Pub Date : 2021-10-02DOI: 10.1080/14643154.2021.1996879
Rachel O’Neill, Jill Duncan
The final issue of 2021 focuses on communication as a construct in deaf educational research. In all included studies, we see how language policies, often unstated, shape how services are provided to deaf students and how research is produced. Deaf children often experience disrupted journeys and different amounts and quality of language input over their earliest years. Yet studies using ‘communication’ as a variable often collapse the particular input type or ignore factors such as moving school or varying language environments. Many of the articles in this issue explore these ideas. Dills and Hall issue a powerful call to reconsider the over-simple term ‘communication’ and suggest solutions for researchers and practitioners. Snoddon illustrates how some choices are supported more than others as parents navigate early intervention services, with inclusive practices often being cut or reduced when parents make choices that are not supported by the state. Beal examines receptive and productive skills in American Sign Language in schools for deaf children, noticing that the churn of pupils in and out of the schools may affect progress with language learning. Researchers in our field must be explicit about the language backgrounds, choices, and variability in deaf children’s language experiences. This may make data analysis more difficult, but it is essential to try. The approaches used in this issue, from systematic reviews, using datasets collected by schools, to narrative case studies and interviews, illustrate many ways to view the too-simple term ‘communication’. We need a wide range of approaches from positivist to constructivist to explore the concepts more deeply. Jill Duncan and I draw your attention to the expanded editorial Board of Deafness & Education International on the journal’s inside cover and website. We welcome new members to the Board for the Asia and Oceania regions. We are issuing a further call for a book review editor and additional associate review editors from Africa, Oceania, and the Americas. For further details, please see the journal’s home page.
{"title":"Toward understanding ‘communication’ in deaf education research","authors":"Rachel O’Neill, Jill Duncan","doi":"10.1080/14643154.2021.1996879","DOIUrl":"https://doi.org/10.1080/14643154.2021.1996879","url":null,"abstract":"The final issue of 2021 focuses on communication as a construct in deaf educational research. In all included studies, we see how language policies, often unstated, shape how services are provided to deaf students and how research is produced. Deaf children often experience disrupted journeys and different amounts and quality of language input over their earliest years. Yet studies using ‘communication’ as a variable often collapse the particular input type or ignore factors such as moving school or varying language environments. Many of the articles in this issue explore these ideas. Dills and Hall issue a powerful call to reconsider the over-simple term ‘communication’ and suggest solutions for researchers and practitioners. Snoddon illustrates how some choices are supported more than others as parents navigate early intervention services, with inclusive practices often being cut or reduced when parents make choices that are not supported by the state. Beal examines receptive and productive skills in American Sign Language in schools for deaf children, noticing that the churn of pupils in and out of the schools may affect progress with language learning. Researchers in our field must be explicit about the language backgrounds, choices, and variability in deaf children’s language experiences. This may make data analysis more difficult, but it is essential to try. The approaches used in this issue, from systematic reviews, using datasets collected by schools, to narrative case studies and interviews, illustrate many ways to view the too-simple term ‘communication’. We need a wide range of approaches from positivist to constructivist to explore the concepts more deeply. Jill Duncan and I draw your attention to the expanded editorial Board of Deafness & Education International on the journal’s inside cover and website. We welcome new members to the Board for the Asia and Oceania regions. We are issuing a further call for a book review editor and additional associate review editors from Africa, Oceania, and the Americas. For further details, please see the journal’s home page.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85982529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-08DOI: 10.1080/14643154.2021.1970697
Anna Gil Prieto
ABSTRACT In 2002, the Brazilian deaf communities’ struggles against academic failure and deaf student dropout won a linguistic policy: the LIBRAS Federal Law. This official law, regulated by Decree N.5626 in 2005, recognises LIBRAS as a national language and requires inclusive educational practices in a bilingual model in order to promote meaningful learning, interaction and participation of deaf students in all educational domains. Nearly two decades later, the Law N. 14.191/2021 has been published, establishing bilingual education for deaf people as a teaching modality on Guidelines and Bases of National Education. Despite these political movements towards an effective inclusive education, the daily reality in Brazilian schools shows there are still challenges to adopting an additive bilingual and cultural approach using LIBRAS. There are also challenges in developing fluid communication between deaf and hearing class members that would enable inclusion, collaboration and understanding of cultural differences in the educational domain. Combining ethnographic perspectives and theoretical discussion of inclusive-bilingual education in Brazil, this article describes interactions in an intercultural dialogue between deaf trainee teachers, hearing children and their hearing teacher in a second-language learning context (LIBRAS). Focussing on the ways in which relationships and communication processes are re-constructed by the participants, this study reveals different ways of representing deaf people and the learning of LIBRAS, highlighting a deterritorialised perspective from the children which moves freely between the ideological boundaries and linguistic and cultural limitations of the deaf and hearing adults.
