EMOTIONAL SUBTITLES: a system and potential applications for deaf and hearing impaired people
James Ohene-Djan, Jenny Wright and Kirsty Combie-Smith
This article deals with how subtitles can have an emotional approach to deaf and hearing impaired people. For this purpose, an emotional editor was developed, allowing users to change the type, colour and size of the fonts, matching this way the desire emotion (colours can be used to represent the speech of a character).
From my point of view, this is a simple but very interesting paper. Teachers for students with specials needs could use this emotional subtitle editor as a tool for their classes when movies projections are part of the curriculum.
http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-415/paper19.pdf
"FROM DOTS TO SHAPES": an auditory haptic game platform for teaching geometry to blind pupils
Patrick Roth, Lori Petrucci, Thierry Pun
This paper describes "From Dots to Shapes" (FDTS), an auditory platform composed by three classic games ("Simon", "Point Connecting" and "Concentration Game") for blind and visually impaired pupils. Each game was adapted to work on a concept of the Euclidean geometry (2D). The tool is based on sonic and haptic interaction, and therefore could be used by special educators as a help for teaching basic planar geometry.
http://en.scientificcommons.org/455484
miércoles, 29 de abril de 2009
Rafael Córdoba
ENTRE DOS MUNDOS: Revista de traducción sobre discapacidad visual. **Número 24. 2004
This issue of this journal presents four articles to set the educational context of blind and visually impaired people in Europe and state the basis for a deep reflexion.The first article analyses the role that British schools for students with special needs play.The second article analyses the practical case of the well-known TEACCH approach (Treatment and Education of Autistic and related Communication handicapped Children) and its potential usefulness to people with visual disabilities. In the third article, the headmaster of a school analyses the concept and practice of the educative and social inclusion and reflects on her own inclusion experiences with blind and deaf children.The last article states the guidelines to elaborate and access program for blind or visually impaired students to go in superior education.
http://www.once-net.com/appdocumentos/once/prod/SS-PUB-EDM-24.pdf
Alumnado con grave discapacidad auditiva en Educación Infantil y Primaria. Orientaciones para la respuesta educativa. Gobierno de Navarra. Departamento de Educación*The content of this project focuses mainly on the work related to the class curriculum, and it also states briefly the specific tasks related to logopedic attention.This document is divided into three parts. Firstly, it reports the implications of the hearing impaired, it provides interesting orientations about the evaluation of students with strong hearing disabilities and it also presents how to organize the educational response. In the second part we can see some model examples about the contents mentioned above. Thirdly, there are some useful appendixes to extract relevant information from the students, their families, and their educational settings in order to assist in our decisions. Last but not least, the bibliography shows us a wide variety of documents related to this disability and the communication and teaching to students with this special need.
http://www.pnte.cfnavarra.es/publicaciones/pdf/creenasordos.pdf
This issue of this journal presents four articles to set the educational context of blind and visually impaired people in Europe and state the basis for a deep reflexion.The first article analyses the role that British schools for students with special needs play.The second article analyses the practical case of the well-known TEACCH approach (Treatment and Education of Autistic and related Communication handicapped Children) and its potential usefulness to people with visual disabilities. In the third article, the headmaster of a school analyses the concept and practice of the educative and social inclusion and reflects on her own inclusion experiences with blind and deaf children.The last article states the guidelines to elaborate and access program for blind or visually impaired students to go in superior education.
http://www.once-net.com/appdocumentos/once/prod/SS-PUB-EDM-24.pdf
Alumnado con grave discapacidad auditiva en Educación Infantil y Primaria. Orientaciones para la respuesta educativa. Gobierno de Navarra. Departamento de Educación*The content of this project focuses mainly on the work related to the class curriculum, and it also states briefly the specific tasks related to logopedic attention.This document is divided into three parts. Firstly, it reports the implications of the hearing impaired, it provides interesting orientations about the evaluation of students with strong hearing disabilities and it also presents how to organize the educational response. In the second part we can see some model examples about the contents mentioned above. Thirdly, there are some useful appendixes to extract relevant information from the students, their families, and their educational settings in order to assist in our decisions. Last but not least, the bibliography shows us a wide variety of documents related to this disability and the communication and teaching to students with this special need.
