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Relevant bibliographies by topics / Sign language acquisition

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Academic literature on the topic 'Sign language acquisition'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Sign language acquisition"

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Pichler, Deborah Chen. "Sign Language Acquisition." Sign Language Studies 11, no. 4 (2011): 637–46. http://dx.doi.org/10.1353/sls.2011.0005.

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Malaia, Evie, and Ronnie B. Wilbur. "Early acquisition of sign language." Sign Language and Linguistics 13, no. 2 (December 31, 2010): 183–99. http://dx.doi.org/10.1075/sll.13.2.03mal.

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Early acquisition of a natural language, signed or spoken, has been shown to fundamentally impact both one’s ability to use the first language, and the ability to learn subsequent languages later in life (Mayberry 2007, 2009). This review summarizes a number of recent neuroimaging studies in order to detail the neural bases of sign language acquisition. The logic of this review is to present research reports that contribute to the bigger picture showing that people who acquire a natural language, spoken or signed, in the normal way possess specialized linguistic abilities and brain functions that are missing or deficient in people whose exposure to natural language is delayed or absent. Comparing the function of each brain region with regards to the processing of spoken and sign languages, we attempt to clarify the role each region plays in language processing in general, and to outline the challenges and remaining questions in understanding language processing in the brain.

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Carmo, Patrícia do, Ana Mineiro, Joana Castelo Branco, Ronice Müller de Quadros, and Alexandre Castro-Caldas. "Handshape is the hardest path in Portuguese Sign Language acquisition." Sign Language and Linguistics 16, no. 1 (July 15, 2013): 75–90. http://dx.doi.org/10.1075/sll.16.1.03car.

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Sign languages have only been acknowledged as true languages in the second half of the 20th century. Studies on their ontogenesis are recent and include mostly comparative approaches to spoken language and sign language acquisition. Studies on sign language acquisition show that of the manual phonological parameters, handshape is the one which is acquired last. This study reports the findings of a first pilot study on Portuguese Sign Language (Língua Gestual Portuguesa — LGP) acquisition, focusing on a Deaf child from 10 months until 24 months of age, and it confirms the pattern previously described for other sign languages. We discuss possible reasons why handshape is harder to acquire, which relate to neuromotor development and perceptual issues, and we suggest that auditory deprivation might delay the acquisition of fine motor skills.

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Williams, Joshua, and Sharlene D. Newman. "Modality-Independent Effects of Phonological Neighborhood Structure on Initial L2 Sign Language Learning." Research in Language 13, no. 2 (June 30, 2015): 198–212. http://dx.doi.org/10.1515/rela-2015-0022.

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The goal of the present study was to characterize how neighborhood structure in sign language influences lexical sign acquisition in order to extend our understanding of how the lexicon influences lexical acquisition in both sign and spoken languages. A referentmatching lexical sign learning paradigm was administered to a group of 29 hearing sign language learners in order to create a sign lexicon. The lexicon was constructed based on exposures to signs that resided in either sparse or dense handshape and location neighborhoods. The results of the current study indicated that during the creation of the lexicon signs that resided in sparse neighborhoods were learned better than signs that resided in dense neighborhoods. This pattern of results is similar to what is seen in child first language acquisition of spoken language. Therefore, despite differences in child first language and adult second language acquisition, these results contribute to a growing body of literature that implicates the phonological features that structure of the lexicon is influential in initial stages of lexical acquisition for both spoken and sign languages. This is the first study that uses an innovated lexicon-construction methodology to explore interactions between phonology and the lexicon in L2 acquisition of sign language.

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Haug, Tobias. "A review of sign language acquisition studies as the basis for informed decisions for sign language test adaptation." Sign Language and Linguistics 15, no. 2 (December 17, 2012): 213–39. http://dx.doi.org/10.1075/sll.15.2.02hau.

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Developing or adapting tests of sign language development requires knowledge about the emergence and mastery of the linguistic structures that should be represented in a test. As the structures and acquisition of many sign languages are rather under-documented, developing or adapting a test for a specific sign language poses a great challenge for test developers, especially with respect to the test’s reliability and validity. Deutsche Gebärdensprache This paper presents this review of the most recent acquisition studies of the linguistic structures mentioned above and represented in the BSL test. The main focus is on studies that covered the age range of 4 to 8 year-olds, the age group of the adapted DGS test. The argument will be made that — considering the current state of research for many sign languages — these acquisition studies from a variety of sign languages can serve as the basis for making informed decisions for test development and adaptation (for example, deciding which items should be represented in a sign language test), but only together with cross-linguistic and language specific studies.

