Deaf Education

A reflexão sobre o ensino-aprendizagem de línguas para o público surdo se intensificou, em
quase todo o Brasil, desde o início de seu processo de universitarização, desencadeado pela
criação dos primeiros cursos de Letras Língua Brasileira de Sinais em 2006. A fim de garantir
o desenvolvimento e a implementação do projeto bilíngue para os surdos, diversas
universidades se engajaram na formação de professores de Língua Brasileira de Sinais (Libras),
de professores de Português Língua Segunda para Surdos (PLSS) e de professores bilíngues
(Libras/PLSS). Contudo, ao apresentar um panorama dessas formações, percebemos que a
reflexão sobre o ensino-aprendizagem de PLSS ainda não foi suficientemente sistematizada a
ponto de engendrar sua disciplinarização e seu tratamento como objeto específico no contexto
universitário brasileiro. Disto resulta que a discussão sobre esse campo se situa, atualmente, em
diferentes espaços disciplinares (notadamente, a Linguística, a Pedagogia, a Pedagogia Surda,
os Estudos Surdos e, ultimamente, a Linguística Aplicada), e, por via de consequência, é tratada
unicamente de maneira transversal, pois essas disciplinas visam objetos e objetivos que não são
os seus e não dispõem de ferramentas teóricas para responder a um sem-número de questões
bem precisas, cuja natureza transcende o âmbito de seu objeto de estudo. Para superar as
consequências graves que a não-disciplinarização desse campo provoca e que evidenciamos em
nosso trabalho (ineficiência do ensino de PLSS; apagamento da figura do professor de PLSS
no contexto da Educação Bilíngue Libras/PLS; não-profissionalização da formação de
professores de PLSS; falta de sistematização dos conhecimentos e saberes produzidos pelo
campo do ensino-aprendizagem de PLSS; e falta de uma definição clara da abordagem
epistemológica mais adequada para o campo), reivindicamos a instituição do ensino-
aprendizagem de PLSS como objeto de um campo disciplinar específico, a Didática do PLSS,
e defendemos a tese de que a disciplinarização do campo do ensino-aprendizagem de PLSS,
calcada no posicionamento epistemológico característico das didáticas disciplinares, pode
contribuir para a melhoria, para o desenvolvimento e para a consolidação do ensino de PLSS
no projeto de Educação Bilíngue Libras/PLSS, bem como para a profissionalização da
formação para o ensino de PLSS no Brasil. Nosso projeto científico consiste, in fine, em propor
a elaboração de um modelo didatológico (PUREN, 1999) que poderá ser mobilizado na reflexão
metadisciplinar sobre a Didática do PLSS. Para tanto, realizamos uma pesquisa teórica de cunho
qualitativo e interpretativista do tipo síntese de conhecimentos e elaboração de modelo
(RAÎCHE; NOËL-GAUDREAULTT, 2008), com o objetivo de constituir os fundamentos
epistemológicos e teóricos para a concepção inicial de uma Didática do Português Língua
Segunda para Surdos, caracterizá-la, delimitar seu território e destacar suas interações com
outras áreas. Os resultados evidenciaram que: a ausência de estruturação do espaço disciplinar
do ensino-aprendizagem de PLSS pode ser suprida pela constituição e disciplinarização da
Didática do PLSS; as problemáticas fundamentais do ensino-aprendizagem de PLSS são
específicas porque contemplam as consequências semiológicas da surdez e os múltiplos
aspectos da surdidade; a Didática do PLSS, enquanto disciplina autônoma, requer uma
perspectiva didatológica própria, em que os fundamentos epistemológicos, ideológicos e
deontológicos estejam em consonância com os aportes das consequências semiológicas da
surdez e dos múltiplos aspectos da surdidade para o processo de ensino-aprendizagem de PLSS;
e as problemáticas do ensino-aprendizagem de PLSS exigem uma completa (re)elaboração
teórica e metodológica.

The study of Personal Deixis is one of the important aspects of language in the field of pragmatics. One of its most obvious features is dependence on subjectivity and context. Because personal deixis are clear examples of the cultural and social characteristics of a language; The classification, interpretation and analysis of Personal Deixis and their role in literary texts such as short story, is one of the most important aims of this research. In this research, we find the descriptive-statistical method in analyzing the frequency and role of personal deixis in the short story "Dash Acol". The results obtained in this study shows that personal deixis play an important role in conveying meaning to the reader. The most common of them are in the form of personal pronouns with a frequency of (% 75.09) percent, the demonstrative pronoun, at a rate of (% 6.7), special nouns, with a percentage (% 4.91) and nicknames, with (% 12.32) in next rank. The lowest frequency takes kinship terms (% 4.32).

The existence of computers and internet has established to be important in human's life, as it offers an entrance into the World Wide Web. The web that acts as a platform for elearning education is an essential technology development; thus the humans' accessibility issues in Web applications are crucial. This includes the Deaf Learners. The objective of this research is to investigate the levels of knowledge, use, satisfaction and interest of the school teachers (involved in the Hearing-Impaired Education Program of the Secondary Level), on Computers, ICT and E-Learning, for the Deaf Learners. The Methodology of this research is Interview that acts as the research instrument, whereby 2 teachers are being interviewed from each school, to view their opinions. A total of 24 schools executing the Hearing-Impaired Education Program from the whole of Malaysia is the research location; therefore this brings a total of 48 teachers as the research sample. In evaluating the interview results, most teachers had shown positive results in having ICT Education (online) for The Deaf Learners, mainly for reasons like computers being deaf-friendly. Moreover, computer enhances the students' deaf-creativity in graphical visual of drawing images, web-design, 3D-animation, and multimedia purposes. Results also showed that the majority of respondents were not satisfied that the Deaf Learners are left out on the popular computer courses in schools.

