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/
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