Classroom environment required for meeting the information needs of students with hearing impairment in Nigerian universities

Onuigbo, Liziana N.; Osadebe, Ngozi E.; Achebe, N

doi:10.1080/13603116.2018.1459887

Cited by 5 publications

(4 citation statements)

References 11 publications

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“…SWHI face numerous communication and socialization challenges across the world and it is also a factin Pakistan (Albertini et al, 2011;Alsalamah, 2020;Datta et al, 2019;Onuigbo et al, 2020;Yuknis et al, 2021). All SWHI expressed their consensus that SLIs are not adequately available in HEIs to meet their requirements.…”

Section: Discussionmentioning

confidence: 99%

“…Academic achievements of SWHI are comparatively lower than students with visual or physical disabilities. Scholars have noted that SWHI face countless problems in communication, socialization, curriculum adaptation and modification and above all, in sign language interpretation (Onuigbo et al, 2020;Possi & Milinga, 2018;Safder et al, 2012). In the Pakistani context, communication and socialization problems faced by SWHI in HEIs are higheras compared to the developed countries.This is because of the fact that only a few Pakistani HEIs in public and private sectors are at the initial stagesof accepting SWHI (Hussain et al, 2020;Noor et al, 2020).…”

Section: Communication and Socialization Challengesmentioning

confidence: 99%

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Inclusive Education for Students with Hearing Impairmentin Pakistan: Communication & Socialization Challenges at Higher Education

Ain

2021

UER

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Inclusive higher education is a way to protect the academic rights of young students with hearing impairment. Multiple challenges faced by students with hearing impairment (SWHI) at the higher education institutes (HEIs) affect the inclusive higher education in Pakistan. This study used a questionnaire to explore the challenges faced during communication and socialization by SWHI in the HEIs.Inclusion in Pakistan's HEIs is a recent phenomenon for all persons with hearing impairment (HI); however, HEIs are not wholly prepared to meet this challenge. Studies reported that SWHI face multiple problems in HEIs worldwide during admission, learning, social adjustment, and assessment. There are a few HEIs in Punjab, Pakistan offering admission to SWHI. So, it is highly desirable to highlight the opinion of teachers and students about the communication and socializationproblems of SWHIin these HEIs. Descriptive research method was used to collect data from 48 teachers and 246 SWHI studying in the HEIs ofPunjab, Pakistan. Census sampling technique was used to gather the data; moreover, the differences in the opinions of teachers and students were measured using the t-test. The findings of the study highlighted that SWHI enrolled in various programs facecommunication and socialization problems, such as the non-availability of sign interpreters and note-takers and the lack of direct communication with teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Communication and Socialization Challengesmentioning

confidence: 99%

Inclusive Education for Students with Hearing Impairmentin Pakistan: Communication & Socialization Challenges at Higher Education

Ain

2021

UER

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“…It also mentions strategies like providing lecture outlines and notes, engaging students visually, using teaching aids and technology, and enhancing lectures with appealing study extensions. Additionally, it acknowledges the effectiveness of Social Stories as a learning tool [19].…”

Section: Modern Pedagogical Approachesmentioning

confidence: 99%

Identification and Analysis of Factors Impacting e-Inclusion in Higher Education

Pušnik,

Kous,

Welzer Družovec

et al. 2024

Frontiers in Artificial Intelligence and Applications

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In this chapter, we investigate the complex process of analyzing and understanding the factors that influence individuals’ access to and participation in digital education within the Higher Education context. While the digital transformation in Higher Education Institutions (HEI) has produced numerous benefits for both students and educators, it has also brought forth challenges, particularly for students with special educational needs and disabilities (SEND). A literature review was conducted, to gain insight into the specific requirements of this student demographic. This review aimed to identify the multifaceted factors that impact e-inclusion within Higher Education. Our research resulted in the identification of 24 different factors that should be considered when evaluating e-inclusion within HEI. These factors serve as essential indicators in the assessment of the accessibility and inclusivity of digital education, allowing for a more multifaceted understanding of the dynamics in the Higher Education landscape.

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“…In this regard, when a teacher is showing the teaching and learning materials, hearing-impaired pupils end up looking at how their peers without hearing impairments perform using these materials. Pilonieta and Martínez (2019) and Onuigbo et al (2020) suggested that true inclusion involves not just physical presence but also equitable access to learning opportunities and teaching and learning materials in the classrooms. This provides opportunities for all pupils to ask and respond to various questions regarding the materials used by the respective teachers.…”

Section: Showing the Materialsmentioning

confidence: 99%

Enhancing Engagement of Hearing-impaired Pupils in Inclusive Tanzanian Classrooms through Teaching and Learning Materials

Mgendi,

Bali,

Sungwa

2024

Ta'dib

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Teaching and learning materials are essential tools for enhancing the engagement of hearing-impaired pupils in inclusive classrooms. This study investigated enhancing the engagement of hearing-impaired pupils in teaching and learning materials. The study employed a qualitative, phenomenological design to gain insights into the lived experiences of the participants. Forty-four participants were purposefully selected, including head teachers, teachers, hearing-impaired pupils, and hearing pupils. Data were collected through interviews and observations and analyzed thematically using Excel pivot tables. The findings indicate that hearing-impaired pupils are engaged with teaching and learning materials, such as textbooks, reference books, maps, and diagrams, through prioritizing, showing the materials, and hands-on activities. However, their engagement is hindered by limited time and communication barriers. Furthermore, most teachers reported having limited proficiency in sign language, which hinders their ability to support these pupils in the learning process. The study recommends reviewing inclusive education policies, establishing teacher training programs, and emphasizing the use of sign language as a medium of instruction for hearing-impaired pupils.

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Classroom environment required for meeting the information needs of students with hearing impairment in Nigerian universities

Cited by 5 publications

References 11 publications

Inclusive Education for Students with Hearing Impairmentin Pakistan: Communication & Socialization Challenges at Higher Education

Inclusive Education for Students with Hearing Impairmentin Pakistan: Communication & Socialization Challenges at Higher Education

Identification and Analysis of Factors Impacting e-Inclusion in Higher Education

Enhancing Engagement of Hearing-impaired Pupils in Inclusive Tanzanian Classrooms through Teaching and Learning Materials

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