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Artificial intelligence (AI) has seen rapid advancements, establishing itself as a robust tool for fostering accessible teaching and learning environments. Nevertheless, the efficacy of these intelligent learning settings in bolstering the engagement and learning outcomes for students with hearing impairments warrants further investigation. This research leveraged Design-Based Research (DBR) to iteratively refine intelligent learning environments, while also adopting the Community of Inquiry (COI) and Technology Acceptance Model (TAM) to assess classroom presence and perception among students with hearing impairments. The results revealed notable enhancements in teaching presence, cognitive presence, social presence, and overall perception within intelligent learning contexts for hearing-impaired students. Additionally, their understanding of abstract and ill-structured knowledge significantly improved. Such findings offer valuable insights for the design of inclusive teaching and learning environments in special education. [ABSTRACT FROM AUTHOR]

The study examines a comparative analysis of students' emotional correlations, academic information-seeking behavior, and library services in special schools in Karnataka, India. The research data was gathered using qualitative and quantitative methods, including in-depth interviews, survey methods, and focus groups conducted among 2054 specially-abled students in Karnataka. The study is confined to visual and hearing-impaired students. Students from both groups demonstrated high emotional similarity (strong positive correlation, r= .928). However, hearing-impaired students exhibited stronger information-seeking behavior (significant t-value, 3.145). While libraries offered similar service types to both groups (t-value, 1.145), visually impaired students had better access to assistive technology (significant t-value, 5.678), highlighting a resource disparity and suggesting libraries require strategies tailored to student needs. [ABSTRACT FROM AUTHOR]

The Surah al-Fatihah is a frequently recited chapter by Muslims, indicating its importance in the life of a Muslim. This surah is not only practised by Muslims with all their senses intact but can also be practised by the differently-abled community. Therefore, the purpose of this study is to examine the experiences of teachers using the Tahfiz Akhyar method for memorising Surah al-Fatihah among hearing-impaired students. A case study was conducted to obtain qualitative data through interviews. Three teachers with more than 5 years of experience in teaching the Quran to hearing-impaired individuals participated in the study. The findings yielded three sub-themes based on teachers’ feedback, including challenges faced by students, challenges faced by teachers, and engaging teaching materials. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office 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.)

Although several studies have highlighted a significant association between parent-adolescent attachment and well-being in normal adolescents, studies exploring this relationship among hearing-impaired adolescents are scarce. The current study examined the association of parent-adolescent attachment with well-being and the underlying mechanism of this relationship among Chinese hearing-impaired students. A total of 512 hearing-impaired students from eight special education centers and schools (female: n = 223; mean age = 17.28 years) were recruited for this study and completed self-report measures of parent-adolescent attachment, resilience, emotional and behavioral problems, and well-being. The results found that for Chinese hearing-impaired students: (1) There was a significant positive correlation between parent-adolescent attachment and well-being. (2) Even after controlling for the effect of gender, parent-adolescent attachment was a significant predictor of well-being. (3) Resilience mediated the relationship between parent-adolescent attachment and well-being. Furthermore, emotional and behavioral problems moderated this relationship. These findings had broad implications in the field of well-being in hearing-impaired adolescents. It suggested that developing secure parent-adolescent attachment, improving resilience, and reducing emotional and behavioral problems could help improve the hearing-impaired students' well-being. [ABSTRACT FROM AUTHOR]

This study examines the perceived stigma and its relationship to self-identity among students with hearing impairment. Students (n = 151) with hearing impairment (female = 49.67%; mean age = 13.87 years, SD = 1.26 years) completed the Individual Perceived Stigma Scale and the Self-Identity Scale. Following regression analysis, the results showed that higher devaluation and social distancing significantly lower self-identity. Furthermore, descriptive statistics showed relatively low levels of perceived stigma and an overall low level of self-identity among hearing-impaired students. The results support the disability identity theory in the Chinese cultural setting. [ABSTRACT FROM AUTHOR]

