Courseware Design in Al Amal School for the Deaf Report

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Introduction

Background and Information Collection Methods

This project focused on courseware design methodology used in one of the special needs schools in Sharjah. The researchers identified Al Amal School for the Deaf as the learning institution on which to base this study. This school handles children who have hearing impairments. The use of assistive technologies to help the learners, who have learning impairments, is something that is widely researched and literatures about this topic are readily available. However, both the local and international scholars have paid little attention to the use of assistive technologies for the young learners who are about to join kindergarten or those who are already enrolled in these pre-school institutions. At this tender age, a learner may not even be aware that they have special needs that may demand special attention. They are yet to understand their condition, let alone being able to accept or be in denial of this condition. It is a challenge for the teachers and parents alike, in finding an effective way of ensuring that these learners are initiated into the field of education in the same way as their normal colleagues. Other than imparting knowledge into these young learners, these teachers have to make them aware of their unique condition in a way that will reduce cases of denial or self-pity. This means that although the current courseware design methodologies used in formal schools for the deaf may be helpful, they are not entirely appropriate for this segment of learners. That is why the researchers considered it appropriate for this study.

The information was collected from the primary and secondary data sources. Secondary data sources were collected from books and relevant journals available in the school’s library and other online sources. Primary data was collected from three groups of respondents. The first group was the teaching staffs at the school who have to use assistive technology to help these young learners gain knowledge in the same way their colleagues who are normal do. This group includes the administration of the school. The second group was the parents of these children who have to be aware of the kind of assistive technologies used on their children. Finally, the young learners fell in the third group. Their involvement in the project was not to determine their feelings and views towards the assistive technologies, but to measure how effective the methodology was in imparting the knowledge into them. The two researchers divided the roles in this project as follows.

Student 1

The first student participated in development of the questionnaire that was used in gathering data. He was involved in collecting data from the teachers and administrators at this school. He was assigned the task of gathering and reviewing books about this topic to help support the primary findings. The student also participated in writing the final report and in its review.

Student 2

The second student also participated in the development of the questionnaire that was used in gathering data. He was assigned the task of interviewing the learners and parents to determine the acceptability of the methodology used by the teachers to assist their special needs learners and how effective the method was in achieving the set objectives. The student also reviewed journal articles to back the primary findings in the research. In conjunction with the first student, this student participated in drawing the final report and reviewing it.

Information about the Special Needs School

Introduction about Al Amal School for Deaf Students

Al Amal School for Deaf Students was established in 1979 in Sharjah to help learners who had hearing impairments. According to the management of the school, its pioneers were concerned about the sufferings of the deaf students who lack the capacity to go to normal schools within the region. The few institutions meant for the deaf were in other emirates within the country and most of them were meant for the learners who were not in pre-school classes. The initial target group for this institution was the learners in the preschool stage. The school was specifically interested in learners aged between two to six years with hearing impairments. They were prepared academically to join schools in other existing institutions within the country.

After some time, the management realized that its graduates had a difficult time finding schools that met their special needs. It also disenfranchised the community that they had gotten used to at a very tender age. For that reason, it started programs for its KG1 until 12th grade learners. This institution currently follows the curriculum that is developed by the United Arab Emirates’ Ministry of Education in its school program. However, it has a special program for its preschool learners. To date, this institution still considers the preschool learners as its main target group and it has been keen on developing unique methodologies of meeting their academic needs with the help of assistive technologies. In this study, focus was put on the main segment of the school which is the preschool section. The figure below shows the learners at this institution engaged in outdoor activities.

Learners at Al Amal School for the Deaf at an outdoor event.
Figure 1: Learners at Al Amal School for the Deaf at an outdoor event.

Introduction about the special needs students’ impairments existing in the school and their learning needs

The students who were the point of focus in this study were those who had hearing impairment. As stated in the section above, the study was based on preschool learners who had the problem of hearing. Some of these learners could hear when one spoke in high tones. Others were completely deaf and could not hear any sound. The most special thing about these learners is that they were just learning that they were special. Most of them were aged between two to four years and were not quite able to understand their predicaments. What they found pleasing to them is that they could easily communicate with their peers and teachers while they are at school, something that was not the case back at home. Most of them were happier being in school and using assistive technologies not only to gain academic knowledge, but also to learn about themselves, their peers, and the society in general. They gained unique power while at school. The teachers informed the researchers that these students needed more than just academic knowledge. First, they needed to understand their unique position as deaf learners. Next, they needed to accept this unique position and understand that they can lead normal lives, just like other normal learners. After this they could then be introduced properly to academic life.

