Relevant bibliographies by topics / Communication with the deaf

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Communication with the deaf'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Communication with the deaf"

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Ebert, David A. "Communication With Deaf Patients." JAMA 273, no. 3 (January 18, 1995): 227. http://dx.doi.org/10.1001/jama.1995.03520270061032.

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Harris, Margaret, John Clibbens, Ruth Tibbits, and Joan Chasin. "Communication between deaf mothers and their deaf infants." First Language 7, no. 21 (October 1987): 237–38. http://dx.doi.org/10.1177/014272378700702116.

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Power, Mary R., and Des Power. "Communicating With Australian Deaf People About Communication Technology." Australian and New Zealand Journal of Audiology 32, no. 1 (May 1, 2010): 31–40. http://dx.doi.org/10.1375/audi.32.1.31.

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Sewell-Rutter, Joyce. "Auditory Communication for Deaf Children." Deafness & Education International 16, no. 2 (June 2014): 120–21. http://dx.doi.org/10.1179/1464315414z.00000000062.

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Rieffe, Carolien, and Mark Meerum Terwogt. "Anger communication in deaf children." Cognition & Emotion 20, no. 8 (December 2006): 1261–73. http://dx.doi.org/10.1080/02699930500513502.

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Grujic, Nikola. "Communication and identities of deaf." CM: Communication and Media 12, no. 39 (2017): 99–122. http://dx.doi.org/10.5937/comman12-13369.

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이미선. "Communication Experience of Deaf Couple." Journal of Special Education 22, no. 2 (December 2015): 116–38. http://dx.doi.org/10.34249/jse.2015.22.2.116.

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Fenton, Jim. "English in international deaf communication." Language, Culture and Curriculum 22, no. 1 (March 2009): 74–76. http://dx.doi.org/10.1080/07908310902789651.

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Wirta, I. Wayan, Ida Bagus Putu Supriadi, and Ida Ayu Kartika Maharani. "Communication Behaviour of Deaf Children in SLB Negeri 1 Tabanan: Ethnographic Communication Perspective." IJDS: Indonesian Journal of Disability Studies 8, no. 01 (May 31, 2021): 295–303. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.18.

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The aim of the research is to identify and interpret field data on subcultures, total communication approaches, communication components forming communication events, patterns and communication skills of deaf children at the research site. Three important things have been identified in this research. First the subculture and overall communication approach of deaf children has been identified as a typical culture of deaf children in SLB Negeri 1 Tabanan. Second, the dominant communication components shaping the communication events of deaf children in SLB Negeri 1 Tabanan are (1) Settings, including the ideal distance to communicate, physical asp. The three patterns and communication skills of deaf children in SLB Negeri Tabanan identified were (1) patterns of communication between deaf children and normal people and (2) patterns of communication between deaf children and deaf children. The patterns of communication with normal people are divided into patterns of communication with older people and patterns of communication with peers.
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Ramadhana, Maulana Rezi, and Freddy Yusanto. "Computer-Mediated Communication and Family Communication among Deaf Teenager." IJDS Indonesian Journal of Disability Studies 7, no. 2 (November 30, 2020): 230–38. http://dx.doi.org/10.21776/ub.ijds.2020.007.02.11.

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As a basis for parenting, communication can change patterns of interaction in the family. This study examines how computer-mediated communication (CMC) is related to and influences family communication (including conversation and conformity) in adolescents with disabilities. Participants in this study were 100 adolescents with deafness scattered in Indonesia. Through ANOVA analysis, the results show that CMC is significantly positively related to the conversation, conformity, and interaction between the two. Regression analysis found all four CMC factors as significant predictors affecting 50.4% in the climate of family communication among deaf teenagers. The findings in this study produce an empirical explanation of the CMC motive as a factor in family communication in deaf teens. Suggestions and research for the future are discussed.
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Dissertations / Theses on the topic "Communication with the deaf"

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Summet, Valerie Henderson. "Facilitating communication for deaf individuals with mobile technologies." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33878.

