EXPLORING EVIDENCE IN PUBLICATIONS THAT REPORT ON THE CHALLENGES OF DISTANCE LEARNING FOR DEAF STUDENTS IN TIMES OF COVID-19
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Abstract
The remote learning during the pandemic has been a major challenge for all students and educators, including deaf students. For these students, remote teaching presents unique challenges such as a lack of access to sign language interpreters and other communication tools that are essential for their learning. Therefore, the aim of this review was to discover how research on distance learning for deaf students during the Covid-19 times was being conducted. A review was conducted considering the guidelines of an exploratory study, using the following databases: Lens, Web of Science, and Scopus. Based on the characteristics of this study, descriptive and qualitative methodologies, as well as semantic applications for network analysis through visual representation using VOSviewer software, were employed. In the search, 14 documents were found and selected for review, and 5 were chosen for further analysis. The main findings highlight the importance of specific strategies to ensure the inclusion of these students. As a result, it is important to emphasize that educators and educational institutions consider this evidence when planning remote teaching for deaf students, taking into account potential issues of distancing and remote learning. Among the conclusions, there is a need for research on different strategies to address possible events that have affected the teaching/learning of deaf students.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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