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Anderson, April. "Collaborating to Support Students With Feeding Difficulties." ASHA Leader 23, no. 5 (May 2018): 30–31. http://dx.doi.org/10.1044/leader.scm.23052018.30.
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Almukhambetova, Bibigul Zheksembaevna, Elmira Daauletkhanovna Bazhenova, Arzigul Ismailovna Shuzhebaeva, Saule Myrzabekovna Dyusembinova, and Anuar Toktamysovich Isabaev. "Some Aspects of Emotional Functioning in Hard-of-Hearing Students." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (June 1, 2021): 274–79. http://dx.doi.org/10.6000/2292-2598.2021.09.03.3.
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Input at early ages, hearing loss can compromise emotional health and cause learning difficulties. Nonetheless, there are relatively few relevant investigations addressing emotional development in hearing-impaired students. The current research intended to compare the self-reported emotional functioning in hearing and hearing-impaired students in order to examine whether there are differences between them. A cross-sectional study was conducted on 94 hard-of-hearing individuals and 104 typical hearing subjects between 16 and 24 years of age from three institutions in Kazakhstan. The overall happiness, life satisfaction, level of anxiety, and emotional preferences were assessed with the Subjective Happiness Scale, Satisfaction with Life Scale, State-Trait Anxiety Inventory, and a questionnaire developed by Dodonov, respectively. The data were subjected to the multivariate analysis of variance. Children and adolescents with hearing loss are reportedly more likely than typical hearing peers to experience various psychosocial difficulties, antisocial disorders, and reactions. However, in the present research, both groups were similar regarding the emotional preferences, apart from the altruistic scale, which was significantly higher (P <0.001) in hearing-impaired participants relative to their hearing counterparts. When compared to normal-hearing persons, hard-of-hearing respondents had higher scores (P <0.001) for trait and state anxiety while having lower scores (P ≤0.001) for satisfaction with life and overall happiness, which could be seen as a matter of concern. As a potential future line of research, throwing more light on other aspects of emotional functioning in learners with hearing loss might be necessary. To our knowledge, this is the first report on the State-Trait Anxiety Inventory performed on hearing-impaired youth. The findings from this investigation could be of practical help to practitioners working with hard-of-hearing students, providing additional information on their emotional well-being.
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Kotsopoulos, Donna. "Mathematics Discourse: It's Like Hearing a Foreign Language." Mathematics Teacher 101, no. 4 (November 2007): 301–5. http://dx.doi.org/10.5951/mt.101.4.0301.
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Jacob's lament is all too familiar to teachers of mathematics. Too frequently I have heard students comment that hearing the language used in mathematics is “like hearing a foreign language.” This perception is an important consideration for mathematics educators in understanding the ways in which students experience learning difficulties.
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Cox, Lindsy, Brittany Ruffo, Julian Laird, Benjamin P. Schade, and Karen H. Larwin. "The effects of hearing deficits on student self-perceptions of social belonging, difficulty at school, and self-image." International Journal of Evaluation and Research in Education (IJERE) 8, no. 2 (June 1, 2019): 280. http://dx.doi.org/10.11591/ijere.v8i2.19632.
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<span>A paucity of research exists that examines how well hearing-impaired students function in the primary and secondary grades when attending a general education setting. The research that does exists to suggest that issues of poor self-perception, challenges regarding a sense of belonging, and self-image may be amplified for the non-hearing student. The current investigation examines the self-reported feelings of the hearing-impaired students relative to the student with no identified hearing difficulties. Results suggest that while social belonging may be a problem for the hearing-impaired students relative to their hearing peers, no differences were found on the responses associate with self-image or trouble at school.</span>
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SOUBHI, Fatima Zahra, Laurent LIMA, Mohammed TALBI, Noureddine KNOUZI, and Bouzekri TOURI. "Impact of learning difficulties on moroccan students academic achievement." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 236. http://dx.doi.org/10.18844/ijlt.v8i4.597.
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The purpose of this study was to explore the effects of hearing, voice disorder, stuttering and dyslexia on the academic performance, the feeling of social rejection, self-confidence of hard science major students in universities in Morocco. 229 students belonging to the University Hassan II Mohammedia –Casablanca representing a biology college and an engineering school participated in the survey. The average age of students is 22 years and suffers no physical or mental disability. Our results indicate that these disorders are related to low self-confidence, developed the feeling of social rejection and this considered major difficulties for success in studies. The majority of students say that they encountered difficulties to continue their studies, which suggests that the disorder leads to a form of academic failure. Keywords: Communication disorder, learning difficulties, academic performance, self- confidence
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Rosa and Villar Angulo. "Emotional and Behavioral Difficulties, Communication, Intelligence, and Reasoning in Children with Hearing Difficulties." Education Sciences 9, no. 3 (September 4, 2019): 234. http://dx.doi.org/10.3390/educsci9030234.
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This study aims to investigate whether emotional and behavioral difficulties (EBD) differ between children with cochlear implants (CIs) or hearing aids (HAs), according to multi-informant ratings. Methods: A battery of psychological measures (e.g., Strengths and Difficulties Questionnaire (SDQ), Illinois Test of Psycholinguistic Abilities (ITPA), Peabody Image Vocabulary Test (PPVT), and Raven Progressive Matrices Test (RPM), was administered to children with CIs or HAs. The study involved 187 children with CIs, 113 children with HAs, 176 fathers and mothers, and 300 schoolteachers. Results: Significant disagreements were found between children, parents, and schoolteachers with regard to SDQ ratings. Total SDQ difficulties score correlated poorly with other outcomes (e.g., total ITPA, final PPVT, and final RPM). Regression linear analyses showed six socio-demographic and linguistic covariates that significantly predicted children’s total SDQ difficulties score. Conclusion: Several independent variables were found to be associated with children’s total EBD scores. This article highlights the importance of providing professionals with sufficient training so that they are knowledgeable about the procedures they are to use to support children with EBD (e.g., developing and implementing instructional approaches for school students with EBD).
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Nelson, Lauri H., Karen Anderson, John Whicker, Tyson Barrett, Karen Muñoz, and Karl White. "Classroom Listening Experiences of Students Who Are Deaf or Hard of Hearing Using Listening Inventory For Education–Revised." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 720–33. http://dx.doi.org/10.1044/2020_lshss-19-00087.
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Purpose This study examined classroom listening experiences reported by students who are deaf or hard of hearing using the Listening Inventory For Education–Revised (LIFE-R). Method Retrospective electronic survey responses from 3,584 school-age participants were analyzed using descriptive statistics to report student perceptions of listening difficulty in various classroom scenarios, including the strategies students used when they did not hear or understand. Stratified data were used to explore potential differences between grades and across degree of hearing loss or type of hearing technology. Results Average student listening appraisal ratings for 15 classroom, school, and social scenarios was 5.7 based on a 10-point Likert scale (0 = difficult , 10 = easy ), highlighting listening difficulties encountered during the school day. This finding can be considered in context with the average rating of 7.2 reported from a previous study of students with typical hearing using the LIFE-R. The greatest difficulties were reported when trying to listen when other students in the class were making noise and in hearing the comments of other classmates. Average listening difficulty was greater for respondents in Grades 3–6 than those in Grades 7–12. Listening difficulty also generally increased relative to degree of hearing loss. When unable to hear, some students took proactive steps to improve their listening access; some reported they did nothing. Conclusions Students who are deaf or hard of hearing can face challenges in hearing and understanding throughout the school day. A functional tool to evaluate and monitor student experiences, such as the LIFE-R, can provide information to make necessary and effective adjustments to classroom instruction and the listening environment.