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Schönström, Krister. "Sign languages and second language acquisition research: An introduction." Journal of the European Second Language Association 5, no. 1 (2021): 30–43. http://dx.doi.org/10.22599/jesla.73.

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Wille, Beatrijs, Thomas Allen, Kristiane Van Lierde, and Mieke Van Herreweghe. "Using the Adapted Flemish Sign Language Visual Communication and Sign Language Checklist." Journal of Deaf Studies and Deaf Education 25, no. 2 (November 11, 2019): 188–98. http://dx.doi.org/10.1093/deafed/enz039.

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Abstract This study addresses the topic of visual communication and early sign language acquisition in deaf children with a Flemish Sign Language (Vlaamse Gebarentaal or VGT) input. Results are obtained through a checklist focusing on sign-exposed deaf children’s visual communication and early sign language acquisition: the adapted VGT Visual Communication and Sign Language checklist. The purpose is to obtain the first detailed picture of these children’s visual and early VGT acquisition and to determine the optimal support for the checklist’s ongoing standardization process. At the time of testing, all children were 24-months old and had been diagnosed with a severe or profound hearing loss before the age of 6 months. Half of the children were being raised in deaf families with native VGT exposure, while the other half were from hearing families with no prior VGT knowledge. All parents declared VGT accessibility to the child and that they used VGT in the home. Resulting from this study is the identification of five early visual communication items as being potentially good indicators of later (sign) language development. Further, concerns were put forward on the lack of ongoing visual, communication, and language support for deaf children and their parents in Flanders.

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Mayberry, Rachel I. "First-Language Acquisition After Childhood Differs From Second-Language Acquisition." Journal of Speech, Language, and Hearing Research 36, no. 6 (December 1993): 1258–70. http://dx.doi.org/10.1044/jshr.3606.1258.

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This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects were 36 deaf adults who had contrasting histories of spoken and sign language acquisition. Twenty-seven subjects were born deaf and began to acquire American Sign Language (ASL) as a first language at ages ranging from infancy to late childhood. Nine other subjects were born with normal hearing, which they lost in late childhood; they subsequently acquired ASL as a second language (because they had acquired spoken English as a first language in early childhood). ASL sentence processing was measured by recall of long and complex sentences and short-term memory for signed digits. Subjects who acquired ASL as a second language after childhood outperformed those who acquired it as a first language at exactly the same age. In addition, the performance of the subjects who acquired ASL as a first language declined in association with increasing age of acquisition. Effects were most apparent for sentence processing skills related to lexical identification, grammatical acceptability, and memory for sentence meaning. No effects were found for skills related to fine-motor production and pattern segmentation.

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Evans, Charlotte J. "Sign Language Research Contributes to a Better Understanding of Language Acquisition, A Review of Directions in Sign Language Acquisition." Sign Language Studies 4, no. 4 (2004): 399–404. http://dx.doi.org/10.1353/sls.2004.0016.

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Schönström, Krister, and Johanna Mesch. "Second language acquisition of depicting signs." Language, Interaction and Acquisition 13, no. 2 (December 31, 2022): 199–230. http://dx.doi.org/10.1075/lia.22005.sch.

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Abstract This paper concerns the acquisition of the sign lexicon in L2 learners of Swedish Sign Language. Sampled data (conversation and narrative retelling) from a longitudinal learner corpus with 16 adult L2 signers was analyzed and compared with data from nine L1 signers. The use of three broad types of signs was analyzed: lexical signs, partly-lexical signs (i.e. depicting signs) and non-lexical signs. The results revealed some differences between L1 and L2 signers, especially with regard to depicting signs. The number of depicting signs used by L2 learners increased over time, approaching the target language use. Qualitatively, we observed differences between L1 and L2 signers in their use of depicting signs, related to handshape choice and sign constructions. We discuss these findings in light of previous research linked to L2 vocabulary as well as the role of gestural knowledge in sign L2 acquisition.

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Dissertations / Theses on the topic "Sign language acquisition"

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Buzenski, Jessica M. "How Does Gesturing Affect Early Language Acquisition?" Ohio Dominican University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1235332783.

