Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners

Holt, Rachael Frush

doi:10.3390/educsci9020153

Cited by 9 publications

(7 citation statements)

References 129 publications

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“…Early language exposure has been related to proficiency in language and academic achievement, whether it is signed [23,24] or spoken [25]. Earlier studies showed that deaf students with deaf parents demonstrated greater language abilities and academic performance and that their language milestones were developmentally similar to hearing children [16,24,26], indicating that deaf children were capable of developing language at normal rates with accessible input [20].…”

Section: Deaf Education and Language Developmentmentioning

confidence: 99%

Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE

Silvestri

Hartman

2022

Education Sciences

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The movement towards inclusive public education for deaf and hard of hearing children (DHH) has steadily gathered momentum during the last fifty years. Both within the United States and abroad, inclusive public education has been facilitated through legislative action with varied results. Varied interpretation of inclusion policy, notably the “Least Restrictive Environment” (LRE) clause of the Individuals with Disabilities Education Act in the United States, an emphasis on assimilation, and a default preference for auditory-oral communication have often resulted in isolating and inaccessible experiences for DHH students in the mainstream. The purpose of this article is to review theory and research on effective practices in inclusion for DHH students. The research is summarized with respect to accessibility, social-emotional considerations, and language policy. It is often asserted that communication access and cultural identity are major factors that impact the successful inclusion of these students with bicultural identity related to greater wellbeing. Deaf schools may be the LRE placement option for some students and source of resource and support for DHH students and educators in all settings. The authors suggest that a shift towards a more inclusive experience in mainstream settings is emerging through the use of Universal Design for Learning (UDL), classroom technology, and culturally responsive education that integrates sign language and Deaf culture to foster bicultural identities. Strategies for effective inclusion include co-enrollment, deaf awareness programming, and consistent policy that equalizes the status of sign languages. Future research is recommended in effective practices in auditory and visual accommodations, integration of technology in K-12 classrooms, and the relation of policy to practice in inclusive education for DHH students.

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Section: Deaf Education and Language Developmentmentioning

confidence: 99%

Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE

Silvestri

Hartman

2022

Education Sciences

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“…It has been argued that d/Dhh students follow a developmental learning trajectory that is similar to that of typical literacy learners-albeit some students will proceed at a slower quantitative rate due to a number of variables such as the quality of interventions, effectiveness of early amplification, variability in teacher competency, and so on [7,9,11,19,22]. This phenomenon, coined the Qualitative Similarity Hypothesis (QSH) asserts that, regardless of the degree of hearing acuity, d/Dhh students need to acquire proficiency in the same group of fundamentals associated with code-related, language-related (e.g., English language proficiency), and comprehension-related skills that are necessary for the development of typical literacy skills [8,10,33].…”

Section: The Qualitative Similarity Hypothesismentioning

confidence: 99%

“…Traditionally, other elements of this complexity have often included d/Dhh students with disabilities (or additional disabilities) and those-for whatever reason-who come to school with limited proficiency in any language [17,18]. It is also critical to consider the advancement of sophisticated listening technologies and their contributions to the development of language and literacy; this advancement has spawned an evolving demography of d/Dhh children and adolescents [14,19,20]. Other important areas covered in this Special Issue include the assessment of language and literacy [21] and the influence of inclusion on the development of language and literacy skills [22].The plan for this concluding article is as follows: First, we discuss the need for researchers to document adequate demographics and other critical background characteristics of the samples in their investigations.…”

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confidence: 99%

Conclusion: Perspectives on Language, Literacy, and Deafness

Paul

Alqraini

2019

Education Sciences

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As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.sections of a country. It should be acknowledged, however, that, in some countries, the relationship between the through-the-air and written forms is complex, due, in part, to the number of dialectical variations of speech or the encroachment of the influences of other languages on the mainstream society's language form [4,5]; also, see the review in [6], for Arabic as an example).Confining our emphasis to English, one of the major challenges for d/Dhh children and adolescents is to develop proficiency in literacy (reading and writing) skills in this majority language of society [7][8][9][10][11][12]. Since the beginning of the 20th century, it has been well documented that many students with severe to profound hearing loss and some with a moderate loss-in the better unaided ear-graduate from high school (after 12-15 years of compulsory education) reading at about a 4 th grade level. Albeit this lev...

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“…Supplementary aids mentioned in the supervisor's answer include, but are not limited to, physical, environmental, behavioral, social, and instructional modification and adaptation services (Holt, 2019). Supplementary aids help enable DHH students to be educated along with their peers to the maximum extent appropriate (Burns, 2003).…”

Section: Support Servicesmentioning

confidence: 99%

“…The education policy focuses on the human development model to evaluate DHH students and does not employ other models. Understanding how inclusive education occurred through various models and supported services (Burns, 2003) promotes positive outcomes (Holt, 2019; Kyzar et al, 2016). Previous research in this area is insufficient to explain the role of institutional practice in promoting inclusive education in schools (Almalki, 2022; Alsalman et al, 2018; Baothman & AlSudairi, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Role of Institutional Practice in Promoting Inclusive Education for Deaf and Hard of Hearing Students: A Critical Analysis

Alsalem,

Alzahrani

2023

Sage Open

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This study conducted a critical analysis of the role of institutional practice in promoting inclusive education for deaf and hard of hearing (DHH) students in Saudi Arabian schools. Considering disabilities based on multiple models and theories enhances understanding and helps develop accessible educational settings. To successfully implement inclusive education, this study conducted a rigorous qualitative analysis with a focus group with eleven participants, including teachers of DHH students, general education teachers, principals, supervisors, and parents of DHH students. Content analysis of participants’ responses was conducted to identify major themes and subthemes. The results revealed providing appropriate educational environment as the major theme, and comprehensive environmental, support services, individualized education programs, general education teachers, and role of parents as sub-themes. Moreover, the findings emphasized the role of inclusive education regulations through interpretations of existing laws and expansion of prevention policy and practice.

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Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners

Cited by 9 publications

References 129 publications

Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE

Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE

Conclusion: Perspectives on Language, Literacy, and Deafness

The Role of Institutional Practice in Promoting Inclusive Education for Deaf and Hard of Hearing Students: A Critical Analysis

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