A Study on Academic

Performance of
Children with Hearing
Impairment using
Indian Sign Language
(ISL) as a teaching
method.

Principal
Investigator

Dr.S.Santhi
Prakash
Reader
Director

&

Asst.

Co-Investigator
Mrs.V.J.Vinila,
Audiologist&Sp.Lg.Pathologi
st,

AYJNIHH,SRC

INTRODUCTION

Children who are deaf and hard of hearing can encounter communication
problems in classrooms

deteriorating their learning progress

limiting their access to academic content.

These concerns faced by deaf children- quite challenging.

Academic achievement of deaf and hard-of-hearing students is lower on average

than that of hearing students
Reading ability is around the fourth grade level by the time they finish high
school (Allen, 1986; Karchmer, 1984; Trybus & Karchmer, 1977)
They are at a disadvantage for employment because of lag in language used for
learning and instruction (Paul & Quigley, 1994).

The current research has focused on improving inadequate methods by

capitalizing on each childs full linguistic repertoire (Nover,
Christensen, & Cheng, 1998).
The cause of poor outcomes are primarily a result of poor
communication between the deaf students and effectiveness of their
teachers(Easterbrooks & Baker-Hawkins, 1995) and not because of
insufficient student ability (Bowe, 1991; Johnson et al., 1989; Nover,
Andrews, Baker, Everhart, & Bradford, 2002)

NEED FOR THE STUDY

The acheivement of deaf and hard of hearing students is improving over time,
due to new developments in assessment, teaching strategies, and advancement in
technology (Al-Hilawani, 2000) as well as teacher training programs

Hence, there is always a need to investigate teaching practices with deaf

students and for continuous research to apply these new changes in real
classrooms.

Using multimedia technology, teachers of students who are deaf can now use
Using multimedia
technology,
teachers sign
of students
who
are deafvideo,
can now
use
various
combinations
of print, pictures,
language
enhanced
graphics,
various
combinations
print, pictures, sign language enhanced video, graphics,
and
animation
to teach of
reading.
and animation to teach reading.

Though it is assumed that these are powerful teaching tools,little has been done to
investigate
assumption.
Though it this
is assumed
that these are powerful teaching tools,little has been done to
investigateitthis
assumption.
Although
is assumed
that multi media technology will enhance learning abilities
Although it is assumed that multi media technology will enhance learning abilities of
of students who are deaf, there is no empirical evidence to support such an
students who are deaf, there is no empirical evidence to support such an assumption.
assumption.

Therefore, a major goal of

advanced technology using
teaching in classroom for
students is effective in
performance.

this project is to explore if

sign language as a mode of
deaf and hard of hearing
improving their academic

AIM OF STUDY
To assess the effectiveness of multi media using sign language
as a teaching method in improving the academic performance of
deaf.

Objectives
To assess the relative effectiveness of signs and picture and to
develop a teaching method to improve the academic
performance of deaf children
To provide an interesting supplement to standard learning
practices by video recording of translated lessons of one subject
Environmental studies (Science) from classes I-V into sign
language.
To explore the academic performance of deaf children before and
after the usage of video recording of the lessons in ISL.

METHOD

Method
Subjects:
Deaf / hard of hearing students certified by qualified Audiologist from
classes I to V selected from 5 special schools within the twin cities of Hyderabad
and Secunderabad.
Sample size
Sample size would be based on the No. of students in each class(8 -10
students).

Variable :
Independent variable: Academic performance of students
Dependent variable: Method / mode of teaching (Video
recording)

PROCEDURE

Phase IV

Phase V
Comparison of the scores prior to
and after the
administration of the tool will be
The academic performance scores obtained prior to and
done.
after
the videos will be compared using t test of statistical
significance.
The responses obtained for the questionnaire from teachers
will be scored and analyzed by using paired t test of
statistical significance.

Based on the above results it will be found if the developed

tool is effective in teaching academics.

FUTURE IMPLICATIONS
The findings of the study have implications for special educators and
researchers.
Comprehension of lessons by means of print alone is extremely difficult for
children who are deaf. Results obtained in the study might provide useful
information and helps in better comprehension of written text.
The findings from the study would suggest that multimedia presentation of
reading material is significantly more effective for comprehension than oral
aural method alone used in the classroom.
The information obtained from this study would help in planning and
developing the various teaching methods to improve the academic
performance of children with hearing impairment.

References

Traxler, C.B. (2000). The Stanford Achievement Test, 9th edition: National norming and performance standards for
deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education,5,337348.
Allen, T.1986. Patterns of academic achievement among hearing impaired students: 1974 and 1983.in A.Schildroth &
M.Karchmer (Eds), Deaf children in America.(pp.161-206).San Diego,CA:Little Brown.
Paul,P.,& Quigley ,S. (1994).American Sign Language: English bilingual education.In P.McAnally,S.Rose &
S.Quigley.(Eds.),Learning language practices with deaf children.(pp.219-253).Austin,TX: Pro.Ed.
Mogford, K. (1988). Oral language acquisition in the prelinguistically deaf. In D. Bishop, & K. Mogford (Eds.),
Language development in exceptional circumstances.(pp. 110131).London. Longman group.
Perfetti, C., &Sandak, R. (2000). Reading optimally builds on spoken language. Journal of Deaf Studies and Deaf
Education, 5(1),32-50.
Quigley, S. P., Power, D. J., & Steincamp, M. W.(1977). The language structure of deaf children. Volta Review,79, 73
84 Johnson, R.
& Cohen, O. (1994). Implications and complications for deaf students of the full inclusion movement. (Gallaudet Research Institute Occasional Paper No. 942).Washington, DC: Gallaudet University
Bowe, F. (1991). Approaching equality. Silver Spring, MD: TJ Publishers.
Nover, S. (2000). The history of language planning in deaf education: The nineteenth century. Unpublished doctoral
dissertation, University of Arizona, Tucson.
Andrews, J. F., Ferguson, C., Roberts, S., & Hodges, P. (1997). Whats up, Billy Jo? Deaf children and bilingualbicultural instruction in East-Central Texas. American Annals of the Deaf, 142 (1), 1625.
Baker, C. (2001). Foundations of bilingual education and bilingualism. Clevedon, England: Multilingual Matters.
Nover, S.M., Christensen, K.M., & Cheng, L.L. (1998). Development of ASL and English competence for learners who
are deaf. Topics in Language Disorders, 18(4), 61-72.
Easterbrooks & Baker-Hawkins (1995).Helping Deaf and Hard of Hearing Students to Use Spoken Language: A
Guide
Kanappell,B.(1974).Bilingualism: A new direction in the education of the deaf. The Deaf American: 26, No.10, 9-15.

EXPENDITURE

S.No

Item

Budget
For I &II years
(Rs.)

Total
(Rs.)

1.

Manpower

Rs. 4,20,000/-

Rs. 4,20,000/-

2.

Development of Tool

Rs. 2,00,000/-

Rs. 2,00,000/-

3.

Travel

Rs. 20,000/-

Rs. 20,000/-

4.

Contingencies /Other Costs Rs. 20,000/-

Rs. 20,000/-

5.

Industrial overheads

----

----

Grand Total

Rs. 6,60,000/-

Rs. 6,60,000/-

Phase

Activity

Duration

Executor

Ground work, planning and ROL

3 Months

PI & CI

II

Preparation of tool, validity, pilot

15 Months

PI, CI & RA

III

Subject selection

3 Months

PI & CI

IV

Data collection

6 Months

RA

Data analysis

3 Months

PI & CI

VI

Finalization and report preparation

3 Months

PI & CI

VII

Wind up activities

3 Months

PI