{"title":"Cross-cultural interactions in the context of teaching Brazilian Sign Language (LIBRAS) as a second language in preschool","authors":"Anna Gil Prieto","doi":"10.1080/14643154.2021.1970697","DOIUrl":"https://doi.org/10.1080/14643154.2021.1970697","url":null,"abstract":"ABSTRACT In 2002, the Brazilian deaf communities’ struggles against academic failure and deaf student dropout won a linguistic policy: the LIBRAS Federal Law. This official law, regulated by Decree N.5626 in 2005, recognises LIBRAS as a national language and requires inclusive educational practices in a bilingual model in order to promote meaningful learning, interaction and participation of deaf students in all educational domains. Nearly two decades later, the Law N. 14.191/2021 has been published, establishing bilingual education for deaf people as a teaching modality on Guidelines and Bases of National Education. Despite these political movements towards an effective inclusive education, the daily reality in Brazilian schools shows there are still challenges to adopting an additive bilingual and cultural approach using LIBRAS. There are also challenges in developing fluid communication between deaf and hearing class members that would enable inclusion, collaboration and understanding of cultural differences in the educational domain. Combining ethnographic perspectives and theoretical discussion of inclusive-bilingual education in Brazil, this article describes interactions in an intercultural dialogue between deaf trainee teachers, hearing children and their hearing teacher in a second-language learning context (LIBRAS). Focussing on the ways in which relationships and communication processes are re-constructed by the participants, this study reveals different ways of representing deaf people and the learning of LIBRAS, highlighting a deterritorialised perspective from the children which moves freely between the ideological boundaries and linguistic and cultural limitations of the deaf and hearing adults.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74104193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-25DOI: 10.1080/14643154.2021.1966160
Sheila Dills, Matthew L. Hall
ABSTRACT A selective literature review by Hall and Dills ([2020]. The Limits of “Communication Mode” as a Construct. Journal of Deaf Studies and Deaf Education.) recently argued that limitations in communication mode as a construct prevent empirical research from discovering what type(s) of early language input optimise language outcomes for deaf and hard of hearing children. We explored this question further by conducting a systematic review of more recent and more globally-representative literature. We also coded two additional aspects of communication mode: the extent of information provided about a child’s input during infancy and toddlerhood, and the distinctions that a given study drew among various types of manual communication. The results replicate previous findings, and confirm suspicions that few existing studies (a) provide extensive information about DHH children’s input during infancy and toddlerhood, or (b) make appropriate distinctions among various types of signing systems. We call for a paradigm shift away from communication mode, and offer recommendations to increase transparency and generalizability of research involving communication mode until alternative constructions and measures become available.