http://www.pnte.cfnavarra.es/publicaciones/pdf/creenasordos.pdf
Isabel Canales
LEARNING OF CHILDREN WITH VISUAL AND AUDITORY IMPAIRMENTE
This article explains the difficulties of learning of a child with visual or auditory impairment. It explains not only the learning of a foreign language for this kind of people, but also their acquisition of the first language. Then, it shows the problems of a student with deafblindness in a normal classroom. Finally, it gives you some suggestions for encouraging second language learning
http://www.tsbvi.edu/Outreach/seehear/spring00/secondlanguage.htm
SUGGESTIONS FOR TEACHERS WITH BLIND STUDENTS
In this article you can find some suggestions for teachers who have to teach a foreign language to blind or partially sighted people. It recommends you some elements that are useful in a classroom and others that should be avoided. Moreover, it also suggests two exercises that can be carried out in a classroom where there are sighted students and blind or partially sighted ones.
http://www.rnib.org.uk/xpedio/groups/public/documents/PublicWebsite/public_cclanguages.hcsp (to blind people)
This article explains the difficulties of learning of a child with visual or auditory impairment. It explains not only the learning of a foreign language for this kind of people, but also their acquisition of the first language. Then, it shows the problems of a student with deafblindness in a normal classroom. Finally, it gives you some suggestions for encouraging second language learning
http://www.tsbvi.edu/Outreach/seehear/spring00/secondlanguage.htm
SUGGESTIONS FOR TEACHERS WITH BLIND STUDENTS
In this article you can find some suggestions for teachers who have to teach a foreign language to blind or partially sighted people. It recommends you some elements that are useful in a classroom and others that should be avoided. Moreover, it also suggests two exercises that can be carried out in a classroom where there are sighted students and blind or partially sighted ones.
http://www.rnib.org.uk/xpedio/groups/public/documents/PublicWebsite/public_cclanguages.hcsp (to blind people)
María Ángeles Córdoba Alba
DEAF CHILDREN’S STRATEGIES FOR LEARNING ENGLISH
This was written by Ruth Swanwick for the purpose of discussing the difficulty of teaching English to a deaf child. This article discusses the problems which faced by both teachers and deaf students to teach/learn a language. It is assumed that the best way to learn a language is to practice and immerse yourself in it, but what do we do when the student is deaf?, how can he practice the language? The author will explain a number of strategies to teach English to a deaf person.
http://www.leeds.ac.uk/educol/documents/000000304.htm
NEW ENGLISH LEARNERS WITH VISION LIMITATIONS
The article was written by Sylvie Kashdan and Robby Barnes. They discuss the necessity of the blind students to learn English. The article is clearly divided into different parts, such as, who the students are and which the difficulties are that these learners have. It continues to talk about how we can help them, their priorities, and what the other people can do to help better in their programs.
http://www.nwlincs.org/kaizen/Notes.htm
This was written by Ruth Swanwick for the purpose of discussing the difficulty of teaching English to a deaf child. This article discusses the problems which faced by both teachers and deaf students to teach/learn a language. It is assumed that the best way to learn a language is to practice and immerse yourself in it, but what do we do when the student is deaf?, how can he practice the language? The author will explain a number of strategies to teach English to a deaf person.
http://www.leeds.ac.uk/educol/documents/000000304.htm
NEW ENGLISH LEARNERS WITH VISION LIMITATIONS
The article was written by Sylvie Kashdan and Robby Barnes. They discuss the necessity of the blind students to learn English. The article is clearly divided into different parts, such as, who the students are and which the difficulties are that these learners have. It continues to talk about how we can help them, their priorities, and what the other people can do to help better in their programs.
