researchers employed random sampling technique to conduct this study. Data was collected through self-developed three point Likert scale and Cronbach's Alpha value was noted α=.803. The main findings of this study were that majority of the respondents were not well acquainted with PSL due to which they could not communicate with their deaf class mates. The study was limited to only two universities due to the availability of inclusive learning environments. The researchers recommended that Pakistan Sign Language should be taught to a larger population to facilitate communication with hearing impaired students. [ABSTRACT FROM AUTHOR]

Purpose. This research aims to evaluate adaptive physical education learning in deaf students at special elementary schools. Methods. This study employs an evaluation model approach to assess the efficacy of adaptive physical education instruction. Specifically, this research utilizes the CIPP (Context, Input, Process, and Product) model for evaluation. The participants in this study were teachers who taught physical education in West Sumatra, with a sample size of 60 teachers in West Sumatra, Indonesia. Data collection was carried out using a research instrument in the form of a questionnaire administered via Google Forms. The results showed that all statement items of the questionnaire were valid for reliability testing. Results. The results of this research showed that the evaluation using the context and input components of the CIPP scored 74.32% and 70.71%, respectively, indicating both as good. However, the process and product aspects attained a score of 50.83% and 48.10% indicating them as enough. Conclusions. This research concluded that the implementation of adaptive physical education learning for deaf students was good. Based on the results, this research recommends that evaluations be conducted at the school level for students with special needs. Additionally, evaluation is also needed using participants involved in education. [ABSTRACT FROM AUTHOR]

This study examined deaf learners' academic and social difficulties as well as their coping mechanisms in Ethiopian elementary schools. To do this, the study adopted a phenomenological design from qualitative research methodology. Purposive sampling methods were used to choose nine deaf students for semi-structured interviews. Using word-by-word narrative analysis, data were analyzed. The lack of sign language interpreters and teachers' exclusionary behaviors were found to be some of the academic and social obstacles faced by deaf learners in the research area. The study also found that deaf learners in participating schools used problem-focused coping techniques, including pen-and-paper techniques for interpersonal communication, and maladaptive coping mechanisms like ignoring and social withdrawal. According to the report, local authorities should organize awareness workshops for instructors from participating schools on how to instruct deaf learners in inclusive environments. [ABSTRACT FROM AUTHOR]

Background and Aim: Refractive errors, amblyopia, strabismus, and low vision are more common among children with hearing impairments in comparison with their hearing peers. Neglecting visual disorders can pose educational and social problems for these children. The present study aimed to assess the prevalence of refractive errors, amblyopia, strabismus, and low vision among hearing-impaired and deaf students in Kermanshah. Materials and methods: A total of 79 deaf and hearing impaired students within the age range of 7–20 years (mean age of 15.01 ± 2.72) underwent optometric examinations, including autorefractometry, retinoscopy, ophthalmoscopy, slit lamp, visual acuity measurement, and cover-uncover test. Those who needed further evaluation were referred to the Ophthalmology Clinic of Imam Khomeini Hospital. Results: Regarding the prevalence of refractive errors, 32 (40.5%) subjects had one or a combination of refractive errors, the most common of which was astigmatism (36.7%), followed by amblyopia (15.1%). The most common type of strabismus was latent strabismus (heterophoria) (88.6%), followed by exophoria (81%). Moreover, 3 (3.7%) cases had nystagmus. A significant difference was observed between the prevalence of amblyopia and the degree of hearing loss (P = 0.026), and no significant difference was detected in other cases. Conclusion: As evidenced by the obtained results, refractive errors, amblyopia, strabismus, and low vision are more prevalent among deaf and hearing-impaired children compared to normal children because deaf and hearing-impaired children are not able to convey their vision problems and need to compensate for their poor hearing with an enhanced sense of sight, inattention to these disorders can present these children with serious educational and social problems. Therefore, eye screening examinations are of paramount importance in deaf and hearing-impaired children. [ABSTRACT FROM AUTHOR]

Background: Hearing loss can lead to various complications, including difficulties in language and speech development, as well as cognitive, psychological, social, occupational, educational, and learning impairments. Objectives: This study aimed to determine the effectiveness of role-playing training on emotional self-disclosure (ESDS) and sense of coherence in students with hearing loss. Methods: The study was a quasi-experimental design with a pretest-posttest approach and a control group. The statistical population included all students with hearing loss in the first and second high schools for the exceptional in Ahvaz City in 2023. A sample of 30 individuals was selected using the convenience sampling method and randomly assigned to either the experimental or control group (15 participants each). Students completed the Emotional Self-disclosure Scale and Sense of Coherence Questionnaire in both pretest and posttest phases. The experimental group received role-playing training in ten 90-minute sessions. Data were analyzed using analysis of covariance. Results: Role-playing training had a significant positive effect on both emotional self-disclosure and sense of coherence in students with hearing loss (P = 0.001). The post-test results showed that the experimental group scored significantly higher than the control group in emotional self-disclosure (147.73 ± 15.11 vs. 102.60 ± 16.18) and sense of coherence (97.40 ± 13.86 vs. 67.80 ± 8.14) (P = 0.001). Conclusions: Role-playing training can be a valuable intervention for enhancing the emotional well-being of students with hearing loss. This study contributes to the growing body of knowledge on interventions aimed at improving emotional well-being in students with hearing loss. Role-playing training emerges as a promising approach with the potential for implementation in educational and therapeutic settings. [ABSTRACT FROM AUTHOR]

There is extensive research showing an association between athletics and college alcohol use. However, there is a gap in the literature describing this phenomenon for deaf and hard of hearing students. Researchers explored the experiences and perspectives of Gallaudet University students and staff on deaf and hard of hearing students' alcohol use by conducting a qualitative case study in American Sign Language. One theme that emerged from this data was athletics: the impact of being a student athlete, the structure of college life for student athletes, networking as an athlete, athletic events, and the role of alcohol use. Researchers found unique experiences for deaf and hard of hearing students, but also consistencies with the literature showing an increased association between athletics, athletic events, and alcohol use. [ABSTRACT FROM AUTHOR]

In recent years, research interest in both multilingual learners and, more specifically, in immigrant populations has increased. This is also true for students who are d/Deaf and hard of hearing (d/Dhh) and have families who do not speak or sign the languages of the wider community at home (d/Dhh multilingual learners; DML), and may be recent immigrants transitioning to a new country (immigrant DML; IDML). This is a low-incidence, diverse population of learners with minimal research on both language development and on adequate language support during the schooling years. The present study is a scoping review of the research methodologies utilized to conduct 33 original studies. The results help to explain why research is both lacking and sorely needed, and provide a basis for researchers to identify desiderata in research foci and research designs. Recommendations for educational research with DMLs are proposed. [ABSTRACT FROM AUTHOR]