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Oohara, Shigehiro, Eiko Hirota, and Tomomi Oohara. "Examination of hearing difficulties of students with impaired hearing in inclusive settings and the effectiveness of digital wireless hearing systems." AUDIOLOGY JAPAN 63, no. 3 (June 30, 2020): 198–205. http://dx.doi.org/10.4295/audiology.63.198.
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Rodrigues, Filipa M., Joana R. Rato, Ana Mineiro, and Ingela Holmström. "Unveiling teachers’ beliefs on visual cognition and learning styles of deaf and hard of hearing students: A Portuguese-Swedish study." PLOS ONE 17, no. 2 (February 15, 2022): e0263216. http://dx.doi.org/10.1371/journal.pone.0263216.
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Vision is considered a privileged sensory channel for deaf and hard of hearing (DHH) students to learn, and, naturally, they recognize themselves as visual learners. This assumption also seems widespread among schoolteachers, which led us to analyse the intersection between teachers’ beliefs on deaf and hard of hearing students’ academic achievement, visual skills, attentional difficulties, and the perceived importance of image display in class. An online survey was designed to analyse the beliefs of the schoolteachers about the deaf and hard of hearing students learning in educational settings from Portugal and Sweden. Participated 133 teachers, 70 Portuguese and 63 Swedish, from the preschool to the end of mandatory education (ages 3–18) with several years of experience. The content analysis and the computed SPSS statistical significance tests reveal that surveyed teachers believe that deaf and hard of hearing students have better visual skills when compared with their hearing peers yet show divergent beliefs about visual attentional processes. Within the teachers’ perceptions on learning barriers to DHH students, the distractibility and cognitive effort factors were highlighted, among communicational difficulties in class. Conclusions about the prevalence of learning misconceptions in teachers from both countries analysed, corroborate previous studies on neuromyths in education, and bring novelty to Deaf Education field. The work of translation of scientific knowledge, teacher training updating, and partnership between researchers and educators are also urgently needed in special education.
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Mrunalini, V. "AN ANALYTICAL STUDY OF ACADEMIC NEEDS OF THE HEARING IMPAIRED STUDENTS AT HIGHER EDUCATIONAL INSTITUTIONS." International Journal of Computer Science and Mobile Computing 11, no. 1 (January 30, 2022): 159–63. http://dx.doi.org/10.47760/ijcsmc.2022.v11i01.020.
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Hearing impairment is one among the partial inability to hear the sound producing around a person. Hearing impairment can cause due to several factors but not limited to age, illness, physical trauma, etc., hearing aid is a small electronic device which helps to hear the sound in our surroundings just by wearing behind your ears. With the help of this e-device a hearing-impaired person can able to hear the sound, can listen and helps to communicate with others usual as others. This research article is about a survey regarding number of students with hearing impaired doing their higher studies in and around Coimbatore and find out their difficulties faced by them by accessing the study materials.
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Kumatongo, Brighton, and Kenneth Kapalu Muzata. "A qualitative analysis of performance of student teachers with hearing impairments in tests and assignments at Kitwe College of Education-Zambia." International Journal of Educational Innovation and Research 1, no. 1 (May 29, 2022): 64–73. http://dx.doi.org/10.31949/ijeir.v1i1.2412.
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Assessment is the basis for understanding students’ abilities to demonstrate their knowledge, skills and understanding of learned concepts. This study sought to analyse assessment items of student teachers with hearing impairments at Kitwe Colleges of Education in Zambia and a qualitative case study was used as the research design. The study comprised seven (7) participants of which three (3) were Lecturers and four (4) were student teachers with hearing impairments, who were purposively sampled. The study revealed that students with hearing impairments were able to answer assignments accordingly despite exhibiting referencing and grammatical errors, and experienced more challenges answering tests. The findings also indicated that lecturers viewed the performance of student teachers with hearing impairments in assignments as being influenced by their hearing peers and that students with hearing impairments wrote their assignments and tests using sign language that was not making sense to lecturers. The study concluded that student teachers with hearing impairments were able to perform better in assignments and that they experienced more challenges answering test questions. The study recommended the need for assessment items for students with hearing impairments to be adapted to make them appropriate for the students and that educators for students with hearing impairments should take a keen interest in acquiring knowledge of Zambia Sign Language grammatical structure to enable them to assess and mark assessment items of students with hearing impairments without difficulties.
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Serina, Serina, Rustan Effendi, and Hasmiah Herawaty. "The Fun Way to Face Students Difficulties While Learning English." English Education : English Journal for Teaching and Learning 10, no. 01 (June 3, 2022): 1–15. http://dx.doi.org/10.24952/ee.v10i01.4624.
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Learning fun English so far can be done in various ways, and each way creates its own diversity of results. Of course, this can be happened after the teacher knows the situation of the class and students, before preparing teaching plan. The strategy of involving students in learning is a powerful way to support their better understanding, because directly practice what they have learned can support their memory to imprint deeper, especially in auditory, visual, or even kinesthetic learners. The main point is that students are directly involved when learning, not just seeing or hearing but in thinking, speaking, and analyzing learning activities. Considering how difficult it is to keep students interested when learning English, involving them from the start to keep them active, focused, and motivated is a step that can be taken.
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Rahma sari, Fani. "Kesulitan Belajar Peserta Didik di SD Muhammadiyah 1 Marapalam Padang." Islamic Counseling : Jurnal Bimbingan Konseling Islam 6, no. 2 (November 16, 2022): 281. http://dx.doi.org/10.29240/jbk.v6i2.5126.
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This research is motivated by students who have not been able to overcome learning difficulties at SD Muhammadiyah 1 Marapalam Padang. The purpose of this study is to describe the difficulties in learning to read, write and count.This research use desciptive qualitative approach. The instruments used in the research are observation, interviews and documentation of the cases seen. The technique used in data processing is through data reduction, data presentation and drawing conclusions. Techniques for data validity, trustworthiness, transferability, reliability. The results of this study indicate that students who have learning difficulties are: 1. Students' learning difficulties in reading occur because students do not repeat lessons at home such as reading, students experience poor vision and hearing. 2 Students' learning difficulties in writing occur because students do not practice writing at home and have blurred vision and 3. Students' learning difficulties in counting occur because of doubts in recognizing mathematical symbols and lack of practice at home. Based on the results of the study, it is recommended for parents to pay more attention to students at home so that learning difficulties experienced by students can be overcome.
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Stanevskiy, A. G., and Z. F. Stolyarova. "The Difficulties of Adapting the Main Educational Program for University Students with Disabilities Hearing." Psychological-Educational Studies 9, no. 1 (2017): 23–37. http://dx.doi.org/10.17759/psyedu.2017090103.
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The article analyzes in detail various features of how learning process participants interact with each other, as well as classifies possible (observed) impairments of cognitive qualities in students, as compared to the normal level. It also determines and scrutinizes mutual connections between certain impairments, along with their effect on perception during learning. The usage of orientated graphs measuring labour-intensiveness during the acquisition of the main educational program (MEP) provided a comparative characteristic of impaired students’ performance (hearing impairments) as compared to unimpaired ones. The solution that allows for MEP adaptation is presented in the form of courses that accompany every profile discipline, along with special cognitive technologies. The account of minimization or/and compensation of certain cognitive impairments in disabled students, as practiced at Bauman Moscow State Technical University, is given. Generalized goals of accompaniment courses are formulated. The examples are given (based on calculus and geometry courses) of using logical matrixes as a universal method of teaching conceptual systems that involve generic and specific relations. The accompaniment courses are shown to meet the metasubjective requirements. Special requirements for teachers working with hearing impaired students are formulated.
