A Systematic Literature Review: Learning Practical Skills for Deaf or Hard-of-Hearing (DHH) Student
DOI:
https://doi.org/10.37934/araset.58.2.165181Keywords:
Learning practical skills, Deaf or hard-of-hearing (DHH), Systematic literature reviewAbstract
A comprehensive literature review addresses the acquisition of practical skills by Deaf or Hard-of-Hearing (DHH) students in diverse educational settings. These skills are essential for their daily lives and future employability. Given the unique communication and sensory needs of DHH students, this study systematically reviews methodologies, tools, and pedagogical approaches facilitating practical skill development, adhering to PRISMA guidelines. The review encompasses 150 articles across three databases (Scopus, Institute of Electrical and Electronics Engineers (IEEE), and Education Resources Information Centre (ERIC)), with 30 articles meeting eligibility criteria. Three key themes emerged: innovation in pedagogy for DHH students, language and communication in DHH education, and accessibility and technology in DHH education. Innovative pedagogical approaches such as video, workshops, augmented and extended reality have proven effective for practical learning among DHH students. Language and communication themes stress using sign language as well as audiovisual translation (AVT) to enhance communication. Accessibility and technology-focused themes highlight the benefits of hearing aids, simulations, Universal Design for learners, as well as Universal Design for instructors in improving learning outcomes. These results underscore the positive impact of innovation and technology in enhancing knowledge, skill development, attitudes, grade point averages, learning experiences, and overall performance for DHH students. The review calls for future research and emphasizes inclusive educational practices to better support this unique student population, offering a comprehensive overview of practical skill development for DHH students.