Abstract
The demand for employment in specific computing fields is high, during the last years. However, the deaf and hard of hearing (DHH) persons are significantly underrepresented. In this paper, we study methods for increasing the participation of DHH students in computing fields, in order to provide them equal opportunities with normal students. We focus on the following two key research questions: What is an appropriate inclusive curriculum in Higher Education for supporting DHH students studying information technology? What kind of assistive technology resources (e.g., vocabularies in Sign Language) should be embedded in the curriculum, and how DHH students can be enabled to access and use such resources? A systematic review of the literature is conducted, and the design of an introductory academic course on information technology literacy for DHH students is examined.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
AccessComputing. (2015). Retrieved July 28, 2015, from http://www.washington.edu/accesscomputing/get-involved/educators-employers/communities-practice.
Burgstahler, S., & Ladner, R. (2006). Increasing the participation of people with disabilities in computing fields: From research to practice. Seattle: University of Washington.
Cannon, J. E., Easterbrooks, S. R., Gagné, P., & Beal-Alvarez, J. (2011). Improving DHH students’ grammar through an individualized software program. Journal of Deaf Studies and Deaf Education, 16(4), 437–457. doi:10.1093/deafed/enr023.
Luckner, J. L., & Cooke, C. (2010). A summary of the vocabulary research with students who are deaf or hard of hearing. American Annals of the Deaf, 155(1), 38–67.
Luft, P., & Huff, K. (2011). How prepared are transition-age deaf and hard of hearing students for adult living? Results of the transition competence battery. American Annals of the Deaf, 155(5), 569–579.
Luft, P., Bonello, M., & Zirzow, N. K. (2009). Technology skills assessment for deaf and hard of hearing students in secondary school. American Annals of the Deaf, 154(4), 389–399.
Marinagi, C. C., & Skourlas, C. (2013). Blended learning in personalized assistive learning environments. International Journal of Mobile and Blended Learning, 5(2), 39–59. doi:10.4018/jmbl.2013040103.
Marschark, M., Bull, R., Sapere, P., Nordmann, E., Skene, W., Lukomski, J., et al. (2012). Do you see what i see? School perspectives of deaf children, hearing children, and their parents. European Journal of Special Needs Education, 27(4), 483–497.
Sarchet, T., Marschark, M., Borgna, G., Convertino, C., Sapere, P., & Dirmyer, R. (2014). Vocabulary knowledge of deaf and hearing postsecondary students. Journal of Postsecondary Education Disability, 27(2), 161–178.
Acknowledgments
This research has been co-funded by the European Union (Social Fund) and Greek national resources under the framework of the “Archimedes III: Funding of Research Groups in TEI of Athens” project of the “Education and Lifelong Learning” Operational Programme.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing Switzerland
About this paper
Cite this paper
Marinagi, C., Skourlas, C., Tsolakidis, A. (2017). Information Technology Literacy for Deaf and Hard of Hearing Students in Higher Education. In: Kavoura, A., Sakas, D., Tomaras, P. (eds) Strategic Innovative Marketing. Springer Proceedings in Business and Economics. Springer, Cham. https://doi.org/10.1007/978-3-319-33865-1_85
Download citation
DOI: https://doi.org/10.1007/978-3-319-33865-1_85
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-33863-7
Online ISBN: 978-3-319-33865-1
eBook Packages: Business and ManagementBusiness and Management (R0)