School, as the core of growth, should adapt its practices in relation to the various additional needs of hearing-impaired learners, providing solutions that allow for the advancement and development of teaching strategies. The aim of this study was to analyse, in terms of practicality, the procedures used for the planning and implementation of the use of sign language in Physical Education, and to explore its possible effects on academic performance. A pilot study was conducted on 48 hearing-impaired students (male n = 23) aged 13-19 years. The use of sign language was introduced in one group, there was no control group and changes in academic performance were analysed before and after the intervention. The chosen repertoire of vocabulary yielded a set of 27 signs for pedagogical use in Physical Education. Preliminary findings of the study found that the educational intervention in Physical Education produced a significant effect (d = 2.05) and significant differences in the academic performance of hearing-impaired students (p < .05). The results of the study indicate that the use of the external validity tool, known as RE-AIM, provided valuable elements in its design and implementation. However, no significant differences were found in academic performance regarding the sex of the participant (p > .05). The implementation of the educational intervention in Physical Education produced positive results in terms of improving the hearing-impaired students' academic performance. It is considered paramount to establish future lines of work associated with the study of these initiatives. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia 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 proliferation of mobile technologies has created a great impact in the education field. Numerous studies are conducted on the usage of mobile technologies among the special needs students including their acceptance towards the technologies, its advantages as well as the obstacles on the utilisation of mobile technologies. However, fewer studies are done on the usage of mobile technologies among the hearing-impaired (HI) students in ESL teaching and learning session. There is a need for more studies on that as the number of hearing-impaired people are increasing continuously around the globe. Hence, the aim of the study is to explore the potential usage of mobile technologies among the HI students in learning ESL. In-depth interviews are conducted among the selected ten hearing-impaired students from four different secondary schools in Malaysia and the notable finding demonstrates the majority of them believe that mobile technologies assist them in learning. This study provides the insights for the education stakeholders, especially the policy makers and inventors to create the solutions and improvise the features of mobile technologies that are more user-friendly towards the hearing-impaired students. [ABSTRACT FROM AUTHOR]

Hearing-impaired students are visual learners. That’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 students’ 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.

Copyright of Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences 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.)

Purpose Developing a human-centered design understanding in built environment-related professions and enabling them to encompass diversity are crucial for the improvement of more inclusive environments. Considering the value of guiding experiences of people with disabilities for more inclusive design practice and increasing the awareness of professionals with disabilities in design and building practice plays a key role in achieving this goal. There is a growing effort to implement inclusive and universal design issues to the educational programs of design and related disciplines for about two decades. Contrary to the developments in the pedagogy of “core” design disciplines, human-centered design perspective seems not to be widespread enough in the education of so-called “peripheral” occupations of design, like architectural drafting, especially in Turkey. Design Thinking (DT) approach, which is defined as a way of thinking, is in fact widely used in the design-related fields. In such a need of human-centered and creative problem solving, the approach seems to provide a potential to raise awareness about user-oriented design in such peripheral occupations like architectural drafting education. Considering the widening use of strategies of DT also in non-design fields, the research out of which this article comes from involves a special adaption of the approach. Departing from the ultimate aim “to raise awareness of hearing-impaired architectural drafting students about user oriented architectural design,” it applies the strategies of the DT to this special case and reports the process and its findings, hence not only providing a special instance of the model but also revealing its potential contribution to peripheral or non-design disciplines. Design/Methodology/Approach Since it particularly focuses on understanding of human behavior, provides flexible and holistic tools to investigate such phenomena and since it is based on a systematic and reflective process, the present research was carried out through qualitative research approach and its tools. Findings Study showed that in relation to hearing-impaired students’ underlined need for getting familiarized with the process of architectural design and focusing on human-centered design approach, present application of Design Thinking strategy worked effectively to provide basic information about architectural design, design process, and related tasks and user needs as well, as part of design process for hearing-impaired architectural drafting students with a certain level of hearing loss and language ability. Research Limitations/Implications Since the research was embedded within the existing educational system, data collection and observation processes had to be defined according to these boundaries. Also the students’ level of language abilities and their limited background about their field of study, because that they were first year students were the main limitations of the study. Apart from its aforementioned outcome, the research was a means of expanding the application of the initial DT model, and it could be seen as a contribution to the existing studies concerning the education of the hearing-impaired students. In general, the research illustrated that DT, as a carefully developed approach to be employed particularly for non-design occupations, could also be effectively used to teach design process for disabled design professionals. Consequently, it is thought that it could be applied to the formulation of courses such as; environmental design, design for all, inclusive design, as well as be utilized for students developing empathy with users, familiarizing with observation and interview techniques, and as a means of quick and systematic problem solving sessions. Practical Implications As it might be expected the study primarily contributes to the education of the hearing-impaired students. It helped students to develop an understanding of design process as well as develop their professional schemata (i.e. their conceptual vocabulary). As a research it provides a foundational knowledge concerning application of DT strategies in a specific field of study. Social Implications By nature, one of the basic problems confronting students with disabilities is to make them an integrated part of the society, from daily life to some specialized situations such as professional life and their education. Researcher strongly believes that this study has had implications as such although it was not primarily involved with such a goal. Originality/Value As it might be guessed the present study might be considered as a part of and a contribution to a larger research tradition evolving around the Design Thinking approach, i.e. its application and adaptation to different areas and field, and development of the strategy itself. On the other hand, since it adapts and applies DT to a specific case, and an original problem situation, actually a very rarely addressed one. As such, while it might be considered as a special contribution to that specific tradition, at the same time its primary contribution is to the education of the hearing-impaired students, and its pedagogy.