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Lewis, Judy, Lue Vang, and Li-Rong Lilly Cheng. "Identifying the language-learning difficulties of Hmong students." Topics in Language Disorders 9, no. 3 (June 1989): 21–37. http://dx.doi.org/10.1097/00011363-198906000-00005.
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Alramamneh, Abdellatif Khalaf Suleiman, Obaid Abdelkarim Obaid Sabayleh, Shirin Munier Abdallah Abu hazim, and Samer Mohammed Abu Drei. "Psychological and Social Problems of Hearing-Impaired Students and the Adopted Coping Strategies in Deaf Schools." Journal of Educational and Social Research 10, no. 2 (March 10, 2020): 205. http://dx.doi.org/10.36941/jesr-2020-0039.
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The aims of this study were to identify the social and psychological problems of hearing-impaired students and investigate the coping strategies adopted in deaf schools. The descriptive analytical approach was used to describe the data collected from a randomly selected sample that consisted of 150 deaf students; 67 were males and 83 were females. The findings showed that hearing-impaired students face social problems such as difficulties encountered in public places and feeling scared of violence by others. The findings also showed that students with hearing impairment face frequent psychological problems such as explanation of mistakes, fear of making mistakes, and separation anxiety. However, the study results revealed that students with hearing impairment have a medium level of psychological and social problems as well as the adoption level of coping strategies. Furthermore, there are no statistically significant differences on the level of both social and psychological problems, and adapted level of coping strategies due to gender, address, education level, and impairment severity.
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Urdarević, Iva. "Differences in achievements in learning English as a foreign language between the deaf/hard of hearing and hearing high school students in Serbia." Student Niepełnosprawny. Szkice i rozprawy, no. 19(12) (December 10, 2019): 155–67. http://dx.doi.org/10.34739/sn.2019.19.13.
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This papers presents the results of research that was aimed at testing the performance of deaf and hard of hearing (D/HOH) high school students in learning English as a foreign language (EFL). The research examined the correlation between the age (number of years of learning EFL), the degree of hearing loss, the sex and the school success in the Serbian language with the achievements of the D/HOH students in solving an English Placement test. The differences in achievements between D/HOH students and those with a normal hearing status were also compared and analyzed. The results of the research indicate that although the D/HOH students achieve poorer results in learning English compared to students with a normal hearing status, they can be successful in learning English as a foreign language. The D/HOH students have some difficulties in learning English vocabulary and grammar. They need more time to successfully master a foreign language, so it is necessary to take into account the specificities of this category of EFL students and to adapt teaching methods and resources to suit their needs.
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Anditiasari, Nungki. "ANALISIS KESULITAN BELAJAR ABK (TUNA RUNGU) DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA." Mathline : Jurnal Matematika dan Pendidikan Matematika 5, no. 2 (December 29, 2020): 183–94. http://dx.doi.org/10.31943/mathline.v5i2.162.
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This study aims to determine the learning difficulties of students with hearing impairments in solving story problems using the role playing method and using problem solving learning according to Polya, namely: understanding problems, determining problem strategy plans, solving problem strategies, and checking the answers obtained to understand story question are seen from four aspects, namely understanding story problems, making mathematical models, computations, and drawing conclusions. The subject of this study used 2 ABK students. The data were collected by means of interviews, tests and documentations. Data analysis was carried and by drawing conclusions. Based on the results of the research students can understand story problems by applying role playing and problem solving methods, because learning becomes very fun and students can easily solve story problems. Based on the research results, students can understand story problems by applying role playing and problem solving methods, because learning becomes very fun and students can easily solve story problems. In addition, students experience some learning difficulties, namely difficulties in understanding the questions, difficulties in basic mathematical concepts, and difficulties in understanding the language that is conveyed.
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Solihah, Bakiyatus, Pratiwi Retnaningdyah, Oikurema Purwati, and Syafi’ul Anam. "Understanding the Student Hearing Difficulties toward Native and Non-Native Speaker Accent in L2 Listening Assessment." Jurnal Litbang Provinsi Jawa Tengah 19, no. 2 (January 19, 2022): 145–54. http://dx.doi.org/10.36762/jurnaljateng.v19i2.876.
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The accent is one of the characteristic forms of the language used for communication when outside or inside the language learning classroom, then understand difficulty listening to students through the Native and Non-Native Speaker Accent in L2 in the listening assessment requires a more thorough investigation. The purpose of this study to explore how extent students can understand native and non-native speakers with different accents and how they perceive about hearing difficulties toward Native speaker accent and Non-native speaker accent. This research focuses on 12th graders majoring in hospitality at state vocational high school in Bangkalan, Madura. The research data were collected through observation and interviews. The results of this study show that the clarity, speed and accent of native and non-native speakers (American) and non-native speakers (Indonesian) become difficulties and barriers for students to understand and complete their listening tasks. This is because they are used to hearing accents from non-natives speakers rather than accents from native speakers. Furthermore, when students took the American Accent English Test compared to the Indonesian Accent English Test, all scores were much lower
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Grash, Natalia, Marina Skuratovskaya, and Elena Mamedova. "Speech education of students with hearing impairment as a means of communication." E3S Web of Conferences 273 (2021): 12091. http://dx.doi.org/10.1051/e3sconf/202127312091.
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The article discusses the issue of teaching students with hearing impairment as a means of communication. The scientific-theoretical and applied aspects of the study of oral and written speech of children with intact and deficient hearing are revealed. The results of many years of research are considered and the existing psychological and pedagogical difficulties in language acquisition of students with auditory dysfunction are analyzed. The article focuses on the variable types of epistolary works that implement the communicative function. The importance of digital technologies in increasing the motivation for learning of the deaf and hard of hearing students and the effectiveness of the development of their written language in the educational process is emphasized. Attention is drawn to the positive result of using electronic educational resources in educational practice, which significantly expand the general cultural and speech zones of schoolchildren. The article indicates the importance of mastering by students with hearing impairment new skills and abilities of digital reading and writing as modern types of verbal written communicative form of speech.
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Domagała-Zyśk, Ewa, and Agnieszka Kłos-Dacka. "Learning a foreign language by cochlear implant users." Special School LXXVIII, no. 1 (February 28, 2017): 17–27. http://dx.doi.org/10.5604/01.3001.0009.7155.
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Learning a foreign language is a special challenge for students with hearing impairments as it requires not only developing necessary strategies to learn all language skills in another language, but also overcoming specific perceptual and performance difficulties. The methodology of foreign language teaching to students with hearing impairments describes this process with reference to deaf and hard-of-hearing students of various ages who have various degrees of hearing impairment and who use various communication techniques. However, experiences relating to foreign language learning by people with cochlear implants have not been studied so far. These are students with unique characteristics whose hearing impairments are usually severe or profound and, at the same time, whose functioning is similar to the functioning of hard-of-hearing people thanks to their cochlear implants. It is assumed that their full inclusion in education in mainstream schools and social integration are possible.The article presents the issue of teaching the English language as a foreign language to students with hearing impairments who use cochlear implants (three case studies), especially in the context of the level of independent learning, beliefs concerning foreign language learning, foreign language classroom anxiety or lack of anxiety, and the scope of learning to read, write, speak and listen in a foreign language. In the study, a questionnaire designed by the authors was used as well as the scale FLCAS (Horwitz, Horwitz, Cope, 1986), autonomous scale (Macaskill, Taylor, 2010) and subscale BALLI (Horowitz, 1999).