“Sign” languages, of any geographical or accentual variation, understandably face continuous scrutiny under the ever-present popularity of verbal dictation and audism. Through this, many potential problems arise with the current lack of accessible communication for those who rely
on such sign languages for essential conversation—exacerbated by the rise of “AI” systems. Such AI systems regularly take the form of
recognition and interpretation models, designed to provide seamless and accurate translation. In reality these systems are built from biased data
and created without any input from deaf communities. Such models are widely used and accepted by their hearing counterparts—who remain
ignorant to the inherent culture, semantics and colloquial language present in such deep and meaningful gestural language systems. For that AI
technique to exist, sign language must be rationalized, in a search for profit that annihilates the conditions for communication and fails to
capture the human experience of the deaf person. By that process, it presents normative effects, creating a model of Man, standardized,
massified, and who has to adapt to the tool and technical milieu instead of the other way around, which we assume should have been the goal of
such a technology.

Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh), and most do not develop age appropriate spelling skills. Spelling errors from 29 middle school d/hh students were analyzed from writing samples that were gathered at the beginning, middle, and end of a year-long writing instructional approach. A linguistic analysis of spelling errors was used to assess each child’s understanding of the phonological, morphological, orthographic, semantic, and visual imagery rules that apply to written words. Our results provide a descriptive analysis of the types of spelling errors made by middle school d/hh students. Results indicate that spelling should be directly targeted during writing lessons. The results provide important information on the acquisition of spelling skills with this unique population and the use of narrative samples to assess spelling.

Neste texto abordamos aspectos da contribuição de uma pedagogia freireana para realçar a possibilidade de uma abordagem intercultural para o ensino de língua inglesa, identificando por meio de referenciais pedagógicos a necessidade de uma práxis pedagógica libertadora que pode ser considerada intercultural, ao se propor a relacionar conhecimento, cultura e poder. Os Parâmetros Curriculares Nacionais de Língua Estrangeira Moderna para o Ensino Médio apresentam o componente da cultura como orientador para o ensino. A condição opressor/oprimido e a noção de cultura presentes na obra de Paulo Freire são assumidas como orientadoras para perspectivar a necessidade de uma agenda curricular para o ensino de língua estrangeira. Nosso estudo utilizou-se de fontes bibliográficas para evidenciar a natureza intercultural da pedagogia freireana e, assim, expõe contribuições para se refletir os cenários discursivos da aula como propícios para ensino de língua inglesa.

Neste texto abordamos aspectos da contribuicao de uma pedagogia freireana para realcar a possibilidade de uma abordagem intercultural para o ensino de lingua inglesa, identificando por meio de referenciais pedagogicos a necessidade de uma praxis pedagogica libertadora que pode ser considerada intercultural, ao se propor a relacionar conhecimento, cultura e poder. Os Parâmetros Curriculares Nacionais de Lingua Estrangeira Moderna para o Ensino Medio apresentam o componente da cultura como orientador para o ensino. A condicao opressor/oprimido e a nocao de cultura presentes na obra de Paulo Freire sao assumidas como orientadoras para perspectivar a necessidade de uma agenda curricular para o ensino de lingua estrangeira. Nosso estudo utilizou-se de fontes bibliograficas para evidenciar a natureza intercultural da pedagogia freireana e, assim, expoe contribuicoes para se refletir os cenarios discursivos da aula como propicios para ensino de lingua inglesa.

The author discusses the life story of Anne Smyth, a deaf teacher in
19th-century Ireland. The story was written and published in 1858 by
another deaf teacher, Charlotte Mary Kelly, who traced Anne Smyth’s
life trajectory from her birth to the day she began life in a deaf school
until her untimely death at the age of 18 years. The study examines lay-
ers of meaning derived from Kelly’s narrative, with particular attention
to young Anne’s practice of going to her bedroom and making up signs
in front of a looking glass. The study provides some insight into the
meaning of her actions that can inform current understandings of deaf
education. The aim is to preserve Anne Smyth’s story in order to gener-
ate new histories, as well as new discussions in the field of deaf education research.

The development of a considerable body of literature on British
Sign Language (BSL) now permits analyzing and describing the so-
ciolinguistic history of the language. An impressive amount of so-
ciolinguistic information on BSL pertaining to the United Kingdom
(UK) provides rich material for such analysis, but, until now, very
little BSL research has focused on Northern Ireland. BSL is the first
and preferred language of the deaf community in Northern Ireland,
and has held that position since the nineteenth century. Despite this,
almost no attention has been given to the sociolinguistic history of
BSL in the region. The aim in this article is to fill the gap in knowl-
edge by detailing, as far as possible, the sociolinguistic history of BSL
in Northern Ireland rooted in British colonialism. The study shows
how Protestant schools played an important role in the transmission
of BSL across the island of Ireland. This research is, therefore, an
attempt to place the study of BSL in Northern Ireland within the
canon of literature on sign language.

This qualitative study examines deaf people's lived experiences of ableism and discrimination in mainstream and special school settings. Through the lens of critical disability studies theory, the researcher conducted semi-structured individual interviews with 13 deaf adult individuals in Ireland who self-reported experiencing ableism and discrimination in school. Interviews were thematically analysed resulting in the generation of four themes on the different ways in which the study participants experienced ableism in school contexts and the consequences of this ableism on their education. The themes are: denial of opportunities to learn and use Irish Sign Language (ISL); ableist barriers to accessing incidental learning; deaf teachers; and the ableism of low expectations. The findings demonstrate that attitudinal barriers to accessing ISL in the classroom negatively impacted on deaf people's social and educational lives. The findings highlight the need to ensure human rights are at the core of deaf education policy.

Historically, the valuing of deaf children's voices on their own schooling has been underrepresented in educational policies, curriculum frameworks and discursive practices and, in particular, in the debates and controversies surrounding oralism and Irish Sign Language in deaf education in Ireland. This article discusses children's everyday lived experiences of oralism and Irish Sign Language using ethnographic interviews and observational methods. The data yielded narrative understandings of how deaf children's schooling experiences served as a cauldron for the development of time, space and relational domains for individual and collective self-expression, cultural production and reproduction of the secret lore and understandings of Irish Sign Language and development of a hidden curriculum of sign language in a policy and practice context dominated by oralism. This paper concludes with recommendations for the development of a sign bilingual curriculum across the full scope and sequence of schooling in Ireland.