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Communication between deaf individuals and hearing individuals can be very difficult. For people who are born deaf, English is often a second language with the first language being American Sign Language (ASL). Very few hearing people in the United States sign or are aware of Deafness, Deaf culture, or how to appropriately communicate with people with hearing loss. In this thesis, I concentrate on the role that mobile technologies can play in ameliorating some of these issues. In formative work with Deaf teenagers in the metro-Atlanta area, I investigate the role that communication technologies play in the lives of many Deaf individuals and examine how these devices have effected their communication patterns and social circles. Specifically, the teens identified problems communicating with hearing individuals such as close friends and family in face-to-face situations. Having identified sign language use at home as one of the earliest interventions for Deaf children, I investigated the use of mobile phones for learning survival-level ASL. I created a prototype software application which presented short ASL lessons via either a mobile phone or desktop web-browser. The software presented the lessons via one of two different scheduling methods designed to take advantage of the spacing effect during learning. I designed and conducted a study of forty individuals with no prior ASL knowledge which compared the effects of both scheduling algorithm and platform. My results show that individuals who used a mobile phone platform and received a group of lessons at one time performed better on post-test receptive and generative ASL metrics than did participants in the three other conditions.
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Kemp, William M. "A comparison of the simultaneous communication evaluation with the sign communication proficiency interview." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/77904.

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There is a need to identify a specific test to assess one's Simultaneous Communication skills (a combination of Sign Language with the use of spoken English). The Simultaneous Communication Evaluation and the Sign Communication Proficiency Interview were examined to compare and to determine the reliability and validity for the latter. The Illinois Course Evaluation Questionnaire was used as an independent variable. Multitrait-multimethod methodology (Campbell and Fiske, 1959) was used to examine construct validity of the two methods of assessing the twenty-eight subjects' communication skills, as well as to show their reliability. The Illinois Course Evaluation Questionnaire was used as an observation tool to obtain dichotomized scores used to measure subjects' performance in the classroom as compared with the two methods of assessing the subjects' signing skills. Based on the findings of this research, the following conclusions seem justified. A. The Receptive portion of the Simultaneous Communication Evaluation generally showed a weak relationship to the other tests with the exception of the Sign Communication Proficiency Interview's retest, with which it showed only a moderate relationship. This indicates that the Receptive portion may not be a valid way of assessing Sign Language competency. B. Since the Sign Communication Proficiency Interview's test-retest and the inter-rater reliability indicators are moderately high, with their levels of significance being lower than .05, this method of testing may be regarded as an at least moderately reliable means of assessing the faculty members' skills in the use of Simultaneous Communication. C. The correlations for the Simultaneous Communication Evaluation and the Sign Communication Proficiency Interview's test and retest are .8058 and .5477 respectively. The Illinois Course Evaluation Questionnaire, in general, showed negative correlations with the first two tests with the probability of error being higher than the acceptable .05. One may conclude from this that there is no relationship between the ability to teach and the ability to use Simultaneous Communication. It is anticipated that the outcome of this study will have an impact on various programs and agencies that provide educational and/or social services to the hearing impaired in the United States. At present there is no established, standardized method of evaluating professionals Sign Language skills and this study may well set a precedent in this area.
Ed. D.
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Robinshaw, Helen Mary. "Communication and language development in deaf and hearing infants." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282934.

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Moore, Michele Patricia. "Opportunities for communication in integrated settings : young deaf children." Thesis, University of Greenwich, 1993. http://gala.gre.ac.uk/8747/.

