Difficulties and Barriers in the Education of Deaf and Hard of Hearing Individuals in the Era of Covid-19: The Case of Greece - A Viewpoint Article

Mantzikos, Constantinos; Lappa, Christina

doi:10.46827/ejse.v6i3.3357

Cited by 23 publications

(24 citation statements)

References 24 publications

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“…We noted that there were significant problems in accessibility and usage of learning materials due to reasons such as a lack of subtitles and captions on videos. The importance of improving accessibility for deaf students is confirmed by studies such as Sommer [52] in the US and Mantzikos and Lappa [53] in Greece. It is important to state that deaf students need such assistance in order to understand the content in videos.…”

Section: Study Discussionmentioning

confidence: 92%

“…For example, a study by Sommer [52] in the US utilized a survey method to demonstrate how access to information by DHH students has been hampered by the COVID-19 pandemic, which has had emotional effects on them. Another study by Mantzikos and Lappa [53] reviewed existing evidence on overcoming difficulties and barriers to deaf education. It established the use of media, such as educational TV programs, helped improve access to information, although it was essential to improve new principles and approaches that helped DHH students.…”

Section: Accessibility With Deaf Students Studiesmentioning

confidence: 99%

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I Cannot See You—The Perspectives of Deaf Students to Online Learning during COVID-19 Pandemic: Saudi Arabia Case Study

Aljedaani

AlOmar

et al. 2021

Education Sciences

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The COVID-19 pandemic brought about many challenges to course delivery methods, which have forced institutions to rapidly change and adopt innovative approaches to provide remote instruction as effectively as possible. Creating and preparing content that ensures the success of all students, including those who are deaf and hard-of-hearing has certainly been an all-around challenge. This study aims to investigate the e-learning experiences of deaf students, focusing on the college of the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia (KSA). Particularly, we study the challenges and concerns faced by deaf students during the sudden shift to online learning. We used a mixed-methods approach by conducting a survey as well as interviews to obtain the information we needed. Our study delivers several important findings. Our results report problems with internet access, inadequate support, inaccessibility of content from learning systems, among other issues. Considering our findings, we argue that institutions should consider a procedure to create more accessible technology that is adaptable during the pandemic to serve individuals with diverse needs.

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Section: Study Discussionmentioning

confidence: 92%

Section: Accessibility With Deaf Students Studiesmentioning

confidence: 99%

I Cannot See You—The Perspectives of Deaf Students to Online Learning during COVID-19 Pandemic: Saudi Arabia Case Study

Aljedaani

AlOmar

et al. 2021

Education Sciences

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“…U istraživanju Mandzikos i Lapa (Mantzikos & Lappa, 2020) cilj je bio ispitati sa kojim su se teškoćama za vreme pandemije virusa COVID-19 susreli defektolozi u radu sa decom koja imaju oštećenje sluha. Ono što je predstavljalo najveći izazov za defektologe jeste nastava koja se odvijala u realnom vremenu putem video--poziva.…”

Section: Stručnjaci U Radu Sa Decom Sa Smetnjama U Razvoju Tokom Pand...unclassified

“…Defektolozi u toku same nastave nisu dobijali povratne informacije od dece, i tako je dolazilo do nezainteresovanosti dece za nastavu. Defektolog u takvim situacijama nije mogao dovoljno da zainteresuje decu i da ih angažuje i uključi u nastavu (Mantzikos & Lappa, 2020).…”

Section: Stručnjaci U Radu Sa Decom Sa Smetnjama U Razvoju Tokom Pand...unclassified

Izazovi Za Stručnjake U Radu Sa Decom Sa Smetnjama U Razvoju Tokom Pandemije Covid-19

et al. 2022

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U ovom radu biće analizirani uslovi rada stručnih radnika koji su u neposrednom kontaktu sa decom sa smetnjama u razvoju tokom pandemije koronavirusa (COVID-19), ali i potencijalna rešenja za prevazilaženje izazova sa kojima su se susretali u proteklom periodu. Strategije javnog zdravlja poput mera socijalnog distanciranja i prestanka rada određenih institucija, koje su mnoge zemlje uključujući i Republiku Srbiju donele tokom 2020. i 2021. godine u cilju sprečavanja širenja pandemije koronavirusa (COVID-19), uticale su na promene u svakodnevnoj rutini ljudi širom sveta. Zbog ovih mera dolazi do ograničenog pristupa resursima koje su u redovnim okolnostima deca sa smetnjama u razvoju koristila – vaspitno-obrazovnom sistemu i sistemu zdravstvene i socijalne zaštite. Sistematskim pregledom aktuelne literature u ovom radu ističemo specifičnu poziciju stručnjaka koji rade sa decom tokom pandemije koronavirusa (COVID-19), uz poseban osvrt na lično zadovoljstvo poslom i samoefikasnost pre i u toku pandemije, te nivo stresa i izazove sa kojima se susreću defektolozi, kao i načine prevazilaženja novonastalih uslova rada. Pandemija preusmerava fokus rada stručnjaka sa direktnog rada sa detetom na procese i postupke saradnje sa roditeljima i/ili starateljima u većoj meri nego što je to bio slučaj u periodu pre pandemije.

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“…Moreover, Deaf students, most times, are excluded from distance education as a result of the preconception that they need more specialised educational approaches ( Liasidou and Symeou, 2018 ). Indeed, it is no surprise that the extent of exclusion increased during COVID-19 ( Mantzikos and Lappa, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Full exclusion during COVID-19: Saudi Deaf education is an example

Madhesh¹

2021

Heliyon

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The ongoing COVID-19 pandemic has changed the world in many aspects, including educational provision. Most countries around the globe suspended schools and provided alternative educational methods. And Saudi Arabia is not an exception. This study aims to investigate the situation of Saudi Deaf 1 students in compulsory education during the suspension of schools. The study presents a discussion on the alternative education methods and content provided by the Ministry of Education in Saudi Arabia during this crisis and is followed by individual semi-structured interviews with eighteen teachers for Deaf students. Three categories were formulated: (1) Deaf students' educational status during the suspension of schools (full exclusion); (2) teachers' responses to the exclusion of their students; and (3) reasons for the full exclusion. The findings suggest that governments and educational organisations in Saudi Arabia need to facilitate inclusion practices for Deaf students in alternative educational methods and tools, including distance education.

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Difficulties and Barriers in the Education of Deaf and Hard of Hearing Individuals in the Era of Covid-19: The Case of Greece - A Viewpoint Article

Cited by 23 publications

References 24 publications

I Cannot See You—The Perspectives of Deaf Students to Online Learning during COVID-19 Pandemic: Saudi Arabia Case Study

I Cannot See You—The Perspectives of Deaf Students to Online Learning during COVID-19 Pandemic: Saudi Arabia Case Study

Izazovi Za Stručnjake U Radu Sa Decom Sa Smetnjama U Razvoju Tokom Pandemije Covid-19

Full exclusion during COVID-19: Saudi Deaf education is an example

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