1 / 22

Outline

Issues faced by deaf and hard of hearing students in computing fields Raja Kushalnagar Ph.D. Candidate in Computer Science at University of Houston J.D. Candidate at Texas Southern University. Outline. Deaf and Hard of Hearing Students Who are they? Barriers faced in: General

falala
Download Presentation

Outline

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Issues faced by deaf and hard of hearing students in computing fieldsRaja KushalnagarPh.D. Candidate in Computer Science at University of HoustonJ.D. Candidate at Texas Southern University

  2. Outline • Deaf and Hard of Hearing Students • Who are they? • Barriers faced in: • General • Classes and Laboratories • Mentoring • Job searches • Resulting adaptations and choices. • Remedies • Technological: Software, hardware solutions • Legal: Teacher training, interpreters, CART, etc.

  3. Who are they?Deaf and Hard of Hearing Students • Low Incidence Population (NCHS Statistics, 2005): • < 2% hearing loss (300,000 post-secondary students) • < 0.2% profoundly deaf (30,000 post-secondary students) • Uniformly dispersed • Post ADA results - in educational institutions • Wider variance than hearing population • Deaf • Hard-of-Hearing • Multiple Disabilities: Deaf/HH + • More educational progress in past 30 yrs than past 300 yrs!

  4. Barriers: General Perception of Deaf and Hard of Hearing • Medical Model • Deficit • Focus on restoring sensory perception • Functional /Educational Model • Differences • Focus on restoring functional/educational perception

  5. Barriers: General • Environment • Visual vs. Auditory • Access • Full vs. Limited • Learning • Interactive vs. Learning • Instruction vs. Entertainment

  6. Barriers: GeneralActive Participation • Communication depends on speaker and listener • Not just the instructor • Perception of d/hh by hearing • Community education • Lesser v. Difference • Community support • Law (IDEA, 504, ADA, etc)

  7. Barriers: Computer Science • Perception of life goals by deaf • Not encouraged to dream big • Role Models • Cumulative education/social slippage

  8. Barriers: Classroom • Exclusion • Classroom • Social • Multiple Information Channels • Auditory • Display • Instructor • Students • Accommodation Quality • Availability • Suitability

  9. Barriers: General:Attending to Interpreters • NTID/RIT studies (Marschark et al. 2004). • Examined deaf college students’ comprehension of interpreted information in academic classrooms • Controlled for student and interpreter skill and content knowledge • Deaf students consistently scored significantly below hearing peers on comprehension tests of lecture content delivered through interpreters. • Expect similar results for other accommodations like CART

  10. Barriers: General:Attending to Interpreters • Placing the interpreter adjacent or in the line of vision with a teacher provides visual cues in the deaf student’s peripheral vision. • Helps increase environmental awareness (e.g. teacher points to someone behind the deaf student) • Helps facilitate attention switching between interpreter and blackboard or presentation slides. • When the student attempts to divide attention between the teacher and interpreter, this reduces the efficiency of information processing

  11. Barriers: General:Attending to Interpreters • Accessibility in a mainstream classroom is presumed to provide equal access to information that hearing students enjoy. • This would be true only if attention resources and speed of information processing remained constant across individuals and situations. • Studies thus far have shown otherwise • Information processing through interpreting modality is not the same as direct instruction. • Even if the interpreter and teacher are equal in sign fluency, deaf students appear to gain better comprehension from direct instruction.

  12. Barriers & Remedies: Job Searches • For interviews, if other applicants are equally qualified, extremely difficult to compete! • Marketability becomes critical. • Show your abilities • Be positive in • Networking • Communication

  13. Remedies in Class/Lab/Meeting Due to constellation of barriers and perceptions, many universities and schools have disability support services for D/HH that offer: • Advocacy • Academic Support • Referral Center • Early Registration • Interpreters/CART/FM/Notetakers • Test Accomodations • Adaptive Equipment and Architecture

  14. Remedies in Class/Lab/Meeting • Assistive Learning • Interpreting/Video Remote Interpreting • CART/Remote CART • Video Conferencing (Webcasts, etc) • Distance Learning (Captioning, etc) • Augmented Sensory Perception • FM System • Hearing Aids • Speech Recognition • All-In-One Displays

  15. Remedies: Work and Academics • Self-Advocacy • Detect situations and advocate when they don’t work in your favor, e.g., bad interpreters, noisy surroundings • Perseverance in educating hearing colleagues on how to effectively communicate – D/HH has more experience • Deaf /HH likely miss out on hallway conversations or chance meetings between other team members • Mentorship and supportive friends are key • Communication and networking w/ them

  16. RemediesAssistive Learning • Speech Recognition Software • Captioning • All-in-One Displays • Internet-Aided • Text-based Communication • Videoconferencing • Distance Learning • Webcasts • Deaf STEM

  17. Remedies: Assistive Learning:Speech Recognition Software • Dragon Naturally Speaking • http://www.dragonsys.com/ • Icommunicator • http://www.teachthedeaf.com/ • speech to text • speech to sign language • speech to computer-generated voice • text to computer-generated voice

  18. Remedies: Assistive Learning: Captioning Software • Classroom/Lecture Captioning • C-Print – computer-aided speech-to-print transcription system • http://www.netac.rit.edu/c-print.html • Computer Aided Realtime Translation • Originally developed for courts –Now many CART SW and providers • TypeWell • Media Captioning • SAMI – closed captioning for web media • http://www.microsoft.com/enable/sami/default.htm • Magpie – captioning for web and CD-ROM • http://main.wgbh.org/wgbh/pages/ncam/webaccess/magpie/ • SMIL – close captioning for web media • http://www.w3.org/AudioVideo/

  19. Remedies: Assistive Technologies: via Internet • Text-based Communication • Video Relay Interpreting • Videoconferencing • Collaborative distance learning (SOARHigh) • Webcasts • Resource Libraries • Captioned Media Program (CMP) • Virtual Field Trips (e.g., at TSD) • Shared Reading Video outreach to rural areas • Email and Instant Messenger

  20. Remedies: Augmented Reality • Augmentation OR compensatory reality • Computer input to human senses (vision, hearing, taste, touch) to augmentperception of world • Augmented Hearing • FM System • Directional Microphones • Augmented Vision • “See-through” displays • Wearable computers

  21. Outcomes of Assistive Technology on Learning • Independent Learners • Increased Self-Esteem • Cooperative Decision Making • Collaboration with peers • Improved Thinking Skills

  22. Questions?

More Related