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The integration of deaf children into mainstream schools was heralded by the 1981 Education Act, but has been dogged by conflict about the appropriateness of two dominant approaches to communication. The oral/aural approach, most often followed, is concerned with teaching deaf children to learn to listen and listen to learn. The emphasis has been on the need to 'normalize' deaf children in order to promote their learning and development. The manual/visual approach has focused on sign usage to promote a child's development as a communicator and learner and can be tailored to the child's prospective membership of Deaf/deaf and hearing cultures. The aim of this study is to explore both the oral/aural and the manual/visual approach in relation to young deaf children's experiences of integration. Rather than focusing on modality specific aspects of communication, this study examines the wide range of both resources and strategies deaf children have for interaction in a variety of educational environments, using modality independent tools. This permits a broader examination of deaf children's opportunities for communication in integrated settings than has previously been undertaken. The research involved detailed analysis of direct observation data collected in nursery and reception classes over a period of eighteen months, during which time the experiences of a group of deaf children and matched hearing peers were compared and contrasted. It is argued that the preoccupations of professionals, and their purposes in promoting particular approaches to language and communication need to be challenged if deaf children are not to be disabled by oppressive practices in the name of integration. It is recommended that further research should aim to advance inclusive and empowering education for deaf children through more adequately recognizing the contribution of Deaf/deaf people to processes of enquiry.
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Moorthy, D. M. "Low bit rate visual communication using binary sketches for deaf sign language communication." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0033/MQ47465.pdf.

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Alfano, Alliete Rodriguez. "Communication and Culture: Implications for Hispanic Mothers with Deaf Children." Scholarly Repository, 2007. http://scholarlyrepository.miami.edu/oa_dissertations/61.

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The majority of deaf children are born to hearing parents. The fact that many of these children use sign language as their primary form of communication poses a unique language barrier between them and their hearing families. In addition, for children who are born into Hispanic families, these children have limited access to Hispanic and Deaf cultures unless their families actively pursue involvement with those communities. Data were collected through ethnographic interviews and limited participant observation and analyzed by means of grounded theory methodology. The study investigated how Hispanic mothers communicate with their deaf children who use ASL as their primary language, as well as how these mothers view Deafness as a culture.
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Wang, Yuanyuan. "Browser-based and mobile video communication alternatives for Deaf people." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5753_1319028741.

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This thesis o ers some prototypes to provide browser-based and mobile video communication services for Deaf people and evaluates these prototypes. The aim of this research is to identify an acceptable video communication technology for Deaf people by designing and evaluating several prototypes. The goal is to nd one that Deaf people would like to use in their day-to-day life. The thesis focuses on two technologies | browser-based systems and mobile applications. Several challenges emerged, for example, speci c Deaf user requirements are di cult to obtain, the technical details must be hidden from end users, and evaluation of prototypes includes both technical and social aspects. This thesis describes work to provide South African Sign Language communication for Deaf users in a disadvantaged Deaf community in Cape Town. We posit an experimental design to evaluate browser-based and mobile technologies in order to learn what constitutes acceptable video communication for Deaf users. Two browser-based prototypes and two mobile prototypes were built to this e ect. Both qualitative data and quantitative data are collected with user tests to evaluate the prototypes. The video quality of Android satis es Deaf people, and the portable asynchronous communication is convenient for Deaf users. The server performance is low on bandwidth, and will therefore cost less than other alternatives, although Deaf people feel the handset is costly.

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Mutemwa, Muyowa. "A Mobile Deaf-to-hearing communication aid for medical diagnosis." University of the Western Cape, 2011. http://hdl.handle.net/11394/2964.

