ALS630 LITERATURE REVIEW

"Breaking Down the Walls: How Communication Barriers

Devastate the Deaf Community's Prospects in Education and
Employment"

NAME STUDENT ID

UMI ERNI ELLYANA BINTI HAIRUDDIN 2021869132

NURUL ATIQAH BINTI HAFIDZ MURSHIDI 2021461976

NUR KAMILIA BINTI KAMARUL NADZIMUDDIN 2021826542

NORFATINI AQILAH BINTI ZAINAL HASNUL 2021868734

CLASS
LG2405C

LECTURER
DR RADZI
Research Title:
"Breaking Down the Walls: How Communication Barriers Devastate the Deaf Community's
Prospects in Education and Employment"

Research Objectives:
The study aims to identify specific challenges faced by the deaf population in accessing
education and securing employment, exploring the root causes of communication barriers, and
proposing effective strategies and solutions to mitigate these challenges.

Research Questions:
1) How do communication barriers manifest in educational settings for the Deaf community,
and what impact do they have on academic achievement?

2) In what ways do communication barriers hinder career prospects for individuals within
the Deaf community, and what are the associated challenges in employment?

3) How effective are current policies and initiatives in promoting inclusive communication
and addressing the needs of the Deaf community in education and employment?

4) What are the experiences and perspectives of educators, employers, and colleagues
regarding communication barriers faced by the Deaf community, and how do these
perspectives influence the overall inclusivity of educational and workplace
environments?

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TABLE OF CONTENT

NO. CONTENT PAGE

1. 1.0 INTRODUCTION 3

2. 2.0 BODY 4-11

2.1 How communication barriers manifest in educational settings

for the Deaf community, and the impact they have on academic
achievement

2.2 How communication barriers hinder career prospects for

individuals within the Deaf community, and the associated
challenges in employment.

2.3 Effectiveness of current policies and initiatives in promoting

inclusive communication and addressing the needs of the Deaf
community in education and employment.

2.4 Experiences and perspectives of educators, employers, and

colleagues regarding communication barriers faced by the Deaf
community, and how these perspectives influence the overall
inclusivity of educational and workplace environments.

3. 3.0 CONCLUSION 12-13

4. 4.0 REFERENCES 4-16

2
INTRODUCTION

The barriers faced by the Deaf community in accessing quality education and equitable
employment opportunities remain persistent challenges, deeply rooted in communication hurdles
that often lead to detrimental consequences. This literature review seeks to unravel the intricate
web of communication barriers that impede the Deaf population's educational achievements and
career advancements.

At its core, this review aims to delve into the multifaceted challenges encountered by the
Deaf community, delineating the profound impacts of these communication barriers on their
academic pursuits and professional trajectories. By addressing specific research objectives, this
study aims to uncover the underlying causes of these barriers while offering effective strategies
and solutions to mitigate their profound effects.

Central to this exploration are the research questions designed to dissect the multifaceted
nature of communication barriers. These questions scrutinise the manifestations of these barriers
within educational settings and their consequential impacts on academic achievement.
Additionally, they delve into the intricate challenges hindering career prospects and employment
opportunities for individuals within the Deaf community.

Moreover, this review endeavours to evaluate the effectiveness of existing policies and
initiatives designed to promote inclusive communication and cater to the unique needs of the
Deaf community in educational and professional spheres. It also aims to capture the diverse
experiences and perspectives of educators, employers, and colleagues concerning
communication barriers faced by the Deaf population, recognizing their influence on the overall
inclusivity of educational and workplace environments.

Through a comprehensive synthesis of scholarly insights, this literature review aspires to

shed light on the pervasive nature of communication barriers, urging for a deeper understanding
of these challenges and the formulation of targeted solutions to create more inclusive educational
and professional landscapes for the Deaf community.

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2.0 BODY PARAGRAPH

2.1 HOW COMMUNICATION BARRIERS MANIFEST IN EDUCATIONAL SETTINGS

FOR THE DEAF COMMUNITY, AND THE IMPACT THEY HAVE ON ACADEMIC
ACHIEVEMENT

This comprehensive review examines the diverse challenges faced by deaf and
hearing-impaired individuals across various educational contexts. The experiences of three
children, confined to separate classrooms within a gated community, underscore the limitations
on their communication and socialisation opportunities, despite the intended advantages of
specialist teacher support (Khairuddin et al., 2018). Subsequently, the study explores the
inadequate training of teachers in deaf language in Eswatini's special needs high school,
shedding light on the adverse impact on students' communication skills and overall academic
performance (Ntinda et al., 2019).