Being cohesive in writing for the hearing-impaired students is very crucial, serving as an alternative means of expressing ideas without using sign language in communicating with people in general. This study aims to analyze the textual structure of the hearing-impaired students' recount texts to instantiate how they structure language in communication. This study focused on investigating the choice of theme and thematic progression patterns as an instantiation of making meanings among the hearing-impaired students as a minority group of students with special needs. The data were 36 recount texts of high and low achiever students collected from three educational levels: elementary, junior high, and senior high schools. Following a qualitative approach to data collection and analysis, this study relied on Systemic Functional Linguistics as the main conceptual framework for investigating types of theme and thematic progression patterns, and how these two elements showed the features of writing to mean among the hearingimpaired students. In terms of theme choices, the findings indicate that low achiever hearingimpaired students employed more marked themes with a lack of ability in writing to mean. In terms of thematic progression, theme reiteration pattern was the most frequently employed pattern, indicating a strong intention to the topic. The study informs that the textual description of the hearing-impaired students' writings could help the teachers understand what and how to teach to improve their writing to mean. [ABSTRACT FROM AUTHOR]

This paper discusses the impact of language learning software that was developed for hearing-impaired students for the Malay Language. The software was developed using Microsoft PowerPoint on a topic of reinforcement words with sign language. This study conveyed an experimental research design using pre-test and post-test of 8 hearing-impaired year 6 students that were selected randomly for this study. The study was conducted at one of the primary schools in Hulu Langat in Selangor. The pre and post-test analysis were based on the mean score value. The mean score value increased from 10.3% to 86.4% for multiple-choice questions and increased from 4.2% to 91.7% for sentence structure questions for the post-test analysis. The finding of this study found that students were able to choose appropriate reinforcement words for multiple-choice questions. The study also showed that students were able to construct sentences using appropriate reinforcement words. The implications of the study showed that learning software with interactive elements using sign language and attractive visuals can help hearing-impaired students to improve their understanding on reinforcement words. The usage of technology in various aspects of multimedia along with sign language video also helps to enhance the language skills of hearing-impaired students especially for those who practise visual learning styles. In conclusion, studies that focus on teaching using learning software with exciting elements are encouraged in the future. [ABSTRACT FROM AUTHOR]

