Learning via Direct and Mediated Instruction by Deaf Students

Marschark, Marc; Sapere, Patricia; Convertino, Carol; Pelz, Jeff B.

doi:10.1093/deafed/enn014

Cited by 59 publications

(35 citation statements)

References 15 publications

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“…More recent studies, however, have indicated that experienced teachers of the deaf signing for themselves do not facilitate learning to any greater extent than when they use sign language interpreters, regardless of whether the teachers are hearing or deaf [55].…”

Section: Discussionmentioning

confidence: 94%

The Perceived Effects/Impacts of Auditory Deficiency on the Social and Academic Behavior of Students in Hail, Saudi Arabia

AlShammari¹,

Ashankyty²,

Al-Mowina³

et al. 2014

EDUCATION

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Background: Studies of teachers' perceptions of students that are deaf and hard of hearing (SDHH) academic status compared with peers in high school mainstream and private classrooms are few, thus little is known of how SDHH fare in these classrooms. Current data on academic progress, especially prospective cross sectional data, are scant especially for the Kingdom of Saudi Arabia .Most of the studies that have been written for hearing loss have been based on younger children in the kingdom. The studies on students who are between the ages of 15-18 and who are female are insufficient. We chose to look at both standardized surveys of both students' perceptions and teachers' perceptions to provide a multidimensional picture of the academic status of the SDHH in this study. In the following sections we: (a) Describe a framework for measuring academic status for students in Saudi Arabia; (b) Review the academic status of SDHH student; (c) Review the factors contributing to SDHH academic status. Methods: A cross sectional study was carried out on a hundred boys and girls of ages 15-18 with varying degrees of sensorineural deafness. This was carried out by interviews of the students and teachers, to answer our objectives. Results and Discussion: We were able to get a lot of gender specific information comparing female and male responses in Hail. In comparison with boys, girls on average felt they were treated significantly more differently by their parents (24 versus 10). Both girls and boys significantly on average felt that their academic performance was affected by their hearing loss (26 versus 25). Conclusion: This data has aided our understanding of the role of deafness and how it can impact academic performance in Hail. Integrated education in the future is something that would help the students with their communication and learning. Academic performance in Hail appears to be affected by interplay of a number of factors, pinpointing an exact factor would be of interest to future studies.

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Section: Discussionmentioning

confidence: 94%

The Perceived Effects/Impacts of Auditory Deficiency on the Social and Academic Behavior of Students in Hail, Saudi Arabia

AlShammari¹,

Ashankyty²,

Al-Mowina³

et al. 2014

EDUCATION

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show abstract

“…Nevertheless, in a series of following experiments, the authors aimed to understand the extent to which interpreting provides deaf students with true access to education by comparing direct (instructor uses ASL) and mediated instructions (via ASL interpreter) [15]. Results showed that direct and mediated instructions can be equally effective; however, the quality of instruction for deaf students is more important than mode of communication per se; that is, when the class is well designed, there is no learning "gap".…”

Section: Learning and Deafnessmentioning

confidence: 99%

“…Despite more than 40 years of research on the challenges that DHH students face in classrooms [13,15,26], there is little work done by cognitive scientists on potential solutions or guidelines to solve these issues, which include students not being able to attend to two different sources of visual information, classroom pacing, interpreters not being fully qualified, and interpreters being confronted by multiple conversations and interruptions,.…”

Section: Learning and Deafnessmentioning

confidence: 99%

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SlidePacer

Brandão

Nicolau

Tadas

et al. 2016

Proceedings of the 18th International ACM SIGACCESS Conference on Computers and Accessibility