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>Magister Scientiae - MSc
Many South African Deaf people use their mobile phones for communication with SMSs yet they would prefer to converse in South African Sign Language. Deaf people with a capital `D' are different from deaf or hard of hearing as they primarily use sign language to communicate. This study explores how to design and evaluate a prototype that will allow a Deaf person using SASL to tell a hearing doctor how s/he is feeling and provide a way for the doctor to respond. A computer{based prototype was designed and evaluated with the Deaf people in a previous study. Results from the user trial of the computer{based mock{up indicated that Deaf users would like to see the prototype on a cell phone. Those user trial results, combined with our own user survey results conducted with Deaf people, are used as requirements. We built a prototype for a mobile phone browser by embedding SASL videos inside XHTML pages using Adobe Flash. The prototype asks medical questions using SASL videos. These questions are arranged in an organized way that helps in identifying a medical problem. The answers to the questions are then displayed in English and shown to the doctor on the phone. A content authoring tool was also designed and implemented. The content authoring tool is used for populating the prototype in a context free manner allowing for plug and play scenarios such as a doctor's office, Department of Home A airs or police station. A focus group consisting of Deaf people was conducted to help in the design and pilot trial of the system. A final user trial was conducted with more than thirty Deaf people and the results are presented and analyzed. Data is collected with questionnaires, semi-structured interviews and video recordings. The results indicate that most of the Deaf people found the system easy to learn, easy to navigate through, did not get lost and understood the sign language in the videos on the mobile phone. The hand gestures and facial expressions on the sign language videos were clear. Most of them indicated they would like to use the system for free, and that the system did not ask too many questions. Most of them were happy with the quality of the sign language videos on the mobile phone and would consider using the system in real life. Finally they felt their private information was safe while using the system. Many South African Deaf people use their mobile phones for communication with SMSs yet they would prefer to converse in South African Sign Language. Deaf people with a capital `D' are different from deaf or hard of hearing as they primarily use sign language to communicate. This study explores how to design and evaluate a prototype that will allow a Deaf person using SASL to tell a hearing doctor how s/he is feeling and provide a way for the doctor to respond. A computer{based prototype was designed and evaluated with the Deaf people in a previous study. Results from the user trial of the computer{based mock{up indicated that Deaf users would like to see the prototype on a cell phone. Those user trial results, combined with our own user survey results conducted with Deaf people, are used as requirements. We built a prototype for a mobile phone browser by embedding SASL videos inside XHTML pages using Adobe Flash. The prototype asks medical questions using SASL videos. These questions are arranged in an organized way that helps in identifying a medical problem. The answers to the questions are then displayed in English and shown to the doctor on the phone. A content authoring tool was also designed and implemented. The content authoring tool is used for populating the prototype in a context free manner allowing for plug and play scenarios such as a doctor's office, Department of Home A airs or police station. A focus group consisting of Deaf people was conducted to help in the design and pilot trial of the system. A final user trial was conducted with more than thirty Deaf people and the results are presented and analyzed. Data is collected with questionnaires, semi-structured interviews and video recordings. The results indicate that most of the Deaf people found the system easy to learn, easy to navigate through, did not get lost and understood the sign language in the videos on the mobile phone. The hand gestures and facial expressions on the sign language videos were clear. Most of them indicated they would like to use the system for free, and that the system did not ask too many questions. Most of them were happy with the quality of the sign language videos on the mobile phone and would consider using the system in real life. Finally they felt their private information was safe while using the system.
South Africa
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Ko, Young-Jun. "The electronic interpreter for the deaf /." Online version of thesis, 1991. http://hdl.handle.net/1850/10904.

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Doble, Maree. "Development of oral communication in infants with a profound hearing loss pre- and post-cochlear implantation /." Connect to full text, 2006. http://hdl.handle.net/2123/1220.

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Thesis (Ph. D.)--University of Sydney, 2006.
Title from title screen (viewed 19 Dec. 2006). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Communication Sciences and Disorders, Faculty of Health Sciences. Includes bibliographical references. Also issued in print.
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Books on the topic "Communication with the deaf"

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Education, Ontario Ministry of. Hearing and communication: All divisions. Toronto, Ont: Ministry of Education, 1992.

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McGilp, Norma. Deaf century: Deaf people, community and communication 1900-1999. London: Channel 4 Television, 1999.

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McDonnell, Patrick. Patterns of communication among deaf pupils. Dublin: National Rehabilitation Board, 1992.

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Erber, Norman P. Telephone communication and hearing impairment. San Diego, Calif: College-Hill Press, 1985.

