Teachers’ perspectives on the education of deaf and hard of hearing students in India: A study of Anushruti / Elisa Mohanty in Alter, Vol. 14, n° 2 (June 2020)

Public ISBD [article]  inAlter > Vol. 14, n° 2 (June 2020) . - p. 85-98 Titre : Teachers’ perspectives on the education of deaf and hard of hearing students in India: A study of Anushruti Titre original : Perspectives des enseignantes sur l’éducation des sourds et malentendants en Inde : une étude de Anushruti Auteurs : Elisa Mohanty ; Anindya Jayanta Mishra Année de publication : 2020 Article en page(s) : p. 85-98 Note générale : https://doi.org/10.1016/j.alter.2020.02.002 Langues : Anglais (eng) Mots-clés : Surdite  Surdite partielle  Inde  Enseignement  Stigmatisation  Modèle social du handicap  Déterminisme technologique Résumé : Deaf and Hard of Hearing (DHH) students represent a group of people whose specific educational needs have remained unaddressed in the Indian educational system. This fieldwork-based study was conducted at Anushruti Academy for the Deaf (AAD), a school for DHH students located in the city of Roorkee in India. It relies on observations of these children in classroom settings and in-depth interviews with their teachers to foreground the major debates concerning various aspects of their education. Issues of language and speech acquisition, methods of teaching, dialectical relationship of students to technology and experiences of stigma are used to bring forth their lived experiences. The study underscores the need for establishing a linkage between a unifying language and academic content development. This will enhance DHH students’ access to different academic disciplines and enable them to transcend elementary levels of achievements. Permalink : ./index.php?lvl=notice_display&id=88339 [article] Teachers’ perspectives on the education of deaf and hard of hearing students in India: A study of Anushruti = Perspectives des enseignantes sur l’éducation des sourds et malentendants en Inde : une étude de Anushruti [] / Elisa Mohanty ; Anindya Jayanta Mishra . - 2020 . - p. 85-98. https://doi.org/10.1016/j.alter.2020.02.002 Langues : Anglais (eng) in Alter > Vol. 14, n° 2 (June 2020) . - p. 85-98 Mots-clés : Surdite  Surdite partielle  Inde  Enseignement  Stigmatisation  Modèle social du handicap  Déterminisme technologique Résumé : Deaf and Hard of Hearing (DHH) students represent a group of people whose specific educational needs have remained unaddressed in the Indian educational system. This fieldwork-based study was conducted at Anushruti Academy for the Deaf (AAD), a school for DHH students located in the city of Roorkee in India. It relies on observations of these children in classroom settings and in-depth interviews with their teachers to foreground the major debates concerning various aspects of their education. Issues of language and speech acquisition, methods of teaching, dialectical relationship of students to technology and experiences of stigma are used to bring forth their lived experiences. The study underscores the need for establishing a linkage between a unifying language and academic content development. This will enhance DHH students’ access to different academic disciplines and enable them to transcend elementary levels of achievements. Permalink : ./index.php?lvl=notice_display&id=88339

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