E-Learning, Fuzzy Methods, and Sign Language Video to Enhance Teaching for Hearing Impaired

E-Learning, Fuzzy Methods, and Sign Language Video to Enhance Teaching for Hearing Impaired

Athanasios Drigas (National Center for Scientific Research – Demokritos, Greece), Dimitris Kouremenos (National Center for Scientific Research – Demokritos, Greece) and John Vrettaros (National Center for Scientific Research – Demokritos, Greece)
DOI: 10.4018/978-1-4666-4233-1.ch009
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Abstract

This chapter discusses the e-learning methods that were used within the Dedalos project for the teaching of English (as a second language) to deaf and hearing impaired people through the use of Sign Language. Firstly, special educational e-content was developed using modern digital and animation technologies, which was divided into educational levels in accordance to the special needs of the deaf and hearing impaired students. In addition, this special educational content was embedded in a newly developed e-learning environment aiming at the distance training of the aforementioned target group. Apart from the educational material, special evaluation tests were embedded in the e-learning environment towards the assessment and evaluation of the skills of the students. Finally, an intelligent taxonomy system was used for setting the e-content to the right level as well as for the realization of the evaluation process. The procedure can be used in tertiary education.
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The Characteristics Of Gsl (Greek Sign Language)

The Greek Sign Language (GSL) is a natural visual language used by the members of the Greek Deaf Community, which counts several thousands of native and non-native signers (Antzakas & Woll, 2002; Lampropoulou, 1992). It is used widely in the Greek deaf community and the estimation for GSL users is about 40,600 (1986 surveys of Gallaudet University). There is also a large number of hearing non-native signers of GSL, mainly students of GSL and families of deaf people (Lampropoulou, 1997; Bellugi & Fischer, 1972). The recent increase of mainstreamed deaf students in education, as well as the population of deaf students scattered in other institutions, minor town units for the deaf and private tuition may well double the total number of secondary and potential Sign language users (Kyle & Woll, 1985; Efthimiou & Katsoyannou, 2001). Official settings where GSL is being used include eleven deaf clubs in Greek urban centers and a total of fourteen deaf primary, secondary and tertiary educational settings (Logiadis & Logiadis, 1992; Brien & Brennan, 1993; Wilcox et al., 1994).

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