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Mai Thi Thanh, Thuy. "SOCIAL - EMOTIONAL COMPETENCE OF STUDENTS WITH HEARING LOSS IN HUE CITY." UED Journal of Social Sciences, Humanities and Education 11, no. 2 (December 31, 2021): 44–52. http://dx.doi.org/10.47393/jshe.v11i2.1003.
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Children with hearing loss are at risk of having difficulties in developing social-emotional competences compared to their peers. In Vietnam, so far, there has been no research on the social-emotional competence of hearing-impairedchildren. This paper aims to evaluate the reliability of the DASSE mini scale in using it to assess the social-emotional competence of children with hearing loss. This study used SPSS.20 software to evaluate the reliability and exploratory factor analysis (EFA) of the scale. A cross-sectional study on assessing social-emotional competence with the DASSE mini scale was conducted on 50 hearing-impaired students aged 6-12 years with varying degrees of impairment. The results of the evaluation of predictive validity show that the scale has high reliability and has good and suitable predictive value: Cronbach's Alpha = 0.928, KMO = 0.869 (> 0.05), sig. = 0.000 (sig Bartlett's Test < 0.05). The average score of the DASSE mini scale is: Mean =16.67. There are 56% of the students with social-emotional competence scores in the range of "Typical scores" and 44% with scores of "Need for instruction". There was no significant difference between male and female students in the study (t(50) = .377, p > .05), but the results showed annegative correlation between one’s degree of hearing loss and their social-emotional competence (r = -549, sig < .005).
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Kaya, Zehranur, Meltem Ozten Anay, Gokcen Abali, Guzin Karasu, and Cem Girgin. "Acquaintance with profession: Using internship as a tool for." Contemporary Educational Researches Journal 7, no. 3 (November 10, 2017): 134–43. http://dx.doi.org/10.18844/cerj.v7i3.2649.
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Vocational education is an important stage of one’s educational process and this multi-layered process prepares an individual to his/her future profession. It is underlined that in this process, a hearing-impaired individual has problems to plan and manage his/her career, due to many reasons, like; communication difficulties in workplaces and lack of recognition about hearing-impaired as a category of disability in work environments. Internship is one of the important opportunities to acquainted with profession and its effective use in vocational education of hearing-impaired students is significant. In this study, internship is handled as an integrated process which covers before, during, and after activities as a whole. The research aims at effective use of internship in familiarizing process of hearing-impaired senior students of Anadolu University, School for the Handicapped (SFH) with work places. The research was conducted as action research. For efficient use of internship process in SFH, some steps were defined targeting before, during and after periods of internship and various sub-activities were planned and applied for strengthening each step and for effective contribution of internship experience to vocational education. The research indicated that through the activities, performed in internship process, hearing-impaired students improved their career perceptions and they had attempt to recognise work environments. The research results are expected to provide a new perspective to teachers of hearing-impaired students and consultants, who is working for the formation of vocational education programs of hearing-impaired. And also it is thought that the results will provide huge motivation to hearing-impaired students in familiarizing process with profession.
Keywords: Hearing Impaired, action research, vocational education, special education, career planning.
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Kurniawa, Dyah, and Siti Kalimah. "Classroom Interaction In English Class For Hearing Impairment Students In Smp-Lb (B) Negeri Tuban." Inovasi-Jurnal Diklat Keagamaan 16, no. 1 (July 18, 2022): 81–90. http://dx.doi.org/10.52048/inovasi.v16i1.300.
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English subject is taught not only for the regular students but also to students who have physical disorder especially to hearing impairment students. In Indonesia, there is a special school for these students called SLB (Sekolah Luar Biasa). In the teaching and learning proccess at SMP-LB (B), the teacher usually faces some difficulties dealing with the students because they have lack of their hearing system. the writer tried to dig up and find out the teacher and students interaction in English Class for Hearing Impairment Students in SMP-LB (B) Negeri Tuban and the students responses after the teacher apply certain interaction in the class at SMP-LB (B) Negeri Tuban. This study applied the qualitative case study research approach to answer the research questions. The study as conducted at SMP-(LB) Negeri Tuban which used three instruments such as observation, interview and documentation. The finding of the research showed that the teacher used Total Communication Technique which combines the oral and manual technique. Teacher not only used oral but also used sign language such as finger spelling, gestures, and facial expression. The writer also found one response after the teacher interaction in English class for Hearing Impairment Students such as Oral communication. Total communication Technique is expected to help them in teaching and learning of interaction in English to hearing impairment students in the right way appropiately. The teacher always gives good treatment to the students in order to able to reduce the problems in communication especially in listening and speaking.
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Schafer, Erin C., Andrea Dunn, and Alexandra Lavi. "Educational Challenges During the Pandemic for Students Who Have Hearing Loss." Language, Speech, and Hearing Services in Schools 52, no. 3 (July 7, 2021): 889–98. http://dx.doi.org/10.1044/2021_lshss-21-00027.
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Purpose The COVID-19 pandemic introduced new educational challenges for students, teachers, and caregivers due to the changed and varied learning environments, use of face masks, and social distancing requirements. These challenges are particularly pronounced for students with hearing loss who often require specific accommodations to allow for equal access to the curriculum. The purpose of this study was to document the potential difficulties that students with hearing loss faced during the pandemic and to generate recommendations to promote learning and engagement based on findings. Method A qualitative survey was designed to document the frequency of various learning situations (i.e., in person, remote virtual, and blended), examine the accessibility of technology and course content, and quantify hearing issues associated with safety measures and technology use in school-age students with hearing loss. Survey questions were informed from key educational issues reported in published articles and guidelines. The survey was completed by 416 educational personnel who work with students with hearing loss. Results Respondents indicated that most of their schools were providing remote or blended (in-person and remote) learning consisting of synchronous and asynchronous learning. Common accommodations for students with hearing loss were only provided some of the time with the exception of sign language interpreters, which were provided for almost all students who required them. According to the respondents, both students and caregivers reported issues or discomfort with the technology required for remote learning. Conclusion To ensure that students with hearing loss are provided equal access to the curriculum, additional accommodations should be considered to address issues arising from pandemic-related changes to school and learning practices including closed captioning, transcripts/notes, recordings of lectures, sign language interpreters, student check-ins, and family-directed resources to assist with technology issues.
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Al Dahhan, Noor, George K. Georgiou, Rickie Hung, Douglas Munoz, Rauno Parrila, and John R. Kirby. "Eye movements of university students with and without reading difficulties during naming speed tasks." Annals of Dyslexia 64, no. 2 (April 11, 2014): 137–50. http://dx.doi.org/10.1007/s11881-013-0090-z.
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Oreshkina, О. A., and N. N. Dvulichanskaya. "Development of Special Competencies in Hearing Impaired Students in Conditions of Inclusive Environment of Technical University." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 10 (November 1, 2019): 140–51. http://dx.doi.org/10.31992/0869-3617-2019-28-10-140-151.
