EFL University Students’ Self-efficacy and Its Relationship to Their Identity

Abstract: The number of deaf and hard-of-hearing (DHH) children who enroll in mainstream schools has increased in recent years. In the present paper, we discuss with the co-enrollment program for inclusive DHH pupils in the United States. Through observation of classroom activities, I attempt to ethnographically clarify what happens in co-enrollment classrooms. In particular, I focus on DHH pupil’s participation in classroom’s activities, describing the interaction between hearing and DHH pupils, the collaboration between regular teachers and teachers for DHH, and the relationships between signed and spoken languages. Two types of information flow were found in classroom discourses: (i) formal, single-track flow, such as the teacher talking to the whole class, and the teacher asking questions and the pupils responding to it; (ii) informal, multiple-track flow, such as the pupils murmuring spontaneously and simultaneously, and talking with each other locally. While the sign language interpreters mainly supported the first type of flow of discourse, the direct interactions between DHH and hearing pupils were found to necessary for the second type of information flow. Finally, I discuss how the learning would be constructed for DHH pupils in inclusive classrooms from a socio-cultural point of view. Key words: education for deaf and hard-of-hearing, co-enrollment, inclusive education, signed language, classroom observation

This chapter describes a project to introduce co-enrollment practices for deaf and hard-of-hearing (DHH) pupils in a Japanese regular primary school. This project consisted of three parts: (1) instruction of sign language to the DHH pupils, (2) instruction of sign language to the teachers and hearing pupils, and (3) sign language interpretation in regular classrooms. The focus was on the challenges of sign language interpretation. The results showed that the multiple flows of information and overhearing others’ speech in the classrooms provided challenging conditions for sign language interpretation. New ways of communication and interaction (actually introducing a new culture) and the presence of deaf adults were needed to establish full participation by DHH pupils in the co-enrollment classrooms. The possible future of practices concerning the inclusion of DHH children is discussed.

The purpose of this study was to investigate the potential of a tangible game, Inclusive Glossary of Mathematical Terms (GIM), to support the teaching of math and Portuguese sign language (Língua Gestual Portuguesa; LGP) to preschool and first-grade children, with an emphasis on inclusive education, knowledge acquisition, and engagement. GIM is composed of physical cards that are complemented by digital videos that run on an interface designed for this game. The game consists of two sets of cards and respective animations. As an inclusive math glossary, it also includes videos where concepts, characters, and objects are identified through images, words, and sign language. During the development process of GIM, it was possible to involve a multidisciplinary team, of which a Deaf sign language teacher and a sign language interpreter were part to ensure the clarity of the sign language and refine the written sentences accompanying the glossary. In order to validate its contents, a focus group of preschool and primary teachers specialized in the teaching of Deaf and Hard of Hearing (DHH) children was formed. A total of 120 children, aged between three and eight years old (M = 5.61; SD = 0.78), and seven LGP and special education teachers from three Portuguese schools participated in the study. The children used GIM in their classrooms, with the assistance of the participating teachers, who were subsequently interviewed to assess their engagement, interest, and learning outcomes. The interviews were analyzed using content analysis procedures, including descriptive statistics and Pearson correlations. The results indicated that GIM has the potential to effectively support the teaching of mathematics and LGP to preschool and first-grade children, especially in inclusive education contexts. The tangible nature of the game facilitated children's understanding of mathematical concepts and LGP, leading to improved involvement in the teaching-learning process. Moreover, the game promoted awareness of diversity and the principles of inclusive education, making it a valuable tool for promoting social inclusion and understanding. However, the study has reduced sample and context-specific limitations, suggesting a need for further research in this area.

Sign Languages (SLs) are employed by deaf and hard-of-hearing (DHH) people to communicate on a daily basis. However, the communication with hearing people still faces some barriers, mainly because of the scarce knowledge about SLs among hearing people. Hence, tools to allow the communication between users of either sign or spoken languages must be encouraged. A stepping stone in this direction is the research of the sign language translation (SLT) task, which aims to produce a spoken language translation of a sign language video or vice versa. By implementing these types of translators in portable devices, we will make considerable progress towards a barrier-free communication between DHH and hearing people. That is why, in this work, we focus on reviewing the literature on SLT and provide the necessary background about SLs. Besides, we summarise the available datasets and the results found in the literature for one of the most used datasets, the RWTH-PHOENIX-2014T. Moreover, the survey lists the challenges that need to be tackled within the SLT research and also for the adoption of SLT technologies, and proposes future research lines.

