scholarly journals Comparative Analysis of Approaches to Teaching Students with Hearing Impairments and Students without Disabilities at a Technical University

2020 ◽  
Vol 29 (6) ◽  
pp. 92-101
Author(s):  
O. A. Oreshkina ◽  
P. V. Slitikov
Keyword(s):  
Comparative Analysis ◽  
Hearing Impairment ◽  
Methodological Approach ◽  
Hearing Impaired ◽  
Approaches To Teaching ◽  
Verbal Form ◽  
Technical University ◽  
The Individual ◽  
Content Accessibility ◽  
Hearing Impaired Students

This paper provides a comparative analysis of approaches to teaching natural sciences disciplines on the example of chemistry to hearing impaired students and students without disabilities. Hearing impaired students make up the most difficult category of students at university of a general type with a verbal form of education due to their hearing impairment and concomitant disturbances in body functions that cause their disability. The key problem of their training at technical university is the limited content accessibility of the disciplines of the natural science cycle, including chemistry. They can master these disciplines only as subjects of adapted (inclusive) basic professional educational programs with creating special (distinctive) learning conditions for them. The authors developed and tested a methodological approach to solving the problem of content accessibility of educational resources in chemistry for hearing impaired students at technical university by creating special conditions for their mastering, taking into account their limitations. Particular educational conditions include support of hearing impaired students by additional adaptational course of chemistry with a focus on individualized teaching applying a number of cognitive technologies. In this regard, the offered approach is compensatory in nature. It allows teachers to identify the individual educational and rehabilitation needs of students with hearing impairment and meet those using organizational, technological and pedagogical solutions, thus leveling their educational opportunities with ones of students without disabilities. Due to the use of assistive tools and technologies compatible with the educational environment, it is possible to make it accessible to various categories of students.

scholarly journals DEVELOPMENT AND ADOPTION OF E-LEARNING COURSE ON DESCRIPTIVE GEOMETRY FOR HEARING-IMPAIRED STUDENTS

2020 ◽  
Vol 14 (4) ◽  
pp. 607-618
Author(s):  
O. V. Zhuykova ◽  
◽  
Yu. V. Krasavina ◽  
Yu. V. Serebryakova ◽  
E. P. Ponomarenko ◽  
...  
Keyword(s):  
Questionnaire Survey ◽  
Hearing Impaired ◽  
National Standards ◽  
Descriptive Geometry ◽  
Special Educational Needs ◽  
Teaching Aids ◽  
E Learning ◽  
Technical University ◽  
Independent Work ◽  
Hearing Impaired Students

. Introduction. The paper describes the use of distance educational technologies at M. T. Kalashnikov Izhevsk State Technical University for students with hearing impairment. The paper aims to present preliminary results of the use of an e-course, which takes into account their special educational needs caused by specific features of their thinking models and information perception. Materials and methods. This paper demonstrates the students’ assignment scores and the outcomes of the questionnaire survey on their independent work with the e-course in descriptive geometry. These results are based on testing, survey, and observations made by teachers. Results. The paper presents a structure of the e-course on descriptive geometry, its resources, and elements. The e-course includes educational PowerPoint presentations, lecture notes, students’ workbooks, step-by-step instructions for doing tasks, electronic teaching aids, animated videos, 3D models, drawings, educational layouts, reference books, and National Standards. The assignment scores and the findings of the questionnaire survey on work with the course are discussed. Conclusion. The introduction of the e-course on descriptive geometry for hearing-impaired students at a technical university facilitates better understanding and efficient learning. It is however necessary to take into account some difficulties encountered by these students during their independent work with e-resources. Keywords: distance technologies, e-learning course, descriptive geometry, teaching students with hearing impairments.

scholarly journals Psychological and Social Problems of Hearing-Impaired Students and the Adopted Coping Strategies in Deaf Schools