The meaning of a scholarly intervention is not determined solely by what it says, but by what it enables within a field. Where visibility and influence are uneven, neutrality cannot produce neutral outcomes. Meaning does not stay inside a text. It moves—through interpretation, through uptake, through what is amplified, and through what is masked—or ignored. What appears stable when written does not remain fully stable when encountered. This paper, not intended for peer review publication offers a short essay examining the dynamics a modernist-postmodernist theoretical impasse and a potential alternative--metamodernism

I co-edited this special issue on Language, Law and Rights: Balancing AI-Driven Technology and Equity, which brings together interdisciplinary reflections on how AI-driven language technologies are transforming access, participation, and linguistic justice. The issue examines the promise of these technologies, while also addressing the risks they pose for equity, representation, and language rights, particularly for minoritized and under-resourced language communities.

Este estudio propone para dignificar y profesionalizar la figura del Especialista en Lengua de Signos Española (ELSE) en el ámbito educativo de la Comunidad de Madrid, con el objeto de garantizar una educación de calidad para el alumnado sordo. La investigación confirma que el ELSE cumple un papel esencial en las etapas de Educación Infantil y Primaria, actuando como referente lingüístico, cultural y social para los niños sordos. Sin embargo, las condiciones laborales actuales, en muchos casos, no se ajustan a lo establecido legalmente, y la educación inclusiva continúa siendo un reto pendiente. En este contexto, se plantea la necesidad urgente de mejorar aspectos estructurales y formativos que favorezcan una inclusión efectiva y reconozcan el papel del ELSE como figura clave en el proceso educativo del alumnado sordo.

El presente estudio tiene como objetivo valorar la percepción del alumnado del Grado en Educación Infantil sobre un taller de sensibilización en lengua de signos española (LSE), así como analizar los conocimientos adquiridos tras la intervención. A través de una metodología mixta, se aplicaron cuestionarios antes y después del taller, combinando preguntas abiertas y cerradas. Los resultados revelan una mejora en la valoración de la LSE como herramienta de inclusión, así como un aumento en la conciencia sobre la realidad de la comunidad sorda. No obstante, algunos estudiantes manifestaron la necesidad de más práctica para consolidar sus competencias comunicativas. Esta investigación pone de relieve la importancia de incluir formación en LSE en los planes de estudio universitarios para promover una educación más inclusiva y respetuosa con la diversidad.

Una obra colectiva que consolida la cooperación académica entre España y Brasil en el ámbito de la interpretación de lenguas de señas. El libro reúne investigaciones de la Universidad Rey Juan Carlos y la Universidade Federal de Santa Catarina para analizar la profesionalización, la formación y las tecnologías aplicadas a la Lengua de Signos Española (LSE) y la Lengua Brasileña de Señas (Libras).

pesquisadoras(es) da área de Linguística e Literatura no Brasil, visando à organização científica, em diferentes perspectivas teórico-metodológicas, e a diferentes discussões relacionadas a procedimentos éticos para a produção de conhecimentos. Compreendem-se os GTs como a base de produção acadêmico-intelectual da ANPOLL, além de serem constituídos como espaços de organização, de promoção e de desenvolvimento das políticas dessa Associação, consubstanciando-se em ambientes de interação por meio de diálogos com outras Instituições científicas, e com a sociedade em geral, visando a reflexões sobre as sociabilidades para algum tipo de transformação social. Neste volume, contamos com dez Grupos de Trabalho e com o verbete ANPOLL. O verbete ANPOLL busca trazer uma síntese do panorama de sua história nestes 40 anos de existência. O Grupo de Trabalho Análise do Discurso foi fundado durante o I Congresso Nacional da ANPOLL, realizado em novembro de 1986, em Curitiba, sob a coordenação inicial de Eni Orlandi, que trouxe para Brasil o legado de Michel Pêcheux. Desde sua origem, O GT destacou diversas perspectivas teóricas, tendo em comum um único objeto: "o discurso". Nos primeiros encontros, em consonância com a pluralidade teórica da proposta naquele período, destacaram-se mesas-redondas e subgrupos temáticos (metáfora, línguas indígenas, discurso literário). Nos anos de 1989 e 1991, José Luiz Fiorin assumiu a coordenação do Grupo, organizando encontros em Recife e Porto Alegre, os quais resultaram em produções importantes sobre dialogismo e identidade nacional. Nos anos 1990, o GT cresceu em números de membros e relevância, acompanhando a expansão da pós-graduação no Brasil. Progressivamente, ampliou diálogos com História, Psicanálise e estudos sobre materialidades discursivas. Hoje, o GT conta com cerca de 170 filiados, primando pelo debate teórico que versa sobre as complexidades da sociedade contemporânea. De qualquer modo, o objeto central do GT ainda diz respeito, sobretudo, à análise do discurso, hoje consolidado como campo teórico no Brasil. Em 2025, o GT organiza-se em três linhas: 1) História das Ideias Linguísticas; 2) Práticas discursivas, materialidades e movimentos; e 3) Processos de subjetivação, identificação e cultura. Essas linhas reafirmam a vitalidade da AD no país, sua pluralidade de objetos e sua centralidade na compreensão da linguagem em suas dimensões históricas, sociais e políticas. O Grupo de Trabalho Crítica Textual dedica-se ao estudo da transmissão, preservação e edição de textos literários e não literários, a fim de apreciar sua materialidade,

Após os acordos realizados com os colegas surdos em que sinais e escrita se entremearam
em um jogo rizomático tecido por configurações de mão, movimentos, espaços, letras,
risos, estranhamentos, queixas, pedidos, ausências, presenças, ritmos, julgamentos,
sensibilidades, afetos etc., recebemos muitos trabalhos de diferentes pesquisadoras e de
pesquisadores pelo Brasil, entre surdos e ouvintes, professoras e professores em diferentes
instituições de ensino, desde a educação básica ao nível superior. Alguns são artigos de
professores surdos que foram graduandos do curso de Letras-Libras da Universidade
Federal do Acre e que, agora, conseguiram quebrar os muros da pós-graduação e estão
fazendo suas pesquisas a nível de mestrado e de doutorado no Programa de Pós-graduação
em Letras: Linguagem e Identidade da Universidade Federal do Acre. Além disso, todos
esses egressos do Letras-Libras/Ufac são integrantes do Laboratório de Estudos
Interculturais e Humanidades/Leih dessa instituição. Dividimos entre nós seis a tarefa de
enviar os artigos para pareceristas, iniciando o longo processo de análise dos textos, envio
dos resultados para os autores, formatações e, por fim, a publicação.

