Collaborative learning as educational strategy for deaf children

Aristizábal, Leandro Flórez; Cano, Sandra; Collazos, César A.; Solano, Andrés; Slegers, Karin

doi:10.1145/3123818.3123830

Cited by 12 publications

(11 citation statements)

References 18 publications

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“…We used a total of 5 digital libraries, out of these two were not used in the related work, we also had 902 papers identified and 21 papers accepted differently from 229 identified papers and 14 selected, our search string did not contain the word collaborative learning. The results we had differ from that of [Aristizábal et al 2017] paper. We identified age or grade group of the children involved and subjects or topics being taught for each paper.…”

Section: Related Workcontrasting

confidence: 99%

“…The paper is a systematic literature review based on collaborative learning as an educational strategy for deaf children, collaborative learning in this context is referred to as group learning were students help each other to reach a common goal. [Aristizábal et al 2017] had the objective of identifying how collaborative learning is being applied for educating deaf children and the kinds of technology that has been used in these environments. However, our paper has the goal of describing empirical evidence concerning the positive impacts of technological tools for the education of deaf children.…”

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

Technologies For Educating Deaf Children- A Systematic Literature Review

Sousa¹,

Ferreira²,

Rodrigues³

2019

Anais Do XXX Simpósio Brasileiro De Informática Na Educação (SBIE 2019)

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This paper presents a systematic review (SR) about technologies for educating the Deaf or Hard of Hearing (D/HH) children. A total of 21 papers published between 2010 and 2018 were examined. For this review, we aimed at analyzing empirical evidence concerning children education experiences and how the use of technology can influence this environment. We evaluated the following categories: age, grade level, technology, and topics taught. Results of this research show that using technology for educational purposes has positive outcomes such as sign language and vocabulary acquisition for children. However, accessibility guidelines should be taken into consideration when developing technology for the Deaf.Resumo. Este artigo apresenta uma revisão sistemática (RS) sobre tecnologias para educação de crianças surdas ou com deficiência auditiva. Um total de 21 artigos publicados entre 2010 e 2018 foram examinados. Para esta revisão, focamos em analisar evidências empíricas sobre experiências na educação infantil e como o uso da tecnologia pode influenciar esse ambiente. Avaliamos as seguintes categorias: idade, série, tecnologia e tópicos ensinados. Os resultados desta pesquisa mostram que o uso de tecnologia para fins educacionaisé eficiente, como aquisição de linguagem de sinais e vocabulário para crianças. No entanto, as diretrizes de acessibilidade devem ser levadas em consideração ao criar tecnologias para o surdo.

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Section: Related Workcontrasting

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Technologies For Educating Deaf Children- A Systematic Literature Review

Sousa¹,

Ferreira²,

Rodrigues³

2019

Anais Do XXX Simpósio Brasileiro De Informática Na Educação (SBIE 2019)

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“…During thé réviéw of thé litératuré on storytélling [13] and collaborativé léarning (CL) [8] to support litéracy téaching, wé found that théré is a lack of réséarch régarding thé usé of thésé two stratégiés for thé éducation of Déaf childrén. Fortunatély, thé résults of thé studiés that madé usé of any of thésé stratégiés on dévéloping réading and writing skills, show thé éfféctivénéss of using téchnology with oné or both approachés [10] [52].…”

Section: Discussionunclassified

“…In this casé, thé usé of Collaborativé Léarning (CL), a méthod in which studénts work with oné anothér to achiévé a common goal [7], could promoté léarning and communication skills among classmatés. Unfortunatély, théré is not much information about thé usé of CL in thé éducation of Déaf childrén [8].…”

Section: Introductionmentioning

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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“…Deaf education is changing and must not rely on traditional teaching methods; It is moving towards the collaborative learning (Aristizábal et al, 2017), active learning, and deaf-centered curricula that adapt content to suit the capabilities of deaf and HoH students (Skrebneva, 2015). There are a number of different methods that have been applied in some universities for teaching deaf and HoH students.…”

Section: Theoretical Overview: Current Global Realities and Initiatives In Deaf Educationmentioning

confidence: 99%

Examining perceptions of inclusion of deaf and hard-of-hearing students in art and design higher education in Bahrain

Hashimi

Sadoun

Almahoozi

et al. 2021

Cogent Arts & Humanities

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Despite the current endeavors by the government in Bahrain to promote inclusion of students with special educational needs, the perceptions of deaf and hard-of -hearing students' inclusion is yet to be examined in the art or design classroom. The research involves a thematic analysis of the challenges and opportunities of inclusive education in art and design higher educational settings, and investigates the perceptions of educators, parents, and students of it. It mainly aims to provide guidelines and recommendations for the implementation of the most effective teaching approaches in art and design higher education for deaf and hard-of-hearing students in Bahrain. The study involves two stages; the first involved conducting semi-structured interviews with parents and the second stage was based upon interviews and focus groups with deaf and hard-of-hearing students enrolled in the BA Art and Design program at the University of Bahrain. The study is undertaken to determine the most effective strategies, pedagogies and approaches that can be employed by educators to enhance deaf and hard-of-hearing students' learning process. It mainly concludes that segregating deaf and hard-of-hearing students in self-contained classrooms for theory-based courses and ABOUT THE AUTHOR Sama'a Al Hashimi conceptualized the project and worked on its visualization, supervised the research project and its administration. Sama'a Al Hashimi along with Jameela Sadoun conducted research validation, formal analysis, investigation, providing resources, data curation. Jameela Sadoun accomplished review and editing, and conclusions. Yathreb Almahoozi, Fatima Jawad, and Noor Hasan worked under the supervision of Sama'a Al Hashimi on the original draft preparation, conducting interviews and data collection.

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Collaborative learning as educational strategy for deaf children

Cited by 12 publications

References 18 publications

Technologies For Educating Deaf Children- A Systematic Literature Review

Technologies For Educating Deaf Children- A Systematic Literature Review

DesignABILITY

Examining perceptions of inclusion of deaf and hard-of-hearing students in art and design higher education in Bahrain

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