A practical study on the development of collaborative learning models for inclusive deaf and hard-of-hearing pupils

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In this research, I tried to implement the signed language into a regular primary school which had the self-contained special classes for deaf and hard-of-hearing (DHH) pupils. The intervention was consisted of 4 parts: Instruction of the signed language to DHH pupils, Instruction of the signed language to teachers, Instruction of the signed language to hearing pupils, and signed language interpretation in the regular classrooms. Results showed that not only a new language but also the new ways of communication and interaction (that is, a new culture) were needed and that the presence of Deaf adults would be a crucial factor for implementing the signed language in the inclusive classrooms.In this research, I tried to implement the signed language into a regular primary school which had the self-contained special classes for deaf and hard-of-hearing (DHH) pupils. The intervention was consisted of 4 parts: Instruction of the signed language to DHH pupils, Instruction of the signed language to teachers, Instruction of the signed language to hearing pupils, and signed language interpretation in the regular classrooms. Results showed that not only a new language but also the new ways of communication and interaction (that is, a new culture) were needed and that the presence of Deaf adults would be a crucial factor for implementing the signed language in the inclusive classrooms.