Article No.: 0156 This research investigates the information requirements and information-seeking habits of individuals with hearing and speech impairments, paying particular attention to their difficulties, preferred sources of information, and methods for overcoming obstacles. Based on an empirical approach, data collection involved both qualitative and quantitative methods from 320 participants across the Local Government Areas of Onitsha North and South, Idemili North and South, as well as Nnewi North and South in Anambra State. Structured interviews and naturalistic observations were employed as data collection methods in crucial information-seeking contexts like schools, libraries, and social gatherings. The findings show that individuals with hearing and speech impairments mainly look for information regarding education, healthcare, job opportunities, and social involvement. Digital platforms, community networks, and specialized institutions were recognized as favored sources of information, but accessibility continues to be a major issue. Significant obstacles to accessing information comprise the absence of assistive technology, inadequate policy execution, a shortage of sign language interpreters, and societal misunderstandings regarding their abilities. To surmount these difficulties, participants employed tactics that included leaning on family and friends, utilizing mobile apps, and championing inclusive communication services. The results indicate that people with hearing and speech impairments primarily seek information about education, healthcare, employment opportunities, and social participation. Digital platforms, community networks, and specialized institutions were acknowledged as preferred sources of information; however, accessibility remains a significant challenge. The lack of assistive technology, insufficient policy implementation, a scarcity of sign language interpreters, and societal misconceptions about their capabilities represent major barriers to accessing information. In order to overcome these challenges, participants used strategies that involved relying on their social circles, taking advantage of mobile applications, and advocating for inclusive communication services.

A través del reconocimiento de las cualidades de las plantas que propenden a la vida, el estudio propone estas características como necesarias para la generación de ambientes de vida en la educación y la investigación. Autopoiéticamente, identificamos relaciones de sensibilidad, colaboración, movimiento, viaje, comunicación, memoria y cuidado. Valoramos estas cualidades para los ambientes de aprendizaje, cambio y transformación necesarios en Educación, las que constituyen ambientes dinámicos, autoorganizados, cambiantes y complejos que son reconocidos como ambientes narrativos. Este trabajo contribuye a la comprensión de las investigaciones-vidas como experiencia indagativa y narrativa, que, desde los modelos de investigación bioinspirados, posibilitan la investigación como vivencia de la vida misma que acontece en su devenir.

The context of educational organizations changes rapidly and requires changes of schools as organizations as well as changes of whole educational systems. Paper tries to show the complexity of social and economic changes that are key elements of changes in school context in contemporary Europe. It then becomes the basis for the proposal of reconceptualization of educational management as a scientific domain that can help better to describe schools as organizations and stimulate their more adequate management and leadership making it possible to face challenges of complex school context

قامت هذه الدراسة باستطلاع آراء طلاب الدراسات العليا في تخصص أمراض النطق واللغة بهدف تحديد مدى وعيهم باضطرابات اللغةلغة الإشارة، مما يفتح المجال لنقاش محتمل حول الحاجة إلى تخصص أمراض اللغة الموقَّعة، بما في ذلك إمكانية تطوير تشخيصات وعلاجات مستقبلية قائمة على لغة الإشارة

قامت هذه الدراسة باستطلاع آراء طلاب الدراسات العليا في تخصص أمراض النطق واللغة بهدف تحديد مدى وعيهم باضطرابات لغة الإشارة، مما يفتح المجال لنقاش محتمل حول الحاجة إلى تخصص أمراض اللغة الموقَّعة، بما في ذلك إمكانية تطوير تشخيصات وعلاجات مستقبلية قائمة على لغة الإشارة.

İnsanların duygu ve düşüncelerini ifade etme ihtiyacı dil olgusuyla giderilmektedir. Dil bir iletişim unsuru olmasının yanında insanın yaşadığı kültürden, doğal ortamından vb. izler de barındırmaktadır. Bu gibi özellikleriyle dil çok yönlü ve karmaşık bir yapıya sahiptir. Bu yapının mahiyeti ve işlevlerinin anlaşılmasına yönelik faaliyetler, dil ile ilgili birçok araştırma ve buna bağlı olarak birçok yaklaşımın ortaya çıkmasına sebep olmuştur. Uzun bir geçmişe sahip olan dil çalışmaları dilbilim çatısı altında toplanmaktadır. Dil toplumların ortak sermayesi olduğundan dilbilim de aynı özelliği taşımaktadır. Dilbilimin gelişimine katkıda bulunan her bilim adamı ait olduğu dilsel yapıyı kullanarak bu alana yeni kavramlar kazandırmaktadır. Geliştirilen bu kavramlar zamanla diğer dillerde karşılıklarını bulmaktadır. Dilbilim alanında çalışma yapan araştırmacılar bu kavramların gerek kendi dillerinde gerekse hedef dildeki karşılıklarına her zaman kolaylıkla ulaşamamaktadır. Bu ihtiyacı gidermesi amacıyla çalışma

We describe the literacy issues facing young deaf and hard of hearing (DHH) learners in Taiwan who are learning both a logographic and an alphabetic script. We describe the contextual factors that surround their reading and writing processes such as island demographics, reading achievement levels, and background language learning variables including deaf culture. We then describe and provide graphic illustrations and examples of the linguistic features of the written languages that DHH children are learning (Chinese and English) as well as the sign codes (Signed Chinese, Zhuyin finger alphabet, character signs, palm writing, and air writing) and the Zhuyin Fuhao written visual symbols. We suggest that contextual, cultural and linguistic factors need to be considered in the understanding of how DHH children learn to read and write as well as how they use their sign language and sign codes to build Chinese and English literacy skills. keywords deaf, hard of hearing, deaf education, literacy, Taiwanese Sign Language, Chinese, Deaf Culture All three authors prepare teachers and educational leaders of deaf and hard of hearing students.