2020 ◽  
Vol 10 (2) ◽  
pp. 205
Author(s):  
Abdellatif Khalaf Suleiman Alramamneh ◽  
Obaid Abdelkarim Obaid Sabayleh ◽  
Shirin Munier Abdallah Abu hazim ◽  
Samer Mohammed Abu Drei
Keyword(s):  
Coping Strategies ◽  
Hearing Impairment ◽  
Social Problems ◽  
Separation Anxiety ◽  
Hearing Impaired ◽  
Psychological Problems ◽  
Study Results ◽  
Medium Level ◽  
Adoption Level ◽  
Hearing Impaired Students

The aims of this study were to identify the social and psychological problems of hearing-impaired students and investigate the coping strategies adopted in deaf schools. The descriptive analytical approach was used to describe the data collected from a randomly selected sample that consisted of 150 deaf students; 67 were males and 83 were females. The findings showed that hearing-impaired students face social problems such as difficulties encountered in public places and feeling scared of violence by others. The findings also showed that students with hearing impairment face frequent psychological problems such as explanation of mistakes, fear of making mistakes, and separation anxiety. However, the study results revealed that students with hearing impairment have a medium level of psychological and social problems as well as the adoption level of coping strategies. Furthermore, there are no statistically significant differences on the level of both social and psychological problems, and adapted level of coping strategies due to gender, address, education level, and impairment severity.

scholarly journals Hearing impairment and higher education: perceptions of students and employees in a Brazilian Public Institution

2020 ◽  
Vol 9 (1) ◽  
pp. e95911603
Author(s):  
Luíza Gadea Gradret Levy ◽  
Laís Ferreira ◽  
Júlia Dalcin Pinto ◽  
Gicelia Barreto Nascimento ◽  
Eliara Pinto Vieira Biaggio ◽  
...  
Keyword(s):  
Higher Education ◽  
Hearing Impairment ◽  
Education Institution ◽  
Hearing Impaired ◽  
Public Institution ◽  
Public Higher Education ◽  
Online Questionnaire ◽  
Higher Education Institution ◽  
Perceptions Of Students ◽  
Hearing Impaired Students

The aim of this study was to identify the perceptions of the hearing impaired students and the Accessibility Center employees of a Public Higher Education Institution regarding the policies and actions of accessibility and permanence in the education offered in the institution in which they are linked. Also, to verify the association between the preferential linguistic modality of the hearing impaired students and their responses regarding the policies of accessibility and permanence in education in a Higher Education Institution. As well as to identify the architectural and communicational barriers that undermines the academic performance of these students. 14 hearing impaired students and 5 Accessibility Center employees of a Higher Education Institution participated in this study. The data collection occurred through an online questionnaire. It was verified that the two groups did not obtained similar perceptions regarding accessibility and permanence. There was no statistical difference between the linguistic modality and the responses regarding accessibility and permanence in higher education. The students report as main architectural and communication barriers: classroom, learning disability and difficulty in following the contents during classes. This research verified that there is a divergence between students and employees´ perceptions. Regardless of the preferred linguistic modality, students with hearing impairment have the same perceptions regarding accessibility and permanence in higher education. The architectural and communicational barriers were identified in the studied sample.

scholarly journals Effects of Signal Level and Spectral Contrast on Vowel Formant Discrimination for Normal-Hearing and Hearing-Impaired Listeners

2013 ◽  
Vol 22 (1) ◽  
pp. 94-104 ◽  
Author(s):  
Ashley Woodall ◽  
Chang Liu
Keyword(s):  
Hearing Impairment ◽  
American English ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Spectral Contrast ◽  
Vowel Formant ◽  
English Vowels ◽  
Spectral Enhancement ◽  
The Individual