The research aimed to study the use of smart book to enhance communication ability and satisfaction of hearing-impaired students. The content for the research composed of three aspects; 1) travelling by BTS, 2) getting a personal identification (ID), and 3) accessing health care service. The samples were 10 hearing-impaired high school students derived from purposive sampling. The research instruments were smart book, evaluation form of communication ability and questionnaire of satisfaction. The data was statistically analyzed by mean, standard deviation, and content analysis. The research findings were as follow: 1) The evaluation on communication ability found that the students gained the communication ability at the level of "good", (X" =2.84, S.D. = .37) considering on any item, the students was able to communicate with others with most frequency (X" = 3.00, S.D. = 0.00), the less was that the students were able to choose the content for communication (X" = 2.90, S.D. = 0.32), and the students were able to apply in real situation, and applied the use of application to others. (X" = 2.80, S.D. = 0.42) and 2) The evaluation on satisfaction of the students to the smart book found that the quality of smart book was at the level of "most", (X" =4.52, S.D. = .58) considering on any item, the application for communication ability was valuable for use with the most average (X" = 4.90, S.D. = 0.32), the less was that the application was able to search for keywords conveniently and fast (X" = 4.80, S.D. = 0.42), and the clarification of using sign language for explaining the content respectively. (X" = 4.70, S.D. = 0.48). [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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.)

Background and Aim: The hearing defects in deaf and hearing-impaired students also affect their cognitive skills such as memory in addition to communication skills. Hence, the aim of this study was to compare visual working memory in deaf and hearing-impaired students with that in normal counterparts. Method: In the present study, which was a causal-comparative study using the André Rey test, 30 deaf and 30 hearing-impaired students were compared with 30 students in a normal group, and they were matched based on gender, intelligence, educational grade, and socioeconomic status. Findings: Findings show that there is significant difference between the three groups’ subjects (p0.05). Conclusion: Function of deaf or hard-of-hearing students in the visual working memory task was weaker in comparison with the normal counterparts, while the two deaf and hard-of-hearing groups have similar functions. With a better identification and understanding of the factors that affect the development of this cognitive ability, we can offer new methods of teaching and reduce many of the disadvantages of this group of people in the different fields of cognitive science.

Background and Aim: The majority of people experience problems and stressors, such as job layoffs and illnesses during their lives. However, the way people cope with stress varies. According to previous research, use of effective coping strategies can significantly reduce stress and tension. The aim of the present study was to investigate the effectiveness of stress coping strategies on hearingimpaired students. Methods: This is a quasi-experimental study with pre-test, post-test, and control group. The sample consisted of 40 hearing-impaired male students of guidance and high schools of the city of Sari, Iran, in the years 2010 and 2011. They were randomly selected and assigned to two experimental and control groups (n=20). The data collection tool was the General Health Questionnaire-28. The experimental group was administered eight sessions of stress coping strategies based on cognitivebehavioral techniques two hours weekly. Data were analyzed using statistical indices including mean, standard deviation, and two-way analysis of variance. Results: There was a significant difference between the pre-test and post-test scores in the subscales of somatic symptoms, anxiety and insomnia, depression, and social function (p

This paper aims to report and discuss the use of a virtual lab for developing achievement in electronic circuits for hearing-impaired students. Results from a number of studies have proved that the virtual lab allowed students to build and test a wide variety of electronic circuits. The present study was implemented to investigate the effectiveness of virtual lab in improving hearing-impaired students' understanding of concepts and their skills in handling electronic circuits. The experimental work was carried out in the electronic computing department at Mansoura vocational preparatory schools for hearing-impaired students in Egypt. The results clearly revealed the effectiveness of the virtual lab in improving students' achievement and practical skills with respect to handling electronic circuits. [ABSTRACT FROM AUTHOR]

The current study was designed to investigate the capacity building initiatives for hearing-impaired children education of Khyber Pakhtunkhwa. The objectives of the study were to identify the perceptions of teachers and hearing-impaired students, regarding their capacity building initiatives taken by different hearing-impaired schools, the problems they faced in their education, presented suggestions and recommendation for the improvement of their education. The descriptive research design was adopted to conduct the study. A close ended questionnaire with five point Likert scale was used for data collection from 52 hearing-impaired students' (36 male and 16 female) and 12 teachers (6 male and female each), and was analyzed using SPSS. The results reveal that various services and facilities are provided free in hearing-impaired schools, but are not up to the mark, outdated curriculum, missing assistive aids, no teachers training trend, lack of teachers and supporting staff in all schools. In the light of the results, it was recommended that modification in the curriculum is the need of the day, launch teachers training modules after equal intervals of time, fill up all vacant posts of the teachers and supporting staff in the schools, initiate an awareness campaign on to create awareness in people about hearing impaired children education. [ABSTRACT FROM AUTHOR]