As part of a larger study on the levels experienced by deaf children in acquiring knowledge about printed letters, words, and stories, an investigation was undertaken to discover the effects of a reciprocal teaching method on deaf children's learning of four prereading skills --finger spelling, book reading, story reciting, and word recognition. Subjects, 23 prelingually deaf kindergarten and first grade students with severe-to-profound and profound hearing losses, met in groups of five or six for 30 minutes each week with the teacher. The teacher read and signed an experimental storybook containing three to five new words in a picture context with a manual sign illustration. After discussing the new signs, the children performed a number of activities involving the four target skills. In addition, the children took the books home to read with siblings, parents, and friends. Gains made in rereading were measured through pretesting and posttesting. Results indicated that the reciprocal teaching procedure could build prereading skills in young deaf children. The training was beneficial for students with a wide range of abilities. (FL)

El síndrome CHD8 es una alteración genética asociada al Trastorno del Espectro Autista, Discapacidad Intelectual y dificultades en el lenguaje, caracterizada por un perfil neurogenético y comunicativo específico con importantes implicaciones en el ámbito educativo. A pesar del creciente interés desde perspectivas clínicas y biomédicas, persisten limitaciones en la investigación centrada en su participación e intervención educativa, especialmente en relación con el desarrollo comunicativo y lingüístico.
El presente trabajo tiene como objetivo analizar el perfil neurocognitivo, comunicativo y conductual asociado al síndrome CHD8, así como describir sus implicaciones educativas y proponer una intervención didáctica orientada al desarrollo de las habilidades comunicativas del alumnado en contextos inclusivos. Para ello, se realiza una revisión teórica de la literatura existente y se plantean estrategias pedagógicas que integran los distintos componentes del lenguaje (forma, contenido y uso), junto con las funciones ejecutivas.
Los resultados evidencian la necesidad de implementar enfoques educativos integrales, estructurados y funcionales que favorezcan la participación e interacción del alumnado en el aula. En este sentido, se destaca la importancia de adaptar la intervención a las características específicas de este perfil, promoviendo el desarrollo comunicativo y lingüístico como base para una interacción eficaz con el entorno.

Model facylitacji rozwoju kompetencji komunikacyjnych mówionych u dorosłych Polaków w wieku 40-50 lat: synteza literatury i propozycja ramowego podejścia dydaktycznego Warszawa Maj 2026 Model facylitacji rozwoju kompetencji komunikacyjnych mówionych u dorosłych Polaków w wieku 40-50 lat: synteza literatury i propozycja ramowego podejścia dydaktycznego Abstrakt Artykuł przedstawia autorską propozycję Modelu Zrównoważonej Facylitacji Komunikacyjnej (Balanced Facilitation Model -BFM) przeznaczonego dla nauczycieli języka angielskiego pracujących z dorosłymi uczniami w wieku 40-50 lat. Grupa ta, należąca do pokolenia transformacji ustrojowej, charakteryzuje się bogatym doświadczeniem zawodowym, lecz jednocześnie znacznymi deficytami w zakresie kompetencji komunikacyjnych mówionych, wysokim poziomem lęku językowego oraz ograniczonym czasem na naukę. Na podstawie systematycznego przeglądu literatury krajowej i międzynarodowej z lat 2010-2026, obejmującego 68 źródeł, autor dokonuje syntezy kluczowych koncepcji andragogiki Knowlesa, teorii flow Csíkszentmihályiego oraz poczucia własnej skuteczności Bandury. W artykule omówiono specyfikę polskiego kontekstu glottodydaktycznego oraz zidentyfikowano najważniejsze potrzeby edukacyjne tej grupy wiekowej. Centralną częścią pracy jest szczegółowy opis sześciofazowego modelu facylitacji, który zakłada budowanie bezpieczeństwa psychologicznego, waloryzację doświadczeń zawodowych, projektowanie zadań komunikacyjnych z zachowaniem równowagi flow, systematyczną refleksję, explicit instruction pragmastyczny oraz stopniowe wspieranie autonomii uczącego się. Model został zaprojektowany z myślą o warunkach stacjonarnych kursów EFL i może być elastycznie dostosowywany do realiów szkół językowych oraz programów korporacyjnych. Artykuł podkreśla praktyczny potencjał wdrożeniowy modelu oraz wskazuje jego ograniczenia. Wnioski wskazują, że świadoma facylitacja może stanowić skuteczne narzędzie przełamywania zjawiska "wiecznego początkującego" i wspierania całożyciowego rozwoju kompetencji komunikacyjnych polskich dorosłych w wieku średnim.

