An assistive technology based on Peirce’s semiotics for the inclusive education of deaf and hearing children

Rocha, Denys Fellipe Souza; Bittencourt, Ig Ibert; Silva, Rafael de Amorim; Ospina, Patricia

doi:10.1007/s10209-022-00919-2

Cited by 2 publications

(6 citation statements)

References 21 publications

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“…Simultaneously, placing hearing-impaired children in regular classes with listening partners does not automatically facilitate meaningful social interaction, peer acceptance, and/or improvement in children's social communication skills (Rocha et al, 2023). The microsystem arrangement of students with hearing impairment through peers who hear will influence each other through the perspective of the interaction between the two.…”

Section: Understanding Of Special Needsmentioning

confidence: 99%

“…Greenhalgh et al (2023) illuminate the landscape of communication and psychological difficulties faced by deaf children, underscoring the pervasive impact of these challenges on their social interactions. For students grappling with hearing impairments, communication barriers often manifest as social withdrawal behaviors (Rocha et al, 2023).…”

Section: Social Interactions and Communication Challenges For Hearing...mentioning

confidence: 99%

“…The emphasis on positive peer contact aligns with the broader principles of inclusion, emphasizing the creation of environments where students with diverse abilities are not just present but actively engaged and accepted by their peers (Efthymiou & Katsarou, 2024). Positive interactions during free play periods not only contribute to breaking down barriers but also lay the foundation for building meaningful relationships that extend beyond the academic realm (Rocha et al, 2023). The study's focus on understanding how typical peers perceive and interact with their hearing-impaired counterparts is pivotal for several reasons.…”

Section: Peer Perspectives On Hearing-impaired Peersmentioning

confidence: 99%

“…An understanding of the barriers and needs of their deaf colleagues can be formed through teacher initiation in learning. Providing collaborative activities in solving problems from the material provided by the teacher is a good way to place children with hearing impairments and their peers to understand each other and create relationships in the microsystems needed so that mutual understanding arises (Rocha et al, 2023).…”

Section: Understanding Of Special Needsmentioning

confidence: 99%

“…They serve as bridges, facilitating effective communication and breaking down barriers. This inclusive model promotes empathy, awareness, and shared responsibility for creating an environment where everyone feels valued (Rocha et al, 2023). Research also shows that individuals with hearing impairments often face formidable challenges in honing their communication skills, which subsequently affect their overall ability to interact effectively (Snoddon & Murray, 2023).…”

Section: Introductionmentioning

confidence: 99%

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Perspectives of Peers as a Microsystem for Supporting Deaf Students in Inclusive Elementary Schools

Sahara,

Mumpuniarti,

Suwarjo

et al. 2024

IJLTER

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Peers play a crucial role in facilitating student participation, fostering interaction and unlocking the potential for development, thereby providing an experiential glimpse into living within inclusive or diverse societal settings. This study delves into the perspectives of peers regarding the inclusion of their hearing-impaired counterparts within the classroom microsystem. Focused on the relatively unexplored terrain of typical peers' viewpoints on the presence of hearing-impaired students, this research engages one hundred and twenty-one peers from students with hearing impairments at regular elementary school levels in Banjarbaru City, Indonesia, and their teachers from six classes across different schools. The recruitment process utilized purposive sampling for interviews and a questionnaire, with the gathered data subjected to thematic analysis. Employing the Miles & Huberman model, the data analysis follows a three-fold path encompassing data reduction, presentation, and conclusion/verification. The study underscores the significance of peer management within the microsystem, highlighting its role in aiding the development of proximal zones in the classroom for students with hearing impairments. Drawing from the findings, the study recommends two key interventions. Firstly, teachers are encouraged to foster understanding among peers about hearing-impaired students through targeted learning activities, thereby transforming the microsystem into a supportive environment. Secondly, within the classroom microsystem, both teachers and peers are urged to establish a common language applicable to all elements of the class. This concerted effort aims to enhance communication and interaction, fostering an inclusive and supportive learning environment for all students.

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Section: Understanding Of Special Needsmentioning

confidence: 99%

Section: Social Interactions and Communication Challenges For Hearing...mentioning

confidence: 99%

Section: Peer Perspectives On Hearing-impaired Peersmentioning

confidence: 99%

Section: Understanding Of Special Needsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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