Development assistive technology for students with hearing impairments

Santoso, Yoga Budhi; Astuti, Eka Yuli; Ratnawulan, Teti; Khoeriah, N. Dede; Hakim, Luki Luqmanul

doi:10.1088/1742-6596/1539/1/012042

Cited by 3 publications

(2 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Deaf children can learn about assistive technologies through field visits to national organizations. Santoso et al (2020) support this research, stating that creating educational programs using assistive technology can help overcome feelings of inferiority and increase social adaptation. Technology plays a crucial role in clouded communication and information requirements for students with hearing impairments, enabling real-time translation of sound into text.…”

Section: Discussionsupporting

confidence: 60%

Quality of Academic Environment in Relation to Availability and Usage of Technology, Teachers’ Awareness and Leadership of Principals in Schools for Hearing Impaired

Ali

2023

SRJ

View full text Add to dashboard Cite

The study looked at the use of assistive technology in special schools for children with hearing impairments, as well as its usefulness, teachers' attitudes toward technology, and the differences between public and private schools. A poll of instructors was undertaken, with an overall response rate of 88%. The study included tools with clear instructions and explanations, such as the Assistive Technology Availability Checklist and the Assistive Technology Use Scale for Teachers in Deaf Schools. The findings advocated for the use of assistive technology in deaf education, highlighting the necessity of specific talents such as core pedagogy, topic comprehension, expanded curriculum, and communication. Teachers must also be knowledgeable about Deaf culture, assistive technology, and inclusive education. Technology can transform society by increasing differentiation, diminishing isolation, and providing new opportunities. Finally, the research confirms the rising usage of assistive technology in deaf education and shows differences in technology utilization by instructors in various roles. Training and professional development are required for targeted assistance.

show abstract

Section: Discussionsupporting

confidence: 60%

Quality of Academic Environment in Relation to Availability and Usage of Technology, Teachers’ Awareness and Leadership of Principals in Schools for Hearing Impaired

Ali

2023

SRJ

View full text Add to dashboard Cite

show abstract

“…Sekolah inklusif menerapkan pendekatan pendidikan yang menitikberatkan pada kebutuhan peserta didik guna mendapatkan pendidikan yang bermutu dengan mengakomodasi keragaman kemampuan, gender, sosial dan budaya, serta melibatkan partisipasi aktif seluruh peserta didik (Santoso et al, 2019). Akomodasi kurikulum sangat diperlukan pada pembelajaran di sekolah penyelenggara pendidikan inklusif (SPPI) untuk memberikan layanan bagi PDBK.…”

Section: Pendahuluanunclassified

Evaluasi Pelaksanaan Akomodasi Kurikulum untuk Peserta Didik dengan Hambatan Penglihatan pada Pelajaran Sosiologi

Hapsara

2023

ideguru

View full text Add to dashboard Cite

Implementing curriculum accommodations through learning intervention is critical to supporting learning and special programmes in sociology lessons for students with special needs in class X. The objective of this work is to describe the evaluation of learning intervention for students with visual impairments in order for them to be agile in mobility orientation and skilled in learning sociological paradigms as part of curriculum accommodation that has been carried out. This study applied a descriptive qualitative method based on the Context-Input-Proccess-Product-Outcome (CIPPO) evaluation model, with data collected through interviews, observations, and document evaluation. The learning material was sociological paradigm that was carried out using several methods, including the observation method assisted by peer reporting to analyse the social facts paradigm; the action motive interview method to analyse the social definition paradigm; and reward type interviews to determine the social behaviour paradigm. The results of this study highlighted the successful implementation of curriculum accommodation as observed through the CIPPO technique, with all components completed. The impact of curriculum accommodation is an improvement in mobility orientation, for example, the special needs student is more agile for getting around the school. Furthermore, the special needs student is skilled at conducting well-mannered and polite interviews with teachers or staff members at school.

show abstract

Pedagogical Problem Faced by Teachers in Communication and Language Learning for Deaf Students in Special Schools

Yusuf¹,

Adriyanto²,

Priyono³

et al. 2022

Proceedings of the 3rd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2021)

View full text Add to dashboard Cite

One of the pedagogical problems encountered by Special School (SLB) Teachers in teaching deaf students is the difficulty in teaching communication and language skills. Deaf students, especially those who are just learning in early grades of elementary school, faced three problems, namely not being able to hear, not being able to pronounce words verbally, and also not understanding sign language. It is not easy for teachers to teach communication skill and language ability to deaf students. Therefore, it is necessary to find a solution, by identifying the teachers' pedagogical problems in teaching deaf students. The purpose of this study was to identify the pedagogical problems faced by special school (SLB) teachers in teaching communication skill and language ability for deaf students. This research is a survey research at SLBN Semarang, SLBN Purbalingga, and SLB Swasta YRTRW Surakarta involving 33 teachers as research subjects who were selected purposively, namely SLB teachers who have direct experience in teaching in a class for deaf students. Data collection used semi-closed and semiopen questionnaires. The collected data were analyzed descriptively and qualitatively. The results showed that (1) the pedagogic competence of the special school (SLB) Teachers was fairly adequate, (2) the acquisition of pedagogic competence was obtained from college, training and peers, (3) the learning method used was Komtal, (4) all Teachers had experienced and sometimes still experience difficulties in learning with Deaf students, (5) the ways to overcome difficulties are through training and internship, and (6) the need for assistive technology is in the very high category.

show abstract

Development assistive technology for students with hearing impairments

Cited by 3 publications

References 12 publications

Quality of Academic Environment in Relation to Availability and Usage of Technology, Teachers’ Awareness and Leadership of Principals in Schools for Hearing Impaired

Quality of Academic Environment in Relation to Availability and Usage of Technology, Teachers’ Awareness and Leadership of Principals in Schools for Hearing Impaired

Evaluasi Pelaksanaan Akomodasi Kurikulum untuk Peserta Didik dengan Hambatan Penglihatan pada Pelajaran Sosiologi

Pedagogical Problem Faced by Teachers in Communication and Language Learning for Deaf Students in Special Schools

Contact Info

Product

Resources

About