Artykuł poświęcony jest roli nauczyciela-facylitatora w rozwoju kompetencji komunikacyjnych dorosłych Polaków w wieku 40–50 lat. W dobie globalizacji i rosnącej presji rynku pracy znajomość języka angielskiego przestaje być jedynie atutem, a staje się koniecznością – zarówno w kontekście zawodowym, jak i osobistym. Pokolenie osób urodzonych w latach 1975–1985, które ukończyło szkołę w okresie transformacji ustrojowej, często boryka się z syndromem „wiecznego początkującego”: solidną wiedzą gramatyczną, ale znacznymi trudnościami w swobodnej komunikacji ustnej i pisemnej.
W pierwszej części artykułu przedstawiono ewolucję pojęcia kompetencji komunikacyjnej – od modelu Della Hymesa, przez klasyczny model Canale’a i Swaina (gramatyczna, socjolingwistyczna, dyskursywna i strategiczna), aż po późniejsze rozszerzenia Bachmana oraz Celce-Murcii i współpracowników, uwzględniające aspekty pragmatyczne i międzykulturowe. Następnie omówiono specyfikę uczenia się dorosłych w ujęciu andragogiki Malcolma Knowlesa, podkreślając znaczenie doświadczenia życiowego i zawodowego, orientacji problemowej oraz motywacji wewnętrznej tej grupy wiekowej.
Druga część koncentruje się na kluczowych czynnikach psychologicznych wpływających na efektywność procesu nauczania: motywacji (integracyjnej i instrumentalnej), stanie flow Mihálya Csíkszentmihályiego, poczuciu własnej skuteczności (self-efficacy) Alberta Bandury oraz dynamicznej równowadze między poziomem umiejętności a wyzwaniem. Szczególny nacisk położono na zmianę roli nauczyciela – z tradycyjnego instruktora na facylitatora, który tworzy bezpieczne, nieoceniające środowisko, stosuje scaffolding, task-based learning, systematyczną samoocenę oraz explicit instruction w zakresie różnic pragmastycznych i kulturowych.
W rozdziale trzecim zidentyfikowano istotne luki badawcze. Grupa 40–50-latków jest marginalizowana w literaturze – badania dotyczą głównie młodzieży lub seniorów. Brakuje pogłębionych studiów uwzględniających polski kontekst historyczno-kulturowy (wpływ edukacji gramatyczno-tłumaczeniowej, transfer z innych języków obcych), integrujących teorie kompetencji komunikacyjnej z andragogiką, teorią flow i self-efficacy, a także rzetelnych badań empirycznych longitudinalnych i mixed-methods. Niedostatecznie zbadano także rolę
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narzędzi cyfrowych oraz intersekcjonalność czynników takich jak płeć, status zawodowy czy poziom lęku językowego.
Część czwarta przedstawia implikacje praktyczne dla glottodydaktyki i kształcenia nauczycieli. Zalecane jest projektowanie zajęć wokół realnych potrzeb zawodowych uczestników, stopniowe wycofywanie wsparcia, regularna refleksja nad własnymi nagraniami oraz waloryzacja doświadczeń zawodowych. Instytucje powinny wprowadzać dedykowane programy blended learning, elastyczne formy kształcenia oraz szkolenia rozwijające u nauczycieli kompetencje facylitacyjne, empatię i umiejętność budowania psychologicznego bezpieczeństwa.
Rozdział piąty wskazuje kierunki przyszłych badań, w tym longitudinalne studia mixed-methods porównujące model tradycyjny z facylitacyjnym, action research prowadzony przez samych nauczycieli oraz analizy intersekcjonalne.
Artykuł kończy się wnioskami, że świadoma facylitacja nie tylko podnosi kompetencje komunikacyjne, lecz także wzmacnia poczucie sprawczości i tożsamość językową dorosłych uczniów, przyczyniając się do ich rozwoju zawodowego i osobistego w starzejącym się społeczeństwie wiedzy.
Słowa kluczowe: kompetencje komunikacyjne, nauczyciel-facylitator, andragogika, dorośli uczniowie języka angielskiego, wiek średni, flow, self-efficacy, glottodydaktyka, lifelong learning, polski kontekst edukacyjny

Hybrid teaching has become an essential approach in higher education, bringing together the strengths of face-to-face instruction and the flexibility of online learning. In Morocco, the Higher Institution of Nursing and Health Techniques (ISPITS) has gradually adopted this model, yet no systematic national evaluation of its quality has been conducted. The present study, therefore, addresses this gap by examining the perceived quality of hybrid education in ISPITS through Context, Input, Process, Product (CIPP) model. The research opted for a cross-sectional survey with teachers from ten ISPITS institutions. A structural questionnaire measured the four CIPP dimensions, and the analysis drew on both descriptive and inferential methods. The results showed a clear contrast between teaching practices and institutional conditions. Teachers reported that pedagogical processes and learning outcomes function effectively, while they judged the institutional context and available resources as limited. Perceptions also varied across regions, with urban centers showing stronger evaluations than peripheral areas. Gender differences appeared in some measures but had little practical importance. These findings demonstrate that teachers sustain effective hybrid teaching despite structural constraints. The study emphasizes the decisive role of teaching processes in shaping the quality of hybrid learning and calls for policies that strengthen resources and clarify institutional objectives. By applying the CIPP model, the study offers a systemic perspective that can guide continuous improvement and inform national strategies for equity in health education.

MULTIMODAL REPRESENTATIONS IN CHEMISTRY TEACHING: CONCEPTIONS, CHALLENGES AND TRANSFORMATIONS. The study analyzes the initial conceptions and transformations in the use of multimodal representations by future Chemistry teachers after a formative intervention. The study took place in a workshop with nine Master's students in Physics and Chemistry Teaching at a Portuguese public university. Data collection included a pre-intervention questionnaire and a postintervention activity in which participants suggested multimodal representations. Thematic analysis was used for qualitative data. The questionnaire results showed that, despite recognizing the potential of multimodal representations, participants had conceptual and practical gaps in using them. The thematic analysis identified two central dimensions: personal and conceptual. In the personal dimension, the highlights were the lack of teaching experience, the lack of experience with multimodality, and the view of its use as digital technology. In the conceptual dimension, confusion between multirepresentations and multimodality was observed. In the post-intervention activity, participants demonstrated a change in how they understood and used multimodal representations, incorporating concrete, symbolic, and gestural modes. The results highlight the need for deeper teacher training in multimodals. As the intervention was specific, courses should provide future teachers with opportunities to experience multimodal use in real teaching contexts, ensuring better preparation for their practical application in chemistry education.

Background: Nursing students' stress levels are rising as a result of emotional demands, clinical exposure, and
academic pressure. Deep breathing techniques and mindfulness meditation are common non-pharmacological
stress management techniques.
Methodology: A quasi-experimental comparative study was conducted among 60 nursing students selected
through purposive sampling. Participants were divided into two groups: Group A (Mindfulness Meditation) and
Group B (Deep Breathing Exercises). Stress levels were assessed using the Perceived Stress Scale (PSS) before
and after intervention. Data were analyzed using descriptive and inferential statistics.
Results: Both interventions significantly reduced stress levels, but mindfulness meditation showed greater
effectiveness compared to deep breathing exercises (p < 0.05).
Conclusion: When it comes to lowering stress levels among nursing students, mindfulness m

A crucial part of clinical care is pain evaluation, but traditional approaches mostly rely on subjective self
reporting, which may be incorrect or impractical for patients who are nonverbal or mentally impaired. This work
introduces an AI-powered facial recognition tool for pain assessment that uses facial expression analysis to
deliver an objective, non-invasive, and real-time assessment of pain. To detect and measure pain, the system
combines cutting-edge technologies including computer vision, deep learning, and facial landmark detection.
To capture both spatial and temporal aspects of facial expressions, a hybrid model that combines convolutional
neural networks (CNN), long short-term memory (LSTM), and attention mechanisms is used. Image collection,
preprocessing, facial feature extraction, and categorization of pain severity into predetermined groups are all
part of the methodology.

