Sign language is a unique language that relies heavily on visual communication, body language, and lip movements, and is often supplemented with voice. For individuals with special needs, such as deaf students in schools for the deaf, learning this language is essential. However, to effectively teach sign language, teachers require specialized…

One of the major impacts of hearing disability that hinders the individual's effective participation in society and full enjoyment of human rights and fundamental freedoms is his/her ability to communicate with others. Sign language is one of the main methods of communication used by people with hearing disability. Therefore, improving access to…

The value of experiential lab work can be measured by its ability to transform a student's self-identity related to science, technology, engineering and mathematics (STEM). Successful experiences help students shed notions of self-incompatibility with STEM and can often motivate a research career as they develop as a scientist. However, students…

Non-Verbal Cues (NVCs) add to communication effectiveness among individuals in both real and virtual world. Thus, NVCs transference between the two receives increased attention from both the industry and research community. Their efforts lead to sophisticated technological solutions which allow high fidelity NVCs to be transferred from real…

Although automated spoken language assessment is rapidly growing, such systems have not been widely developed for signed languages. This study provides validity evidence for an automated web application that was developed to assess and give feedback on handshape and hand movement of L2 learners' Swiss German Sign Language signs. The study shows…

In the past years, there has been a significant increase in the number of people learning sign languages. For hearing second language (L2) signers, acquiring a sign language involves acquiring a new language in a different modality. Exploring how L2 sign perception is accomplished and how newly learned categories are created is the aim of the…

The educational inclusion of deaf students in England is usually interpreted as placement in mainstream settings alongside hearing students, creating unintended pressure for assimilation to the communicative needs of hearing people. In this context, it is deaf students and their communication support staff who are left to deal with communicative…

Inclusive kindergarten provision remains relatively rare in Indonesia. This article indicates factors that contribute to this situation (stigmatisation, lack of resources and training) and reports on an approach to begin to address it. Sign Supported Big Books were evaluated in mainstream kindergartens (i.e. classes without children with special…

This study examined deaf learners' academic and social difficulties as well as their coping mechanisms in Ethiopian elementary schools. To do this, the study adopted a phenomenological design from qualitative research methodology. Purposive sampling methods were used to choose nine deaf students for semi-structured interviews. Using word-by-word…

This study aims to document the implementation of sign bilingualism and co-enrollment education in a kindergarten in Quzhou, Zhejiang Province, China, to identify the major characteristics of the programme, and to report findings of children's language in terms of vocabulary and surveys on the views and attitudes of the stakeholders of the…

This study investigates practices around the bestowal of personal sign names to adult New Zealand Sign Language learners, from both teachers' and students' perspectives. Key findings include that, (1) learners receive similar types of sign names to deaf signers but in different proportions; (2) getting a sign name is regarded as a significant…

At present, English holds a significant importance in numerous countries worldwide, including Thailand where learning English is compulsory for students. For students with hearing impairment, however, due to their physical limitations, English instruction is different from that of other students. Additionally, students with hearing impairment have…

Sign language learners are a heterogenous group who have different motivations for embarking on formal studies. It is apparent at the outset that many learners are uninformed about sign languages and the deaf community. It has been previously noted that societies often lack the understanding that signed languages are valid languages, and have…

Artificial intelligence (AI) has seen rapid advancements, establishing itself as a robust tool for fostering accessible teaching and learning environments. Nevertheless, the efficacy of these intelligent learning settings in bolstering the engagement and learning outcomes for students with hearing impairments warrants further investigation. This…

Pre-school education is significant in the education of deaf children. The pre-school teacher is a gateway to realising the inclusion of deaf children in schools. In this study we investigated prospective pre-school teachers' opinions and thoughts about sign language in deaf children's education. In this descriptive study we employed the…