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Drouin, Annie. "Input and Language Acquisition : A Comparison of Native and Non-Native Signers." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40440.

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The emergence of a language is rarely directly observed in a natural environment. Similar to a phenomenon previously observed in Nicaragua, deaf Dominican children appear to have created a rudimentary form of manual communication in absence of comprehensible linguistic input. The evolution of this communication system over the course of five years (2007-2012) is documented as part of a cross-cultural and cross-generational study in which sign complexity is analyzed. The role of innate and environmental components of language creation and acquisition are discussed using data from hearing children and parents, including the parents of the deaf Dominican children cited above. Results confirm that a new communication system is indeed slowly emerging in the Dominican Republic, and that this system shows signs of evolution in the period extending from 2007 to 2012. Signs produced by the deaf Dominican children meet the minimal requirements for a communicative symbol, show signs of mutual intelligibility, and differ from the signs of the other implemented Sign Languages in the Dominican Republic. Two cohorts of manual communicators appear to be present, and younger signers seem to have more advanced linguistic competencies in comparison to older signers within the community. The signs that are part of the observed Dominican manual communication system also appear to differ in complexity from those produced by hearing adults and children, supporting the presence of innate abilities for language creation. Specifically, the deaf Dominican children are generally found to have more diversified sign repertoires and to display faster signing rates over time, in comparison to hearing adults and children. Qualitative data and quantitative trends further support a more complex understanding by deaf children of the use of signs as an independent communication system from speech. Analyses looking at the impact of input on language creation provides some support for the existence of infant-directed signing in a way similar to what is observed with infant-directed speech. The use of repetitions by hearing adults using infant-directed silent gestures could provide support for usage-based theories of language development. That being said, young hearing children with no prior exposure to Sign Language and with minimal relative linguistic experience were found to produce signs equivalent in complexity to those of hearing adults, therefore potentially providing further support for an innate understanding of complex linguistic rules. Deaf Dominican children were further found to surpass the input received by hearing adults over time. In all, this research is consistent with previous studies attesting for children’s natural ability for language creation and development.

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Marentette, Paula F. (Paula Frances). "Babbling in sign language : implications for maturational processes of language in the developing brain." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55610.

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Haley-Garrett, Kerri. "The Acquisition of Functional Sign Language by Non-Hearing Impaired Infants." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3863.

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Research shows that young children, typically developing with no developmental delays, hearing impairments or visual impairments, can acquire sign language to communicate their wants or needs prior to their ability to communicate through spoken language. However, much of the research reviewed focused on whether it was normative for young children to use signs or symbolic gestures to represent objects, make requests, or to express other wants or needs. In addition, many of the studies reviewed lacked scientific rigor and were primarily anecdotal in that much of the data relied on parent reports of his/her child's production of signs or symbolic gestures. The present study expanded upon the procedures of Thompson, McKerchar, and Dancho (2004) by teaching more complex signing repertoires using different training procedures. This study examined the acquisition of functional sign language by typically developing infants, ranging in age from 10 months to 14 months, using a training program which consisted of three components. The three components of intervention included a 30 minute group class once per week, an intensive or "booster" 1:1 session twice per week, and parent led training in the participant's home environment. During intervention a variety of concept items such as toys, pictures, books, and real objects were presented to represent the signs were utilized. A multiple baseline design across pairs of behaviors was employed to assess experimental changes in signing repertoires during the intervention conditions. All participants demonstrated zero rates of signing during baseline and showed an increase in their signing repertoires during intervention phases.

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Casey, Shannon Kerry. ""Agreement" in gestures and signed languages : the use of directionality to indicate referents involved in actions /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3094623.

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Hatzopoulou, Marianna. "Acquisition of reference to self and others in Greek Sign Language : From pointing gesture to pronominal pointing signs." Doctoral thesis, Stockholm : Sign Language Section, Department of Linguistics, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8293.

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Thompson, Robin L. "Eye gaze in American Sign Language linguistic functions for verbs and pronoun /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3279427.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed October 16, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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Dilka, Karen Lynn. "The effect of nonverbal communication training on the acquisition of sign language." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184360.