A inclusão do aluno surdo é um tema ainda pouco discutido no contexto educacional, pois exige mudançade atitude, é um processo de transformação. Devido ao fato do aluno surdo não corresponder aos padrões de homogeneização, o seu processo ensino-aprendizagem é estigmatizado e inferiorizado. Tendo este artigo como tema o Bilinguismo e Inclusão escolar dos alunos surdos, elaborou-se como problemática de pesquisa: Como o bilinguismo pode contribuir na educação dos alunos surdos? O objetivo geral é compreender de que modo o bilinguismo pode contribuir na educação de surdos. Como objetivos específicos foram delimitados: analisar asimplicações da surdez no processo ensino-aprendizado; descrever a proposta de educação bilíngue no Brasil no contexto da surdez e comparar a proposta do bilinguismo com a inclusão escolar dos alunos surdos no contexto educacional vigente. A pesquisa do trabalho é de natureza básica, qualitativa, em relação aos objetivos é descritiva e os procedimentos técnicos b...

The primary objective of this research was to investigate AI-based instructional assessment for children with multiple disabilities, focusing particularly on current methods, developing trends and future possibilities. The research method was a quantitative descriptive survey approach through which data were collected from 350 special education teachers working in special and inclusive educational settings. A self-prepared questionnaire containing demographic variables and 40 structured items was the instrument for data collection. The tool was reviewed by experts and showed excellent reliability. Results showed that teachers thought positively about the benefits and future capabilities of AI educational assessment, however current use was at a moderate level. The study also revealed that training, academic qualification, and teaching experience were bases for significant differences, while limited differences appeared for some other demographic variables. AI-based assessment can facilitate individual, inclusive, and efficient evaluation for children with multiple disabilities, the study stated. It advised teacher training, the creation of AI instruments that are specialized, and a robust policy framework as a way forward to implementation effectiveness.

AI-driven educational technologies are expanding rapidly, yet their design rarely reflects the linguistic and infrastructural realities of Deaf learners in low-resource contexts. This qualitative study investigates how teachers, parents, and Deaf students in Bangladesh navigate fragile visual access, inconsistent Bangla Sign Language, and unreliable technology in everyday learning. Through interviews and focus groups with 13 teachers, eight parents, and five Deaf students, we show how small disruptions in sightlines, pacing, or sign clarity can quickly collapse comprehension, making accessibility a condition that must be constantly protected. We identify opportunities for AI to act as access support by stabilizing visual information, ensuring teacher-validated Bangla Sign Language, enabling offline use, and protecting emotional safety when seeking help. We contribute a model of learning continuity that explains how visual, linguistic, and affective stability interact in Deaf education and offer concrete design directions for AI-driven learning tools in the Global South. CCS Concepts • Human-centered computing → Empirical studies in HCI; User studies.

As video has become the dominant mode of content on platforms such as YouTube, TikTok, and Instagram, captioning has emerged as a critical factor for accessibility, engagement, and visibility. While prior studies have examined different types of social media video captions or communities' captioning usage, a systematic synthesis has not been undertaken, leading to the risk of proposing interventions that overlook core platform constraints or miss critical accessibility needs. This paper reviews 36 peer-reviewed papers published between 2015 and 2025 across fields such as Human-Computer Interaction (HCI), accessibility, media studies, education, and language learning. We note that captions operate as collective infrastructure co-produced by viewers, creators, and platforms. Deaf and Hard of Hearing (DHH), neurodivergent, and multilingual viewers depend on captions and increasingly expect mechanisms for feedback, while creators face inadequate tool support. Building on these insights, we propose the framework of Participatory Captioning and suggest design implications, highlighting future directions for social media video caption research. CCS Concepts • Human-centered computing → Accessibility systems and tools; HCI design and evaluation methods; Empirical studies in HCI ; Social media.

As video has become the dominant mode of content on platforms such as YouTube, TikTok, and Instagram, captioning has emerged as a critical factor for accessibility, engagement, and visibility. While prior studies have examined different types of social media video captions or communities' captioning usage, a systematic synthesis has not been undertaken, leading to the risk of proposing interventions that overlook core platform constraints or miss critical accessibility needs. This paper reviews 36 peer-reviewed papers published between 2015 and 2025 across fields such as Human-Computer Interaction (HCI), accessibility, media studies, education, and language learning. We note that captions operate as collective infrastructure co-produced by viewers, creators, and platforms. Deaf and Hard of Hearing (DHH), neurodivergent, and multilingual viewers depend on captions and increasingly expect mechanisms for feedback, while creators face inadequate tool support. Building on these insights, we propose the framework of Participatory Captioning and suggest design implications, highlighting future directions for social media video caption research. CCS Concepts • Human-centered computing → Accessibility systems and tools; HCI design and evaluation methods; Empirical studies in HCI ; Social media.

In 2011, Carolyn McCaskill et al. published a study of Black American Sign Language (Black ASL or BASL). The authors highlighted the fact that, just as Hearing Black Americans have an idiom and culture that is clearly distinctive from the "White mainstream," Black Deaf Americans have such a separate idiom and culture as well, only that theirs is purely visual. We still know little about this visual Black Deaf culture and its history. In this article, I provide a much-needed overview of Black Deaf history from the U.S. Civil War to the present day that connects the available, somewhat scattered pieces of information. Proceeding chronologically, I focus on major stages of development, including, first of all, the role of segregated schools for the deaf in the U.S. South between the 1860s and 1970s. Moreover, I examine the unique contributions of Black Deaf Americans to the Civil Rights Movement since the 1950s and point to the rising self-awareness of Black Deaf people in the course of the 1960s and 1970s, which culminated in 1980 in the establishment of a national interest group, the National Black and Deaf Advocates (NBDA). In moving along, I contextualize Black Deaf role models like Black Deaf missionary Andrew Foster. I close by exploring how the Internet has opened up new opportunities for spreading Black Deaf group awareness as a basis for studying Black Deaf culture and history further.