{"title":"More limitations of “communication mode” as a construct","authors":"Sheila Dills, Matthew L. Hall","doi":"10.1080/14643154.2021.1966160","DOIUrl":"https://doi.org/10.1080/14643154.2021.1966160","url":null,"abstract":"ABSTRACT A selective literature review by Hall and Dills ([2020]. The Limits of “Communication Mode” as a Construct. Journal of Deaf Studies and Deaf Education.) recently argued that limitations in communication mode as a construct prevent empirical research from discovering what type(s) of early language input optimise language outcomes for deaf and hard of hearing children. We explored this question further by conducting a systematic review of more recent and more globally-representative literature. We also coded two additional aspects of communication mode: the extent of information provided about a child’s input during infancy and toddlerhood, and the distinctions that a given study drew among various types of manual communication. The results replicate previous findings, and confirm suspicions that few existing studies (a) provide extensive information about DHH children’s input during infancy and toddlerhood, or (b) make appropriate distinctions among various types of signing systems. We call for a paradigm shift away from communication mode, and offer recommendations to increase transparency and generalizability of research involving communication mode until alternative constructions and measures become available.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82886632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-25DOI: 10.1080/14643154.2021.1970086
S. Andersson, Liz Adams Lyngbäck
ABSTRACT Since the late 1990s, the majority of D/deaf students enter schooling in a mainstream setting. Little has been written about their experiences and how a change in school settings impacts their learning and social identity. In this study, semi-structured interviews have been conducted with nine students, and the results show that their time in a mainstream school setting has led them to construct a marginal or negative social identity, but after transitioning to a Deaf school, the social identity has shifted towards a positive one. According to students, this is due to feelings of belonging as equal members of the social group where they are given the opportunity to develop language skills that allow them to communicate without restrictions. The students also report improvement in academic achievements as a result of the sign bilingual school setting. Parents and D/deaf students need to experience the different language settings to make an informed decision.
{"title":"‘But I feel more at home in the Deaf world even if I can talk’: D/deaf adolescents’ experiences of transitioning from a mainstream school to a Deaf school in Sweden","authors":"S. Andersson, Liz Adams Lyngbäck","doi":"10.1080/14643154.2021.1970086","DOIUrl":"https://doi.org/10.1080/14643154.2021.1970086","url":null,"abstract":"ABSTRACT Since the late 1990s, the majority of D/deaf students enter schooling in a mainstream setting. Little has been written about their experiences and how a change in school settings impacts their learning and social identity. In this study, semi-structured interviews have been conducted with nine students, and the results show that their time in a mainstream school setting has led them to construct a marginal or negative social identity, but after transitioning to a Deaf school, the social identity has shifted towards a positive one. According to students, this is due to feelings of belonging as equal members of the social group where they are given the opportunity to develop language skills that allow them to communicate without restrictions. The students also report improvement in academic achievements as a result of the sign bilingual school setting. Parents and D/deaf students need to experience the different language settings to make an informed decision.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72698253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/14643154.2021.1932339
Sara A. Goico, Moises Villacorta Ayllon, Patricia Lizama Monsalve, Rosa Adelina Torres Vargas, Clinton Cerron Bardales, Jorge Alejandro Santamaria Hernandez
ABSTRACT This paper discusses the dialectic tension between the top-down and bottom-up processes that led to the establishment of the first public deaf education programme in Iquitos, Peru in 2016. This dialectic was initiated by the Peruvian Ministry's adoption and implementation of the policy of inclusive education, an internationally supported education initiative to educate all students, including those with special educational needs, in general education classrooms. The implementation of inclusive education in Iquitos led to an entire generation of deaf youth attending school without gaining opportunities to acquire the linguistic resources of Lengua de Señas Peruana (LSP). Parents of deaf children, dissatisfied with the inclusive education system, formed together to create a parents' association, Asociación Iquitos Unidos en Señas (AIUS). Two years later, AIUS signed an agreement with an existing school to establish a sign-based public deaf education programme, CEBA MORB - Periférico AIUS. We discuss what it took to bring Perféirco AIUS into being from the bottom-up and the top-down processes that both sparked the community effort and then facilitated it.