BackgroundApproximately 235,000 deaf and hard of hearing (DHH) people live in Germany. Due to communication barriers, medical care for this group is difficult in many respects. Especially in the case of acute illnesses, the possibilities of communication, e.g., through sign language interpreters, are limited. This study investigates the satisfaction of DHH patients with medical care in Germany in unplanned medical consultations. The aim of this study is to provide insights into DHH patient's perception of medical care, to identify barriers and avoidance behaviours that stem from fears, miscommunication, and prior experiences.MethodsWe obtained data from adult DHH participants between February and April 2022 throughout Germany via an online survey in German Sign Language. The responses of N = 383 participants (65% female, M = 44 years, SD = 12.70 years) were included in statistical analyses. Outcomes were convictions of receiving help, satisfaction with healthcare provision, and avoiding healthcare visits; further variables were concerns during healthcare visits, incidences of miscommunication, and a communication score. We calculated t-tests, ANOVAs, correlations, and linear and logistic regression analyses.ResultsOur main findings show that (1) DHH patients were unsatisfied with provided healthcare (M = 3.88; SD = 2.34; range 0–10); (2) DHH patients reported many concerns primarily about communication and treatment aspects when visiting a doctor; and (3) 57% of participants deliberately avoided doctor visits even though they experienced symptoms. Factors such as concerns during doctor’s visits (B = -0.18; 95%CI: -0.34--0.02; p = .027) or miscommunication with medical staff (B = -0.19; 95%CI: -0.33–0.06; p = .006) were associated with satisfaction with medical care, while we found almost no associations with gender and location, and only few with age and education.ConclusionsOverall, our findings suggest that DHH patients are unsatisfied with provided healthcare, they deliberately avoid doctor visits, and they face various communication barriers. This study revealed several communication-related determinants of satisfaction with healthcare in DHH patients, such as incidences of miscommunication and the communication score. Communication-related barriers have high potential to be addressed in collaboration with the DHH community. To improve the medical care and the satisfaction with healthcare in DHH patients, training healthcare professionals, digital technologies, and other communication-enhancing interventions should be explored in future intervention studies.

Deaf and hard of hearing (DHH) individuals who use signed language and those who use spoken language face different challenges and stressors. Accordingly, the profile of their mental problems may also differ. However, studies of mental disorders in this population have seldom differentiated between linguistic groups. Our study compares demographics, mental disorders, and levels of distress and functioning in 40 patients using Norwegian Sign Language (NSL) and 36 patients using spoken language. Assessment instruments were translated into NSL. More signers were deaf than hard of hearing, did not share a common language with their childhood caregivers, and had attended schools for DHH children. More Norwegian-speaking than signing patients reported medical comorbidity, whereas the distribution of mental disorders, symptoms of anxiety and depression, and daily functioning did not differ significantly. Somatic complaints and greater perceived social isolation indicate higher stress levels in DHH patients using spoken language than in those using sign language. Therefore, preventive interventions are necessary, as well as larger epidemiological and clinical studies concerning the mental health of all language groups within the DHH population.

Although approximately 40% of school-based speech-language pathologists (SLPs) regularly serve Deaf and hard of hearing (DHH) students, at present, there are no agreed-upon standards specifying the minimum qualifications and best practices for working with this population, especially those who use signed language. The goal of the present study is to establish expert consensus on recommended clinical training and practice for SLPs working with signing DHH children. Experts in fields related to speech-language pathology and deaf education (N = 30, 16 DHH) participated in three rounds of a classical e-Delphi study. In Round 1, experts responded to open-ended questions about the role of SLPs working with DHH children who sign. In Rounds 2 and 3, experts rated their agreement with statements generated by fellow experts in Round 1. A mixed-method design included qualitative content analysis (Round 1) and quantitative descriptive statistics (Rounds 2 and 3). Experts rated a total of 185 items in Round 2 and 186 items in Round 3. Consensus (at least 70% agreement) was met for 158 statements, with recommendations for SLPs' knowledge, attitudes, and practices. Consensus was not achieved for 28 items, including the level of American Sign Language proficiency required for SLPs. This study is the first to elicit input from a panel of experts seeking to establish professional standards for SLPs who work with signing DHH children. These findings contribute to the movement toward more inclusive and culturally responsive clinical practice and can inform educational standards and policy for SLPs. Future research is needed to determine whether practicing SLPs meet these recommended standards and how clinical training can support growth for standards that are not currently being met. https://doi.org/10.23641/asha.28665218.