http://www.nwlincs.org/kaizen/Notes.htm
miércoles, 22 de abril de 2009
Carmen Cañete Luque
ON IMPROVING STUDY CONDITIONS OF THE CZECH DEAF AD HARD-OF-HEARING UNIVERSITY STUDENTS
This is an article about the experience of a professor, Daniela Janakova, who started to teach English to Deaf students at University. She narrates when and how she began this process, attending and planning many International Conferences for Teaching English to Deaf students. She also describes the Summer school she founded for Deaf students. Other important aspect she highlights is the methodology that she and other researchers used to improve these students’ level of English. Finally, there are two links at the end of this article which show all the information about many conferences, articles and materials used by them.
http://jc.ff.cuni.cz/mmp/on%20improving.htm
Teaching English to Deaf and Hard of Hearing Students at Secondary and Tertiary Levels of Education. “Ensuring that deaf students remember English” – The challenges and strategies involved in aiding deaf students’ retention of their English Learning in their undergraduate and post graduate lives.
This is a paper written and presented by Joan Fleming. This researcher describes the difficulty to Teach English to deaf students illustrating it with his personal experience. Moreover, he suggests some useful strategies for teachers and he also shows some specific activities for deaf students.
http://www.pen.ntid.rit.edu/ewc/engcr/I-Fleming/Prague%20Seminar2.pdf
This is an article about the experience of a professor, Daniela Janakova, who started to teach English to Deaf students at University. She narrates when and how she began this process, attending and planning many International Conferences for Teaching English to Deaf students. She also describes the Summer school she founded for Deaf students. Other important aspect she highlights is the methodology that she and other researchers used to improve these students’ level of English. Finally, there are two links at the end of this article which show all the information about many conferences, articles and materials used by them.
http://jc.ff.cuni.cz/mmp/on%20improving.htm
Teaching English to Deaf and Hard of Hearing Students at Secondary and Tertiary Levels of Education. “Ensuring that deaf students remember English” – The challenges and strategies involved in aiding deaf students’ retention of their English Learning in their undergraduate and post graduate lives.
This is a paper written and presented by Joan Fleming. This researcher describes the difficulty to Teach English to deaf students illustrating it with his personal experience. Moreover, he suggests some useful strategies for teachers and he also shows some specific activities for deaf students.
http://www.pen.ntid.rit.edu/ewc/engcr/I-Fleming/Prague%20Seminar2.pdf
Charo García Ferrer
ADAPTIVE CONTENT DELIVERY TO ASSIT BLIND STUDENTS IN ACCESSING COURSE MATERIALS
in this article a software system (iCare-Assistant) is presented. This software helps blind students to easily, with a minimum cognitive navigational load, locate course materials on a dynamic network of information pages. It attempts to address these challenges for blind students in accessing course materials from a course server, my.asu.edu, over the Internet at ASU, providing unobtrusive, task-oriented, and individualized delivery of electronic course information.
http://www.public.asu.edu/~candan/accessibility.pdf
LEARNING, TEACHING AND ASSESSMENT
It is a guide to good practice for teachers in relation to deaf students in art, design and communication. It deals with several aspects such as good communication strategies, work with support staff, teaching issues, assessing risk, assessing, etc
http://www2.wlv.ac.uk/teachingdeafstudents/Art_Design.pdf
in this article a software system (iCare-Assistant) is presented. This software helps blind students to easily, with a minimum cognitive navigational load, locate course materials on a dynamic network of information pages. It attempts to address these challenges for blind students in accessing course materials from a course server, my.asu.edu, over the Internet at ASU, providing unobtrusive, task-oriented, and individualized delivery of electronic course information.