Purpose The aim of this study was to determine whether increasing the overall speech level or the individual spectral contrasts of vowel sounds can improve vowel formant discrimination for listeners both with and without normal hearing. Method Thresholds of vowel formant discrimination were examined for the F2 frequencies of 3 American English vowels for listeners with and without normal hearing. Spectral contrasts of the F2 were enhanced by 3, 6, and 9 dB. Vowel stimuli were presented at 70 and 90 dB SPL. Results The thresholds of listeners with hearing impairment were reduced significantly after spectral enhancement was implemented, especially at 90 dB SPL, whereas normal-hearing listeners did not benefit from spectral enhancement. Conclusion These results indicate that a combination of spectral enhancement of F2 and high speech level is most beneficial to improve vowel formant discrimination for listeners with hearing impairment.

scholarly journals SPECIFIC FEATURES OF INTELLECTUAL AND COGNITIVE PROCESSES IN HEARING IMPAIRED STUDENTS OF TECHNICAL UNIVERSITY

2019 ◽  
Vol 13 (4) ◽  
pp. 664-675
Author(s):  
E. P. Ponomarenko ◽  
◽  
Yu. V. Krasavina ◽  
Yu. V. Serebryakova ◽  
O. V. Zhuykova ◽  
...  
Keyword(s):  
Cognitive Processes ◽  
Hearing Impaired ◽  
Technical University ◽  
Hearing Impaired Students

scholarly journals The use of information and communication technologies when teaching students with hearing impairment at a technical university

2021 ◽  
Vol 52 (4) ◽  
pp. 418-435
Author(s):  
Julia V. Krasavina ◽  
◽  
Ekaterina P. Ponomarenko ◽  
Yulia V. Serebryakova ◽  
Olga V. Zhuikova ◽  
...  
Keyword(s):  
Hearing Impairment ◽  
Information And Communication Technologies ◽  
Reading Skills ◽  
Writing Skills ◽  
Communication Technologies ◽  
Hearing Impaired ◽  
Sources Of Information ◽  
Electronic Board ◽  
Information And Communication ◽  
Technical University

Introduction. The use of information and communication technologies (ICT) in education provides promising opportunities for individual learning. However, one can question the efficiency of using electronic resources for certain students, e.g. hearing-impaired students, if their special cognitive characteristics were not considered while designing these resources. The aim of the research presented in the publication is to develop a scientific basis and the methodology for the effective teaching of basic disciplines using various sources of information. Methodology and research methods. The presented research results were obtained using standard and adapted methods (‘10 words’ adapted technique, Schulte tables, standardized methods for studying reading skills), questionnaires, analysis of written works based on the developed criteria. A series of experiments involved students majoring in Engineering at Kalashnikov Izhevsk State Technical University: 98 students participated in experiments with the adapted "10 words" method and Schulte tables (19 of them were hearing impaired); for the analysis of writing skills, the works of 116 students were collected (27 of them-with hearing impairment); 12 students with hearing impairment took part in experiments on reading skills. Results. For short-term memory, the results turned out to be better when demonstrating words from the electronic board than from printed sources (students with health standard: electronic board – 7.24 words; printed source – 6.39; for deaf and hard of hearing students: 6.2 and 5.8 words respectively). Based on the results of the attentiveness test (adapted Schulte tables), this indicator is better when working with tables in paper form (Student's t-test: tcr=1.97 (p≤0.05), tcr=2.61(p≤0.01), temp = 2.3). For reading skills, research has shown that students did a better job with keyword and abstracting when working with printed text (tcr=2.07 (p≤0.05), tcr=2.82(p≤0.01), temp= 2.4). As for the monitoring of writing skills, for hearing impaired students, the main monitoring criterion is emotionality (expressiveness); some features of visual perception of the sentences arrangement are also noted. Scientific novelty. The analysis of the results of these experiments will allow us to clarify the features of comparing the cognitive skills dealing with the information perception from different media when teaching people with hearing impairment. Practical significance. The results obtained allowed us to conclude that in the learning process it is recommended to combine sources of information on different media.

scholarly journals Development and Validation of Phonetically Balanced Speech Perception Test in Urdu Language