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The purpose of this study was to determine the effect of nonverbal communication training on the acquisition of expressive and receptive sign language skills. Thirteen skills were included. Twenty-eight participants enrolled in the Beginning Interpreter Training Program (BITP) held at the University of Arizona were selected as subjects. The subjects were randomly assigned to two groups, a control group and an experimental group. The experimental group received ten hours of nonverbal communication training in the categories of kinesics, eye movement, facial expression, proxemics, chronemics, haptics, and artifacts, concurrently with their participation in the BITP. A rating instrument was devised and administered that measured the subject's performance on thirteen expressive and receptive sign language skills. A comparison of pretest and posttest performances was made utilizing the analysis of covariance. The results of the statistical analysis indicated that the experimental group improved significantly on the skills of receptive clarity and receptive fluency. No statistically significant differences were found between the experimental group and the control group on the other eleven skills although the experimental group mean score values were consistently higher than the control group mean score values. The importance of the results for the two groups of subjects involved in this study and the field of interpreting is that nonverbal communication training appears to enhance the receptive clarity and fluency abilities of sign language interpreters. This study should serve as an impetus and a reference point for others wishing to investigate the inclusion of nonverbal communication training in sign language interpreter training programs.

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Marentette, Paula F. (Paula Frances). "It's in her hands : a case study of the emergence of phonology in American Sign Language." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40189.

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A case study of American Sign Language (ASL) acquisition revealed an emerging phonological system influenced by biological, cognitive, and linguistic factors. A hearing child (SJ), acquiring ASL from her Deaf parents, was videotaped over seven sessions between the ages of 1:0 and 2:1. Of the 1,699 manual behaviors observed, 804 were lexical items, or signs. All signs were phonetically coded. Detailed analyses were undertaken to discover acquisition patterns for the three major parameters of ASL signs (handshape, hand location and movement).
Overall, SJ's signs were well-formed and adhered to ASL phonological constraints. Location primes were produced accurately, due to SJ's knowledge of the structure of her body. Errors occurred with body parts that were not perceptually salient. Movement parameters were not mastered by SJ during the period of study; no systematic set of substitutions was observed. Handshapes were produced with low accuracy. SJ relied on a small set of maximally contrastive handshapes (i.e., (5,1,A)). These handshapes represent the convergence of ease of production, distribution in the target language phonology, and perceptual salience. SJ used three processes to fit target handshapes to her emerging phonological system: spreading of selected fingers, changing of selected fingers from a marked to an unmarked set, and changing to an open position. These processes reflect anatomical and perceptual preferences as well as linguistic influences.
SJ's sign production showed a small improvement in accuracy and a marked reduction in variability between the ages of 1:0 AND 2:1. Visual feedback did not affect the sign accuracy. A passive hand was more likely to be added to one-handed signs produced outside the visual field, possibly increasing tactile feedback. Path movement and horizontal-place primes were more accurate when tactile feedback was present. There was no evidence that SJ used lexical selection or imitation as strategies for phonological acquisition.
Finally, many of the same factors that influence phonological acquisition in speech guided SJ's acquisition of handshape primes. Her acquisition of location primes, by contrast, did not resemble processes observed in phonological acquisition in speech.

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Calton, Cindee Jean. "Teaching respect: language, identity, and ideology in American sign language classes in the United States." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4950.

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This dissertation examines the connection between language ideologies and second language learning, specifically in the case of American Sign Language. I argue that students' and teachers' ideologies about American Sign Language (ASL) influence the goals and pedagogies of ASL teachers. ASL students enter the classroom with ideologies that conflate ASL with gesture or view it as simplified visual English. ASL students also view deafness as a disability that needs to be fixed. This contrasts with ASL teachers' view that Deaf people are a distinct cultural minority who wish to remain Deaf. As a result, ASL teachers' goals focus on teaching ASL students to respect Deaf people and their language. This leads to three major pedagogical differences with teachers of spoken languages. First, ASL teachers focus their cultural lessons on teaching their students a non-pathological view of Deafness. Second, ASL teachers are far more likely than spoken language teachers to think that a member of Deaf Culture should teach ASL. Finally, ASL teachers go to greater lengths than spoken language teachers to avoid the use of English in their classrooms. This research was conducted at five different public universities in the United States. I observed ASL classes at all five universities and a Spanish class at one university. I administered a survey at four of the five universities. I interviewed ASL teachers and teachers of other languages at all five universities.

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Books on the topic "Sign language acquisition"

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1948-, Baker Anne, and Woll B, eds. Sign language acquisition. Philadelphia: John Benjamins, 2008.

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Baker, Anne, and Bencie Woll, eds. Sign Language Acquisition. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/bct.14.