http://www.public.asu.edu/~candan/accessibility.pdf
LEARNING, TEACHING AND ASSESSMENT
It is a guide to good practice for teachers in relation to deaf students in art, design and communication. It deals with several aspects such as good communication strategies, work with support staff, teaching issues, assessing risk, assessing, etc
http://www2.wlv.ac.uk/teachingdeafstudents/Art_Design.pdf
Alba Berral
RECURSOS DIDÁCTICOS PARA LA ENSEÑANZA DEL INGLÉS APLICABLES AL ALUMNADO CON DEFICIENCIA VISUAL
It is an article written by Isabel maría suarez Rodriguez. Here she talks about her own experience as teacher and the difficulties of teaching English to students with visual deficit. She explains the role of a teacher and the characteristics of didactic materials for these students.
http://www.gibralfaro.uma.es/educacion/pag_1513.htm
BRITISH SIGN LANGUAGE
This web site uses moving pictures to show the basic signs for British Sign Language. It is a very curious site that can help teachers to teach their students some basic English concepts in sign language.
http://www.britishsignlanguage.com/
It is an article written by Isabel maría suarez Rodriguez. Here she talks about her own experience as teacher and the difficulties of teaching English to students with visual deficit. She explains the role of a teacher and the characteristics of didactic materials for these students.
http://www.gibralfaro.uma.es/educacion/pag_1513.htm
BRITISH SIGN LANGUAGE
This web site uses moving pictures to show the basic signs for British Sign Language. It is a very curious site that can help teachers to teach their students some basic English concepts in sign language.
http://www.britishsignlanguage.com/
María Carmen Algar Prieto
Support for Deaf Students in ESL/EFL Conversation Classes
This article has been written by Steve T. Fukuda, a professor of the University of Tokushima, Japan, and in these lines he tells us his experience when dealing with deaf students, and he states there are many student with this physiological problems, so teachers must be prepared to face this situation.
The main activities and ideas he proposes are related with visual elements such as images, flashcards, etc. and written activities that have an important role in their learning process. Obviously, the use of sign language would be the best one, because it is the tool they use for communication, but there are also many other options that could satisfy the necessities of these students. Moreover, this professor also highlights the figure of a “note-taker” who writes on the blackboard in a summarized way the main ideas the teacher is saying, so that deaf students connect them to make them coherent.
At the end of the article, Fukuda proposes a list of some strategies a teacher must take into account when instructing deaf student as a summary of the whole article.
http://iteslj.org/Techniques/Fukuda-DeafStudents.html
STRATEGIES FOR TEACHING STUDENTS WITH VISION IMPAIRMENTS
This article is about blind students, and as we have seen in the previous one, there also some proposals to manage a classroom with students with this disability.
The main proposals appearing in the article deal with the hearing capacity, because this is the best way these students can manage themselves. So the teacher can provide them with materials and activities that best suit them. Video-descriptions and recordings are the best options, but the role of the teacher is also very important. He/she has to offer students a complete and detailed description of every activity they will elaborate (pictures and images, etc.), as well as the use of Braille adapted materials.
http://www.as.wvu.edu/~scidis/text/vision_impair.html
This article has been written by Steve T. Fukuda, a professor of the University of Tokushima, Japan, and in these lines he tells us his experience when dealing with deaf students, and he states there are many student with this physiological problems, so teachers must be prepared to face this situation.
The main activities and ideas he proposes are related with visual elements such as images, flashcards, etc. and written activities that have an important role in their learning process. Obviously, the use of sign language would be the best one, because it is the tool they use for communication, but there are also many other options that could satisfy the necessities of these students. Moreover, this professor also highlights the figure of a “note-taker” who writes on the blackboard in a summarized way the main ideas the teacher is saying, so that deaf students connect them to make them coherent.
At the end of the article, Fukuda proposes a list of some strategies a teacher must take into account when instructing deaf student as a summary of the whole article.
http://iteslj.org/Techniques/Fukuda-DeafStudents.html
STRATEGIES FOR TEACHING STUDENTS WITH VISION IMPAIRMENTS
This article is about blind students, and as we have seen in the previous one, there also some proposals to manage a classroom with students with this disability.