Further investigations into the academic challenges of hearing-impaired children,

particularly those born deaf, reveal widening achievement gaps, emphasising the critical role of
parental involvement and support services (Desalegn & Worku, 2019). The review highlights the
complexities of integrated classrooms, where untreated hearing loss leads to long-term
difficulties, resulting in lower academic performance compared to peers with normal hearing.

The barriers faced by individuals with disabilities (IWDs) in education and employment
are addressed, encompassing limited access to online courses, discriminatory admission
practices, and challenges posed by inadequate infrastructure (Mukhopadhyay and Moswela,
2019). DHH adults face disparities compared to the general population, exhibiting lower rates of
entrepreneurship and higher rates of unemployment or disability leave, coupled with
significantly lower educational attainment (Dammeyer et al., 2019). Chhetri's emphasis on the
link between basic English skills and advocating for Deaf New Americans underscores the
challenges stemming from limited education access in both their home country and the United
States (Mangal & Masuku, 2020).

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 The impact of a lacking visual environment in the classroom on learning, coupled with
difficulties in understanding the teacher's language, demonstrates the intricate challenges faced
by students (Poelane et al., 2020). Parents' concerns about teachers lacking sign language
proficiency and the preference for real classrooms for d/Dhh students further highlight the
importance of interaction, communication, and individualised attention compared to distance
education (Alqraini et al., 2021).

The study reveals the pervasive issue of audism, creating barriers to employment for deaf
individuals and negatively impacting self-confidence due to low teacher expectations
(O’Connell, 2021). Effective communication between hearing and Deaf individuals relies on
positive attitudes and long-term engagement, necessitating increased advocacy and workplace
accommodations (Niebla, 2021). The exploration of varied understanding of basic sign language
among hearing individuals, the impact of learning environments on Deaf individuals' sign
language skills, and employers' perspectives on employment barriers further contributes to the
nuanced understanding of the challenges faced by the deaf community (Niebla, 2021).

In conclusion, participants' experiences collectively reflect a global theme of systemic

marginalisation encountered by Deaf individuals throughout their lives, particularly in early
childhood education, underscoring the need for equitable access (Chovaz et al., 2022). The
challenges persist in higher education, where sign language lacks equivalents for various
concepts, resulting in isolation, discrimination, and low self-esteem (Herrera Batista & García,
2023). Collaborative efforts between teachers and students to create new signs highlight the
resilience of the Deaf community in addressing these challenges and advocating for a more
inclusive educational landscape.

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2.2 HOW COMMUNICATION BARRIERS HINDER CAREER PROSPECTS FOR
INDIVIDUALS WITHIN THE DEAF COMMUNITY, AND THE ASSOCIATED
CHALLENGES IN EMPLOYMENT (FAT)

Communication barriers significantly affect the career prospects and employment

experiences of individuals within the Deaf community. Studies conducted over recent years have
shed light on these barriers, emphasising their multifaceted nature and impact on Deaf
individuals seeking employment opportunities. Belknap, Korwin & M. Long (2019) emphasised
that even Deaf individuals proficient in American Sign Language (ASL) encounter substantial
communication obstacles in the workplace due to the lack of signing skills among employers and
colleagues. These barriers include limited English language proficiency, unfamiliarity with
'hearing culture' norms, and difficulties integrating organisational culture, all of which impede
their career growth.

Connell (2021) highlighted how stereotypes severely affect the employment decisions
related to Deaf individuals, portraying them as incompetent and incapable. These prejudiced
beliefs influence hiring choices, contributing to discriminatory practices based on
misconceptions rather than capabilities. Other than that, Perkins-Dock et al. (2020) identified
specific barriers faced by Deaf individuals in employment settings, categorising these obstacles
into communication difficulties, discrimination, educational requirements, employer
expectations, and a lack of knowledge about deafness among employers. This study emphasised
the variety of challenges that Deaf individuals confront when seeking and maintaining
employment.

Bai & Bruno (2020) revealed a crucial issue concerning inadequate knowledge of ASL
and Deaf culture among hearing social workers, leading to communication breakdowns and
isolation among Deaf individuals. This lack of understanding results in subpar service delivery
and burdens the lives of Deaf clients. Furthermore, Rabeatul Husna et al. (2021) and Selvi
Narayanan (2019) collectively reinforced the prevailing communication barriers experienced by
Deaf individuals in the workplace. These barriers not only hinder effective communication but

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also contribute to higher unemployment rates and lower labour force participation among
disabled individuals, including the Deaf community.

