Effect of Training Programme on Developing Functional Sign Language among Parents of Students with Deafness

N.R. Bhuvaneswari*, Dr. Abhishek Kumar Srivastava**
* Resource Teacher, RMSA-IEDSS, CSI Girls Higher Secondary School, Coimbatore, India.
** Assistant Professor, Department of Empowerment of Persons with Disabilities, Indian Sign Language Research and Training Centre, New Delhi, India.
Periodicity:October - December'2016
DOI : https://doi.org/10.26634/jelt.6.4.8334

Abstract

Parents' involvement is highly needed for ensuring holistic development of their words; however parents can only assist the child when they themselves have adequate knowledge, required skills, and proper awareness regarding various aspects of children's growth and development. To have adequate communication skill among parents, ensuring better language and communication in their words is one of the most significant aspects. Hence, the present study seeks to examine the impact of training programme on developing functional Sign language among parents of students with deafness. Pre-test-post-test experimental design was employed for the study. Samples were selected through convenient sampling. The collected data were analyzed using t-test. Results show statistically significant difference between pre and post test scores of functional Sign language of parents of students with deafness post intervention. However, no significant difference was found out between pre and post test scores of functional Sign language of parents of students with deafness after training programme with reference to their educational status, gender, age, and locality. The findings are presented and discussed as to justify the need for training parents in functional Sign language to develop their communicative skills properly which in turn can ensure better communicative and other allied skills in their words.

Keywords

Functional Sign Language, Parents of Students with Deafness.

How to Cite this Article?

Bhuvaneswari, N. R.,and Srivastava, A. K. (2016). Effect of Training Programme on Developing Functional Sign Language among Parents of Students with Deafness. i-manager’s Journal on English Language Teaching, 6(4), 27-32. https://doi.org/10.26634/jelt.6.4.8334

References

[1]. Berke, J. (2009a). A Study on Home Schoolers Discover Benefits of Sign, Retrieved from http://www.about.com, accessed on 23.07.2015.
[2]. Berke, J. (2009b). “A study on why some parents do not use Sign language?” Journal of Sign Language.
[3]. Calderon, R. (2000). “Parental involvement in deaf children's education programs as a predictor of child's language, early reading, and social emotional development”. Journal of Deaf Studies and Deaf Education, doi:10.1093/deafed/5.2.140., Vol.5, pp.140-155.
[4]. Corina, D., and Singleton, J. (2009). “Developmental social cognitive neuroscience: Insights from deafness”. Child Development, Vol.80, pp.952- 967.
[5]. Gentile, A. (1972). “Academic Achievement Test Results of a National Testing Program for Hearing Impaired Students: 1971”. Washington, D.C.: Gallaudet College Office of Demographic Studies, Series D, No 9.
[6]. Hoff, E., and Naigles, L. (2002). “How children use input to acquire a lexicon”. Child Development, Vol.73, No.2, pp. 418-433.
[7]. Mayberry, R. I. (2007). “When timing is everything: Age of first-language acquisition effects on second-language learning”. Applied Psycholinguistics, Vol.28, pp.537-549.
[8]. Meadow, K. P. (1972). “Socio linguistics, Sign Language and the Deaf Sub-Culture”. In: T.J. O'Rourke (ed.). Psycholinguistics and Total Communication: The State of the Art. Washington, D.C., American Annals of the Deaf, pp.19-33.
[9]. Meadow, K. (1968). “Early manual communication in relation to the deaf child's intellectual, social, and communicative functioning”. American Annals of the Deaf, Vol.113, pp.29-41.
[10]. Moores, F.D. (1978). Educating the Deaf Psychology: Principles & Practices. Houghton Mifflin Company Boston.
[11]. Moores, Donald. (2001). Educating the Deaf: Psychology, Principles, and Practices. Boston: Houghton Mifflin.
[12]. Mounty, J., Nover, S. M., and Pucci, C. (2008). How Deaf Children become Proficient Readers: A Socio cultural perspective. Presented at the Association of College Educators – Deaf and Hard of Hearing, New Orleans, LA.
[13]. Quigley, S., and Frisina, R. (1961). Institutionalization and Psycho Educational Development of Deaf Children. CEC Research Monograph. Washington, D.C.: Council on Exceptional Children.
[14]. Schlesinger, H.S., and Meadow, K.P. (1972a). “A study on Parents and preschool intervention programe about communicative frustration”. Volta Review, Vol.100, No.2, pp.87-103.
[15]. Schlesinger, H.S., and Meadow, K.P. (1972b). “Sound and Sign: Childhood deafness and mental health”. University of California Press.
[16]. Stevenson, E. (1964). “A Study of the Educational Achievement of Deaf Children of Deaf Parents”. California News, Vol. 80, pp.143.
[17]. Stevenson, D. L., and Baker, D. P. (1987). “The familyschool relation and the child's school performance. Child Development: Special Issue”. Schools and Development, Vol.58, pp.1348-1357.
[18]. Strong, M., and Prinz, P. (1997). “A study on the relationship between American Sign language and English literacy”. Journal of Deaf Studies and Deaf Education, Vol.2, pp.37-46.
[19]. Stuckless, E., and J. Birch. (1966). “The Influence of Early Manual Communication on the Linguistic Development of Deaf Children”. American Annals of the Deaf, Vol.111, pp.425-460, 499-504.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.