Teaching of English to Hearing Impaired Individuals Whose Mother Language Is the Sign Language

Drigas, Athanasios; Kouremenos, Dimitris; Vrettaros, John

doi:10.1007/978-3-540-87781-3_29

Cited by 10 publications

(6 citation statements)

References 6 publications

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“…In developing this system, the researchers created a platform which includes methods such as distant linguistic training and an educational e-content designed specifically for the needs of this group of people. The project promotes a complete support system for the education of the deaf and hearing impaired individuals while at the same time opens the way for the inclusion of the deal and hearing impaired Greek students in Greece [25].…”

Section: B Deaf and Hearing Impaired Learnersmentioning

confidence: 99%

Special Education and ICTs

Drigas

Ioannidou

2013

Int. J. Emerg. Technol. Learn.

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Abstract-Recent development in special education includes the use of Information and Communication Technologies (ICTs) to assist students during their lifetime. ICT is now also recognized as a tool which ensures access to knowledge and learning resources. In this paper we present an overview of the most representative studies of the last decade (2001-2010) which deal with the two important issues in the field of special education, diagnosis and intervention. One important advantage of these tools is that they can be employed by teachers and parents as well, to adapt education to the needs and abilities of pupils. The studies chosen will be classified according to the areas of needs they serve.

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Section: B Deaf and Hearing Impaired Learnersmentioning

confidence: 99%

Special Education and ICTs

Drigas

Ioannidou

2013

Int. J. Emerg. Technol. Learn.

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“…The person-centered model for deaf students views the student as an individual, the specific learning style of the student, and the specific language needs of the student (Ewing & Jones, 2003). Drigas, Kouremenos and Vrettaros (2006) stated that classroom needs model of the visual for using video conference service through images, realization of cooperative the real time activities to supported self-learning.…”

Section: The Strategies To Cope the Challengesmentioning

confidence: 99%

Challenges in Teaching English for the Deaf Students

Ristiani

2018

ELLITE. j. Engl. lang. literature. teach

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English is a subject included in the education curriculum in Indonesia. According to the individuals with Disabilities Education Act (IDEA), one of the categories of students with special needs is deaf students. This paper is aimed to discover the challenges faced by deaf students' teachers in teaching English and the strategies to cope with those challenges based on relevant theories and previous studies. The finding showed that teachers experienced several challenges in teaching the deaf students such as getting students' attention, understanding words from students' lip movements, giving definitions and example, differentiating similar words in different contexts, and delivering materials related to students prior knowledge. The strategies to cope those challenges are asking students to prepare dictionaries, using alphabetic signs, waving or patting students' shoulders to get their attention. In addition it also requires teaching model and professional teacher to be creative and effective in teaching English for the deaf students.

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“…The system uses an intelligence taxonomy system which is developed for the evaluation of the pupil and the setting of pedagogic material. The approach promotes a complete support system for the education of hearing impaired Greek students while at the same time opens the way for their inclusion [20].…”

Section: Interventionmentioning

confidence: 99%