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Following multimedia lectures in mainstream classrooms is challenging for deaf and hard-of-hearing (DHH) students, even when provided with accessibility services. Due to multiple visual sources of information (e.g. teacher, slides, interpreter), these students struggle to divide their attention among several simultaneous sources, which may result in missing important parts of the lecture; as a result, access to information is limited in comparison to their hearing peers, having a negative effect in their academic achievements. In this paper we propose a novel approach to improve classroom accessibility, which focuses on improving the delivery of multimedia lectures. We introduce SlidePacer, a tool that promotes coordination between instructors and sign language interpreters, creating a single instructional unit and synchronizing verbal and visual information sources. We conducted a user study with 60 participants on the effects of SlidePacer in terms of learning performance and gaze behaviors. Results show that SlidePacer is effective in providing increased access to multimedia information; however, we did not find significant improvements in learning performance. We finish by discussing our results and limitations of our user study, and suggest future research avenues that build on these insights.

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“…The underlying reason is that the classrooms are not designed to utilize students' visual skills and are not fully accessible by DHH students, including engineering classrooms 6 . When teachers maximize the benefits of visual learning, the barriers in regular lectures for DHH students, such as using spoken English is partially ameliorated 7 . Hearing students are able to simultaneously watch the visuals and listen to the spoken explanation, while DHH students have to choose either the visuals or captions.…”

Section: Challengesmentioning

confidence: 99%

Inclusive Learning through Real-time Tracking Display of Captions

Kushalnagar

Behm

Kelstone³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Gary has been teaching and directing the Center on Access Technology Innovation Laboratory at NTID for five years. He is a deaf engineer who retired from IBM after serving for 30 years. He is a development engineering and manufacturing content expert. He develops and teaches all related engineering courses. His responsibility as a director of Center on Access Technology Innovation Laboratory include the planning, implementation and dissemination of research projects that are related to the need of accessibility. He received his BS from RIT and his MS from Lehigh University. His last assignment with IBM was an Advanced Process Control project manager. He managed team members in delivering the next generation Advanced Process Control solution which replaced the legacy APC system in the 300 mm semiconductor fabricator. Behm has fifteen patents and has presented over 30 scientific and technical papers at various professional conferences worldwide. Inclusive Learning through Real-Time Display of Captions AbstractDeaf and Hard of Hearing (DHH) students cannot follow classroom lectures without accommodations such as real-time speech-to-text transcription. Current classroom transcription systems, such as C-Print improve access to classroom lectures, but still do not provide equivalent access to spoken information. These transcription systems require the DHH students to watch the transcription on a personal laptop screen, which is suitable for speeches, but not engineering lectures. Unlike speeches, most engineering lectures include use of detailed visuals such as slides or diagrams, and sequential procedures. DHH students constantly look away from their laptop display to search and study the visuals. As a result, they spend less time watching lecture visuals and gain less information than their hearing peers. However, the need to process simultaneous aural and visual information can also be taxing for hearing students, and previous studies have shown that they also benefit from real-time speech-to-text transcription.We evaluated the real-time display of captions (RTD) usability by both deaf and hearing students in an engineering class. It further examined the factors that influence hearing students' use of RTD as an alternative source of information to help with their learning process in the classroom, and the factors that influence deaf students' use of RTD.Our evaluation showed that DHH students prefer a continuously moving RTD with three lines, and that is as close as possible to the teacher. On the other hand, hearing students prefer a RTD that has 6 lines that at a fixed location. ChallengesHistorically, DHH students are an under-represented and under-served minority in higher education because they do not receive adequate information in class. As a result these students are often unprepared for traditional STEM classrooms. Most DHH students cannot understand spoken lectures without the aid of aural-to-visual access. Prior to the introduction of the earliest accessibility laws in 1974, less than 4% of DHH individu...

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Learning via Direct and Mediated Instruction by Deaf Students

Cited by 59 publications

References 15 publications

The Perceived Effects/Impacts of Auditory Deficiency on the Social and Academic Behavior of Students in Hail, Saudi Arabia

The Perceived Effects/Impacts of Auditory Deficiency on the Social and Academic Behavior of Students in Hail, Saudi Arabia

SlidePacer

Inclusive Learning through Real-time Tracking Display of Captions

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