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Morgan, Gary, and Bencie Woll, eds. Directions in Sign Language Acquisition. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tilar.2.

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1968-, Morgan Gary, and Woll B, eds. Directions in sign language acquisition. Amsterdam: John Benjamins, 2002.

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Charlene, Chamberlain, Morford Jill Patterson 1963-, and Mayberry Rachel I, eds. Language acquisition by eye. Mahwah, N.J: Lawrence Erlbaum Associates, 2000.

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Imperatore, Charles J. Learning sign language rules! [Cleveland, OH]: SLIC, Inc., 2006.

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ed, McIntire Marina, ed. The acquisition of American sign language by deaf children. Burtonsville, MD: Linstok Press, 1994.

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Warburton, Karyn. Baby sign language for hearing babies. [Auckland, N.Z.]: Baby Talk Ltd., 2004.

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Imperatore, Charles J. Learning to sign is cool! [Cleveland, OH]: SLIC, Inc., 2006.

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Columna, Luis. Promoting language through physical education: Using sign language and Spanish to engage everyone. Champaign, IL: Human Kinetics, 2011.

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Book chapters on the topic "Sign language acquisition"

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Kegl, Judy A. "Language emergence in a language-ready brain." In Directions in Sign Language Acquisition, 207–54. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tilar.2.12keg.

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Meier, Richard P. "The acquisition of verb agreement." In Directions in Sign Language Acquisition, 115–41. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tilar.2.08mei.

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Karnopp, Lodenir Becker. "Phonology acquisition in Brazilian Sign Language." In Directions in Sign Language Acquisition, 29–53. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tilar.2.05kar.

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Bonvillian, J. D., M. D. Orlansky, and R. J. Folven. "Early Sign Language Acquisition: Implications for Theories of Language Acquisition." In Springer Series in Language and Communication, 219–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74859-2_18.

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Morgan, Gary, and Bencie Woll. "Introduction." In Directions in Sign Language Acquisition, xi. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tilar.2.03mor.

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Marschark, Marc C. "Foundations of communication and the emergence of language in deaf children." In Directions in Sign Language Acquisition, 1–28. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tilar.2.04mar.

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Hoiting, Nini, and Dan I. Slobin. "Transcription as a tool for understanding." In Directions in Sign Language Acquisition, 55–75. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tilar.2.06hoi.

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Antinoro Pizzuto, Elena. "The development of Italian Sign Language (LIS) in deaf preschoolers." In Directions in Sign Language Acquisition, 77–114. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tilar.2.07piz.

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Schick, Brenda. "The expression of grammatical relations by deaf toddlers learning ASL." In Directions in Sign Language Acquisition, 143–58. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tilar.2.09sch.

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Reilly, Judy, and Diane E. Anderson. "FACES." In Directions in Sign Language Acquisition, 159–81. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tilar.2.10rei.

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Conference papers on the topic "Sign language acquisition"

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Hatami, N., P. Prinetto, and G. Tiotto. "Sign Language synthesis using hand motion acquisition." In Test Symposium (EWDTS). IEEE, 2010. http://dx.doi.org/10.1109/ewdts.2010.5742057.

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Brentari, Diane. "Sign language prosodic cues in first and second language acquisition." In Speech Prosody 2010. ISCA: ISCA, 2010. http://dx.doi.org/10.21437/speechprosody.2010-1.

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Tavella, Federico, Aphrodite Galata, and Angelo Cangelosi. "Signs of Language: Embodied Sign Language Fingerspelling Acquisition from Demonstrations for Human-Robot Interaction." In 2023 32nd IEEE International Conference on Robot and Human Interactive Communication (RO-MAN). IEEE, 2023. http://dx.doi.org/10.1109/ro-man57019.2023.10309632.

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Guimaraes, Cayley, Jeferson F. Guardezi, and Sueli Fernandes. "Sign Language Writing Acquisition -- Technology for a Writing System." In 2014 47th Hawaii International Conference on System Sciences (HICSS). IEEE, 2014. http://dx.doi.org/10.1109/hicss.2014.23.

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Cruz, Gilmar. "Deaf Children and Sign Language: Between Acquisition and Learning." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2107288.

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Cruz, Gilmar. "Deaf Children and Sign Language: Between Acquisition and Learning." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2107288.