In summary, these studies, spanning different years, consistently demonstrate that

communication barriers persist as a critical hurdle in the employment landscape for the Deaf
community. Addressing these multifaceted barriers is crucial to fostering a more inclusive work
environment and enhancing employment opportunities for individuals within the Deaf
community.

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2.3 EFFECTIVENESS OF CURRENT POLICIES AND INITIATIVES IN PROMOTING
INCLUSIVE COMMUNICATION AND ADDRESSING THE NEEDS OF THE DEAF
COMMUNITY IN EDUCATION AND EMPLOYMENT

The literature spanning the past decade sheds light on the persistent challenges faced by
the Deaf community in education and employment, revealing a complex landscape of barriers
and opportunities. Initiatives to enhance inclusive communication for Deaf learners in Malaysian
schools have made strides, with increased availability of audiological technology (Khairuddin et
al., 2018). However, the effectiveness of these measures is hindered by poor maintenance of
assistive devices and a lack of comprehensive school policies promoting effective
communication strategies such as sign language and noise reduction. The COVID-19 pandemic
further unveiled disparities in distance education support for Deaf and hard-of-hearing students
in Saudi Arabia, emphasising the critical need for motivational teacher engagement and
continuous parental involvement (Alqraini & Alasim, 2021). The exploration of teachers'
experiences in a special needs school highlighted a concerning gap in mainstream curriculum
adaptation for Deaf and hard-of-hearing students, indicating a necessity for tailored approaches
in the educational framework (Ntinda et al., 2019).

In the realm of employment, Deaf Canadians underscored the importance of sensitivity

training and systemic changes informed by Deaf life perspectives, emphasising the influence of
medical and educational professionals on parental beliefs and attitudes (Chovaz et al., 2022).
Studies on employment barriers revealed instances of systematic discrimination, signalling a
pressing need for policy changes and heightened awareness to level the playing field for Deaf
individuals (O'Connell, 2021). The incorporation of Filipino Sign Language skills in the
hospitality industry showcased a positive model of Corporate Social Responsibility, emphasising
the potential impact of collaboration between government agencies and private establishments
(Niebla, 2021). However, the broader perspective from employers highlighted the urgency of
targeted interventions to address identified barriers and foster inclusivity in the job market for
individuals with hearing impairment (Abbas et al., 2019). Lastly, the examination of disability
rights in Botswana underscored the limitations of existing policies, emphasising the need for

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comprehensive legislation covering a broader spectrum of disability issues (Mukhopadhyay &
Moswela, 2019).

In summary, while there have been noteworthy strides, the literature suggests that current
policies and initiatives fall short in fully addressing the diverse needs of the Deaf community in
both education and employment contexts (Khairuddin et al., 2018; Alqraini & Alasim, 2021;
Ntinda et al., 2019; Chovaz et al., 2022; O'Connell, 2021; Niebla, 2021; Abbas et al., 2019;
Mukhopadhyay & Moswela, 2019). Substantial gaps remain, necessitating a more
comprehensive and nuanced approach to foster true inclusivity and equal opportunities for the
Deaf community.

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2.4 EXPERIENCES AND PERSPECTIVES OF EDUCATORS, EMPLOYERS, AND
COLLEAGUES REGARDING COMMUNICATION BARRIERS FACED BY THE DEAF
COMMUNITY, AND HOW THESE PERSPECTIVES INFLUENCE THE OVERALL
INCLUSIVITY OF EDUCATIONAL AND WORKPLACE ENVIRONMENTS.

Communication limitations in educational and employment contexts offer significant

obstacles to the Deaf population, impacting inclusion. Understanding the diverse experiences and
viewpoints of educators, employers, and coworkers is critical for overcoming these barriers and
creating inclusive settings. The workplace presents its own set of challenges for Deaf
individuals. Employers' perspectives significantly impact workplace inclusivity. Studies indicate
varying attitudes among employers concerning hiring, accommodating, and integrating Deaf
employees. Positive attitudes, reasonable accommodations, and training on communication
methods can enhance workplace inclusivity, while biases and misconceptions may hinder
opportunities for the Deaf. According to Belknap (2019), that emphasised employment
discrimination, exclusionary practices are perpetuated by incorrect assumptions about Deaf
people's intelligence or discriminatory acts based on cultural differences, affecting workplace
inclusion. Based on the research done by Niebla (2021), it had been mentioned that Singapore
and Zamboanga City as examples, emphasising the significance of sensitivity training and work
immersion programmes in the hotel industry to meet the requirements of the Deaf community
and encourage diversity.

