Technology benefits for Deaf and hard of hearing students

¶ … Technolgy Benefits the Deaf and Hard of Hearing Student in K12 Grades

The objective of this study is to explore how video and caption, FM transmitters and hand gesture recognition benefit the deaf and hard of hearing students in K12 classrooms as well as to examine the benefits and challenges of each technology and whom the technology benefits the most.

There are many types of learners in the classroom; the learner of focus is the deaf or hard of hearing student. This learner may have little to no hearing ability, due to level of hearing loss. The communication skills of this student vary between the ability to communicate orally or by sign language only. These specific characteristics make the hearing impaired student diverse. The use of technology to accommodate this student makes for a unique learning experience. The technology media of video and caption, FM transmitters, and hand gesture recognition will be discussed. The use of video and caption is a complement to any classroom instruction.

I. Defining Assistive Technologies -- Requirements for Use of AT

Assistive technologies are tools and strategies "that act to liberate the use of technology for all students as well as to provide new ways to 'assist' interactions and learning. (Assistive Technology Training Online Project, 2005) The 1997 Reauthorization of the Individuals with Disabilities Education Act (IDEA) was critically important for students with disabilities insofar as the educational provision available to this group of individuals. This is especially true in light of the fact that approximately 95.9% of students with disabilities are educated in regular education classrooms.

The work of Harry G. Lang entitled: "Science Education for Deaf Students: Priorities for Research and Instructional Development" reports that it should be emphasized that deaf students primarily learn through the sense of vision, and it is not surprising to learn that findings from studies conducted have revealed that multimedia approaches serve to "…enhance factual recall as compared to traditional lecture formats. The combined effects of clear signing, use of media, structured lesson material, and, especially, the involvement of deaf students through the use of adjunct questions throughout the lessons…" (Lang, nd)

Lang additionally reports that teachers must learn to use resources based on educational research that is sound and additionally teachers require training in the "use of best practices with deaf learners" and states that this is one of the "most serious challenges" in the provision of quality education to deaf students. In fact, Lang holds that the problem that is most prominent in today's classrooms in terms of instructional provision for students with disabilities is that of "under-qualified, unprepared teachers…" (nd)

II. MARRS Study

The work entitled: "Mainstream Amplification Resource Room Study (MARRS)" reports a technology utilized for enhancing instruction as well as lessening teacher voice fatigue and improving the academic achievement of students in grades K-6 in reading and language arts. This program effectively uses "sound field amplification of the regular or special education teacher's voice in the presentation of the school's regular curriculum." (Educational Program that Work, 1995)

Equipment used in amplification is installed directly in the classroom and is of the nature that the teacher wears a wireless FM microphone. This wireless microphone facilitates the teacher's freedom of movement and enables the teacher in maintaining a 10 decibels signal that is consistent and that is "above the noise level in the classroom." (Ray, 1995) This results in an "improved listening environment" for students. (Ray, 1995)

The benefits of amplification include the factors of the enhancement of teacher's orally given instructions, the promotion of attention of students, the lessening of the fatigue of the teacher's voice and the increase of scores in academic achievement among students with mild (MHL) hearing loss in classrooms. In a study reported it is indicated that approximately 30% of students in regular classrooms and approximately 75% of students in special education classrooms "have significant hearing losses" and that these often go undetected by routine hearing screenings in schools. MARRS facilitates an alternative and supplement to instruction in the resource room which is "cost effective" and effective in terms of "environmental modification" which serves to benefit both students and teachers.

There are no specialized staff or staff training requirements as well as no need for specialized facilities or curriculum materials in the implementation of MARRS. There is an initial purchase of sound field equipment and some installation and in-service costs which are stated to be negotiable. (Ray, 1995; paraphrased)

III. Computers in the Classroom and Deaf Learners

The government is presently making a dedicated effort to put computers into place in every classroom throughout America however in regards to learners who are deaf technological solutions have appeared slowly however, it has been indicated in online science and mathematics studies that computer technology is promising for learners who are deaf. In what was a metasynthesis of 287 studies, the work of Braden and Shaw (1987) report that "the degree of success with computer-assisted instruction was inversely related to methodological rigor." Technology in the classroom for deaf learners may include use of:

(1) closed-captioning; and/or

(2) Real-time captioning. (National Science Foundation, 2009)

Study findings appear to indicate that deaf students are inherently more rigid in their manner of thinking and while deaf learners are equal in cognitive abilities to learners who are not deaf, the deaf learners tend to experience cognitive and metacognitive skill delays. Virtual reality has been stated in the work of Passig and Eden (2000) to be promising toward engaging the deaf learner in the learning process and specifically in bridging abstract learning concepts and concrete studies. (National Science Foundation, 2009, paraphrased)

IV. C-Print Pro

C-Print is another tool that can be used in the classroom environment in order to engage deaf learners in the learning process. C-Print is somewhat similar to the tool of a court reporter in that the captionists produces the information spoken in a text application specifically C-Print Pro-through typing the information in however, there are reduced keystrokes in this program just as the tool used by the court reporter. Text is displayed through C-Print Pro-to multiple or single learners and may be presented via computers or display monitors. Note-taking tools have been added to C-Print Pro-which enhances the learning experience for the deaf learner.

V. Deaf Students and Self-Efficacy