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The paper addresses the main problems of students with hearing disabilities when studying natural sciences at a technical university of a general type in the inclusive conditions. They are associated both with a low level of the school chemistry course knowledge and with their peculiarities of perception of educational materials in chemistry in connection with a defect. To overcome the difficulties, we have set a task to develop special competencies in students with hearing impairments, which contribute to their mastery of the university’s chemistry course at the level meeting the requirements of independently established university educational standards (IEES). The authors have developed and introduced in the educational process at BMSTU technological, organizational, and pedagogical decisions that contribute to forming these competencies in students with hearing impairments. The adaptive course “Cognitive technologies of supporting the discipline “Chemistry” is being implemented in parallel with the basic discipline “Chemistry” and on its material. This course is being taught at BMSTU in an accessible environment of multimedia laboratories providing special educational conditions for such students. The offered cognitive information and communication technologies contribute developing of special competencies (SC) in students with hearing disabilities. SC are compensatory and at the same time personally adaptational, they are included in the matrix of BMSTU competencies which are necessary for mastering by this category of students within inclusive programs. SC contribute to getting by students professional competencies defined by the IEES. The adaptive course showed a positive effect on performance indicators in chemistry of hearing impaired students. This is achieved by creating conditions that equalize the level of training of hearing impaired students in the educational process with the level of training of ordinary students.These technologies can be effectively used in the process of forming special competences in students with hearing disabilities when teaching them general technical and special disciplines at various levels of higher education. They can be applied to students with other disabilities within inclusive education environment as well.
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Movkebayeva, Zulfiya, Itska Derijan, Dana Khamitova, and Assem Akhmetova. "TEACHER READINESS FOR DISTANCE EDUCATION OF DISABLED STUDENTS." Knowledge International Journal 28, no. 3 (December 10, 2018): 1011–14. http://dx.doi.org/10.35120/kij28031011z.
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The article describes the teacher’s readiness for distance learning of students with disabilities in higher education institutions of the Republic of Kazakhstan. The article defines the leading principles of distance education and formulates the problems of managing this process. The authors have conducted a research including questionnaires and interviews with teachers of universities that provide educational activities to disabled students. Resulting data are analyzed, factors affecting the formation of teachers personal attitude to distance education students with disabilities are elicited. The authors revealed a positive attitude of teachers towards the education of disabled students, it is noted that they have a positive motivation in providing all necessary conditions for effective education of this category of students. Teachers are interested in obtaining the necessary knowledge on the organization of distance education for students with disabilities and increasing their own professional qualifications. However, the results of this survey have identified the lack of teacher’s understanding of the characteristics of the psychophysical development of disabled persons, ignorance of the perception specifics of students with hearing and visual disabilities, insufficient understanding of psychological features (fatigue, attention and perception, the visual thinking prevalence, etc.). Teachers of higher educational institutions had difficulty in determining the form of presentation of lecture material, the selection of pedagogical techniques and means of organizing and monitoring the performance of independent practical work. The teachers had some difficulties with the adaptation of educational materials in accessible forms for students with impaired vision and hearing, the materials should be specific and accessible for their understanding. There were particular difficulties in explaining by teachers of abstract concepts and theoretical positions. Based on the identified difficulties in the implementation of distance learning for disabled students describes the possible risks inherent in inclusive higher education. The necessary conditions for organizing the process of distance education for disabled students are highlighted, it should increase readiness of teachers to work with students with disabilities.
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Mamedova, Elena, Marina Skuratovskaya, and Natalia Grash. "Features of teaching students with motor skills disorder caused by hearing loss." E3S Web of Conferences 273 (2021): 12092. http://dx.doi.org/10.1051/e3sconf/202127312092.
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This study analyses various disorders of general motor skills, voluntary finger movement, and articulatory motor skills of school-aged children with hearing loss. The analyzed disorders of the motor sphere of schoolchildren with auditory deprivation are not of a pronounced character but are one of the reasons for their lag in psychophysiological and speech development. The results of studies that reveal specific motor difficulties of deaf primary schoolchildren are considered. The role of dysfunction of the vestibular system in movement disorders in children with hearing impairment has been determined. Particular attention is paid to the consideration of the complex possibilities of correctional and developmental work of educational institutions for deaf children to overcome motor development disorders of deaf primary schoolchildren. The role of complex correctional and developmental work at the initial stage of school training in educational institutions for deaf children has been determined. The possibilities of using computer technologies as an effective resource in the motor and speech development of young schoolchildren with hearing impairment are shown.
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Indah, Rohmani Nur, and Chanastalia Chanastalia. "The Communication Methods in English Classroom for Indonesian Deaf Students." Theory and Practice in Language Studies 8, no. 1 (January 1, 2018): 9. http://dx.doi.org/10.17507/tpls.0801.02.
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Deaf students can only use their visual to acquire their first language namely sign language. Mostly hearing people do not understand sign language therefore deaf students use lip-reading to communicate with them. However, lip-reading especially in foreign language not always works because some phonemes are not visible in the lips. This study investigates the communication method of deaf students in learning English as foreign language. It observes the classroom interaction in an Indonesian special school for deaf students. The result shows that deaf students use four communication methods such as sign language, lip-reading, finger-spelling, and Tadoma. The result also shows that deaf students understand words or utterances which are familiar for them. However, deaf students find difficulties in pronouncing words or utterances. They tend to pronounce in Bahasa Indonesia. Therefore, it is recommended that teacher and hearing parents of deaf child must update with the latest technology or material for deaf students learning.
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Fitria, Erlin, and Oktavia Hardiyantari. "Reflective Gem to Improve Receptive Communication Skills for Students with Hearing Impairment." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6, no. 1 (June 29, 2021): 151–62. http://dx.doi.org/10.24042/tadris.v6i1.7571.
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The inability to receive excitatory voice experienced by the student with hearing impairments presents diverse impacts. The impacts include difficulties in understanding the information that others convey, lengthy understanding sentences, and holding verbal communication. This research aimed to develop a reflective maternal method integrated with the Android system to improve vocabulary mastery to support students with hearing impairments to perform receptive communication. There were twelve students with hearing impairments within the 15-23 age range as the samples. This research belongs to research and development adapted from the multimedia development model for learning. Product feasibility test was performed through the alpha and beta tests. The average expert validation score was 4.25, and the average score of the material expert was 4.50. Both expert validation results were in an excellent category. Also, the results of the media experts' validation were 3.58 in the good category. Meanwhile, the average score of beta test was 3.58 in the good category. It can be concluded that Android apps can be operated via smartphones or computer devices to improve the receptive communicative ability of students with hearing impairments. This application is called Reflective Game. This research recommends an Android application program that can be used by Guidance and Counseling teacher accompanied by special school teachers to improve students' vocabulary understanding for the student with hearing impairment. Besides, it provides skills to understand proverbs, opposites (anonymous), and synonyms.
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Suranata, Kadek, Adi Atmoko, Itsar Bolo Rangka, and Ifdil Ifdil. "Risks and resilience of students with hearing impairment in an inclusive school at Bengkala, Bali, Indonesia." Specialusis ugdymas / Special education 2, no. 37 (December 20, 2017): 165–214. http://dx.doi.org/10.15388/se.2017.4.
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This phenomenological study describs some risks and sources of resilience of students with hearing impairment in an inclusive school at Bengkala, Bali, Indonesia. The data were obtained from four students with hearing impairment, and some related key informants, through semi-structured in-depth interview and observation. The steps of analyses followed a phenomenological research approach. The result of the study shows that (1) there are three serious risk factors, namely family poverty, student’s difficulties in understanding verbal language and learning materials, and student’s emotional distortion; (2) there are five personal sources of resilience, they involve self-efficacy, cooperation skills, talents or special skills, gratitude, and positive hope; (3) there are four social support sources of resilience, they are family, school, peers, and community. This study also discussed an attempt to improve the success of children with hearing loss through developing psychological and social functioning, and enhancing achievement in inclusive schools.