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Erber, Norman P. Telephone communication and hearing impairment. London: Taylor & Francis, 1985.

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Lynas, Wendy. Communication options in the education of deaf children. San Diego, Calif: Singular Pub. Group, 1994.

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Communication options in the education of deaf children. London: Whurr, 1994.

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Corker, Mairian. Deaf perspectives on psychology, language and communication. London (336Brixton Road, London SW9 7AA): Skill:National Bureau for Students with Disabilities), 1990.

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Corker, Mairian. Deaf perspectives on psychology, language and communication. London (336Brixton Road, London SW9 7AA): Skill:National Bureau for Students with Disabilities), 1990.

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Corker, Mairian. Deaf perspectives on psychology, language and communication. London (336Brixton Road, London SW9 7AA): Skill:National Bureau for Students with Disabilities), 1990.

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Book chapters on the topic "Communication with the deaf"

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Swabey, Laurie, Andrea M. Olson, Christopher J. Moreland, and Amy H. Drewek. "Deaf healthcare professionals’ perspectives." In Multicultural Health Translation, Interpreting and Communication, 161–82. New York, NY : Routledge, [2019] | Series: Routledge studies in empirical translation and multilingual communication ; 3: Routledge, 2019. http://dx.doi.org/10.4324/9781351000390-8.

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Da Cunha Pereira, M. C., and C. De Lemos. "Gesture in Hearing Mother-Deaf Child Interaction." In Springer Series in Language and Communication, 178–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74859-2_15.

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Bellugi, U., L. O’Grady, D. Lillo-Martin, M. O’Grady Hynes, K. van Hoek, and D. Corina. "Enhancement of Spatial Cognition in Deaf Children." In Springer Series in Language and Communication, 278–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74859-2_22.

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Erting, C. J., C. Prezioso, and M. O’Grady Hynes. "The Interactional Context of Deaf Mother-Infant Communication." In Springer Series in Language and Communication, 97–106. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74859-2_9.

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Lowenthal, F. "Interactive Introduction of the Logical Bases of a Communication System." In Interactive Learning Technology for the Deaf, 259–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58024-6_21.

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Levitt, Harry, Karen Youdelman, and James J. Dempsey. "Computer Interactive Techniques in Training and Evaluation of Communication Skills." In Interactive Learning Technology for the Deaf, 95–104. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58024-6_8.

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Weik, Martin H. "device for the deaf." In Computer Science and Communications Dictionary, 396. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_4875.

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Caselli, M. C., and V. Volterra. "From Communication to Language in Hearing and Deaf Children." In Springer Series in Language and Communication, 263–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74859-2_21.

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Harris, Margaret, and John Clibbens. "Chapter 2. Early communication in deaf and hearing children." In Understanding Deafness, Language and Cognitive Development, 15–32. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/tilar.25.02har.

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Hosono, Naotsune, Hiromitsu Inoue, Miwa Nakanishi, and Yutaka Tomita. "Urgent Communication Method for Deaf, Language Dysfunction and Foreigners." In Lecture Notes in Computer Science, 397–403. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08599-9_60.

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Conference papers on the topic "Communication with the deaf"

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Patil, Naveenkumar C., Khyamling A. Parane, M. V. Guruprasad, and Shivananda R. Poojara. "MuteTrans: A communication medium for deaf." In 2014 IEEE International Advance Computing Conference (IACC). IEEE, 2014. http://dx.doi.org/10.1109/iadcc.2014.6779303.

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Ramirez-Garibay, Fernando, Cesar Millan Olivarria, Alejandro Federico Eufracio Aguilera, and Joel C. Huegel. "MyVox—Device for the communication between people: blind, deaf, deaf-blind and unimpaired." In 2014 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2014. http://dx.doi.org/10.1109/ghtc.2014.6970330.