The typical medical education curriculum does not address language development for deaf and hard-of-hearing (DHH) children. However, this issue is medical because of the frequency with which DHH children as a population face health complications due to linguistic deprivation. The critical period for language development is early; if a child does not acquire an intact language before age five, the child is unlikely to ever have native-like use of any language. Such linguistic deprivation carries risks of cognitive delay and psycho-social health difficulties. Spoken language is inaccessible for many DHH children despite assistive-technology developments. But sign languages, because they are visual, are accessible to most DHH children. To ensure language development, DHH children should have exposure to a sign language in their early years, starting at birth. If they also receive successful training in processing and producing a spoken language, they will have the many benefits of bimodal bilingualism. Undergraduate medical education curricula should include information about early language acquisition so that physicians can advise families of deaf newborns and newly deafened young children how to protect their cognitive health. Graduate medical education in primary care, pediatrics, and otolaryngology should include extensive information about amplification/cochlear implants, language modality, and the latest research/practices to promote the development and education of DHH children. Training in how to establish connections with local authorities and services that can support parents and child should be included as well. Further, students need to learn how to work with sign language interpreters in caring for DHH patients. We offer suggestions as to how medical curricula can be appropriately enriched and point to existing programs and initiatives that can serve as resources.

This study investigated the pragmatic skills of 41 deaf and hard-of-hearing (DHH) students, enrolled in a Deaf Facility within a mainstream primary school. Five groups of DHH students (aged 6–12 years) across Foundation to Year 6 participated in two small-group wellbeing lessons with their teachers of the deaf. Video recordings of these lessons were analysed into two types of interactions: (1) peer-to-peer, and (2) teacher-led group interactions. Peer-to-peer interactions were further analysed to explore the pragmatic skills of these students. Results showed that the highest percentage of time at all year levels was spent in group interactions led by the teacher. However, the trend across the data showed that the opportunities provided for peer-to-peer interactions increased for the students in the older year levels. The DHH students demonstrated a range of effective pragmatic skills in peer-to-peer interactions including turn-taking, contingency, and showing sensitivity to their partners during collaborative learning. However, the use and sophistication of these pragmatic skills varied according to the nature of the task set by the teachers, and the age and language abilities of the students. The findings suggest that further opportunities for spontaneous interactions between peers would support the development of pragmatic skills in DHH students. In addition, teachers would benefit from professional learning to highlight the advantages of providing opportunities for spontaneous peer-to-peer interactions to support social communication in DHH students.

Deaf and hard of hearing (DHH) children are an exceptional needs population with unique mental health concerns requiring specialized intervention. However, psychological interventions aimed at treating these children are limited. Parent–Child Interaction Therapy (PCIT) is an empirically established therapeutic modality for the treatment of children with behavioral and emotional difficulties. This case study describes how PCIT was adapted to effectively intervene in assisting a deaf mother improve parent–child communication, bonding, and her hard-of-hearing son’s behavior. Readers will learn how PCIT was adapted and implemented with a DHH family, including the use of sign language interpreters within the model, translating PCIT behavioral coaching to American Sign Language, and an overall broadened understanding of mental health treatment with the DHH population. The effect of treatment on the child and parent who participated is also discussed.

Deaf and hard of hearing (DHH) students in Hong Kong face great challenges in academic learning since for decades oral language has been the only means of communication in classrooms. The establishment of the Sign Bilingualism and Co-enrollment in Deaf Education (SLCO) Program aims to provide an accessible mainstream environment that supports DHH children’s education. This study explores the impact of SLCO education on DHH children’s academic performance. A longitudinal study was conducted for four cohorts of DHH students (n = 24) who completed their 6-year primary education at the SLCO school. Data on their academic performance based on standardised assessments in Chinese Language, English Language and Mathematics were collected over the six years of primary education to review their development against normative grade levels and annual growth rates. Results indicate that SLCO-DHH students achieve normative standards in both English Language and Mathematics based on their median grade levels. They do, however, lag behind normative standards by one year in Chinese Language. When their academic development was analysed annually, they were comparable to their hearing peers, with an average growth rate very close to “1” for all three subjects. Additionally, no significant relationships could be found between degrees of hearing loss and speech perception and their academic performance. Instead, early Chinese literacy attainment serves as a strong factor predicting their later academic attainment in both Chinese Language and Mathematics. The SLCO education environment appears to be an education model that effectively reduces barriers to accessing academic content in classrooms and promotes positive academic development.