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DeBonis, David. "Response to the Letter to the Editor From Iliadou, Sirimanna, and Bamiou Regarding DeBonis (2015)." American Journal of Audiology 25, no. 4 (December 2016): 371–74. http://dx.doi.org/10.1044/2016_aja-16-0090.
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Purpose The purpose of this letter is to respond to “Central Auditory Processing Disorder Is Classified in ICD-10 and H93.25 and Hearing Evaluation—Not Screening—Should Be Implemented in Children With Verified Communication and/or Listening Deficits” by Iliadou, Sirimanna, and Bamiou (2016). The methodology used involved a close reading of the concerns expressed by Iliadou et al. in view of the central auditory processing disorder (CAPD) literature and the stated purpose of my original article (DeBonis, 2015). The literature used included clinical practice guidelines, respected journals, and recognized authorities on the topic. Many of the objections stated by Iliadou et al. are not well founded (e.g., ICD-10, use of ASHA definition, effect of auditory intervention, lack of research for the model, bias of the article), but their statement that a complete hearing assessment is necessary for students with listening difficulties is an important one that I endorse completely. In conclusion, my original article remains an effective vehicle for discussion about the value of current tests of auditory processing and how to better help students who have listening difficulties.
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Sakhai, Farhad, Golnoosh Golmohamadi, and Ali Rakhshan Fadaei. "The comparasive study between phonological awareness in normal and average hearing loss second elementary school student in Tehran." Journal of Otolaryngology-ENT Research 11, no. 2 (2019): 129–32. http://dx.doi.org/10.15406/joentr.2019.11.00422.
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Background and aim: The important issues that are effective in learning to read in the last two decades and much research has been done is the phonological awareness .Phonological awareness guarantee much success in reading, so it is more powerful Prognose as reading skills. Matrial and method: This study is cross-sectional and analytic-descriptive study that focuses in first-grade students in the target population consisted of 30 students from 60 schools in Tehran natural and 30 students with average hearing loss, a cluster sample selection and their phonological awareness skills using a visual phonological awareness test which includes phonological awareness sub-skills, were examined. The obtained data were analyzed using the u- Mann-Whitney and t-test. Results: The results showed that phonological awareness skills two groups are different (001/0>p), while the difference observed with probability (001/0>p) is of the determine the number of phonemes, syllables and determine rhyme words sub skills. Individual with hearing loss Compared to subjects with normal hearing abilities have poor awareness skills. The weakness in the sub- skills of determining the number of phonemes, syllables and determines how many words rhyme is more. Conclusion: Considering the difficulties faced by children with hearing impairment in the course of learning to read and the double importance of reading in them, it seems to necessary to consider integrated educational system for students with hearing impairment.
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Zielińska, Jolanta. "Eye tracker as a tool for special teachers - An example of application in deaf education." Special School LXXXI, no. 4 (October 31, 2020): 255–63. http://dx.doi.org/10.5604/01.3001.0014.4732.
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The introduction discusses the distinctive difficulties with reading comprehension of texts in school textbooks experienced by students with hearing impairments in the light of the literature on the subject. Then, the basics of eye tracking are outlined - a technique that was used in the author's research - including such fundamental terms as fixation and saccades. The main part of the article is a report on the author’s research whose aim was to determine the effectiveness of reading short educational texts in the field of science where different types of infographics were used, and to compare the cognitive process specific to information search in students with hearing impairments to the one in their hearing peers. A test was used as a research method. The research was conducted with the use of the eye tracking technique. Results were presented graphically and numerically. The graphical forms included: a heat map, i.e., a map showing a participant's visual fixation - and thus indirectly his or her focus of attention - and a scan path, which shows fixations and saccades following one another, thus revealing eye gaze behaviors. Conclusions from the research showed that the eye tracking technique could be used to assess a person’s cognitive activity, and in particular, to determine what information layout in an infographic is best suited to the abilities of students with hearing impairments and activates similar cognitive strategies in them to those in their hearing peers, and so should be prevalent in textbooks for this group of students.
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Robi'in, Bambang, and Zahra Arwaning Tyas. "DESAIN APLIKASI MOBILE PANDUAN SHOLAT DAN DOA UNTUK ANAK GANGGUAN PENDENGARAN." ILKOM Jurnal Ilmiah 10, no. 3 (December 20, 2018): 290–97. http://dx.doi.org/10.33096/ilkom.v10i3.366.290-297.
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Children with hearing loss are children who experience learning difficulties. They have limited vocabulary and language in communication that hampers the learning process. They need a special way of learning and are usually educated in special schools. Level 2 elementary students at SLB B Karnnamanohara have difficulty learning prayer and daily prayer. Almost all elementary level 2 students cannot pronounce daily prayers and prayers. They need interesting learning resources and according to their characteristics. This study aims to design multimedia mobile application of prayer and daily prayers guides for children with hearing loss. The research method consists of five stages: data collection, data analysis, storyboard making, prototype design, and prototype evaluation. This research has been designed to multimedia mobile applications of prayer and prayers guides for children hearing impairments according to the needs of users who have different characteristics with users in general. The results showed that the prototype design of the multimedia mobile application prayer and prayer daily guides for children with hearing loss had met the needs of users with evaluation values of 4.42 from a scale of 5.
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Lount, Sarah A., Suzanne C. Purdy, and Linda Hand. "Hearing, Auditory Processing, and Language Skills of Male Youth Offenders and Remandees in Youth Justice Residences in New Zealand." Journal of Speech, Language, and Hearing Research 60, no. 1 (January 2017): 121–35. http://dx.doi.org/10.1044/2016_jslhr-l-15-0131.
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Purpose International evidence suggests youth offenders have greater difficulties with oral language than their nonoffending peers. This study examined the hearing, auditory processing, and language skills of male youth offenders and remandees (YORs) in New Zealand. Method Thirty-three male YORs, aged 14–17 years, were recruited from 2 youth justice residences, plus 39 similarly aged male students from local schools for comparison. Testing comprised tympanometry, self-reported hearing, pure-tone audiometry, 4 auditory processing tests, 2 standardized language tests, and a nonverbal intelligence test. Results Twenty-one (64%) of the YORs were identified as language impaired (LI), compared with 4 (10%) of the controls. Performance on all language measures was significantly worse in the YOR group, as were their hearing thresholds. Nine (27%) of the YOR group versus 7 (18%) of the control group fulfilled criteria for auditory processing disorder. Only 1 YOR versus 5 controls had an auditory processing disorder without LI. Conclusions Language was an area of significant difficulty for YORs. Difficulties with auditory processing were more likely to be accompanied by LI in this group, compared with the controls. Provision of speech-language therapy services and awareness of auditory and language difficulties should be addressed in youth justice systems.
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Al-Jdoua, Islam, and Hatem Al Khumra. "The Level of Professional and Personal Competencies and their Relationship to Job Satisfaction among Teachers of Students with Hearing Disabilities in the Light of some Variables." Dirasat: Educational Sciences 49, no. 4 (December 14, 2022): 253–71. http://dx.doi.org/10.35516/edu.v49i4.3339.
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Objectives: The current study aimed at the level of professional and personal competencies and their relationship to job satisfaction among teachers of students with hearing disabilities in the light of some variables.