The perspectives and experiences of educators, employers, and colleagues collectively

shape the inclusivity of educational and workplace environments for the Deaf community.
Positive attitudes, awareness, accessible resources, and policies promoting inclusivity enhance
opportunities for the Deaf, whereas negative perspectives contribute to perpetuating
communication barriers and exclusion. Mukhopadhyay and Moswela (2019) emphasised the
effect of prejudice on Deaf people's understanding of their rights. Lack of information about their
rights has a detrimental impact on confidence and drive among educated Deaf people.
Dammeyer et al. (2019) identified cultural differences as a substantial barrier to employment for
Deaf people, particularly sign language users. This emphasises the need of tackling cultural
diversity in the workplace for inclusion.

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 Educators play a pivotal role in creating inclusive learning environments. Studies reveal
diverse perspectives among educators regarding Deaf students' needs. While some educators
actively support accommodations and employ inclusive teaching methods, others lack awareness
or resources to address communication barriers effectively. Factors influencing educators'
perspectives include training, exposure to Deaf culture, and institutional support. Beyond
communication issues, Faisl (2021) also underlined the hardships of deaf students in remote
education. Access difficulties and educational gaps between pupils and instructors are other
obstacles. Desalegn & Worku (2019) discussed the difficulties associated with teacher
motivation in accommodating hearing-impaired students. The unwillingness to update teaching
techniques and attend training stymies the implementation of adaptable curriculum,
compromising the quality of education for Deaf pupils. According to Poelane et al. (2020), the
importance of understanding of South African Sign Language (SASL) for the Department of
Basic Education (DBE) in supporting Deaf learners. Teachers' lack of signing proficiency
remains a significant barrier to supporting good education for Deaf pupils. Based on Michael's
(2022) study, which included two individuals, Chhetri and Hayma, revealed the harmful impact
of insufficient interpretation help on academic achievement, including punitive measures owing
to communication problems. These accounts highlight the significant obstacles to schooling that
Deaf immigrants must overcome.

Based on prior research, we may conclude that the experiences and viewpoints of
teachers, employers, and coworkers have a big impact on how inclusive schools and workplaces
are for the Deaf population. Achieving truly inclusive environments requires addressing
discriminatory attitudes and communication hurdles, offering sufficient training, promoting
cultural awareness, and putting in place customised accommodations.

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3.0 CONCLUSION

This comprehensive exploration of various studies sheds light on the multifaceted

challenges faced by the deaf and hearing-impaired communities in education and employment.
The research objectives were diligently pursued, addressing communication barriers in
educational settings and their impact on academic achievement, as well as hindrances in career
prospects and associated challenges in employment. Additionally, the effectiveness of current
policies and initiatives promoting inclusive communication was scrutinised, revealing the need
for ongoing educator training and collaboration between educators and therapists to support
learners who are deaf and blind.

The study's breadth covered the experiences and perspectives of educators, employers,
and colleagues, highlighting the intricate factors influencing inclusivity in educational and
workplace environments. The findings underscore the pervasive impact of institutional failures
on Deaf New Americans' ability to master English and secure gainful employment. The barriers
faced by teachers of the deaf, such as gaps in professional competencies and variations in sign
language, further emphasise the need for comprehensive educational reforms.

The exploration of Deaf participants' lived experiences reveals the profound influence of
various systems, from family and education to postsecondary education and employment
settings. Discriminatory behaviours were identified in these systems, necessitating a broader
understanding of the challenges faced by the Deaf community.

The implications of the results extend to the conceptualization of discriminatory

behaviours by employers, stressing the vulnerability of the Deaf community and the importance
of accommodations to facilitate communication. The study proposes proactive measures, such as
job coaching services and rehabilitation plans, to prevent job performance difficulties and
enhance job retention.

In conclusion, this research serves as a springboard for further exploration, advocating for
the rights and well-being of the deaf and hearing-impaired communities. It emphasises the

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critical role of accessible family communication, language acquisition, meaningful educational
experiences, and collaboration with the Deaf community. Moving forward, the recommendations
call for continuous efforts to bridge the communication gap, raise awareness, and foster
inclusivity in various spheres of life, thereby creating a more equitable and supportive
environment for the Deaf community.

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4.0 REFERENCES

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Chovaz, C. J., Russell, D., & Daly, B. (2022). Lived experiences of deaf Canadians: What we
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Lee, W. Y., Tan, J. T. A., & Kok, J. K. (2021). The Educational Experiences of Deaf
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