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Rojanasaroch, Kathawut, and Teeravisit Laohapensaeng. "Communication aid device for illness deaf-mute." In 2015 12th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON). IEEE, 2015. http://dx.doi.org/10.1109/ecticon.2015.7207127.

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San-Segundo, Rubén, Verónica López, Raquel Martín, Syaheerah Lufti, Javier Ferreiros, Ricardo Córdoba, and José Manuel Pardo. "Advanced speech communication system for deaf people." In Interspeech 2010. ISCA: ISCA, 2010. http://dx.doi.org/10.21437/interspeech.2010-103.

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Hasdak, Alex Rupom, Istiaq Al Nur, Adnan Al Neon, and Hasan U. Zaman. "Deaf-Vibe: A Vibrotactile Communication Device Based on Morse Code for Deaf-Mute Individuals." In 2018 9th IEEE Control and System Graduate Research Colloquium (ICSGRC). IEEE, 2018. http://dx.doi.org/10.1109/icsgrc.2018.8657547.

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Kim, Joy, Jessica J. Tran, Tressa W. Johnson, Richard Ladner, Eve Riskin, and Jacob O. Wobbrock. "Effect of MobileASL on communication among deaf users." In the 2011 annual conference extended abstracts. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1979742.1979872.

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Dash, Girija Sankar, Swetalima Rout, and Omprakash Singh. "WiBeD2: A communication aid for deaf and dumb." In 2016 International Conference on Information Communication and Embedded Systems (ICICES). IEEE, 2016. http://dx.doi.org/10.1109/icices.2016.7518846.

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Sood, Anchal, and Anju Mishra. "AAWAAZ: A communication system for deaf and dumb." In 2016 5th International Conference on Reliability, Infocom Technologies and Optimization (Trends and Future Directions) (ICRITO). IEEE, 2016. http://dx.doi.org/10.1109/icrito.2016.7785029.

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Tenesaca, Ashely, Jung Yun Oh, Crystal Lee, Wanyin Hu, and Zhen Bai. "Augmenting Communication Between Hearing Parents and Deaf Children." In 2019 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct). IEEE, 2019. http://dx.doi.org/10.1109/ismar-adjunct.2019.00048.

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Chebka, Raouf, and Fathi Essalmi. "A crosswords game for deaf." In 2015 5th International Conference on Information & Communication Technology and Accessibility (ICTA). IEEE, 2015. http://dx.doi.org/10.1109/icta.2015.7426880.

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Reports on the topic "Communication with the deaf"

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Shabshab, Spencer C. Dead Zone Oscillator Control for Communication-Free Synchronization of Paralleled, Three-Phase, Current-Controlled Inverters. Fort Belvoir, VA: Defense Technical Information Center, April 2016. http://dx.doi.org/10.21236/ad1013470.

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Gournaris, Kara. Engaging in a Rural Deaf Community of Practice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6993.

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Knight, Megan. The Cultural Gap: Deaf Community and Speech-Language Pathologists. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.131.

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Edmiston, Jessica L. Alabama Institute for Deaf and Blind Biodiesel Project Green. Office of Scientific and Technical Information (OSTI), September 2012. http://dx.doi.org/10.2172/1051406.

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Ruhl, Janice. American Deaf Students in ENNL Classes: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6796.

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Walsh, Patrick. Service delivery to deaf persons : a survey and proposal. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1981.

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Linkov, V. V., and I. A. Katashev. DIRECTIONS OF DEVELOPING PROFESSIONAL EDUCATION IN DEAF AND DUMB PEDAGOGY. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-20111.

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Zepernick, David, Katrina Feilberg Schouenborg, Sarah Lindegaard, and Mathias Wulff Jensen. Communication handbook. Nordic Council of Ministers, November 2014. http://dx.doi.org/10.6027/na2014-926.

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Mattson, Peter, William J. Dally, Scott Rixner, Ujval J. Kapasi, and John D. Owens. Communication Scheduling. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada419623.

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