Methods: The descriptive analytical approach was used through a sample of (80) male and female teachers. This is done by describing the socio-demographic characteristics of teachers of students with hearing disabilities and identifying the difficulties they face while dealing with this category.Additionally, the job satisfaction scale and the professional and personal competencies scale were used.
Results: After conducting the statistical analysis process, the study concluded that there is a direct and statistically significant correlation between job satisfaction and professional and personal competencies among teachers of students with hearing disabilities, and there are no statistically significant differences at the level of significance (0,05>α) between job satisfaction It is due to the variables of gender, age and experience, and there are no statistically significant differences at the significance level (0,05>α) for professional and personal competencies due to the variables of gender, age and experience.
Conclusions: The study recommended the need for the competent authorities to develop programs for people with hearing disabilities to develop their skills and provide them with the required social interaction, and the need to train parents of children with hearing disabilities, and encourage them to train their children with hearing disabilities at home.
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Fitria, Tira Nur. "An Analysis of the Students’ Difficulties in TOEFL Prediction Test of Listening Section." ENGLISH FRANCA : Academic Journal of English Language and Education 5, no. 1 (May 28, 2021): 95. http://dx.doi.org/10.29240/ef.v5i1.2212.
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This study is to know the students’ difficulty in doing the TOEFL prediction test, especially the listening section in ITB AAS Indonesia. This study uses descriptive qualitative research by using a questionnaire. The result shows that the students’ difficulty in doing TOEFL listening both external and internal factors. In external factors, include: 1) the speaker's accent (75.5 %), 2) the speakers’ speed (75.9 %), 3) the speakers’ intonation/emphasis (73 %), 4) the speakers’ pause in pronouncing a sentence (70.3 %), 5) the choice of words and foreign terms conveyed by the speaker (71 %), 6) the sentence structure conveyed by the speaker is too complex (54.8 %), 7) audio interruption causes the audio sounds less/unclear (54.8 %). In internal factors, include: 1) 64.3 % of students do not have previous experience doing TOEFL test, 2) 58.5 % of students have lack of practice in TOEFL listening, 3) 78.8 % of students have limited time in doing TOEFL listening test, 4) 62.2 % of students feel a lot of listening questions which consist of 50 questions, 5) 76.2 % of students do not have hearing impairment in listening, 6) 51 % of students have memory limitations when listening to TOEFL, 7) 48.1 % of students lack of motivation and enthusiasm, 8) 52.7 % of students lack of concentration or focus, 9) 53.5 % of students have limited mastery of foreign/unfamiliar vocabularies, 10) 47.3 % of students feel boredom when listening, 11) 56 % of students feel easily distracted by sounds or other things, 12) 51 % of students tend to translate any foreign vocabularies when listening, 13) 52.7 % of students have trouble catching or finding keywords, 14) 44.4 % of students are busy along with other activities when listening, such as playing writing instruments, taking notes or doing other things. Keywords: Listening, TOEFL, TOEFL Prediction Test
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Ussenovа, M. E., and N. B. Zhiyenbaeva. "WAYS OF THE DEVELOPMENT OF SOCIAL ACTIVITY IN PRIMARY SCHOOL STUDENTS WITH HEARING IMPAIRMENT." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 361–66. http://dx.doi.org/10.51889/2020-2.1728-5496.62.
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This article discusses the importance of the development of social activity of primary school students with hearing impairments. The formation of the personality of a child with hearing impairment is slow, which is associated with certain difficulties in the development of social experience, experience in the implementation of methods of activity, experience of creative activity, in terms of emotional value to reality. Primary classes experience emotional discomfort during the period of adaptation of children with hearing impairments, are in any internal tension and stress. All children tend to have high levels of nervous, mental and physical strength. All changes in the child's behavior at this stage are associated with the process of adaptation to school. Taking into account the psychophysical characteristics of children with hearing impairment, the peculiarities of their assimilation of the material, excursions with them require more careful preparation. It includes: the definition of its purpose, objectives, content, methods; training of students: a story about the purpose, content, organization of excursions, types of work during the tour, the questions that should be found by students during the tour; thinking through forms of control of students ' understanding of the studied material; determining the content of the story, the final tour to consolidate the studied material. Much attention is paid to the interaction of children with their parents. The family plays an important role in the socialization of the child with hearing impairment; parents form self-service skills in children, a positive attitude to learning, preparing children to participate in household and socially useful work.
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Levin, Abigail. "Book Review: Working with secondary students with language difficulties." Child Language Teaching and Therapy 21, no. 3 (October 2005): 305–7. http://dx.doi.org/10.1191/0265659005ct294xx.
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Gaeta, Laura, and Tara Sharpp. "Interprofessional Education Activity to Improve Communication With Older Adults With Hearing Loss." Innovation in Aging 4, Supplement_1 (December 1, 2020): 4. http://dx.doi.org/10.1093/geroni/igaa057.011.
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Abstract The purpose of this study was to determine how an interprofessional education (IPE) intervention with Communication Sciences and Disorders (CSAD) and Nursing students can affect their ability to communicate effectively with older adults who have hearing loss. As the older adult demographic increases, healthcare professionals must provide competent care, which includes effectively managing hearing-related communication difficulties in an increasingly diverse population. Faculty received IRB approval to conduct a descriptive mixed-methods study to determine knowledge and satisfaction of students completing an IPE activity. Students were divided into teams of CSAD and Nursing students. Students listened to a brief presentation on IPE before they were introduced to a complex case study of an 84-year-old male with age-related hearing loss. We administered a knowledge assessment questionnaire (KAQ) we created regarding communication with older adults before and after the activity. A total of 92 participants in the two programs (n=36 CSAD, n=56 Nursing) completed the KAQ before and after the activity and an evaluation with a Likert-type scale and open-ended questions. CSAD students scored significantly higher than Nursing students on the KAQ at baseline (F=25.69, p<0.001) and KAQ scores increased significantly (F=57.04, p<0.001) among both groups from pretest to posttest. The evaluation data indicated students were able to learn other perspectives and found the experience valuable. Based on the improvement in scores on the KAQ and evaluation data, this IPE activity increased knowledge related to communication with older adults with hearing loss and awareness of the roles of other professions.
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Zhuykova, O. V., Yu V. Krasavina, Yu V. Serebryakova, and E. P. Ponomarenko. "DEVELOPMENT AND ADOPTION OF E-LEARNING COURSE ON DESCRIPTIVE GEOMETRY FOR HEARING-IMPAIRED STUDENTS." Pedagogical IMAGE 14, no. 4 (2020): 607–18. http://dx.doi.org/10.32343/2409-5052-2020-14-4-607-618.
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. Introduction. The paper describes the use of distance educational technologies at M. T. Kalashnikov Izhevsk State Technical University for students with hearing impairment. The paper aims to present preliminary results of the use of an e-course, which takes into account their special educational needs caused by specific features of their thinking models and information perception. Materials and methods. This paper demonstrates the students’ assignment scores and the outcomes of the questionnaire survey on their independent work with the e-course in descriptive geometry. These results are based on testing, survey, and observations made by teachers. Results. The paper presents a structure of the e-course on descriptive geometry, its resources, and elements. The e-course includes educational PowerPoint presentations, lecture notes, students’ workbooks, step-by-step instructions for doing tasks, electronic teaching aids, animated videos, 3D models, drawings, educational layouts, reference books, and National Standards. The assignment scores and the findings of the questionnaire survey on work with the course are discussed. Conclusion. The introduction of the e-course on descriptive geometry for hearing-impaired students at a technical university facilitates better understanding and efficient learning. It is however necessary to take into account some difficulties encountered by these students during their independent work with e-resources. Keywords: distance technologies, e-learning course, descriptive geometry, teaching students with hearing impairments.