The main proposals appearing in the article deal with the hearing capacity, because this is the best way these students can manage themselves. So the teacher can provide them with materials and activities that best suit them. Video-descriptions and recordings are the best options, but the role of the teacher is also very important. He/she has to offer students a complete and detailed description of every activity they will elaborate (pictures and images, etc.), as well as the use of Braille adapted materials.
http://www.as.wvu.edu/~scidis/text/vision_impair.html
Natalia Villa Jiménez
‘Teaching Strategies in Inclusive Classrooms with Deaf Students’ is an article written by Stephanie W. Cawthon and published in the Journal of Deaf Studies and Deaf Education.
The article is a study carried out to ‘investigate teacher speech and educational philosophies in inclusive classrooms with deaf and hearing students.’ Stephanie W. Cawthon’s study focuses on the investigation on the model ‘inclusive’ application in education. The model mainly consists in the integration of students with any special need into the general and traditional education and classrooms. The investigation covers three main areas:
1. ‘teacher speech to deaf and hearing students’: different reception of certain oral input between deaf and hearing students;
2. ‘inclusive philosophies and teaching strategies’: a philosophy which deals with individual differences and an inclusive education. Some of the inclusive strategies comprise small class size, deaf culture and the inclusion of an interpreter in the classroom.
3. ‘the role of an interpreter in classroom communication’ as the translator of the teacher’s speech.
Link: http://jdsde.oxfordjournals.org/cgi/reprint/6/3/212
LEARNING FROM EXPERIENCE. Mobility and daily living skills in an English language classroom.
It is an article written by Boguslaw Marek where he proposes interesting activities for blind and visually impaired students. His purpose is to teach English by ‘bringing to life pictures, maps and diagrams’ and by using ‘mobility and daily living skills’ in order to give the visually impaired students confidence and independence.
Link: http://www.specialeducationalneeds.com/case/sen.html#Special
The article is a study carried out to ‘investigate teacher speech and educational philosophies in inclusive classrooms with deaf and hearing students.’ Stephanie W. Cawthon’s study focuses on the investigation on the model ‘inclusive’ application in education. The model mainly consists in the integration of students with any special need into the general and traditional education and classrooms. The investigation covers three main areas:
1. ‘teacher speech to deaf and hearing students’: different reception of certain oral input between deaf and hearing students;
2. ‘inclusive philosophies and teaching strategies’: a philosophy which deals with individual differences and an inclusive education. Some of the inclusive strategies comprise small class size, deaf culture and the inclusion of an interpreter in the classroom.
3. ‘the role of an interpreter in classroom communication’ as the translator of the teacher’s speech.
Link: http://jdsde.oxfordjournals.org/cgi/reprint/6/3/212
LEARNING FROM EXPERIENCE. Mobility and daily living skills in an English language classroom.
It is an article written by Boguslaw Marek where he proposes interesting activities for blind and visually impaired students. His purpose is to teach English by ‘bringing to life pictures, maps and diagrams’ and by using ‘mobility and daily living skills’ in order to give the visually impaired students confidence and independence.
Link: http://www.specialeducationalneeds.com/case/sen.html#Special
lunes, 20 de abril de 2009
María Simón Rodríguez
Teaching English to Blind and Visually Impaired Pupils
It is an article written by Anna Maria Aiazzi where she writes about her experience teaching at secondary school to blind and visually impaired students, highlighting the attitude and methodology the teacher must have in an English classroom with these special need students
www.hltmag.co.uk/jan08/stud02.rtf
Strategies to teach how to read English at loud to deaf young learners
In this children guide you can find an article commenting on very interesting and useful techniques about how deaf young children can learn reading at loud. There are other related articles about playing games to learn reading at early stages, which at the same time can be used with deaf children.