The Courseware Design Methodology Used In the School

How Al Amal School for the Deaf has designed a framework to deliver its courseware for the special needs students

Al Amal School for the Deaf has designed a unique framework to deliver its courseware for the special needs students. The institution uses different designs for its school and preschool learners. For the school learners, the institution has adopted the framework that was designed by the United Arab Emirates’ Ministry of Education. However, the preschool learners use a unique design that was developed by a contingent of teachers and psychologists who were hired by the administration to do that job. When the administrator was asked why the preschool learners, especially those between 2-4 years, used a special courseware design, he explained that at this stage, the institution assumes that the learners still have the capacity to overcome their hearing impairments either through therapy or medical procedures. For that reason, the learning approach used seeks to ensure that they can identify a hidden hearing potential that can be developed through practice. Instead of adopting the common coursework frameworks, the institution decided to design its own framework for these young learners to address their special needs. The administrators, teachers, and parents are satisfied with the courseware design that has been designed for these learners. The researcher who interacted with the learners reports that the framework used by this institution has been effective in delivering value to the clients.

The methodology of teaching and how they apply it

The methodology used in this institution for its preschool learners is total communication. According to Hersh and Johnson (2006), the method entails combining visual and auditory communication when giving instructions. It is a fact that these learners have stronger capability to master visual communication skills because of their hearing impairments. However, the institution considered it appropriate to sharpen their auditory skills too. For those who were impartially deaf, special gadgets were used to boost their capacity to hear instructions delivered in a normal tone. For those who had totally lost their hearing capability, they were encouraged to read the lips of the speaker to understand what they were saying. As Haché (2005) saying, it is always important to properly equip the learners with hearing impairments to ensure that they can cope with the forces within the external environment that may not give them special consideration because of their disability. By enabling these learners to read lips, it makes it possible for them to survive in environments outside their learning institution where their care is given to their disability.

It makes it possible for these learners to have a wide range of teachers who can issue them with instructions, including those without the capacity to use sign language. The institution has adopted total communication to fit the needs of these young learners. Using this method, young learners who have limited chances of developing their hearing capabilities are offered the perfect environment to do so. For those who have no chance at all of developing their hearing capabilities, then they are offered the opportunity to read lips of the speakers to understand what they are saying perfectly well even if they cannot hear the sound. This method used by the institution is advanced, appropriate for the young learners, and very effective (Blackman, 2013).

Application of Universal Design for Learning applied in their methodology

The institution uses Universal Design for Learning as a way of eliminating all the possible barriers that may affect the learners’ capacity to grasp knowledge within a classroom setting. The curriculum used at the institution is based on the four main parts of UDL which include goals to be achieved, methods of achieving these goals, materials to be used in the learning process, and the assessment procedure. According to Cook and Hussey (2008), Universal Design for Learning increases the access to learning for students by systematically reducing any cognitive, physical, organizational, and intellectual barriers that may limit the learning process. It emphasizes on the implementation of inclusionary practices in the classroom. The curriculum provides for the following.

Multiple Means of Representation

This curriculum uses different materials and methods for teaching to offer learners numerous ways of acquiring knowledge and information. Teachers at this institution use books, computers, cameras, painting materials, and other objects to ensure that knowledge is effectively passed to the learners. The figure below shows different materials and methods for teaching at this institution,

Materials used at the institution.
Figure 2: Materials used at the institution.

Multiple Means of Actions and Expressions

The curriculum uses different ways of communications and assessment methods to impart knowledge on its learners. Some of these special needs learners are not even aware of their physical impairments. That is why the institution encourages the use of multiple means of actions and expressions to impart knowledge. As stated above, the teachers here use both visual and auditory techniques to pass information to the learners. They also use various objects to enhance their expression to the learners. Teachers also use various alternative methods to allow learners to demonstrate what they have learnt. They can do this by writing down the concepts learnt, demonstrating it using various learning materials, or use any means that are provided for them to express themselves both to the teachers and fellow learners.

Provide Multiple Means of Engagement

The teachers at this school stated that they are very concerned about how they engage students the in-learning process. They stated that they wanted to make it important for them and make them motivated throughout the learning process. The institution has been using multiple means of engagement to enable it tap into the interests of the learners, provide them a positive challenge, and ensure that they are motivated to engage actively in the learning process. The institution has been organizing for various types of engagement programs for its learners. On a daily basis, learners get to engage with their teachers in various learning contexts. In such contexts, teachers pay special attention to the learners’ special needs, strengths, and weaknesses. This way, it becomes easy to address the special needs and challenges of the learner while capitalizing on the strengths (Mates & Reed, 2011). These learners also get to engage themselves within their classrooms. The engagement continues when they get to the playing ground as they learn to use sign language to coordinate their activities in the field. After every two months, the school has a program that brings together all the stakeholders, including teachers, learners, the administration, parents, and the local authority to celebrate these learners. They get to interact with the society in general where they can share their inspirations and aspirations in life.