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Hardiningsih, Sri, Muh Rijulul Akbar, and Sholihin Sholihin. "ANALYSIS OF ELEMENTARY SCHOOL TEACHER EDUCATION STUDENTS’ CREATIVITY IN CHANGING SONGS INTO SIGN LANGUAGES." PROGRES PENDIDIKAN 2, no. 2 (May 10, 2021): 119–23. http://dx.doi.org/10.29303/prospek.v2i2.149.
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Education for Children with Special Needs (PABK) is an optional course in the Elementary School Teacher Education Students (PGSD) study program where in this course, there is a hearing difficulty (deaf). One of the strategies that prospective educators (in this case students) can do is to prepare themselves when later adapting to children who have hearing impairments. The strategy that can be done in dealing with children with hearing difficulties (deaf) in elementary school is to use sign language. So that the need for students to be trained at least to be able to use simple sign language. So, students are directed to be able to compose songs into sign language. The type of this research is a quantitative descriptive study that aims to determine the creativity of students in composing songs into sign language as one of the strategies in dealing with children with special needs hearing impairments. The subjects in this study were students who were selected based on purposive sampling with the criteria desired by the researcher. This research was conducted by filling in the instruments that had been validated by expert judgment. The results showed that in general, students were able to compose songs into sign language. Based on these results, it can be concluded: that the test results assessed from the research instrument, students were able to compose songs into sign language quite well, this is shown in the results where 77% with a score of 59-69 with a total of 11 students were able to compose songs into sign language. Meanwhile, 23% with a score of 70-80 with a total of 4 students were able to compose songs into sign language well.
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Firat, Tahsin. "An Examination of the Social Acceptance Levels of Gifted Students Toward Students with Disabilities." Exceptionality Education International 30, no. 1 (July 13, 2020): 75–96. http://dx.doi.org/10.5206/eei.v30i1.10916.
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This study aimed to determine the social acceptance levels of gifted students toward students with disabilities. The study, using quantitative and qualitative methodologies, was conducted in a city in southeastern Turkey. The present study group comprised 101 students from Grades 2, 3, and 4, identified as gifted. It is a descriptive study that reveals the views of gifted students, with regard to how they are willing to share the same neighbourhood, school, classroom, group, and desk with students with disabilities. Based on the study findings, students with visual impairments, hearing impairments, and physical disabilities were the disability groups with the highest levels of social acceptance by the gifted students. On the other hand, students with intellectual disabilities and those on the autism spectrum were the disability groups with the lowest levels of social acceptance. The participants were aware of the difficulties that their peers with disabilities experience in certain areas at school.
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De la Rosa, Olga María Alegre, David Pérez-Jorge, María del Carmen Rodríguez Jiménez, and Ana Isabel González Herrera. "Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire." Global Journal of Health Science 10, no. 1 (November 30, 2017): 129. http://dx.doi.org/10.5539/gjhs.v10n1p129.
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Cochlear implantation has become increasingly accepted as an option for early implantation in the deaf. The aim of this study was to compare the opinions of 250 classroom teachers and 200 speech, language and hearing specialist teachers regarding the behavior and emotions of the students with cochlear implants using the Strengths and Difficulties Questionnaire (SDQ), which is divided between 5 scales: a) emotional symptoms, b) conduct problems, c) prosocial behavior, d) peer relationship problems, and e) hyperactivity/inattention. The results have shown that there are important discrepancies between the two, both in the externalization of conduct problems and in prosocial behaviors, although there are notable coincidences related to attention factors and to the exceptional presence of emotional symptoms of these students in new situations.
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Shankweiler, Donald, Eric Lundquist, Lois G. Dreyer, and Cheryl C. Dickinson. "Reading and spelling difficulties in high school students: Causes and consequences." Reading and Writing 8, no. 3 (June 1996): 267–94. http://dx.doi.org/10.1007/bf00420279.
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James, Karen, Natalie Munro, Leanne Togher, and Reinie Cordier. "The Spoken Language and Social Communication Characteristics of Adolescents in Behavioral Schools: A Controlled Comparison Study." Language, Speech, and Hearing Services in Schools 51, no. 1 (January 8, 2020): 115–27. http://dx.doi.org/10.1044/2019_lshss-18-0090.
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Purpose Working with students with emotional behavioral disorders is a challenging area of speech-language pathology practice. In this study, we compare and profile the narrative discourse, structural language, and social communication characteristics of adolescents attending behavioral support and mainstream schools. We also examine relationships between narratives, structural language, social communication, and behavior. Method Fifty-four students aged between 12 and 16 years participated. Twenty-seven students were from 3 Australian government Schools for Specific Purposes for students with behavioral difficulties, and 27 typically developing students were from a mainstream, government school. Students were matched for age and closely matched for sex and socioeconomic status. All students completed 3 communication assessments: oral narrative, structural language, and social communication skills. Teachers were asked to complete 2 behavioral questionnaires. Results Students in behavioral schools had significant difficulties generating narratives. Their structural language and overall social communication skills were also significantly poorer than their mainstream peers. One third of the behavioral group experienced significant difficulties across all 3 of these communication areas. Externalizing behavior was significantly related to narrative, structural language, and social communication only when the data were pooled across both groups. Conclusions Language and social communication difficulties were evident in adolescents who attend alternative school settings—behavioral schools. These findings confirm the need for speech-language pathologists to be engaged in specialist behavioral schools and provide impetus to service providers, speech-language pathologists, and educators to address relationships between behavior and communication ability.
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Katz, Lauren A., and Joanne F. Carlisle. "Teaching Students With Reading Difficulties to be Close Readers: A Feasibility Study." Language, Speech, and Hearing Services in Schools 40, no. 3 (July 2009): 325–40. http://dx.doi.org/10.1044/0161-1461(2009/07-0096).
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Sultanto, Muhammad Anggi, Rafly Ikhsanudin Al Afghani, Isma Afina Salsabila, Shofa Sofia Rohimat, Salsa Dilla Meisya, and Mesa Rahmi Stephani. "Development of TISERA Application in Physical Education Learning for Student with Hearing Impairment." TEGAR: Journal of Teaching Physical Education in Elementary School 5, no. 1 (October 31, 2021): 1–9. http://dx.doi.org/10.17509/tegar.v5i1.38565.
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Physical Education learning for students with hearing impairment faces obstacles and difficulties due to the COVID-19 pandemic. This study aimed to create a Physical Education learning application product to help students carry out movement tasks and increase their motivation in Physical Education learning. The method used was a quantitative method with a descriptive-analytical approach. The sampling process used was an accidental sampling technique involving 11 respondents. The results of the implementation carried out for five meetings on 11 fifth grade students with hearing impairment in a Special Schools, using quizzes in the application, showed increased learning. About 82% of parents reported that the application was helpful during online learning, while the student enthusiasm for learning increased by 73%. Student understanding of the material increased while learning increased by 82%. External factors affecting students in learning Physical Education included animation and score acquisition. The score acquisition affected the student motivation to gain the best score. The results of the TISERA application as learning media in Elementary Schools can increase the student understanding of Physical Education learning materials.