Purpose: This research tries to study the information needs of hearing-impaired students in exceptional schools in Shiraz from their teachers’ viewpoint and evaluate the role of libraries in these schools in meeting these needs. Methodology: This is a survey in which the opinions of 44 teachers of the exceptional schools for hearing-impaired students were collected by a questionnaire. Data analysis was performed using SPSS software. Findings: As data analysis revealed, information needs of hearing-impaired students in exceptional schools in Shiraz include general information, supplementary information resources, and amusement. According to the teachers, the most appropriate form of providing the information resources is the books accompanied by CD or DVD and sign language. The teachers believe that the existing information resources have low effect on development of social skills of hearing-impaired students and such students are incapable of purchasing and use of current information resources. 52.2% of the teachers think that proper communication devices (such as teletex and written chat) are not available to the students. Also, the students rarely use the libraries in their schools and have insufficient familiarity with the existing information resources in the libraries. Besides, quality of the schools libraries is low. Originality/Value: The findings of this research can be useful for related officials in identification of the information needs of a specific group of the society’s individuals and in trying to meet such needs. Furthermore, the present study can assist the parents and teachers of hearing-impaired students to satisfy the information needs of such specific group of students.

Background and Aim: The hearing defects in deaf and hearing-impaired students also affect their cognitive skills such as memory in addition to communication skills. Hence, the aim of this study was to compare visual working memory in deaf and hearing-impaired students with that in normal counterparts. Method: In the present study, which was a causal-comparative study using the André Rey test, 30 deaf and 30 hearing-impaired students were compared with 30 students in a normal group, and they were matched based on gender, intelligence, educational grade, and socioeconomic status. Findings: Findings show that there is significant difference between the three groups' subjects (p<0.05). The average of the normal group was more than that of the other two groups. However, the difference between the two auditory impaired groups was not significant (p>0.05). Conclusion: Function of deaf or hard-of-hearing students in the visual working memory task was weaker in comparison with the normal counterparts, while the two deaf and hard-of-hearing groups have similar functions. With a better identification and understanding of the factors that affect the development of this cognitive ability, we can offer new methods of teaching and reduce many of the disadvantages of this group of people in the different fields of cognitive science. [ABSTRACT FROM AUTHOR]

The editing and revision stages are an important part of the writing process. This study documented the types of revisions, revision units, and revision methods used during writing conferences with hearing-impaired students. The study included seventeen hearing-impaired students educated with the auditory/oral approach and enrolled in grades six to eight. The study used descriptive methodology. Revision taxonomy was used to evaluate the data. The study findings showed that the most frequent types of errors committed by hearing-impaired students were replacing one type of affix with another, and adding the wrong type of affix to words. In the unit in which the errors were corrected, there was a greater need to perform corrections on the affixes of the words. Students could correct their errors by finding them independently, or having them pointed out during revision. Students were found to correct their mistakes mostly by listening. The results show that one-to-one writing conferences are very important for developing expressive writing among hearing-impaired students. [ABSTRACT FROM AUTHOR]

Although computer- and Internet-aided learning for hearing-impaired students has been a trend in the modern days, a few studies were done to examine their effectiveness in strengthening learning motivation and, in turn, enhancing learning efficiency. This study attempts to establish an interactive self-regulated learning environment and employs Attention, Relevance, Confidence, Satisfaction motivation model, hyperlink technology, modular concepts and online learning community to design teaching contents and presentation of teaching materials. An empirical study was conducted to examine the effects of hearing-impaired students learning motivation and cognitive attitude of learning environment. The results showed that interactive and self-regulated learning environment could effectively strengthen learning motivation and promote positive learning behaviour in hearing-impaired students. [ABSTRACT FROM AUTHOR]