{"title":"Establishing the first sign-based public deaf education programme in Iquitos, Peru","authors":"Sara A. Goico, Moises Villacorta Ayllon, Patricia Lizama Monsalve, Rosa Adelina Torres Vargas, Clinton Cerron Bardales, Jorge Alejandro Santamaria Hernandez","doi":"10.1080/14643154.2021.1932339","DOIUrl":"https://doi.org/10.1080/14643154.2021.1932339","url":null,"abstract":"ABSTRACT This paper discusses the dialectic tension between the top-down and bottom-up processes that led to the establishment of the first public deaf education programme in Iquitos, Peru in 2016. This dialectic was initiated by the Peruvian Ministry's adoption and implementation of the policy of inclusive education, an internationally supported education initiative to educate all students, including those with special educational needs, in general education classrooms. The implementation of inclusive education in Iquitos led to an entire generation of deaf youth attending school without gaining opportunities to acquire the linguistic resources of Lengua de Señas Peruana (LSP). Parents of deaf children, dissatisfied with the inclusive education system, formed together to create a parents' association, Asociación Iquitos Unidos en Señas (AIUS). Two years later, AIUS signed an agreement with an existing school to establish a sign-based public deaf education programme, CEBA MORB - Periférico AIUS. We discuss what it took to bring Perféirco AIUS into being from the bottom-up and the top-down processes that both sparked the community effort and then facilitated it.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75948893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/14643154.2021.1950989
Noor-ud-din Mohammed
ABSTRACT Comparatively little research on linguistic access in deaf education has occurred in the Caribbean when compared to the rest of the world. During the COVID-19 pandemic, many Caribbean countries attempted large-scale e-learning for the first time. This study investigates how an emergent system of e-learning that started during crisis conditions affects the linguistic access of deaf students in Trinidad and Tobago. The framework for investigation encompasses the learning management system, course materials and language and communication involved in e-learning. A phenomenological method of inquiry is employed to understand the processes of receiving and providing online deaf education in terms of those who experience it. Data are triangulated from deaf primary and secondary school students, their teachers, interpreters and parents. Deaf learners encountered unique modality-specific barriers since e-learning in the country was not prepared to convey the full range of communication available in sign language. Challenges also stemmed from institutional support issues, existing social inequalities and the unique sociolinguistic history of the local deaf community. These conditions have implications for deaf students’ language learning and academic success. These are important considerations of e-learning or blended learning practices for deaf learners that deserve further empirical scrutiny.
{"title":"Deaf students’ linguistic access in online education: The case of Trinidad","authors":"Noor-ud-din Mohammed","doi":"10.1080/14643154.2021.1950989","DOIUrl":"https://doi.org/10.1080/14643154.2021.1950989","url":null,"abstract":"ABSTRACT Comparatively little research on linguistic access in deaf education has occurred in the Caribbean when compared to the rest of the world. During the COVID-19 pandemic, many Caribbean countries attempted large-scale e-learning for the first time. This study investigates how an emergent system of e-learning that started during crisis conditions affects the linguistic access of deaf students in Trinidad and Tobago. The framework for investigation encompasses the learning management system, course materials and language and communication involved in e-learning. A phenomenological method of inquiry is employed to understand the processes of receiving and providing online deaf education in terms of those who experience it. Data are triangulated from deaf primary and secondary school students, their teachers, interpreters and parents. Deaf learners encountered unique modality-specific barriers since e-learning in the country was not prepared to convey the full range of communication available in sign language. Challenges also stemmed from institutional support issues, existing social inequalities and the unique sociolinguistic history of the local deaf community. These conditions have implications for deaf students’ language learning and academic success. These are important considerations of e-learning or blended learning practices for deaf learners that deserve further empirical scrutiny.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76718871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/14643154.2021.1952374
Malonje Phiri
ABSTRACT Deaf education faces many challenges in Malawi, making it more difficult to offer quality education to deaf children. Since the 1990s, Malawi has shifted from a special education system to an inclusive education system. The major emphasis has been on enabling deaf children to learn alongside other children in inclusive mainstream classrooms. However, the field remains confused, particularly since many deaf children are struggling in inclusive mainstream schools. Special schools for the deaf are boarding schools, which are too expensive for most deaf children who come from poor families. Consequently, the aim of this study is to find what needs to be done to enable deaf children to access quality education. Qualitative data was collected in three schools for deaf children and two mainstream schools where deaf children are enrolled. It was found that deaf children feel isolated and lonely in mainstream schools, which leads to some children withdrawing from these schools and joining schools for the deaf. Similarly, some deaf children are denied access to education because they have to choose between paying to enrol in schools for the deaf where they can enjoy the company of deaf peers, and enrolling in mainstream schools where their access to education is very limited. Teachers at mainstream schools lack understanding of deaf children’s educational needs. It is recommended that a collective effort should be made by the state and society to surmount the many challenges that hinder deaf children from accessing quality education in Malawi.