This paper presents the development of a real time American Sign Language (ASL) detection system using Raspberry Pi and a Sequential Convolutional Neural Network (CNN) model. The system aims to bridge the communication gap between the Deaf and Hard of Hearing (DHH) community and the hearing population by translating ASL gestures into text and audio outputs. The proposed system leverages the Raspberry Pi 5, a cost effective and scalable hardware platform, combined with deep learning techniques to achieve high accuracy in gesture recognition. The system utilizes the custom dataset for training and employs hand landmark detection using MediaPipe for real-time gesture analysis. The results demonstrate an 85% accuracy in recognizing ASL gestures, with real-time text and audio outputs. The system is designed for personal, educational, and public applications, offering a practical solution for enhancing communication accessibility for the DHH community. Key Words: American Sign Language(ASL), Raspberry Pi, Machine Learning, Gesture recognition, Sign Language Translation, Text-to-Speech conversion

Increasingly, across the globe, deaf and hard of hearing (DHH) students are educated in mainstream schools using spoken language for communication. Classroom interactions require the use of sophisticated pragmatic language skills. Pragmatic skills can be delayed in DHH students and create challenges for the social and emotional adjustment of DHH students at school. School-aged DHH children may present to pediatric health care providers with concerns about communicating effectively and forming friendships with hearing school peers. This review of pragmatic research between school-aged DHH students and their typically hearing peers reveals that this group of students displays some well-developed pragmatic skills such as turn taking, questioning, seeking general clarifications, and using a range of turn types. In it, we identify key areas in which DHH students experience significant challenges in both the social use of language and expository interactions (involving descriptions or explanations) that characterize classroom communication. DHH students tend to dominate interactions and have challenges with being contingent on their partners' contributions. In addition, many DHH students display some difficulty with sequencing instructions and may use referents poorly, making it difficult for peers to follow their instructions and fully grasp their meaning. The conversation model is presented in this article as a guide for pediatric health care providers, clinicians, educators, and parents and/or caregivers to understand these pragmatic challenges. The model guides medical and education practitioners with the development of targeted intervention that will support these students' ability to interact with others, learn more effectively, and develop friendships.

Background and objectives Inclusive education for deaf and hard-of-hearing (DHH) students, supported by digital innovation, has gained global prominence. However, their relevance to Saudi Arabia and Gulf countries has not been well explored. Therefore, this review specifically addresses how global educational technologies are integrated into DHH education and what challenges and opportunities arise in the Saudi and Gulf contexts. Methods and search strategies The author included peer-reviewed English-language articles published over the past 10 years (January 2016–April 2025). These studies involved DHH students in educational settings and focused on technology adoption, accessibility, teaching strategies, and inclusive tools, which form the core of this review. Relevant studies were identified using appropriate keywords in Scopus, Web of Science, Embase, the Saudi Digital Library, the Education Resources Information Center, and MedLine. Review findings This review identifies key technological categories, such as assistive devices, captioning systems, learning management platforms, and sign language tools, that support DHH learners. The successful adoption of these tools is hindered by several barriers, including infrastructural gaps, scarce Arabic language content, and insufficient teacher training. However, government initiatives and teacher-led, regionally adapted digital innovations, demonstrate the potential create meaningful change. Conclusion As Saudi Arabia undertakes educational reforms under Vision 2030, this review provides a regionally grounded synthesis that draws on global literature while emphasizing local challenges, such as limited Arabic-language digital tools, infrastructure disparities, and teacher-training gaps in DHH education. Therefore, context-specific studies examining the effectiveness of educational technologies for DHH students in Saudi Arabia are needed.

This narrative inquiry study provides insight into one component of Deaf bilingualism, that is, a spoken majority language, through shedding light on the perceptions of Iranian Deaf and hard-of-hearing (DHH) university students regarding Persian, the predominant spoken language in Iran. Through thematic analysis of the collected narrative interviews with ten DHH university students, key related themes such as home literacy practices, speech therapy, economic factors, extensive reading, and the challenging nature of learning Persian emerged, revealing a nuanced understanding of a wide range of language-related issues among DHH individuals. The findings highlight the complex interplay of familial support, professional interventions, socioeconomic factors, literacy promotion, and linguistic proficiency within the DHH community. Implications of the study extend to parents, educators, experts in Deaf studies, and policymakers in Deaf education. Specifically, apart from tackling the financial barriers, the importance of prioritising literacy development at home for Deaf children is emphasised, along with the role of speech therapy in long-term linguistic development. Additionally, the study emphasises the significance of formal and systematic teaching of the spoken majority language, along with special instructional materials, in facilitating effective communication and social integration.