A Framework to Inform Design of Learning Objects for Teaching Written Portuguese (2nd Language) to Deaf Children via Sign Language (1st Language)

Guimarães, Cayley; Pereira, Moisés Henrique Ramos; Fernandes, Sueli

doi:10.1109/hicss.2015.12

Cited by 8 publications

(5 citation statements)

References 1 publication

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“…Prelingually deaf children face communication challenges due to the late acquisition of a first language at home, as 90% of these children have hearing parents [4] [5] who do not know Sign Language (SL). SL is seen as the mother tongue of deaf community [6] [7] and many countries legally recognize it as such [7] [8].…”

Section: Education Of Deaf Childrenmentioning

confidence: 99%

Collaborative learning as educational strategy for deaf children

Aristizábal

Cano

Collazos

et al. 2017

Proceedings of the XVIII International Conference on Human Computer Interaction

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The education of people with disabilities requires special attention and the use of teaching and learning strategies that can be adapted to every particular disability. This study focuses on the education of deaf children as part of a larger project that aims to mix teaching strategies like Logogenia and Fitzgerald Key with interactive storytelling and collaborative learning to support literacy teaching to these children. Since deaf people learn using the visual channel as main input, we believe that technology could play a key role in the development of such environments where user interfaces should be specifically designed to attract children's attention. * We conducted a systematic literature review in order to find what researchers have done to apply Collaborative or Cooperative Learning in the education of deaf children and also what kind of emerging technologies are used to enhance collaborative environments. A total of 229 studies were found in 7 different databases. The results of this study show that Collaborative Learning has been used along with different kinds of technology in the education of deaf people with positive outcomes like improving skills in sign language, literacy and communication.

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Section: Education Of Deaf Childrenmentioning

confidence: 99%

Collaborative learning as educational strategy for deaf children

Aristizábal

Cano

Collazos

et al. 2017

Proceedings of the XVIII International Conference on Human Computer Interaction

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“…A moré narrowéd approach was dévélopéd by Guimara és ét al. [21] to inform désign of léarning objécts for téaching writtén Portuguésé to déaf childrén. This framéwork is spécifically créatéd for a particular léarning goal (writing) and disability (déafnéss).…”

Section: Designing For People With Disabilitiesmentioning

confidence: 99%

“…One of the main reasons Deaf people do not finish higher education is due to poor literacy skills [29]. The development of reading and writing skills is a challenge for most Deaf children especially because 90% of these children are born from non-Deaf parents [30] [21]; this could become in the first issue these children face (communication with parents) and it may derive in a late acquisition of a first language (L1) which should be a Sign Language (SL) that parents probably do not use. Learning a first language during the first five years is critical in order to acquire a second language (L2) in a written form (for instance, English or Spanish) [31] which will give them the opportunity to communicate with hearing people who do not know a SL.…”

Section: Literacy In Deafmentioning

confidence: 99%

DesignABILITY

Aristizábal

Cano

Collazos

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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Developing educational tools aimed at children with disabilities is a challenging process for designers and developers because existing methodologies or frameworks do not provide any pedagogical information and/or do not take into account the particular needs of users with some type of impairment. In this study, we propose a framework for the design of tools to support teaching to children with disabilities. The framework provides the necessary stages for the development of tools (hardware-based or softwarebased) and must be adapted for a specific disability and educational goal. For this study, the framework was adapted to support literacy teaching and contributes to the design of educational/interactive technology for deaf people while making them part of the design process and taking into account their particular needs. The experts' evaluation of the framework shows that it is well structured and may be adapted for other types of disabilities. CCS CONCEPTS • Human-céntéréd computing~Accéssibility désign and évaluation méthods • Human-céntéréd computing~HCI désign and évaluation méthods • Human-céntéréd computing~Accéssibility désign and évaluation méthods

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“…al, 1984;Volterra & Erting, 1984). Guimarães et al (2015) found that the narrative of the educators was that of the "hearing" Deaf: "The Deaf who has speaking conditions should work on it because they are going to live with hearing people and their alphabetization will be easier". Others were adamant about the Deaf's ability to learn: "We can affirm that the Deaf student will never achieve interpretation and production of writing in an integral manner".…”

Section: Current State Of Affairsmentioning

confidence: 99%

Visual Strategies

Guimarães

Aquino

Fernandes³

2017

Int J Innov Educ Res

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Language is a special activity, and it’s through/via/with language that we develop intelligence, knowledge, and culture. Language is what makes us human beings. Language and its meanings allow for interactions among members of the society to partake in the same culture. People are more than legal citizens: the sense of belonging creates identity, in a process mediated by language. Deaf people have little to no access to the oral language; thus, they have difficulties to share in the national literature, media, popular culture, traditions, myths, folklore, among others. In order to build this identity, the Deaf1 need to learn the written modality of the Oral language from the culture in which they are immersed. Unfortunately, very few research and resources are dedicated to such task. This research proposes a Learning Object that uses Sign Language (the natural language of the Deaf) to teach text cohesion.

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A Framework to Inform Design of Learning Objects for Teaching Written Portuguese (2nd Language) to Deaf Children via Sign Language (1st Language)

Cited by 8 publications

References 1 publication

Collaborative learning as educational strategy for deaf children

Collaborative learning as educational strategy for deaf children

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