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Introduction of Indian Sign Language in Inclusive Education

GOSWAMI, SP
GGR, Anita Ravindra
SHARMA, Kanchan
2019

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Purpose:  The predominant mode of human communication is speech, and whenever it is hindered, humans resort to the tactile-kinaesthetic mode.  Use of sign language by persons with speech-hearing impairments is a classic example of such adaptation. The Demonstration School at the Regional Institute of Education in Mysuru, South India, undertook training of typically-developing students in Indian Sign Language (ISL), so as to facilitate communication and instruction of students with hearing impairment who are in mainstream learning environments. 

 

Method: Training in ISL was imparted to140 typically-developing students in higher primary classes. Twenty-four 40-minute sessions were conducted over a month. After theoretical orientation in logical bases of manual communication, practical training commenced with elementary manual alphabets, progressed through essential daily-life vocabulary necessary to construct simple sentences and carry out general conversations, and culminated in signing the Indian National Anthem.

 

Results: Typically-developing students gained primary benefits such as improved awareness about non-verbal communication modes, mastery of basic skills in ISL, and positive attitudes towards sign languages.

 

Conclusion: The UNCRPD 2006 authorises sign language as the linguistic identity of the Deaf, and encourages the use of sign language in learning environments. Future research should add to the findings on secondary benefits in the form of scholastic and sociometric advantages derived by students with hearing impairments who receive instructions in sign language in mainstream learning environments.

 

The Impact of Communication Disorders on Discrimination against Deaf Workers

HASANBEGOVIC , Husnija
KOVACEVIC, Jasmina
2019

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Purpose: The study aimed to determine the impact of communication disorders on discrimination against people who are deaf in the workplace, as well as to find the differences in study participants’ opinions.

 

Method: The study sample consisted of 171 respondents from different industries in Bosnia-Herzegovina- 57 workers who were deaf, 57 workers who could hear, and 57 managers. Both quantitative and qualitative approaches were used in the survey. The opinions of the respondents were elicited through a questionnaire which consisted of 15 statements. The interviews of workers and managers focussed on the presence of discrimination against deaf workers in the workplace. Responses of respondents were converted to quantified values using analysis of discrimination group. The significance of statistical differences among the samples tested is defined at 0.01 level of significance using F-Test.

 

Results: Discriminant analysis tested the null hypothesis that respondents’ answers do not differ regarding discrimination against deaf workers in the workplace. However differences were found between the groups that felt deaf workers did not have equal position at work in comparison to their hearing co-workers. Participants mentioned a number of barriers in workplaces. Workers were of the opinion that there was significant discrimination in the workplace (p>0.01) between groups of participants.

 

Conclusion: There are statistically significant differences in the opinions of respondents regarding statements that workers who are deaf cannot hold positions equal to their co-workers who have regular hearing.

Risks to Client Confidentiality when Communicating Health Information to Blind and Partially Sighted Persons

THURSTON, M
THURSTON, A
2013

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Purpose: This research was carried out to give a more accurate picture of the particular needs of the blind and partially sighted people living in Scotland. It explores the risks to client confidentiality if information is not provided in accessible formats.

 

Method: Data were gathered from a survey of 228 blind and partially sighted persons in 15 Health Authorities across Scotland. The survey reported NHS clients’ experiences of receiving health information in accessible reading formats.

 

Results: The data indicated that about 90% of blind and partially sighted persons did not receive communications from various NHS health departments in a format that they could read by themselves.

 

Conclusions: The implications for client privacy, confidentiality and the wider impact on life and healthcare have been highlighted. The implications for professional ethical medical practice and for public policy are discussed, and recommendations for improved practice are made.

Practice and preferences of sign languages in the instructions of deaf students: some reflections on the mainstream secondary school of Botswana

LEKOKO, Rebecca N
MUKHOPADHYAY, S
2008

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The use of language for every day communication has been and continues to be an essential element of any teaching and learning environment. In this paper, the focus is on the teaching -learning communication in the education of the learners with deafness. While experiences indicate that some people in Botswana are showing more and more interest in Sign Language as a mode of instruction in the classroom, it is also true that many are far from understanding the "Deaf Culture" and to use sign language in the teaching and learning of deaf students. To a great extent, deaf people in Botswana are still disadvantaged and discriminated against, by their condition. A survey carried out in 2004 (1) revealed that some current practices in the mainstream secondary school of Botswana make it difficult for deaf students to progress. While, for example, participants preferred Total Communication; in practise, Signed English is used. Thus, this paper takes a stance that if practices conflict with preference, low performance should be expected. This is currently the situation at the mainstream secondary schools in Botswana, deaf students' inability to hear has become their inability to learn and progress in education. This could be avoided. In this 21st century, being unable to hear is not a barrier to learning, as we are aware that Sign Languages are there as full languages, for the education of deaf.

 

Asia Pacific Disability Rehabilitation Journal, Vol 19, No 1

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