Interactive Media to Support Language Acquisition for Deaf Students

Parton, Becky Sue; Hancock, Robert; MindyCrain-Dorough, .; Oescher, Jeff

doi:10.26634/jsch.5.1.229

Cited by 5 publications

(11 citation statements)

References 10 publications

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“…The Louisiana School for the Deaf implemented a bilingual approach to language acquisition, incorporating technology into their 4-week early childhood curriculum, resulting in positive outcomes (Parton et al, 2009). Furthermore, the research conducted by Parton et al (2010) concluded that inexpensive RFID tags and readers proved more appropriate than low-cost barcode readers/tags within an educational environment (examined with elementary school students in grades K-6).…”

Section: Journal Of Disability Research 2024mentioning

confidence: 99%

“…Additionally, these interactive IoT systems are designed to accommodate the individualized learning paces of these children. For instance, for deaf children with hearing parents unfamiliar with ASL, these systems provide additional exposure to facilitate their language acquisition process (Parton et al, 2009). Utilizing IoT-based interactive systems, these children can extend their learning experiences beyond the classroom, allowing them to revisit and reinforce challenging vocabulary until they fully comprehend and commit it to memory.…”

Section: Advantages Of Iot For Individuals With Disabilitiesmentioning

confidence: 99%

“…This innovative and engaging approach to learning significantly enhances accessibility. It reduces learning barriers, which is particularly significant given the strong connection between early exposure to signed language and later academic achievement in deaf children (Parton et al, 2009).…”

Section: Advantages Of Iot For Individuals With Disabilitiesmentioning

confidence: 99%

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A Review on Internet of Things (IoT)-Related Disabilities and Their Implications

Semary,

Al-Karawi,

Abdelwahab

et al. 2024

Journal of Disability Research

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The transformative potential of the Internet of Things (IoT) extends to the lives of approximately one billion individuals worldwide living with disabilities, representing around 15% of the global population. This article highlights the importance of addressing challenges related to disability inclusivity and support, recognizing their significant impact on individuals and the global community. Despite inadequate support services, the IoT emerges as a beacon of hope, offering innovative solutions to empower people with disabilities. By integrating smart devices and technologies, the IoT can disrupt the cycle of dependence on families, thereby fostering economic activity and social inclusion. Introducing a proposed IoT framework elucidates its pivotal role in enhancing the quality of life for individuals with disabilities and facilitating their active engagement in societal and economic spheres. The article explores diverse application scenarios to underscore how the IoT can meet the unique needs of this demographic. Furthermore, it addresses critical challenges that must be acknowledged and overcome to implement IoT-based solutions in this context successfully. This study offers a comprehensive overview of IoT solutions tailored to mitigate the challenges encountered by individuals grappling with visual impairments.

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Section: Journal Of Disability Research 2024mentioning

confidence: 99%

Section: Advantages Of Iot For Individuals With Disabilitiesmentioning

confidence: 99%

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A Review on Internet of Things (IoT)-Related Disabilities and Their Implications

Semary,

Al-Karawi,

Abdelwahab

et al. 2024

Journal of Disability Research

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“…Five studies reported only CI use. Reports of all participants using sign language were as follows: American Sign Language (Falk et al, 2020;Haptonstall-Nykaza & Schick, 2007;Lederberg et al, 2000;Parton et al, 2009), Dutch Sign Language (Wauters et al, 2001), South African Sign Language (van Staden, 2013), Thai Sign Language (Plaewfueang & Suksakulchai, 2020), and Turkish Sign Language (Birinci & Sarıçoban, 2021). Lederberg and Spencer (2009) reported that 61 out of 98 participants used sign language.…”

Section: Hearing Loss and Sign Language Variables Of Participantsmentioning

confidence: 99%

“…Five studies do not report any information regarding the hearing loss severity of participants (Birinci & Sarıçoban, 2021;Houston et al, 2005;Joy et al, 2019;Parton et al, 2009;Wicha, Chakpitak, & Adipattaranan, 2012). In 11 studies, severity levels are reported with direct classification (such as mild, moderate, and severe)…”

Section: Hearing Loss and Sign Language Variables Of Participantsmentioning

confidence: 99%

A Systematic Review and Meta-Analysis of Vocabulary Interventions for Deaf/Hard of Hearing Children and Adolescents

Aldemir

Campos

Saldaña

et al. 2023

J Speech Lang Hear Res

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Purpose: The development of vocabulary size in deaf/hard of hearing (DHH) children and adolescents can be delayed compared to their peers due to lack of access to early language input. Complementary vocabulary interventions are reported in the literature. Our aim is to evaluate the effectiveness of intervention methods for their vocabulary improvement. Method: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, we searched five databases for peer-reviewed journal articles in English, published between 2000 and 2022 (inclusive), reporting vocabulary interventions for 2- to 18-year-old DHH children and adolescents without comorbidities. We conducted separate meta-analyses using a random-effects model on receptive oral vocabulary, expressive oral vocabulary, and signed vocabulary. We assessed the methodological quality of each paper. This review is preregistered in PROSPERO (International Prospective Register of Systematic Reviews) with ID CRD42021243479. Results: We included 25 group studies in this review out of 1,724 identified records. The quality assessment of the studies revealed risk of bias ranging from some concerns to high risk. Experimental vocabulary instruction produced improvement in receptive oral vocabulary (Hedges's g = 1.08, 95% CI [0.25, 1.90], I 2 = 93.46, p = .01), expressive oral vocabulary (Hedges's g = 1.00, 95% CI [0.18, 1.83], I 2 = 96.37, p = .02), and signed vocabulary (Hedges's g = 1.88, 95% CI [1.09, 2.66], I 2 = 96.01, p < .001) in the experimental groups. Written vocabulary and general vocabulary skills are also reported as a synthesis of results. Conclusions: Multisensory and multimodal explicit vocabulary instruction for DHH children and adolescents is helpful in improving vocabulary acquisition with respect to baseline levels. However, its effectiveness must be carefully interpreted due to the lack of proper control groups and details on treatment as usual reported in the studies. Supplemental Material: https://doi.org/10.23641/asha.23646357

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Glass Vision 3D: Digital Discovery for the Deaf

Parton

2016

TechTrends

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Interactive Media to Support Language Acquisition for Deaf Students

Cited by 5 publications

References 10 publications

A Review on Internet of Things (IoT)-Related Disabilities and Their Implications

A Review on Internet of Things (IoT)-Related Disabilities and Their Implications

A Systematic Review and Meta-Analysis of Vocabulary Interventions for Deaf/Hard of Hearing Children and Adolescents

Glass Vision 3D: Digital Discovery for the Deaf

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