The Impact of Pragmatic Delays for Deaf and Hard of Hearing Students in Mainstream Classrooms

Association between self-perceived hearing status and cognitive impairment in the older Brazilian population: a population-based study

Cognitive health plays an important role in the quality of life and autonomy of older adults. and it is influenced by hearing ability. This article aims to analyze the association between self-perceived hearing status and cognitive impairment in Brazilian older adults. This cross-sectional population-based study was conducted with 4,977 older adults who participated in ELSI Brazil 2015. The cognitive impairment status (outcome. categorized as "yes" and "no") and variable of interest (self-perceived hearing status. categorized as "good" "fair" and "poor") were obtained using a self-report method. The following domains were considered for cognition: temporal orientation. memory (short and long term). and language (recent and late). Poisson regression with robust variance estimation was used to assess the self-perceived hearing status-cognitive impairment association in the crude and adjusted analyses. Sociodemographic. lifestyle. and medical history variables were used to adjust the analyses. We found that 31.8% of the participants reported fair or poor hearing and 42% had cognitive impairment. In the adjusted analysis. older adults with poor hearing were revealed to have a stronger association with cognitive impairment than their peers with good hearing. Therefore. in older Brazilian adults. lower self-perceived hearing status is associated higher levels of cognitive impairment.

If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: a literature review

With the coronavirus (COVID-19) outbreak, educational systems worldwide were abruptly affected and hampered, causing nearly total suspension of all in-person activities in schools, colleges, and universities. Government officials prohibited the physical gatherings in educational institutions to reduce the spread of the virus. Therefore, educational institutions have aggressively shifted to alternative learning methods and strategies such as online-based platforms-to seemingly avoid the disruption of education. However, the switch from the face-to-face setting to an entirely online setting introduced a series of challenges, especially for the deaf or hard-of-hearing students. Various recent studies have revealed the underlying infrastructure used by academic institutions may not be suitable for students with hearing impairments. The goal of this study is to perform a literature review of these studies and extract the pressing challenges that deaf and hard-of-hearing students have been facing since their transition to the online setting. We conducted a systematic literature review of 34 articles that were carefully collected, retrieved, and rigorously categorized from various scholarly databases. The articles, included in this study, focused primarily on highlighting high-demanding issues that deaf students experienced in higher education during the pandemic. This study contributes to the research literature by providing a detailed analysis of technological challenges hindering the learning experience of deaf students. Furthermore, the study extracts takeaways and proposed solutions, from the literature, for researchers, education specialists, and higher education authorities to adopt. This work calls for investigating broader and yet more effective teaching and learning strategies for deaf and hard-of-hearing students so that they can benefit from a better online learning experience.

I Cannot See You—The Perspectives of Deaf Students to Online Learning during COVID-19 Pandemic: Saudi Arabia Case Study

The COVID-19 pandemic brought about many challenges to course delivery methods, which have forced institutions to rapidly change and adopt innovative approaches to provide remote instruction as effectively as possible. Creating and preparing content that ensures the success of all students, including those who are deaf and hard-of-hearing has certainly been an all-around challenge. This study aims to investigate the e-learning experiences of deaf students, focusing on the college of the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia (KSA). Particularly, we study the challenges and concerns faced by deaf students during the sudden shift to online learning. We used a mixed-methods approach by conducting a survey as well as interviews to obtain the information we needed. Our study delivers several important findings. Our results report problems with internet access, inadequate support, inaccessibility of content from learning systems, among other issues. Considering our findings, we argue that institutions should consider a procedure to create more accessible technology that is adaptable during the pandemic to serve individuals with diverse needs.

Pragmatics in Deaf and Hard of Hearing Children: An Introduction

We introduce this supplement and highlight the importance of the development of pragmatic skills in children who are DHH.