http://www.guiainfantil.com/libros/Lectura/sordos.htm
It is an article written by Anna Maria Aiazzi where she writes about her experience teaching at secondary school to blind and visually impaired students, highlighting the attitude and methodology the teacher must have in an English classroom with these special need students
www.hltmag.co.uk/jan08/stud02.rtf
Strategies to teach how to read English at loud to deaf young learners
In this children guide you can find an article commenting on very interesting and useful techniques about how deaf young children can learn reading at loud. There are other related articles about playing games to learn reading at early stages, which at the same time can be used with deaf children.
http://www.guiainfantil.com/libros/Lectura/sordos.htm
Laura Gacía Donoso
SIGN ON!: An interactive sign bilingual English course
The aim of SignOn! is to enable deaf sign language users to use written English for international communication via the Internet by producing an interactive sign bilingual English course. The target group of the ‘Sign On!’ project are deaf people who are fluent in their national sign language and may have some knowledge of International Sign.
First, students choose a sign language: British, Spanish, Norwish, Austrian, Finnish, Icelandic or Dutch. Then, they can play the introduction video. Later they select the theme they want to learn about (Deaf Art, Deaf Politics, Deaflympics, Travel, Web Search, Online Shopping, Instant Messaging, Weblog, Netiquette and Online Translations). Finally, they are provided with a text about the selected theme with which they can:
o Select to play a video that will translate the content into the chosen Sign Language.
o Select to play a video that will translate sentence by sentence its content into the chosen Sign language.
o Do vocabulary exercises with the words that appear in the text with visual help.
o Etc.
Link: http://www.acm5.com/signon2/index.html
Mobility International USA
MIUSA is an American organization that empowers people with disabilities around the world to achieve their human rights through international exchange and international development.
In its webpage there is a section addressed to teachers of foreign languages with students with learning, hearing and vision disabilities.
First, an explanation of each disability is offered. Then, some tips and methods are given to the teacher to be carried out in class depending on the disability.
Links to a considerable number of articles written by specialists about teaching disabled students are offered as well as multiple online resources that will make the foreign language lesson accessible to them.
Besides, some suggestions about learning a new language are given to disabled students, such as how to chose a foreign language course, learning resources that they can use, or possibilities for them to learn foreign languages overseas.
Link: http://www.miusa.org/ncde/tipsheets/foreignlang/
The aim of SignOn! is to enable deaf sign language users to use written English for international communication via the Internet by producing an interactive sign bilingual English course. The target group of the ‘Sign On!’ project are deaf people who are fluent in their national sign language and may have some knowledge of International Sign.
First, students choose a sign language: British, Spanish, Norwish, Austrian, Finnish, Icelandic or Dutch. Then, they can play the introduction video. Later they select the theme they want to learn about (Deaf Art, Deaf Politics, Deaflympics, Travel, Web Search, Online Shopping, Instant Messaging, Weblog, Netiquette and Online Translations). Finally, they are provided with a text about the selected theme with which they can:
o Select to play a video that will translate the content into the chosen Sign Language.
o Select to play a video that will translate sentence by sentence its content into the chosen Sign language.
o Do vocabulary exercises with the words that appear in the text with visual help.
o Etc.
Link: http://www.acm5.com/signon2/index.html
Mobility International USA
MIUSA is an American organization that empowers people with disabilities around the world to achieve their human rights through international exchange and international development.
In its webpage there is a section addressed to teachers of foreign languages with students with learning, hearing and vision disabilities.
First, an explanation of each disability is offered. Then, some tips and methods are given to the teacher to be carried out in class depending on the disability.
Links to a considerable number of articles written by specialists about teaching disabled students are offered as well as multiple online resources that will make the foreign language lesson accessible to them.
Besides, some suggestions about learning a new language are given to disabled students, such as how to chose a foreign language course, learning resources that they can use, or possibilities for them to learn foreign languages overseas.
Link: http://www.miusa.org/ncde/tipsheets/foreignlang/
viernes, 17 de abril de 2009
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