{"title":"Challenges Faced by Deaf Children in Accessing Education in Malawi","authors":"Malonje Phiri","doi":"10.1080/14643154.2021.1952374","DOIUrl":"https://doi.org/10.1080/14643154.2021.1952374","url":null,"abstract":"ABSTRACT Deaf education faces many challenges in Malawi, making it more difficult to offer quality education to deaf children. Since the 1990s, Malawi has shifted from a special education system to an inclusive education system. The major emphasis has been on enabling deaf children to learn alongside other children in inclusive mainstream classrooms. However, the field remains confused, particularly since many deaf children are struggling in inclusive mainstream schools. Special schools for the deaf are boarding schools, which are too expensive for most deaf children who come from poor families. Consequently, the aim of this study is to find what needs to be done to enable deaf children to access quality education. Qualitative data was collected in three schools for deaf children and two mainstream schools where deaf children are enrolled. It was found that deaf children feel isolated and lonely in mainstream schools, which leads to some children withdrawing from these schools and joining schools for the deaf. Similarly, some deaf children are denied access to education because they have to choose between paying to enrol in schools for the deaf where they can enjoy the company of deaf peers, and enrolling in mainstream schools where their access to education is very limited. Teachers at mainstream schools lack understanding of deaf children’s educational needs. It is recommended that a collective effort should be made by the state and society to surmount the many challenges that hinder deaf children from accessing quality education in Malawi.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77945646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.1080/14643154.2021.1904545
Omayma Afsah, Sara Elawady, Wessam Elshawaf, T. Abou-Elsaad
ABSTRACT The academic achievement of deaf and hard-of-hearing (DHH) students depends on the interaction of many factors, including student and family characteristics and experiences inside and outside school. Several questionnaires have previously been designed for evaluating the listening skills of deaf English-speaking children in school environments. This study's objective was to validate an Arabic questionnaire to evaluate deaf Egyptian Arabic-speaking children's listening skills. The Arabic questionnaire for listening skills in the school environment was adapted by translating items from an English questionnaire into Arabic. The questionnaire was administered to 70 Arabic-speaking Egyptian children 7–12 years, including 30 children with typical hearing, 30 deaf children fitted with hearing aids, and ten deaf children with cochlear implants. Typical hearing children demonstrated the best performance with a non-significant difference between children who use cochlear implants and hearing aids. The degree of hearing loss and language therapy duration were the best predictors of deaf Egyptian children's listening skills. The adapted Arabic questionnaire is a valid and reliable functional assessment tool that can be used to evaluate and monitor Arabic-speaking deaf students’ listening skills in the school environment.
{"title":"Validation of an Arabic listening inventory for the Education of Deaf Children in Egypt","authors":"Omayma Afsah, Sara Elawady, Wessam Elshawaf, T. Abou-Elsaad","doi":"10.1080/14643154.2021.1904545","DOIUrl":"https://doi.org/10.1080/14643154.2021.1904545","url":null,"abstract":"ABSTRACT The academic achievement of deaf and hard-of-hearing (DHH) students depends on the interaction of many factors, including student and family characteristics and experiences inside and outside school. Several questionnaires have previously been designed for evaluating the listening skills of deaf English-speaking children in school environments. This study's objective was to validate an Arabic questionnaire to evaluate deaf Egyptian Arabic-speaking children's listening skills. The Arabic questionnaire for listening skills in the school environment was adapted by translating items from an English questionnaire into Arabic. The questionnaire was administered to 70 Arabic-speaking Egyptian children 7–12 years, including 30 children with typical hearing, 30 deaf children fitted with hearing aids, and ten deaf children with cochlear implants. Typical hearing children demonstrated the best performance with a non-significant difference between children who use cochlear implants and hearing aids. The degree of hearing loss and language therapy duration were the best predictors of deaf Egyptian children's listening skills. The adapted Arabic questionnaire is a valid and reliable functional assessment tool that can be used to evaluate and monitor Arabic-speaking deaf students’ listening skills in the school environment.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79752962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：