Technology to Support Sign Language for Students With Disabilities
Rural Special Education Quarterly
Donne, V. (2013).
Rural Special Education Quarterly, 32(4), 24-37.
This review investigates the effect of technology to support sign language (e.g., computer-displayed text, graphic pictures, voice output, sign language videos) on a variety of outcomes (e.g., vocabulary, language, reading comprehension, writing skills) in students and adults who are deaf/hard of hearing or with low incidence disabilities (e.g., autism, intellectual disability, communication disorders).
Not stated
From 1993 to 2013
Peer-reviewed articles (excluding book reviews, articles on speech recognition, articles on technology development only, and irrelevant articles)
19 articles; 22 studies
<div>For students who are deaf or hard of hearing, "not only does research describe the benefits of technology incorporating sign language, but the ability to access such technology in rural areas is supported by research as well" (p. 32). One study found that the majority of rural schools had internet access to support remote technology. Another study found that teachers in rural settings expressed positive opinions of integrating technology.</div>
<div>For adults who are deaf or hard of hearing, "results of the reviewed studies provided some evidence that use of technology to provide sign language classes and instruction may be effective for hearing adults" (p. 32).</div>
<p>Evidence from this review suggests that incorporation of various forms of technology using sign language has improved student vocabulary, language, reading comprehension, and writing skills. These positive results extended across age groups from young children to adults. Positive results were obtained from technology sessions of as little as ten minutes per day. Specific technology interventions included:</p>
<ul>
<li>technology to supplement text as an independent activity;</li>
<li>technology paired with shared readings, repeated readings, and guided reading;</li>
<li>pre-teaching vocabulary and facilitating the viewing of videos by way of teacher mediation; and</li>
<li>sign language multimedia for narrative and expository texts at an instructional reading level.</li>
</ul>
