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Constraints on communication in classrooms for the deaf
1Center for Neural Science, New York University.
American Annals of the Deaf
|March 1, 1993
Summary
Communication in deaf education is limited because visual-line-of-sight methods mean messages are often missed. This study quantifies missed communication in deaf classrooms, highlighting the need for improved teaching and technology.
Area of Science:
- Education
- Linguistics
- Communication Sciences
Background:
- Deaf students often exhibit lower scholastic achievement.
- Classroom communication methods significantly impact learning.
- Line-of-sight communication, common in deaf education, has inherent limitations compared to aural methods.
Purpose of the Study:
- To quantify the extent to which visual communication is received in secondary school classrooms for the deaf.
- To assess the impact of line-of-sight limitations on message reception during typical classroom interactions.
Main Methods:
- Researchers analyzed videotaped segments of secondary school classes for deaf students.
- The study measured the duration signers (teachers and students) were actively looked at by potential message receivers.
- Observations focused on typical classroom communication patterns and the frequency of visual attention.
Main Results:
- Messages were visually received less than 50% of the time on average.
- Students frequently engaged in collateral conversations, diverting attention from the primary communicator.
- The findings indicate significant constraints imposed by line-of-sight communication in deaf educational settings.
Conclusions:
- The profound constraints of line-of-sight communication necessitate pedagogical and environmental adjustments.
- Recommendations include modifying teaching techniques and classroom layouts.
- Integrating computer-communication technology may offer solutions to overcome visual attention limitations.