2018 ◽  
Author(s):  
Hina Noor ◽  
Manzoor Arif
Keyword(s):  
Speech Perception ◽  
Hearing Impairment ◽  
Reliability And Validity ◽  
Word List ◽  
Test Methods ◽  
Hearing Impaired ◽  
Level Of Significance ◽  
The Individual ◽  
Test Retest Reliability ◽  
Regional Languages

Purpose: The tool of speech or language assessment is required to be linguistically and culturally appropriate for the individual being tested. Testing in native language is essential if an audiologist or speech and language therapist wants to test the speech perception capacities of an individual and to use the data for further planning and monitoring of the therapeutic efforts. Numerous speech perception tests are available in different international and regional languages. But in Urdu language, no such tool is available to the clinicians to check the speech perception abilities of hearing impaired individuals. Therefore, this study was designed to: (1) estimating the frequency of occurrence of Urdu consonants; (2) developing a speech perception test in Urdu Language for children with hearing impairment; and (3) establishing the reliability and validity of the test. Methods: This study was carried out in three stages. In stage I, structural attributes of the test were planned. During stage II, firstly mean phonetic occurrence of each consonant in Urdu language was calculated. Secondly, a pool of most common image-able Urdu words was generated from which a 25 word-list for identification task was created. Finally, the speech perception test was finalized after establishing its content validity. In stage III, reliability and validity of the test was established through a pilot study conducted via randomly selected 100 normally hearing and 30 hearing impaired subjects. Results: The Urdu speech perception test is a non-verbal, norm referenced test. Content, predictive and construct validity was established. Split half reliability of the test was 0.798 and test-retest reliability was 0.881 which was found to be significant at α = 0.05 and α = 0.01 level of significance respectively. Inter-scorer reliability was 0.598 which was significant at α = 0.10 level. Conclusions: The Urdu speech perception test is a reliable, validated and linguistically appropriate non verbal tool to check the speech perception abilities of children with hearing impairment.

scholarly journals Identification and Discrimination of Sound Textures in Hearing-Impaired and Older Listeners

2021 ◽  
Vol 25 ◽  
pp. 233121652110656
Author(s):  
Oliver Scheuregger ◽  
Jens Hjortkjær ◽  
Torsten Dau
Keyword(s):  
Hearing Loss ◽  
Hearing Impairment ◽  
Broad Class ◽  
Temporal Structure ◽  
Discrimination Performance ◽  
Hearing Impaired ◽  
Sensorineural Hearing ◽  
Identification Accuracy ◽  
Texture Discrimination ◽  
The Individual

Sound textures are a broad class of sounds defined by their homogeneous temporal structure. It has been suggested that sound texture perception is mediated by time-averaged summary statistics measured from early stages of the auditory system. The ability of young normal-hearing (NH) listeners to identify synthetic sound textures increases as the statistics of the synthetic texture approach those of its real-world counterpart. In sound texture discrimination, young NH listeners utilize the fine temporal stimulus information for short-duration stimuli, whereas they switch to a time-averaged statistical representation as the stimulus’ duration increases. The present study investigated how younger and older listeners with a sensorineural hearing impairment perform in the corresponding texture identification and discrimination tasks in which the stimuli were amplified to compensate for the individual listeners’ loss of audibility. In both hearing impaired (HI) listeners and NH controls, sound texture identification performance increased as the number of statistics imposed during the synthesis stage increased, but hearing impairment was accompanied by a significant reduction in overall identification accuracy. Sound texture discrimination performance was measured across listener groups categorized by age and hearing loss. Sound texture discrimination performance was unaffected by hearing loss at all excerpt durations. The older listeners’ sound texture and exemplar discrimination performance decreased for signals of short excerpt duration, with older HI listeners performing better than older NH listeners. The results suggest that the time-averaged statistic representations of sound textures provide listeners with cues which are robust to the effects of age and sensorineural hearing loss.

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