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Goel, Sakshi, Mohit Kumar, and Yogesh. "A Real Time Sign Language Interpretation of forearm based on Data Acquisition Method." In 2019 International Conference on Signal Processing and Communication (ICSC). IEEE, 2019. http://dx.doi.org/10.1109/icsc45622.2019.8938363.

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Voloshynskyi, Oleh, Victoria Vysotska, Roman Holoshchuk, Svitlana Goloshchuk, Sofia Chyrun, and Diana Zahorodnia. "Sign Language Digits Recognition Technology Based on a Convolutional Neural Network." In 2023 IEEE 12th International Conference on Intelligent Data Acquisition and Advanced Computing Systems: Technology and Applications (IDAACS). IEEE, 2023. http://dx.doi.org/10.1109/idaacs58523.2023.10348832.

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van Staden, Annalene. "LANGUAGE AND LITERACY ACQUISITION IN SIGN LANGUAGE: THEORIZING ABOUT THE APPLICABILITY OF THE CRITICAL PERIOD HYPOTHESIS FOR DEAF CHILDREN'S LANGUAGE DEVELOPMENT." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2183.

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Araujo, Elking, Verónica Maldonado-garcés, and Nelson Salgado. "Inclusive dictionary for people with disabilities through an accessible technological platform." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002870.

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Abstract:

One of the greatest challenges for people with disabilities is the lack of accessibility to information, and communication, in addition, to learning processes, which results in few possibilities for labor and social inclusion. Currently, in this sense, research and projects are carried out to promote strategies that allow greater use of ICTs in the acquisition and exchange of knowledge to reduce inequalities in terms of accessibility, especially for people with disabilities and, in general, for priority care groups. However, sustained processes are required that allow comprehensive accessibility to people with disabilities.According to studies carried out by the World Health Organization (WHO), it is estimated that 5% of the world’s population has a hearing impairment (World Health Organization, 2018). This community generally presents learning problems given the low effectiveness in the transmission of messages between listeners and non-listeners, and, regarding information and communication technologies, there are not enough computerized educational materials that facilitate communication and Autonomous Learning.It is important to mention that ICT plays a decisive role in teaching-learning in various educational environments. Undoubtedly, new technologies can supply means for improving teaching and learning processes, and managing educational environments in general, since they facilitate cooperation and collaboration between students. In addition, they contribute to overcoming social inequalities. Because sign language is the first language of the deaf community, and since it is expressed spatially and visually, it is necessary to produce multimedia content for the generation of computerized educational tools to properly transmit these messages. The present work is oriented toward facilitating sign language learning in people with hearing impairment, which contributes to their coexistence and interaction.We cannot fail to mention that the approach to nature is mediated by language. Without sufficient lexical background, any formative action is limited. It is essential to have a sufficient repertoire of terms that help the speaker understand and know her environment. Under regular conditions, vocabulary acquisition may be conditioned by diverse, but drawing events or conditions: access to physical or digital bibliography, limited educational experience, family environment little related to reading, etc. The increase in vocabulary in a speaker facilitates learning. Many reading comprehension problems begin with the impossibility of properly decoding words.The problem of access to vocabulary improvement is exacerbated for the deaf community and people with visual disabilities. The aggravation is because they do not exist in the Ecuadorian environment, dictionaries that offer information from the Ecuadorian lexicon not defined in general dictionaries and that, at the same time, contribute to the interpretation of sign language for the deaf community or that meets the standards of inclusion necessary to facilitate reading in users with visual disabilities.In this context, part of our work will be focused on determining which is the lexicon of Ecuadorian speech that deaf people do not know. We consider as a hypothesis that the lexicon unknown by deaf people mostly comprises terms with abstract or very localized references.In addition, we propose to propose the structure of the design of a technological platform of the dictionary. This web application would present the set of lexical entries defined in Spanish and expanded with an author appointment, accompanied by an image of the referent and a video with sign language interpretation of both the definition and the appointment. Each dictionary entry will offer automatic reading on the screen for the accessibility of no seers. The dictionary macrostructure will be composed of basic words and expressions of sign language to promote educational interest and facilitate and energize learning.The work will also be based on a methodology specialized in web applications such as OOHDM (Object Oriented Hypermedia Desing Methodology), on free tools for the manipulation of multimedia audio, video, and images such as Avidemux, Audacy, and Gimp respectively, in the Netbeans 14.0 development tool with JSF 2.0 framework. For integration with the database, PostgreSQL will be used.

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