In 2011, Carolyn McCaskill et al. published a study of Black American Sign Language (Black ASL or BASL). The authors highlighted the fact that, just as Hearing Black Americans have an idiom and culture that is clearly distinctive from the "White mainstream," Black Deaf Americans have such a separate idiom and culture as well, only that theirs is purely visual. We still know little about this visual Black Deaf culture and its history. In this article, I provide a much-needed overview of Black Deaf history from the U.S. Civil War to the present day that connects the available, somewhat scattered pieces of information. Proceeding chronologically, I focus on major stages of development, including, first of all, the role of segregated schools for the deaf in the U.S. South between the 1860s and 1970s. Moreover, I examine the unique contributions of Black Deaf Americans to the Civil Rights Movement since the 1950s and point to the rising self-awareness of Black Deaf people in the course of the 1960s and 1970s, which culminated in 1980 in the establishment of a national interest group, the National Black and Deaf Advocates (NBDA). In moving along, I contextualize Black Deaf role models like Black Deaf missionary Andrew Foster. I close by exploring how the Internet has opened up new opportunities for spreading Black Deaf group awareness as a basis for studying Black Deaf culture and history further.

O texto apresenta uma análise sobre as modificações realizadas nos roteiros dos vídeos do MathLibras, que têm o objetivo de criar material didático acessível e bilíngue para o ensino matemático de alunos surdos, sendo a Libras a primeira língua e o Português na legenda como segunda. O trabalho teve como foco a análise de quatro vídeos, os quais possibilitaram uma autorreflexão, na qual foram verificadas semelhanças e divergências, e como as mudanças possibilitaram um alcance maior do projeto, tanto em inscritos no canal quanto na aplicação prática na escola parceira. Essa análise fundamentou um novo modelo de roteiro, mais curto, direto e voltado para a prática e resolução de exercícios com o uso de objetos do cotidiano.

O artigo tem como objetivo descrever e analisar a conversa inicial com crianças da Educação Infantil sobre o vídeo Comparando Bonecas, vinculado ao Projeto MathLibras. Este tem como foco a produção de vídeos em Libras para o ensino de Matemática para crianças surdas da Educação Infantil e Ensino Fundamental. A metodologia, de abordagem qualitativa e caracterizada como um experimento de ensino, parte da aplicação de uma sequência didática organizada a partir do vídeo, em uma turma do Pré, da Escola Alfredo Dub. Foram realizados dois encontros, e os dados produzidos e coletados a partir de filmagem, produção das crianças e diário da pesquisadora. Como resultados, percebe-se a importância de momentos de interação e diálogo entre as crianças, de forma a construírem seus conhecimentos matemáticos. Destaca-se, ainda, a importância de materiais produzidos em Libras para o ensino da Matemática.

Resumo: O objetivo deste artigo é analisar a Gramática Visual do vídeo V57-Comparando Velas do projeto MathLibras, que produz vídeos de Matemática em Libras. O referencial usado é a Gramática Visual para vídeos digitais em línguas de sinais delineada por Rosado e Taveira (2022), proposta que apresenta sete elementos básicos que podem ser analisados tela a tela. Os resultados indicam que o MathLibras mantém um padrão de abertura e encerramento nos vídeos; a legenda é opcional e o áudio é fixo; o número de elementos visuais é suficiente e contribuem para o entendimento dos conceitos. Recomenda-se a utilização da Gramática Visual para a produção de vídeos de Matemática (e outros) em Libras.

Este artigo tem como objetivo descrever e analisar quatro encontros realizados com os estudantes surdos do 5º ano, de uma escola bilíngue, nos quais buscou-se perceber qual o conhecimento que tinham sobre as quatro operações. O referencial teórico terá como base as discussões sobre o ensino de Matemática voltada para os surdos no seu contexto, além de conceitos relacionados a aritmética utilizados por Kamii (2001). A metodologia terá uma abordagem qualitativa e será realizada na Escola Especial de Educação Bilíngue Professor Alfredo Dub, em Pelotas, RS. Os sujeitos são quatro estudantes do 5º do Ensino Fundamental, e a pesquisadora é a professora titular da turma. As atividades foram desenvolvidas em quatro encontros, entre março e julho de 2024. A coleta de dados foi realizada por meio de filmagens, fotografias, registros do diário de campo da pesquisadora. A análise de dados foi descritiva, buscando entender como ocorreu o processo de construção destas noções realizadas por cada estudante. Nesse contexto, foi possível verificar a importância do trabalho contínuo com materiais visuais e concretos, além da relevância da comunicação e diálogo entre os participantes na sua língua materna, a Libras.

As its main contribution, the article proposes an integrated model of institutional indicators, structured into political-pedagogical, innovative, structural, practical, and integrative dimensions. This model aims to support school management, guide public policies, and promote a more equitable, accessible, and culturally relevant education for Deaf students in Mozambique.

The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the children's self-concept. The study results indicated that, in comparison with their hearing peers, DHH students had a lower self-concept in the areas of general self, general school, reading, and parental relations. The DHH students in the special school showed a higher self-concept in regard to their physical appearance than the hearing and DHH students in the special class. There were no statistically significant differences between the groups in the self-concept dimensions of peer relations, mathematics, and physical abilities.

The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the children's self-concept. The study results indicated that, in comparison with their hearing peers, DHH students had a lower self-concept in the areas of general self, general school, reading, and parental relations. The DHH students in the special school showed a higher self-concept in regard to their physical appearance than the hearing and DHH students in the special class. There were no statistically significant differences between the groups in the self-concept dimensions of peer relations, mathematics, and physical abilities. There is noticeable interest in the study of the self-concept of DHH children because it is a dimension of psychological development in which there is interaction between the socioaffective, cognitive, communicative, and linguistic aspects, and the DHH children may exhibit significant differences compared with the hearing children (