Comprehension Obstruction in Science in Sign Language among Deaf Students: The Problem and Solutions

Sharaf, Abdel-Aleem Mohamed Abdel-Aleem; Nasr, Nahid El-Sayed Ahmed

doi:10.21608/jsrep.2023.286239

Comprehension Obstruction in Science in Sign Language among Deaf Students: The Problem and Solutions

Document Type : Original Article

Authors

¹ 1Department of Curricula and Teaching Methods, Faculty of Education for Boys, Al-Azhar University, Cairo

² 2Department of Psychology, Faculty of Humanities, Al-Azhar University

10.21608/jsrep.2023.286239

Abstract

It is acknowledged from the results of the research in the field of special education that the level of comprehension in science among the deaf students is negatively affected by the nature of the hearing disability and its impact on the mental and academic characteristics. They can learn science in light of their abilities in comprehending its scientific content like other ordinary students according to educational strategies that contribute to raising the level of scientific comprehension to the maximum degree possible for them. They also employ their own language of communication in science classes represented in technical sign language related to scientific concepts that represent the language of natural sciences. Technical sign language in science classes among deaf students is the main form in communicating the scientific content to them, and its linguistic quality contributes to science teachers and deaf students themselves to achieve a level of scientific comprehension in their science subject, but it may often be considered one of the sources of impeding comprehension among those students to acquire a wrong comprehension about the concepts of the learned sciences especially with the multiplicity of formulas of scientific expressions for the content of the science subject taught by those deaf students with special needs and the recentness of many scientific concepts related. This requires the formulation of scientific standards in technical sign language in the field of science education aimed at unifying the specialists in teaching science to such a class, so that sign language is not an obstacle for them to comprehension in science, or a source of acquiring a wrong comprehension.

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References

Khaled Mohammed Al-Rashidi (2013). The effectiveness of supporting science teaching with new artistic references in the peer learning environment in correcting alternative perceptions of scientific concepts among deaf students in the intermediate stage, Journal of Education, Al-Azhar University, Part Three, No. 156, 652-690.

Abdul Aleem Muhammad Abdul Aleem Sharaf. (2014). Sign language for science teachers in the classes of deaf students. Journal of Education, Al-Azhar University, Issue 161, Part One, 9-46.

Abdul Aleem Muhammad Abdul Aleem Sharaf. (2018). Teaching science to deaf students. Alexandria: University Education House.

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