Assistive Technology Used In the Special Needs School

The use of assistive technology at the institution

This institution widely uses assistive technology to help the students and teachers to interact more effectively. According to Blackman (2013), many special needs schools having been using assistive technologies to simplify the process of passing and receiving instructions. These technologies help in countering the physical and cognitive challenges of the learners. For the deaf, these technologies help to overcome this problem to ensure that these learners can receive instructions through numerous means. Most of the assistive technologies used at Al Amal School for the Deaf are meant to promote the learners’ hearing capacity. Others are visual in nature to help those who have completely lost the capability to hear any form of sound.

How the assistive technology was selected

According to the school’s administrator, the process of selecting the assistive technologies used in this institution is very involving. Some parents are very sensitive when it comes to the use of assistive technologies. They want an assurance that the gadgets may not expose their children to any physical or mental harm. When selecting these gadgets, the input of all the relevant stakeholders is always taken into consideration. Each learner may have different hearing impairments. The institution has been keen on purchasing gadgets that specifically addresses the needs of its learners. Teachers concerns about the ease and effectiveness of these gadgets are also put into consideration when buying the assistive technologies. In fact, in most of the cases it is the teacher who proposes the right item to purchase after interacting with the individual learners and their parents to determine their unique needs.

Some of the technology tools used

The researchers were able to identify a number of gadgets that are used at this institution to promote learning among the deaf students. The following are some of the assistive technologies that are actively used at this institution

FM Systemand Hearing Loop.
Figure 3: FM Systemand Hearing Loop.
Personal Amplifiers Telecommunication Devices for the Deaf.
Figure 4: Personal Amplifiers Telecommunication Devices for the Deaf.

These devices were good for the learners in addressing their hearing impairments within the classrooms. All of them were meant to ensure that the process of communication is simplified (Smith, 2014). For instance, the personal amplifiers enabled learners with limited hearing capabilities to listen to instructions delivered in a normal classroom.

Student Case

Case 1: Muhammad Abdulla

Muhammad Abdulla is a two-year old boy who was born with hearing impairment. He cannot hear sounds in normal frequencies. This means that to communicate to him, one has to literally shout even when the distance is very close. He joined this institution three months ago and the institution has done an excellent job in addressing his academic needs. The institution uses personal amplifiers for this student to help boost his hearing capacity. This assistive technology works so well that it may be almost impossible for one to realize that Abdulla has hearing impairment. The methodology that is used for this student and others who have a similar problem as his at this institution is auditory-verbal and auditory-oral (Goetz, 2005). This is so because they have the capacity to hear normal instructions when they are provided with the relevant assistive gadgets.

Case 2: Lulu Hassan

Lulu Hassan is a three-year old girl who is completely deaf. She developed the problem a year ago after an accident. She completely lost her hearing capabilities. She joined Al Amal School for the Deaf six months ago after undergoing a series of medical procedures following her near-fatal accident. The institution has done its best to ensure that her academic needs are met. In most of the cases, she uses TDD (Telecommunication Device for the Deaf) as an assistive technology which enables her to communicate with the teachers. Total communication was considered the appropriate methodology to use for this student because she was able to speak some words, only that her capacity to hear had been impaired. This methodology enabled her to use auditory and visuals to communicate with the teachers and other learners.

Conclusion

Researchers’ opinion about the Assistive Technology used at the School

The researchers conducted a thorough investigation about the assistive technology that was in use at Al Amal School for the Deaf. Their opinion is that the technologies selected by the institution are very appropriate for its learners. Instead of using a universal approach, the management has gone out of its way to understand unique needs of individual students. The gadgets are up to date and very efficient in a learning environment.

Researchers’ opinion about the existing methodology at the School

The researchers believe that the methodology used at Al Amal School for the Deaf was very appropriate given the varying needs of its learners. The school chose a methodology that enables the learners to explore all their senses, including the suppressed sense of hearing. Total communication enables these learners to have better survival skills even outside this institution. Compared to what we learned about the Universal Design for learning methodology for designing a courseware, we believe that this methodology is very appropriate for these learners and will help them develop as individuals who are self-supporting and able to address various issues without being incapacitated with their disability.

References

Blackman, M. (2013). Web.

Cook, A., & Hussey, S. (2008). Cook & Hussey’s assistive technologies: Principles and practice. St. Louis, Mo: Mosby Elsevier.

Goetz, J. (2005). Web.

Haché, C. (2005). Compendium of Adaptive Technologies: A resource guide for adult educators. Web.

Hersh, M., & Johnson, M. (2006). Assistive technology for the hearing-impaired, deaf and deaf-blind. London: Springer.

Mates, B. T., & Reed, W. R. (2011). Assistive technologies in the library. Chicago: American Library Association.

Smith, J. (2014). Assistive technologies: Concepts, methodologies, tools, and applications. New York: Cengage Learning.

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