The present study aimed to investigate the relationship between language learning strategies and learners’ anxiety among high school students. The participants of the study were two groups of high school students (N = 100). The first group consisted of 50 students with hearing problems and the second group consisted of 50 normal students. To this end, two questionnaires were used: (a) screen for child anxiety-related emotional disorders (SCARED) and (b) Schmitt’s vocabulary learning strategies questionnaire (VLSQ), both of which were translated into Persian. After collecting data, two oneway MANOVA procudures and a correlation were run to see if there is any difference between students with hearing problems and normal students in terms of language learning strategies and anxiety. Results showed that there is a significant difference between the normal group and the group with hearing problem. The results also showed that the normal students used more strategies for vocabulary learning and each group experinced different types of anxiety.The results of the current study may have implications for language learners. Being familiar with anxiety and learning strategies and how they affect learning help learners use different strategies to overcome their anxiety.

Copyright of Dirasat: Educational Sciences is the property of University of Jordan 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.)

As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches. [ABSTRACT FROM AUTHOR]

Copyright of Life & School: a Magazine for the Theory and Practice of Education / Život i škola : časopis za teoriju i praksu odgoja i obrazovanja is the property of Zivot i Skola 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.)

Background and Aim: Hearing-impaired students have some delays in learning language skills such as reading because of hearing loss. To study the effect of promoting educational level on the development of reading comprehension, the students of the 4th grade of elementary and last year guidance school were compared based on international test of reading literacy. Methods: The project was cross-sectional and the tool used was the international standard booklet of PIRLS 2001. Thirty-six students selected with moderately severe and severe hearing loss from the 4th grade of elementary and last year guidance school from Shahriar, Robatkarim, Karaj and Hashtgerd, Iran, exceptional schools. Comparative statistical analysis was performed using t-test. Results: The first level (focus on and retrieve explicitly information) showed a meaningful difference between the last year guidance school and the 4th grade of elementary students (p<0.05), but there were no significant differences in other levels, make straightforward information-interpret and integrate ideas-examine and evaluate content, (p> 0.05). Conclusion: Hearing-impaired students have difficulties in understanding in deep levels of reading despite promoting educational level. Thus, in making policies for special trainings, continuing the rehabilitation in guidance and high school levels to promote the complex levels of comprehension should be taken more into consideration. [ABSTRACT FROM AUTHOR]

(1) This study investigates the influence of a person-environment-fit on academic achievement and examines mediating effects of adjustment and satisfaction on this relationship; (2) Methods: Data were collected from a sample of 195 hearing-impaired students from five polytechnics in Malaysia that offered the Special Skills Certificate program; (3) Results: Results revealed that the two constructs of the person-environment approach: personality-major fit and needs-supplies fit were positively associated with academic achievement. The adjustment was found to mediate this relationship. Taken together, these results signal that the person-environment constructs contribute to the academic achievement of hearing-impaired students and that adjustment is instrumental in elucidating this relationship; (4) Conclusions: The finding adds to the data, indicating that the person-environment-fit is a possible model of inclusion for hearing-impaired students and also provides initial data about the functioning of hearing-impaired students in Malaysian polytechnics.

The current study was entitled as, effect of teaching English stories through multimedia on vocabulary development of hearing-impaired students at elementary level. Objective of the study was:(1) to investigate the effects of teaching through stories using multimedia on vocabulary development in English of hearing-impaired students; The hypothesis was; There is no significant effect of teaching through stories on vocabulary development in English of hearing- impaired students by using multimedia. All thirty(30) students both male and female with hearing impairment of grade 5th of National Special Education HIC Centre Mardan were selected as a sample of the study. The sample was divided into two equivalent groups, experimental and control using pair random sampling technique. The Pre-test Post-test equivalent group design was used as a design of the study. Data was collected by a multi questions test used before and after treatment and the collected data were analyzed by t-test. It was found that the experi ental group performed better in vocabulary development on post-test. It was suggested for teachers working with hearing impaired students to use multimedia and other simulation approaches for developing academic level and maintaining motivation of the students with disabilities. Researchers interested to work on hearing impaired children may further explore the impact of multimedia- based instruction on diverse variables like motivation, interest dropout rate etc. on students of different academic levels [ABSTRACT FROM AUTHOR]